Making the Connection: Using Technology for Learning in Correctional Centres

Más contenido relacionado

Más de Helen Farley

Drawing insights from the emerging field of sensory criminology, this paper delves into the distinctive acoustic requirements within prisons, shedding light on the differences that exist between the acoustic needs of incarcerated individuals and those outside the prison walls. The study emphasizes the crucial role acoustics play in the daily experiences of both incarcerated individuals and corrections staff. Those in prison rely on acoustics for communication and information gathering, while corrections staff use auditory cues to assess the prevailing tension within the prison environment. The intricate dynamics of prison cultures, often overlooked by acousticians, are brought to the forefront through the lens of sensory criminology. This paper advocates for a multidisciplinary approach, suggesting that acousticians collaborate with complementary disciplines to design spaces that encourage positive communication and simultaneously address the risks associated with undesirable social dynamics. By integrating insights from sensory criminology, acousticians can create purposeful designs that benefit both incarcerated individuals and corrections staff, ensuring a well-informed and effective acoustic environment.

Beyond standards: reimagining acoustic design in prisons

Helen Farley

Individuals responsible for the management and administration of prisons often show a willingness to adopt innovative technologies for operational efficiency. However, in cases where a choice must be made between prioritizing security measures and the rehabilitation of people in prison, the former tends to take precedence, sometimes at the expense of the latter. The emergence of COVID-19 lockdowns, which confined individuals to their cells for extended periods and disrupted educational programs, has prompted jurisdictions to reevaluate the advantages of educational technology. Drawing from our involvement in these kinds of initiatives, we present key insights to enrich this ongoing dialogue.

Introducing technology for learning in prisons: meeting challenges and realis...

Helen Farley

More than employment: The benefits of education in corrections

Helen Farley

Supporting Neurodiverse Learners in New Zealand Prisons

Helen Farley

It's an Arms Race: A Perspective from a Higher Education Partner

Helen Farley

Using emerging digital technology for learning in prisons

Helen Farley

What does quiet mean to you?

Helen Farley

Working with Adults with Auditory Processing Disorder

Helen Farley

Neurodiversity

Helen Farley

Introducing digital technologies into prisons: Issues and challenges

Helen Farley

The role of education in reducing recidivism

Helen Farley

Virtual worlds (VWs) are providing welcome opportunities for the development of innovative curricula for tertiary educators. These environments potentially allow them to give their students authentic learning experiences that resemble real life tasks and scenarios. In addition, virtual worlds are extremely useful when training students to perform tasks that are too expensive or dangerous to perform in real life (Adams, Klowden, & Hannaford, 2001). Well-designed simulations implemented in these environments can provide risk-averse and cost-effective simulations of authentic contexts that can facilitate optimal learning, especially when enhanced with the capability for tactile precision and haptic feedback. This chapter, while acknowledging the enormous potential of virtual worlds for higher education, will investigate the range of challenges also associated with implementing these environments into curricula. These include the use of appropriate pedagogical models and the large learning curve for novice users. The chapter will conclude with a discussion of how these challenges can be mitigated, taking into account the latest technical developments in virtual worlds and associated hardware.

Virtual Worlds in Higher Education: The Challenges, Expectations and Delivery

Helen Farley

In the decade and a half since the beginning of the new millennium, mobile computing technologies have evolved rapidly, enabling increasingly sophisticated methods of communication and interaction. As a result of the incremental improvements in design, tendency towards reduced size, increased functionality, improvements in data storage capability, and the reliability and ubiquity of the networks that support them, mobile technologies are increasingly perceived as essential to the conduct of people’s everyday lives (Evans-Cowley, 2010).

Evaluation of mobile teaching and learning projects, introduction

Helen Farley

Mobile learning is a very exciting approach to learning that has the possibility of changing nursing education, providing learning to nurses when and where they need it and in a manner that will achieve positive learning outcomes. Coming from an apprenticeship model in the military, nurses have traditionally learnt by seeing and then doing. Mobile learning through means such as You Tube and augmented reality offer the best of this traditional way of learning combined with time and cost efficient means of technology use and greater theoretical knowledge. Reaching nurses in rural and isolated communities is also possible through these means. This is achieved through the use of SMS and online learning, that is able to be used at a time and place suitable for the nurse, enabling them to include learning within their lives in a way that suits them. Many isolated trials have occurred in nursing education over the years, starting with the use of PDA’s and although many have shown success there is not a great deal of research been conducted in the use of mobile education in nursing. Considering this research was conducted using a grounded theory approach that investigated nurse’s current use of mobile technology and their beliefs around mobile learning. The study also explored how and when nurses are undertaking continuing education, with the discovery of how they personally resource their learning. When looking at trials of mobile learning within nursing education, it is apparent from these trials and the study that nurses are ready for mobile learning and that mobile learning shows great potential as a method for education within the nursing profession.

Mobile learning initiatives in nursing education

Helen Farley

Mobile learning has been adopted to a varying extent across the countries of Southeast Asia. Though mobile learning initiatives in the UK, Europe, the United States and Australia are well-documented, much less in known is known about mobile learning initiatives in Southeast Asia. This region is culturally and economically diverse, containing both developed countries such as Singapore and developing countries including East Timor. This range of economic development means that the penetration of telecommunications technologies, including infrastructure to support mobile and internet networks, varies vastly and the extent to which this technology is used for learning, similarly varies. This chapter begins with an examination of the mobile device market penetration in the various countries of Southeast Asia and the particular demographics of those users. Internet censorship potentially will impact on mobile learning initiatives in some countries and this is examined briefly. The status of mobile learning in a cross-section of Southeast Asian countries will be examined, with a particular focus on government policies, critical infrastructure and notable mobile learning initiatives. The chapter concludes with a review of the enablers and barriers to mobile learning in Southeast Asia and a look at future directions.

Mobile learning in Southeast Asia: Opportunities and challenges

Helen Farley

Mobile learning is viewed by many institutional leaders as the solution for a student cohort that is demanding an increasingly flexibility in study options. These students are fitting study around other aspects of their lives including work and caring responsibilities, or they are studying at a geographical location far removed from the university campus. With ubiquitous connectivity available in many parts of the world and with the incremental improvements in design and affordability of mobile devices, many students are using mobile technologies to access course materials and activities. Even so, there are relatively few formal mobile learning initiatives underway and even fewer evaluations of those initiatives. This is significant because without a rigorous evaluation of mobile learning, it is impossible to determine whether it provides a viable and cost-effective way of accessing courses for both the student and the institution. This chapter examines the broad groupings of uses for mobile devices for learning, before considering the evaluation frameworks that are currently in use. The characteristics, affordances and issues of these frameworks are briefly discussed. A project to develop a Mobile Learning Evaluation Framework is introduced, which will consider evaluation from four aspects: 1) Pedagogical (Learning); 2) Pedagogical (Teaching); 3) Technical; and 4) Organizational.

Moving towards the effective evaluation of mobile learning initiatives in hig...

Helen Farley

The healthcare industry is rapidly evolving in tandem with a demand for increased flexibility in the delivery of education in our fast-paced society. As a result, the passive reception of content by students, delivered by an expert from the front of the class, is becoming increasingly redundant. Students are now being taught, ubiquitous connectivity allowing widespread access to online materials (Collier, Gray, & Ahn, 2011). Programs such as nursing are often offered in an external, online delivery mode (Wright, 2013). Due to an increasingly aging population, healthcare is by far one of the fastest-growing industries, and graduate job seekers choosing to enter healthcare, will need to ensure they have developed sound digital literacies, particularly as they apply to professional communication. It is imperative that students develop and leverage emerging communication technologies as part of their portfolio prior to seeking employment (Clark, 2009; Hargittai & Litt, 2013).

Digital Skills in Healthcare Practice

Helen Farley

Tarot

Helen Farley

This final volume of Religion, the Occult and the Paranormal is mostly concerned with how the supernatural is finding form in popular culture, in everyday life and among the youth with their apparently insatiable appetite for all that is different, macabre, alien or sitting outside of normal society. Film franchises based on paranormal themes are among the biggest grossing films of all time. The Harry Potter franchise appeals to both adults and children alike, as does the Lord of the Rings franchise. These movies are invariably released at holiday time so parents can take their children, buy them some themed merchandise and escort them to various dress-up events populated by hundreds of small Harry Potters and Hermione Grangers. Religious and supernatural ideas are integral to the appeal of these movies. Several chapters of this volume explore that unlikely relationship. The current also flows in the other direction with popular culture providing the stuff of emerging religions. Most are familiar with Jediism, drawing its inspiration from the Star Wars franchise and the noble ideals of the Jedi Knights.

Introduction to Volume IV

Helen Farley

The first volume of this series has equipped us with the methodological tools for examining the occult and paranormal. The second has shown us that these themes have been present since the earliest times. This third volume of the Religion, the Occult, and the Paranormal provides examples of some of the rich diversity of ideas, practices and groups engaged in various ways with these supernatural considerations. Occult practices and ideas around the paranormal are found within each of the major world religions, often in connection with the more mythical aspects of those traditions. Bibliomancy, or divination using books, thrives within many forms of Christianity, Islamic theology is resplendent with jinns that can intervene in everyday life, and no process is more mysterious than the divinatory practices that foretell the next Dalai Lama in the “Yellow Hat” school of Tibetan Buddhism. Some of the chapters presented herein will explore just some of those crevices in South Asian religions.

Introduction to Volume III

Helen Farley

Más de Helen Farley (20)

Beyond standards: reimagining acoustic design in prisons

Introducing technology for learning in prisons: meeting challenges and realis...

More than employment: The benefits of education in corrections

Supporting Neurodiverse Learners in New Zealand Prisons

It's an Arms Race: A Perspective from a Higher Education Partner

Using emerging digital technology for learning in prisons

What does quiet mean to you?

Working with Adults with Auditory Processing Disorder

Neurodiversity

Introducing digital technologies into prisons: Issues and challenges

The role of education in reducing recidivism

Virtual Worlds in Higher Education: The Challenges, Expectations and Delivery

Evaluation of mobile teaching and learning projects, introduction

Mobile learning initiatives in nursing education

Mobile learning in Southeast Asia: Opportunities and challenges

Moving towards the effective evaluation of mobile learning initiatives in hig...

Digital Skills in Healthcare Practice

Tarot

Introduction to Volume IV

Introduction to Volume III

Último

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

MaritesTamaniVerdade

Introduction to Nonprofit Accounting: The Basics

TechSoup

𝐋𝐞𝐬𝐬𝐨𝐧 𝐎𝐮𝐭𝐜𝐨𝐦𝐞𝐬: -Discern accommodations and modifications within inclusive classroom environments, distinguishing between their respective roles and applications. -Through critical analysis of hypothetical scenarios, learners will adeptly select appropriate accommodations and modifications, honing their ability to foster an inclusive learning environment for students with disabilities or unique challenges.

Understanding Accommodations and Modifications

MJDuyan

This PowerPoint helps students to consider the concept of infinity.

christianmathematics

The basics of sentences session 3pptx.pptx

heathfieldcps1

Accessible Digital Futures project (20/03/2024)

Jisc

General Principles of Intellectual Property: Concepts of Intellectual Proper...

Poonam Aher Patil

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx

Esquimalt MFRC

Single or Multiple melodic lines structure

dhanjurrannsibayan2

Food safety_Challenges food safety laboratories_.pdf

Sherif Taha

SOC 101 Demonstration of Learning Presentation

camerronhm

ICT role in 21st century education and it's challenges.

MaryamAhmad92

Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf

Dr Vijay Vishwakarma

Mehran University Newsletter Vol-X, Issue-I, 2024

Mehran University of Engineering & Technology, Jamshoro

REMIFENTANIL: An Ultra short acting opioid.pptx

Dr. Ravikiran H M Gowda

How to Manage Global Discount in Odoo 17 POS

Celine George

Jamworks pilot and AI at Jisc (20/03/2024)

Jisc

Making communications land - Are they received and understood as intended? webinar Thursday 2 May 2024 A joint webinar created by the APM Enabling Change and APM People Interest Networks, this is the third of our three part series on Making Communications Land. presented by Ian Cribbes, Director, IMC&T Ltd @cribbesheet The link to the write up page and resources of this webinar: https://www.apm.org.uk/news/making-communications-land-are-they-received-and-understood-as-intended-webinar/ Content description: How do we ensure that what we have communicated was received and understood as we intended and how do we course correct if it has not.

Making communications land - Are they received and understood as intended? we...

Association for Project Management

Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...

Pooja Bhuva

Spatium Project Simulation student brief

Association for Project Management

Making the Connection: Using Technology for Learning in Correctional Centres

Recomendados

Recomendados

Más contenido relacionado

Más de Helen Farley

Más de Helen Farley (20)

Último

Último (20)