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Smoothing the Way: Communicating Effectively with Project Partners
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Helen Farley
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Lessons learned about communicating effectively with project partners.
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A series of projects undertaken by researchers at the University of Southern Queensland in Australia, are introducing internet-independent digital technologies into correctional centres to enable prisoners to participate in higher education. In doing so, these projects will potentially foster the digital literacy skills that prisoners will need once they are released from custody for entry into the workforce, further study or even to fully participate in the digital economy. The lack of access to the internet and to digital technologies, makes it particularly difficult for those prisoners trying to participate in higher education when the sector is increasingly dominated by online offerings of courses and programs. In the past, courses could be delivered with the use of printed books and CDs. But this option is becoming increasingly problematic as universities move away from the provision of hard-copy materials due to cost. The questions raised during these projects make us ponder whether or not e-learning, often delivered exclusively online, is marginalising and disenfranchising as many as it includes in the provision of education. And whether the technologies and processes developed in the course of these projects could be used in other contexts where internet access is problematic such as with defence force personnel, remote Indigenous communities and in those countries with poor ICT infrastructure.
Making the Connection: Bringing higher education to incarcerated students usi...
Making the Connection: Bringing higher education to incarcerated students usi...
Helen Farley
The Australian Centre for Sustainable Catchments and the Australian Digital Futures Institute have been working together to craft machinima to help farmers use climate information to make more informed climate risk management decisions. The project team first worked with Indian farmers and, using the feedback gathered from that project, are now working with sugarcane farmers in Queensland. The current project will create five machinima in Second Life, based around key decision-making points in sugar cane farming operations. The machinima cover harvesting, irrigation and other topics relevant to farmers. They show farmers how to use long range climate forecasts generated by the ACSC when making critical farming decisions. A preliminary evaluation has been done on the first of these and will influence the form of subsequent machinima. A more comprehensive questionnaire has been generated and will be deployed to sugarcane farmers at shed meetings and other relevant gatherings. The questionnaire will determine how convincing the machinima are and how farmers would access them, i.e. through desktop computers or mobile devices. This paper will discuss the lessons learned and opportunities for future applications and research.
Learning how to use climate information with machinima
Learning how to use climate information with machinima
Helen Farley
This paper reports on a project that was first introduced to World Conference on Mobile and Contextual Learning attendees in 2012, the PLEIADES project (Portable Learning Environments for Incarcerated Adult Distance Education Students) and discusses how this project evolved into two separate projects; one each from the two technologies originally trialled. PLEIADES introduced a version of an internet-independent version of the Learning Management System (LMS) called Stand Alone Moodle (SAM) and eBook readers to incarcerated students in a correctional centre in Southern Queensland. The Triple ‘E’ Project (Empowerment, E-Learning and E-Readers) using eBook readers similar to those trialled in the PLEIADES project, were rolled out to a further four correctional centres. This paper explores the issues and challenges involved with deploying eBook readers to incarcerated students through the PLEIADES and Triple ‘E’ projects.
Taking eBook Readers to Prisons: A Tale of Two Projects
Taking eBook Readers to Prisons: A Tale of Two Projects
Helen Farley
The reality is that online learning can be a daunting and lonely experience. This is why icebreakers can be a rewarding practice for both students and educators. The use of icebreakers allows students studying online to introduce themselves and become familiar with other members of the group and/or community. Not only are these icebreakers used as a starter within the first weeks of study, but they are also used to help motivate students throughout the course. Highlighted in this paper are particular online (virtual) tools that can be used as icebreakers within an online learning environment and help shift the view of isolation associated with learning online and create a more engaged community of practice with effective learning.
Tools of the trade: ‘Breaking the ice’ with virtual tools in online learning
Tools of the trade: ‘Breaking the ice’ with virtual tools in online learning
Helen Farley
Three-dimensional (3D) virtual worlds have been used for more than a decade in higher education for teaching and learning. Since the 1980s, academics began using virtual worlds as an exciting and innovative new technology to provide their students with new learning experiences that were difficult to provide any other way. But since that time, virtual worlds have failed to maintain their popularity as learning spaces; many builds falling into disuse and many disappearing altogether. The aim of this article is not only to determine why virtual worlds have not become a mainstream teaching tool, but to ascertain why they have even failed to maintain their popularity. In order to do this, the research team surveyed over 200 academics about the barriers and enablers to the use and perceived affordances of virtual worlds in teaching and learning. These responses are examined in relation to academics’ past, present and future use, experience and knowledge of virtual world environments.
Barriers and Enablers to the Use of Virtual Worlds in Higher Education: An Ex...
Barriers and Enablers to the Use of Virtual Worlds in Higher Education: An Ex...
Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal learning as well as informal learning.
Mobile learning anytime, anywhere: What are our students doing?
Mobile learning anytime, anywhere: What are our students doing?
Helen Farley
As universities become increasingly reliant on the online delivery of courses for distance education, those students without access to the Internet are increasingly marginalised. Among those most marginalised are incarcerated students who are often from low socio-economic status backgrounds and have limited access to resources. This article reports on four projects that incrementally build on each other, three of which are completed, at the University of Southern Queensland that seek to provide access to higher education for incarcerated students. These projects developed a modified version of Moodle, called Stand Alone Moodle (SAM), which doesn’t require Internet access, but provides the same level of access and interactivity as regular Moodle. EBook readers were also used in two of the projects. A description of the projects, a summary of the results and issues is provided. The projects will be extended to deploy Stand Alone Moodle and tablet computers to correctional centres across Australia with a focus on Aboriginal and Torres Strait Islander students.
Using digital technologies to implement distance education for incarcerated s...
Using digital technologies to implement distance education for incarcerated s...
Helen Farley
A brief overview of where we're up to with USQ projects for incarcerated students.
Making the Connection: Where we're up to ...
Making the Connection: Where we're up to ...
Helen Farley
Recomendados
A series of projects undertaken by researchers at the University of Southern Queensland in Australia, are introducing internet-independent digital technologies into correctional centres to enable prisoners to participate in higher education. In doing so, these projects will potentially foster the digital literacy skills that prisoners will need once they are released from custody for entry into the workforce, further study or even to fully participate in the digital economy. The lack of access to the internet and to digital technologies, makes it particularly difficult for those prisoners trying to participate in higher education when the sector is increasingly dominated by online offerings of courses and programs. In the past, courses could be delivered with the use of printed books and CDs. But this option is becoming increasingly problematic as universities move away from the provision of hard-copy materials due to cost. The questions raised during these projects make us ponder whether or not e-learning, often delivered exclusively online, is marginalising and disenfranchising as many as it includes in the provision of education. And whether the technologies and processes developed in the course of these projects could be used in other contexts where internet access is problematic such as with defence force personnel, remote Indigenous communities and in those countries with poor ICT infrastructure.
Making the Connection: Bringing higher education to incarcerated students usi...
Making the Connection: Bringing higher education to incarcerated students usi...
Helen Farley
The Australian Centre for Sustainable Catchments and the Australian Digital Futures Institute have been working together to craft machinima to help farmers use climate information to make more informed climate risk management decisions. The project team first worked with Indian farmers and, using the feedback gathered from that project, are now working with sugarcane farmers in Queensland. The current project will create five machinima in Second Life, based around key decision-making points in sugar cane farming operations. The machinima cover harvesting, irrigation and other topics relevant to farmers. They show farmers how to use long range climate forecasts generated by the ACSC when making critical farming decisions. A preliminary evaluation has been done on the first of these and will influence the form of subsequent machinima. A more comprehensive questionnaire has been generated and will be deployed to sugarcane farmers at shed meetings and other relevant gatherings. The questionnaire will determine how convincing the machinima are and how farmers would access them, i.e. through desktop computers or mobile devices. This paper will discuss the lessons learned and opportunities for future applications and research.
Learning how to use climate information with machinima
Learning how to use climate information with machinima
Helen Farley
This paper reports on a project that was first introduced to World Conference on Mobile and Contextual Learning attendees in 2012, the PLEIADES project (Portable Learning Environments for Incarcerated Adult Distance Education Students) and discusses how this project evolved into two separate projects; one each from the two technologies originally trialled. PLEIADES introduced a version of an internet-independent version of the Learning Management System (LMS) called Stand Alone Moodle (SAM) and eBook readers to incarcerated students in a correctional centre in Southern Queensland. The Triple ‘E’ Project (Empowerment, E-Learning and E-Readers) using eBook readers similar to those trialled in the PLEIADES project, were rolled out to a further four correctional centres. This paper explores the issues and challenges involved with deploying eBook readers to incarcerated students through the PLEIADES and Triple ‘E’ projects.
Taking eBook Readers to Prisons: A Tale of Two Projects
Taking eBook Readers to Prisons: A Tale of Two Projects
Helen Farley
The reality is that online learning can be a daunting and lonely experience. This is why icebreakers can be a rewarding practice for both students and educators. The use of icebreakers allows students studying online to introduce themselves and become familiar with other members of the group and/or community. Not only are these icebreakers used as a starter within the first weeks of study, but they are also used to help motivate students throughout the course. Highlighted in this paper are particular online (virtual) tools that can be used as icebreakers within an online learning environment and help shift the view of isolation associated with learning online and create a more engaged community of practice with effective learning.
Tools of the trade: ‘Breaking the ice’ with virtual tools in online learning
Tools of the trade: ‘Breaking the ice’ with virtual tools in online learning
Helen Farley
Three-dimensional (3D) virtual worlds have been used for more than a decade in higher education for teaching and learning. Since the 1980s, academics began using virtual worlds as an exciting and innovative new technology to provide their students with new learning experiences that were difficult to provide any other way. But since that time, virtual worlds have failed to maintain their popularity as learning spaces; many builds falling into disuse and many disappearing altogether. The aim of this article is not only to determine why virtual worlds have not become a mainstream teaching tool, but to ascertain why they have even failed to maintain their popularity. In order to do this, the research team surveyed over 200 academics about the barriers and enablers to the use and perceived affordances of virtual worlds in teaching and learning. These responses are examined in relation to academics’ past, present and future use, experience and knowledge of virtual world environments.
Barriers and Enablers to the Use of Virtual Worlds in Higher Education: An Ex...
Barriers and Enablers to the Use of Virtual Worlds in Higher Education: An Ex...
Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal learning as well as informal learning.
Mobile learning anytime, anywhere: What are our students doing?
Mobile learning anytime, anywhere: What are our students doing?
Helen Farley
As universities become increasingly reliant on the online delivery of courses for distance education, those students without access to the Internet are increasingly marginalised. Among those most marginalised are incarcerated students who are often from low socio-economic status backgrounds and have limited access to resources. This article reports on four projects that incrementally build on each other, three of which are completed, at the University of Southern Queensland that seek to provide access to higher education for incarcerated students. These projects developed a modified version of Moodle, called Stand Alone Moodle (SAM), which doesn’t require Internet access, but provides the same level of access and interactivity as regular Moodle. EBook readers were also used in two of the projects. A description of the projects, a summary of the results and issues is provided. The projects will be extended to deploy Stand Alone Moodle and tablet computers to correctional centres across Australia with a focus on Aboriginal and Torres Strait Islander students.
Using digital technologies to implement distance education for incarcerated s...
Using digital technologies to implement distance education for incarcerated s...
Helen Farley
A brief overview of where we're up to with USQ projects for incarcerated students.
Making the Connection: Where we're up to ...
Making the Connection: Where we're up to ...
Helen Farley
The Gartner Hype Cycle has placed virtual worlds on the climb up the Slope of Enlightenment. While some authors in the past have made much of the educational use of virtual worlds languishing in the Trough of Disillusionment, there has been a community of authors, designers and educators working to further understanding of the imitations and affordances of such technologies. It is time to pool this knowledge, experience, tools and practice to solidify best practice, focus research on development of specific elements and forge ahead to shape the third wave of educational virtual worlds. This paper attempts to outline this information and practice while offering solutions for further development.
Virtual Worlds in Education: Coming of the Third Wave
Virtual Worlds in Education: Coming of the Third Wave
Helen Farley
Mobile learning has the potential to expand access to education in developing countries. Little is known about the preferences of students in some Asian countries such as Vietnam. Some of these countries have restricted internet access and may be subject to internet censorship. A study was conducted with forty-four Masters students in Vietnam to identify informal mobile learning trends. Results indicate that although rates of ownership of mobile technologies are still low in comparison to many other countries, students do use these devices to support their studies. A third of students had access to a tablet computer, smartphone or MP3 player and many students had access to more than one device. Most students used Wi-Fi and considered internet quality to be moderate or fair. Access to high quality internet and the impact of internet censorship needs to be taken into account when developing mobile learning content for students in Vietnam.
Mobile Learning Trends among Students in Vietnam
Mobile Learning Trends among Students in Vietnam
Helen Farley
The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the evolution of 3D virtual world education reveals a similar pattern, with the initial hype based more on rhetoric than research demonstrating the extent to which rhetoric matches reality. Addressed are the perceived gaps in the literature through a critique of the rhetoric evident throughout the evolution of the application of virtual worlds in education and the reality based on the reported experiences of experts in the field of educational technology, who are all members of the Australian and New Zealand Virtual Worlds Working Group. The experiences reported highlight a range of effective virtual world collaborative and communicative teaching experiences conducted in members’ institutions. Perspectives vary from those whose reality is the actuation of the initial rhetoric in the early years of virtual world education, to those whose reality is fraught with challenges that belie the rhetoric. Although there are concerns over institutional resistance, restrictions, and outdated processes on the one-hand, and excitement over the rapid emergence of innovation on the other, the prevailing reality seems to be that virtual world education is both persistent and sustainable. Explored are critical perspectives on the rhetoric and reality on the educational uptake and use of virtual worlds in higher education, providing an overview of the current and future directions for learning in virtual worlds.
Rhetoric and reality: critical perspectives on education in a 3D virtual world
Rhetoric and reality: critical perspectives on education in a 3D virtual world
Helen Farley
While incarcerated students have always faced many obstacles to full and effective participation in university study, the global shift toward paperless e-learning environments has created new challenges for prisoners without direct internet access. Based on prison focus groups with Australian incarcerated students and direct participant observation while tutoring tertiary students within four Queensland correctional centres, this paper explores the obstacles and constraints faced by incarcerated students in light of the increasing digitisation of materials and methods in higher education. This paper also reviews the outcomes, limitations and challenges of recent Australian projects trialling new internet-independent technologies developed to improve access for incarcerated tertiary students. This paper argues that technology-centred approaches alone will not adequately address the challenges of access for incarcerated students unless such interventions are also informed by an understanding of the sociocultural nature of learning and teaching within correctional centres.
A Prisoners' Island: Teaching Disconnected Incarcerated Tertiary Students in ...
A Prisoners' Island: Teaching Disconnected Incarcerated Tertiary Students in ...
Helen Farley
The real-world impact of research is gaining much attention across the international Higher Education sector. Funding agencies, government organisations and community groups are seeking evidence that research initiatives are delivering impact beyond contributions to academia. Researchers, practitioners, educators, learning designers and developers require a good understanding of research impact, and associated terminology, to articulate the real-world benefits of technology-enabled initiatives. There are three good reasons to understand research impact in a Higher Education context. Firstly, comprehending the language of research impact facilitates meaningful discussion with research stakeholders. Secondly, recognising and communicating the real-world impact of an initiative affirms the ‘so what’ factor of a research project. And thirdly, demonstrating research impact, rather than reporting research outputs, is becoming more important in funding applications and project documentation. This paper concludes with a brief review of assessment frameworks developed to evaluate the real-world impact of Higher Education research.
Three good reasons to understand the research impact of a technology-enabled ...
Three good reasons to understand the research impact of a technology-enabled ...
Helen Farley
In a doctoral study that focused on the enhancement of reflection through an ePortfolio-based learning environment, students’ indicated that they felt reflection was not real when it was used for assessment. This led to an examination of assessment practices linked to reflection and ways to make it authentic. The literature revealed that reflection is often a component of authentic assessment rather than being a focus of it. The practices associated with the assessment of reflection are examined in order to formulate 4 guiding principles. These principles aim to make the process of reflection more ‘real’ to students in higher education settings, particularly when using an ePortfolio platform.
Authentic assessment of reflection in an ePortfolio: How to make reflection m...
Authentic assessment of reflection in an ePortfolio: How to make reflection m...
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
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...
Introducing technology for learning in prisons: meeting challenges and realis...
Helen Farley
It is easy to focus on how education prepares learners for employment upon release from custody. Yet the benefits go far beyond this. This presentation examines some of the changes we see in prisoners engaged with education.
More than employment: The benefits of education in corrections
More than employment: The benefits of education in corrections
Helen Farley
Ara Poutama is working with our neurodiverse learners to help them understand their challenges and celebrate their strengths.
Supporting Neurodiverse Learners in New Zealand Prisons
Supporting Neurodiverse Learners in New Zealand Prisons
Helen Farley
This presentation reflects on the challenges with delivering higher education into prisons.
It's an Arms Race: A Perspective from a Higher Education Partner
It's an Arms Race: A Perspective from a Higher Education Partner
Helen Farley
Universities and other education institutions are increasingly turning to technology for the delivery of their courses and programmes. But what happens when their learners are incarcerated?
Using emerging digital technology for learning in prisons
Using emerging digital technology for learning in prisons
Helen Farley
The lockdowns associated with the COVID-19 pandemic had a significant impact on the soundscapes around the planet ...
What does quiet mean to you?
What does quiet mean to you?
Helen Farley
This is a helpful guide for working with adults with Auditory Processing Disorder (APD).
Working with Adults with Auditory Processing Disorder
Working with Adults with Auditory Processing Disorder
Helen Farley
This presentation looks at neurodiversity within corrections in New Zealand. Neurodiversity is often viewed negatively, yet it is often the hallmark of original and creative thinkers.
Neurodiversity
Neurodiversity
Helen Farley
• Working with jurisdictions to introduce technologies: Sceptics and advocates • Winning hearts and minds: Working with custodial • Security considerations: Learning what can be dangerous • Third party security certifications • What can go wrong and how to prevent it • The role of dynamic security • Making it sustainable
Introducing digital technologies into prisons: Issues and challenges
Introducing digital technologies into prisons: Issues and challenges
Helen Farley
In juvenile justice, detainees are often suffering from multiple layers of disadvantage. This presentation presents a potential project to help address some of these issues and help keep people out of detention.
The role of education in reducing recidivism
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
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
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
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
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...
Moving towards the effective evaluation of mobile learning initiatives in hig...
Helen Farley
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Destacado
The Gartner Hype Cycle has placed virtual worlds on the climb up the Slope of Enlightenment. While some authors in the past have made much of the educational use of virtual worlds languishing in the Trough of Disillusionment, there has been a community of authors, designers and educators working to further understanding of the imitations and affordances of such technologies. It is time to pool this knowledge, experience, tools and practice to solidify best practice, focus research on development of specific elements and forge ahead to shape the third wave of educational virtual worlds. This paper attempts to outline this information and practice while offering solutions for further development.
Virtual Worlds in Education: Coming of the Third Wave
Virtual Worlds in Education: Coming of the Third Wave
Helen Farley
Mobile learning has the potential to expand access to education in developing countries. Little is known about the preferences of students in some Asian countries such as Vietnam. Some of these countries have restricted internet access and may be subject to internet censorship. A study was conducted with forty-four Masters students in Vietnam to identify informal mobile learning trends. Results indicate that although rates of ownership of mobile technologies are still low in comparison to many other countries, students do use these devices to support their studies. A third of students had access to a tablet computer, smartphone or MP3 player and many students had access to more than one device. Most students used Wi-Fi and considered internet quality to be moderate or fair. Access to high quality internet and the impact of internet censorship needs to be taken into account when developing mobile learning content for students in Vietnam.
Mobile Learning Trends among Students in Vietnam
Mobile Learning Trends among Students in Vietnam
Helen Farley
The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the evolution of 3D virtual world education reveals a similar pattern, with the initial hype based more on rhetoric than research demonstrating the extent to which rhetoric matches reality. Addressed are the perceived gaps in the literature through a critique of the rhetoric evident throughout the evolution of the application of virtual worlds in education and the reality based on the reported experiences of experts in the field of educational technology, who are all members of the Australian and New Zealand Virtual Worlds Working Group. The experiences reported highlight a range of effective virtual world collaborative and communicative teaching experiences conducted in members’ institutions. Perspectives vary from those whose reality is the actuation of the initial rhetoric in the early years of virtual world education, to those whose reality is fraught with challenges that belie the rhetoric. Although there are concerns over institutional resistance, restrictions, and outdated processes on the one-hand, and excitement over the rapid emergence of innovation on the other, the prevailing reality seems to be that virtual world education is both persistent and sustainable. Explored are critical perspectives on the rhetoric and reality on the educational uptake and use of virtual worlds in higher education, providing an overview of the current and future directions for learning in virtual worlds.
Rhetoric and reality: critical perspectives on education in a 3D virtual world
Rhetoric and reality: critical perspectives on education in a 3D virtual world
Helen Farley
While incarcerated students have always faced many obstacles to full and effective participation in university study, the global shift toward paperless e-learning environments has created new challenges for prisoners without direct internet access. Based on prison focus groups with Australian incarcerated students and direct participant observation while tutoring tertiary students within four Queensland correctional centres, this paper explores the obstacles and constraints faced by incarcerated students in light of the increasing digitisation of materials and methods in higher education. This paper also reviews the outcomes, limitations and challenges of recent Australian projects trialling new internet-independent technologies developed to improve access for incarcerated tertiary students. This paper argues that technology-centred approaches alone will not adequately address the challenges of access for incarcerated students unless such interventions are also informed by an understanding of the sociocultural nature of learning and teaching within correctional centres.
A Prisoners' Island: Teaching Disconnected Incarcerated Tertiary Students in ...
A Prisoners' Island: Teaching Disconnected Incarcerated Tertiary Students in ...
Helen Farley
The real-world impact of research is gaining much attention across the international Higher Education sector. Funding agencies, government organisations and community groups are seeking evidence that research initiatives are delivering impact beyond contributions to academia. Researchers, practitioners, educators, learning designers and developers require a good understanding of research impact, and associated terminology, to articulate the real-world benefits of technology-enabled initiatives. There are three good reasons to understand research impact in a Higher Education context. Firstly, comprehending the language of research impact facilitates meaningful discussion with research stakeholders. Secondly, recognising and communicating the real-world impact of an initiative affirms the ‘so what’ factor of a research project. And thirdly, demonstrating research impact, rather than reporting research outputs, is becoming more important in funding applications and project documentation. This paper concludes with a brief review of assessment frameworks developed to evaluate the real-world impact of Higher Education research.
Three good reasons to understand the research impact of a technology-enabled ...
Three good reasons to understand the research impact of a technology-enabled ...
Helen Farley
In a doctoral study that focused on the enhancement of reflection through an ePortfolio-based learning environment, students’ indicated that they felt reflection was not real when it was used for assessment. This led to an examination of assessment practices linked to reflection and ways to make it authentic. The literature revealed that reflection is often a component of authentic assessment rather than being a focus of it. The practices associated with the assessment of reflection are examined in order to formulate 4 guiding principles. These principles aim to make the process of reflection more ‘real’ to students in higher education settings, particularly when using an ePortfolio platform.
Authentic assessment of reflection in an ePortfolio: How to make reflection m...
Authentic assessment of reflection in an ePortfolio: How to make reflection m...
Helen Farley
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Virtual Worlds in Education: Coming of the Third Wave
Virtual Worlds in Education: Coming of the Third Wave
Mobile Learning Trends among Students in Vietnam
Mobile Learning Trends among Students in Vietnam
Rhetoric and reality: critical perspectives on education in a 3D virtual world
Rhetoric and reality: critical perspectives on education in a 3D virtual world
A Prisoners' Island: Teaching Disconnected Incarcerated Tertiary Students in ...
A Prisoners' Island: Teaching Disconnected Incarcerated Tertiary Students in ...
Three good reasons to understand the research impact of a technology-enabled ...
Three good reasons to understand the research impact of a technology-enabled ...
Authentic assessment of reflection in an ePortfolio: How to make reflection m...
Authentic assessment of reflection in an ePortfolio: How to make reflection m...
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
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...
Introducing technology for learning in prisons: meeting challenges and realis...
Helen Farley
It is easy to focus on how education prepares learners for employment upon release from custody. Yet the benefits go far beyond this. This presentation examines some of the changes we see in prisoners engaged with education.
More than employment: The benefits of education in corrections
More than employment: The benefits of education in corrections
Helen Farley
Ara Poutama is working with our neurodiverse learners to help them understand their challenges and celebrate their strengths.
Supporting Neurodiverse Learners in New Zealand Prisons
Supporting Neurodiverse Learners in New Zealand Prisons
Helen Farley
This presentation reflects on the challenges with delivering higher education into prisons.
It's an Arms Race: A Perspective from a Higher Education Partner
It's an Arms Race: A Perspective from a Higher Education Partner
Helen Farley
Universities and other education institutions are increasingly turning to technology for the delivery of their courses and programmes. But what happens when their learners are incarcerated?
Using emerging digital technology for learning in prisons
Using emerging digital technology for learning in prisons
Helen Farley
The lockdowns associated with the COVID-19 pandemic had a significant impact on the soundscapes around the planet ...
What does quiet mean to you?
What does quiet mean to you?
Helen Farley
This is a helpful guide for working with adults with Auditory Processing Disorder (APD).
Working with Adults with Auditory Processing Disorder
Working with Adults with Auditory Processing Disorder
Helen Farley
This presentation looks at neurodiversity within corrections in New Zealand. Neurodiversity is often viewed negatively, yet it is often the hallmark of original and creative thinkers.
Neurodiversity
Neurodiversity
Helen Farley
• Working with jurisdictions to introduce technologies: Sceptics and advocates • Winning hearts and minds: Working with custodial • Security considerations: Learning what can be dangerous • Third party security certifications • What can go wrong and how to prevent it • The role of dynamic security • Making it sustainable
Introducing digital technologies into prisons: Issues and challenges
Introducing digital technologies into prisons: Issues and challenges
Helen Farley
In juvenile justice, detainees are often suffering from multiple layers of disadvantage. This presentation presents a potential project to help address some of these issues and help keep people out of detention.
The role of education in reducing recidivism
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
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
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
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
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...
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
Digital Skills in Healthcare Practice
Helen Farley
Tarot is central to the philosophies of the New Age. If you look in any of the numerous popular books about tarot, you will read that ancient Egyptians encoded their secrets into these mysterious cards when they were threatened by brutal invaders. Yet others say that tarot were invented by the Gypsies, then thought to be Egyptians. Alas, neither of these theories are true!
Tarot
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
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
Introduction to Volume III
Helen Farley
Más de Helen Farley
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Beyond standards: reimagining acoustic design in prisons
Beyond standards: reimagining acoustic design in prisons
Introducing technology for learning in prisons: meeting challenges and realis...
Introducing technology for learning in prisons: meeting challenges and realis...
More than employment: The benefits of education in corrections
More than employment: The benefits of education in corrections
Supporting Neurodiverse Learners in New Zealand Prisons
Supporting Neurodiverse Learners in New Zealand Prisons
It's an Arms Race: A Perspective from a Higher Education Partner
It's an Arms Race: A Perspective from a Higher Education Partner
Using emerging digital technology for learning in prisons
Using emerging digital technology for learning in prisons
What does quiet mean to you?
What does quiet mean to you?
Working with Adults with Auditory Processing Disorder
Working with Adults with Auditory Processing Disorder
Neurodiversity
Neurodiversity
Introducing digital technologies into prisons: Issues and challenges
Introducing digital technologies into prisons: Issues and challenges
The role of education in reducing recidivism
The role of education in reducing recidivism
Virtual Worlds in Higher Education: The Challenges, Expectations and Delivery
Virtual Worlds in Higher Education: The Challenges, Expectations and Delivery
Evaluation of mobile teaching and learning projects, introduction
Evaluation of mobile teaching and learning projects, introduction
Mobile learning initiatives in nursing education
Mobile learning initiatives in nursing education
Mobile learning in Southeast Asia: Opportunities and challenges
Mobile learning in Southeast Asia: Opportunities and challenges
Moving towards the effective evaluation of mobile learning initiatives in hig...
Moving towards the effective evaluation of mobile learning initiatives in hig...
Digital Skills in Healthcare Practice
Digital Skills in Healthcare Practice
Tarot
Tarot
Introduction to Volume IV
Introduction to Volume IV
Introduction to Volume III
Introduction to Volume III
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