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9. Engaging prisoners in education: Reducing risk and recidivism

Author

Farley, Helen and Pike, Anne

Abstract

Engaging prisoners in education is one of a range of measures that could alleviate security risk in prisons. For prisoners, one of the main challenges with incarceration is monotony, often leading to frustration, raising the risk of injury for staff and other prisoners. This article suggests that prisoner engagement in education may help to alleviate security risk in prisons through relieving monotony and reducing re-offending by promoting critical thinking skills. It discusses some of the challenges to accessing higher levels of education in prisons and argues that if education was considered for its risk-reducing potential and measured accordingly, then some of those challenges could be reduced. It concludes with a discussion of projects undertaken in Australia and the UK that introduce digital technologies into prisons to allow greater access to the self-paced higher levels of education which could help realize the benefits of reduced risk and decreased recidivism rates.

Published
2016

11. Rhetoric and reality: Critical perspectives on education in a 3D virtual world

Author

Sue Gregory, Gregory, Vincent, Stockes-Thompson, Frederick, Cox, Robert, Crowther, Patricia, Atkins, Clare, Mcdonald, Marcus, Reiners, Torsten, Wood, Lincoln, Sim, Jenny, Grant, Scott, Campbell, Chris, Wood, Denise, Millier, Mathew, Meredith, Grant, Steel, Caroline, Jegathesan, Jay Jay, Zagami, Jason, Sukunesan, Suku, Gaukrodger, Belma, Schutt, Steffan, Le Rossignol, Karen, Hill, Matt, Butler, Des, Pete, Rive, Wang, Xiangyu, Passfield-Neofitou, Sarah, Hearns, Merle, Frietas, Sara, Farley, Helen, Warren, Ian, and Jacka, Lisa

12. Exploring virtual world innovations and design through learner voices

Author

Sue Gregory, Gregory, Vincent, Mcgrath, Naomi, Rudra, Amit, Stokes-Thompson, Frederick, Sukunesan, Suku, Zagami, Jason, Sim, Jenny, Schutt, Stefan, Gaukrodger, Belma, Hearns, Merle, Irving, Leah, Grant, Scott, Mcdonald, Marcus, Nikolic, Sasha, Farley, Helen, O Connell, Judy, Butler, Des, Jacka, Lisa, and Jegathesan, Jay Jay

13. How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?

Author

Gregory, Vincent, Sue Gregory, Flintoff, Kim, Schutt, Stefan, Linegar, Dale, Alderton, Robyn, Cram, Andrew, Stupans, Ieva, Orwin, Lindy, Meredith, Grant, Mccormick, Debbie, Collins, Francesca, Wood, Denise, Grenfell, Jenny, Zagami, Jason, Ellis, Allan, Jacka, Lisa, Campbell, John, Larsons, Ian, Fluck, Andrew, Thomas, Angela, Farley, Helen, Muldoon, Nona, Yvonne Masters, Abbas, Ali, Sinnappan, Suku, Neville, Katrina, Burnett, Ian, Aitken, Ashley, Simoff, Simeon, Scutter, Shiela, Wang, Xiangyu, Souter, Kay, Ellis, David, Hillier, Mathew, Salomon, Mandy, Wadley, Greg, Newstead, Anne, Jacobson, Michael, Hayes, Garry, Grant, Scott, Yusupova, Alyona, Stokes-Thompson, Frederick, Bogdanovych, Anton, Butler, Des, Hay, Lyn, and Jegathesan, Jay Jay

15. New applications, new global audiences: Educators repurposing and reusing 3D virtual and immersive learning resources

Author

Sue Gregory, Gregory, Vincent, Nikolic, Sasha, Ellis, David, Kerr, Tom, Freitas, Sara, Farley, Helen, Schutt, Stefan, Sim, Jenny, Gaukrodger, Belma, Jacka, Lisa, Doyle, Jo, Wood, Denise, Blyth, Phil, Corder, Doborah, Reiners, Torsten, Linegar, Dale, Hearns, Merle, Cox, Robert, Jegathesan, Jay Jay, Sukunesan, Suku, Flintoff, Kim, Irving, Leah, O Connell, Judy, Grant, Scott, Hillier, Mathew, Butler, Des, Yvonne Masters, Stokes-Thompson, Frederick, and Mcdonald, Marcus

18. Sustaining the future through virtual worlds

Author

Sue Gregory, Gregory, Vincent, Orwin, Lindy, Stupans, Ieva, Scutter, Shiela, Warren, Ian, Steel, Caroline, Neundorf, Penny, Bower, Matt, Miller, Charlynn, Mathews, Shane, Butler, Des, Hillier, Mathew, Hearns, Merle, Garcia, Jaime, Jegathesan, Jay Jay, Brown, Ross, Meredith, Grant, Muir-Cochran, Eimear, Flintoff, Kim, Grant, Scott, Atkins, Clare, Gaukrodger, Belma, Jacka, Lisa, Giovanangeli, Angela, Le Rossignol, Karen, Larson, Ian, Cram, Andrew, Linegar, Dale, Wang, Xiangyu, Muir, Tracey, Cleland, Ben, Paillat, Edith, Grenfell, Jenny, Schutt, Stefan, Hay, Lyn, Gu, Ning, Williams, Anthony, Simoff, Simeon, Bogdanovych, Anton, Mccarthy, Angela, Ellis, David, Stokes-Thompson, Frederick, Wood, Denise, Yvonne Masters, Farley, Helen, Brown, M, and Hartnett, J.E.

Subjects
VWWG, virtual worlds, 080602 Computer-Human Interaction, 130108 Technical Further and Workplace Education, 130199 Education Systems not elsewhere classified, 130000 EDUCATION, Second Life, SL, Virtual Worlds Working Group, OpenSim, 080501 Distributed and Grid Systems, 080111 Virtual Reality and Related Simulation
Abstract

© 2012 ASCILITE. All rights reserved. Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some educators at higher education institutions continue to use VWs in the same way as they have done in the past; others are exploring a range of different VWs or using them in new ways; whilst some are opting out altogether. This paper presents an overview of how 46 educators from some 26 institutions see VWs as an opportunity to sustain higher education. The positives and negatives of using VWs are discussed.

19. Virtual worlds in Australian and New Zealand higher education: Remembering the past, Understanding the present and imagining the future

Author

Sue Gregory, Gregory, Vincent, Hearns, Merle, Flintoff, Kim, Jegathesan, Jay Jay, Ellis, David, Mcdonald, Marcus, Stokes-Thompson, Frederick, Gaukrodger, Belma, Zagami, Jason, Campbell, Chris, Wang, Xiangyu, Reiners, Torsten, Garcia Salinas, Jamie, Loke, Swee-Kin, Suctter, Sheila, Newman, Christine, Gu, Ning, Schutt, Stefan, Farley, Helen, Bogdanovych, Anton, Trescak, Tomas, Simoff, Simeon, Fardinpour, Ali, Steel, Caroline, Neuendorf, Penny, Bower, Matt, Mckeown Orwin, Lindy, Kerr, Tom, Warren, Ian, Wood, Denise, Miller, Charlynn, Mathews, Shane, Linegar, Dale, Hillier, Mathew, Knox, Vicki, Yvonne Masters, Brown, Ross, Meredith, Grant, Atkins, Clare, Giovanangeli, Angela, Le Rossignol, Karen, Cram, Andrew, Muir-Cochrane, Eimear, Basu, Arin, Lee, Mark J. W., Jacobson, Michael, Larson, Ian, Jacka, Lisa, Butler, Des, Holloway, David, and Grant, Scott

Subjects
virtual worlds, HERN, 080602 Computer-Human Interaction, 080110 Simulation and Modelling, 3D multi-user virtual environments, gamification, natural interfaces, simulation, 080600 INFORMATION SYSTEMS, augmented reality, 080111 Virtual Reality and Related Simulation
Abstract

3D virtual reality, including the current generation of multi-user virtual worlds, has had a long history of use in education and training, and it experienced a surge of renewed interest with the advent of Second Life in 2003. What followed shortly after were several years marked by considerable hype around the use of virtual worlds for teaching, learning and research in higher education. For the moment, uptake of the technology seems to have plateaued, with academics either maintaining the status quo and continuing to use virtual worlds as they have previously done or choosing to opt out altogether. This paper presents a brief review of the use of virtual worlds in the Australian and New Zealand higher education sector in the past and reports on its use in the sector at the present time, based on input from members of the Australian and New Zealand Virtual Worlds Working Group. It then adopts a forward-looking perspective amid the current climate of uncertainty, musing on future directions and offering suggestions for potential new applications in light of recent technological developments and innovations in the area.

20. Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology

Author

Al Lily, Foland, Stoloff, Gogus, Erguvan, Awshar, Tondeur, Hammond, Venter, Jerry, Vlachopoulos, Oni, Liu, Badosek, López de la Madrid, Mazzoni, Lee, Kinley, Kalz, Sambuu, Bushnaq, Pinkwart, Adedokun-Shittu, Zander, Oliver, Pombo, Sali, Gregory, Tobgay, Joy, Elen, Jwaifell, Said, Al-Saggaf, Naaji, White, Jordan, Gerstein, Yapici, Sanga, Nleya, Sbihi, Lucas, Mbarika, Reiners, Schön, Sujo-Montes, Santally, Häkkinen, Al Saif, Gegenfurtner, Schatz, Vigil, Tannahill, Partida, Zhang, Charalambous, Moreira, Coto, Laxman, Farley, Gumbo, Simsek, Ramganesh, Birzina, Player-Koro, Dumbraveanu, Ziphorah, Mohamudally, Thomas, Romero, Nirmala, Cifuentes, Osaily, Omoogun, Seferoglu, Elçi, Edyburn, Moudgalya, Ebner, Bottino, Khoo, Pedro, Buarki, Román-Odio, Qureshi, Khan, Thornthwaite, Kerimkulova, Downes, Malmi, Bardakci, Itmazi, Rogers, Rughooputh, Akour, Henderson, de Freitas, Schrader, RS: SHE - R1 - Research (OvO), Al Lily, Abdulrahman E, Foland, Jed, Stoloff, David, Gogus, Aytac, Deniz Erguvan, Inan, Tomé Awshar, Mapotse, Tondeur, Jo, Hammond, Michael, Venter, Isabella M., Jerry, Paul, Vlachopoulos, Dimitrio, Oni, Aderonke, Liu, Yuliang, Badosek, Radim, López de la Madrid, María Cristina, Mazzoni, Elvi, Lee, Hwansoo, Kinley, Khamsum, Kalz, Marco, Sambuu, Uyanga, Bushnaq, Tatiana, Pinkwart, Niel, Adedokun-Shittu, Nafisat Afolake, Zander, Pär-Ola Mikael, Oliver, Kevin, Pombo, Lúcia Maria Teixeira, Balaban Sali, Jale, Gregory, Sue, Tobgay, Sonam, Joy, Mike, Elen, Jan, Jwaifell, Mustafa Odeh Helal, Said, Mohd Nihra Haruzuan Mohamad, Al-Saggaf, Yeslam, Naaji, Antoanela, White, Julie, Jordan, Kathy, Gerstein, Jackie, Umit Yapici, Ibrahim, Sanga, Camiliu, Nleya, Paul T., Sbihi, Boubker, Rocha Lucas, Margarida, Mbarika, Victor, Reiners, Torsten, Schã¶n, Sandra, Sujo-Montes, Laura, Santally, Mohammad, Hã¤kkinen, Pã¤ivi, Al Saif, Abdulkarim, Gegenfurtner, Andrea, Schatz, Steven, Padilla Vigil, Virginia, Tannahill, Catherine, Padilla Partida, Siria, Zhang, Zuochen, Charalambous, Kyriaco, Moreira, Antã³nio, Coto, Mayela, Laxman, Kumar, Sara Farley, Helen, Gumbo, Mishack T., Simsek, Ali, Ramganesh, E., Birzina, Rita, Player-Koro, Catarina, Dumbraveanu, Roza, Ziphorah, Mmankoko, Mohamudally, Nawaz, Thomas, Sarah, Romero, Margarida, Nirmala, Mungamuru, Cifuentes, Lauren, Osaily, Raja Zuhair Khaled, Clemency Omoogun, Ajayi, Seferoglu, S. Sadi, Elã§i, Alev, Edyburn, Dave, Moudgalya, Kannan, Ebner, Martin, Bottino, Rosa, Khoo, Elaine, Pedro, Lui, Buarki, Hanadi, Román-Odio, Clara, Qureshi, Ijaz A., Ahsan Khan, Mahbub, Thornthwaite, Carrie, Kerimkulova, Sulushash, Downes, Toni, Malmi, Lauri, Bardakci, Salih, Itmazi, Jamil, Rogers, Jim, Rughooputh, Soonil D.D.V., Ali Akour, Mohammed, Henderson, J. Bryan, de Freitas, Sara, Schrader, P.G., RS-Research Line Technology Enhanced Learning Innovations for teaching and learning (TELI) (part of WO program), Department TELI, Anadolu Üniversitesi, Erguvan, Inan Deniz/0000-0001-8713-2935, Al-Saggaf, Yeslam/0000-0001-7299-5578, Mohamad Said, Mohd Nihra Haruzuan/0000-0001-9103-9530, Pombo, Lucia/0000-0001-5085-3974, Mazzoni, Elvis/0000-0002-7258-5381, Birzina, Rita/0000-0002-6124-1073, Adedokun-Shittu, Nafisat/0000-0003-1561-7508, Henderson, J. Bryan/0000-0001-6175-0794, Romero, Margarida/0000-0003-3356-8121, Gregory, Sue/0000-0002-0417-8266, Malmi, Lauri/0000-0003-1064-796X, de Freitas Goncalves Moreira, Antonio Augusto/0000-0003-0040-2811, Joy, Mike/0000-0001-9826-5928, Pedro, Luis/0000-0003-1763-8433, Schon, Sandra/0000-0003-0267-5215, GOGUS, AYTAC/0000-0001-8215-3294, Hakkinen, Paivi/0000-0001-6616-9114, Sanga, Camilius/0000-0002-8759-431X, Lucas, Margarida/0000-0002-7438-5287, Reiners, Torsten/0000-0001-6243-4267, Lee, Hwansoo/0000-0002-9897-9522, Coto, Mayela/0000-0002-4558-3671, Jwaifell, Mustafa/0000-0002-7279-7253, Al Lily, Abdulrahman/0000-0002-5116-422X, SEFEROGLU, Suleyman Sadi/0000-0002-5010-484X, Kinley, Khamsum/0000-0003-1308-8219, İktisadi ve İdari Bilimler Fakültesi, Malmi, Lauri -- 0000-0003-1064-796X, Joy, Mike -- 0000-0001-9826-5928, Pedro, Luis -- 0000-0003-1763-8433, Gregory, Sue -- 0000-0002-0417-8266, de Freitas Goncalves Moreira, Antonio Augusto -- 0000-0003-0040-2811, Mazzoni, Elvis -- 0000-0002-7258-5381, Henderson, J. Bryan -- 0000-0001-6175-0794, Mohamad Said, Mohd Nihra Haruzuan -- 0000-0001-9103-9530, Adedokun-Shittu, Nafisat -- 0000-0003-1561-7508, Romero, Margarida -- 0000-0003-3356-8121, Erguvan, Inan Deniz -- 0000-0001-8713-2935, Al-Saggaf, Yeslam -- 0000-0001-7299-5578, Birzina, Rita -- 0000-0002-6124-1073, Pombo, Lucia -- 0000-0001-5085-3974, Hakkinen, Paivi -- 0000-0001-6616-9114, SEFEROGLU, Suleyman Sadi -- 0000-0002-5010-484X, Coto, Mayela -- 0000-0002-4558-3671, Reiners, Torsten -- 0000-0001-6243-4267, Lucas, Margarida -- 0000-0002-7438-5287, Sanga, Camilius -- 0000-0002-8759-431X, Kinley, Khamsum -- 0000-0003-1308-8219, GOGUS, AYTAC -- 0000-0001-8215-3294, Lee, Hwansoo -- 0000-0002-9897-9522, and Jwaifell, Mustafa -- 0000-0002-7279-7253

Subjects
Technology, LC, Social Sciences, Identity (social science), 050801 communication & media studies, Proposition, educational technology, organizational politics, crowd-authoring, Library and Information Sciences, academia, Power (social and political), PUBLISH, power, Politics, 0508 media and communications, SYSTEMS, Realm, Agency (sociology), academic domain, Sociology, Social science, organizational politic, Information Science & Library Science, ta113, education, Science & Technology, 05 social sciences, Educational technology, 050301 education, Epistemology, crowd authoring, Information and Communications Technology, ICT, technology, teknologia, organisational politics, academic domains, LB, 0503 education
Abstract

WOS: 000401148100005, This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars' reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political actors', just like their human counterparts, having agency' - which they exercise over humans. This turns academic domains into political (functional or dysfunctional) battlefields' wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.

Published
2016
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21. Exploring virtual world innovations and design through learner voices

Author

Gregory, Sue, McDonald, Marcus, O'Connell, Judy, Jegathesan, Jay Jay, Stokes-Thompson, Frederick, Sim, Jenny, Hearns, Merle, Gregory, Brent, Nikolic, Sasha, Butler, Des, McGrath, Naomi, Sukunesan, Suku, Schutt, Stefan, Irving, Leah, Grant, Scott, Farley, Helen, Jacka, Lisa, Rudra, Amit, Zagami, Jason, Gaukrodger, Belma, and 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, ASCILITE 2016 Adelaide, Australia 27-30 November 2015

Subjects
second life, student voice, ComputingMilieux_COMPUTERSANDEDUCATION, lifelong learning, learning design
Abstract

Student voice has played a big role in shaping the development and measure of success/failure of virtual worlds in education. Data on past and ongoing educational uses and contexts of use of virtual worlds and associated student feedback was gathered via a survey of educational researchers specialising in virtual worlds. Introduced are a range of specific uses that provide the source of and context for student feedback. Ten major themes emerged from student voices that highlight strengths and weakness and point the way forward for both educators and the students themselves. Positive feedback highlighted experiences of both pedagogical design and the ability of the technology to support it. Negative feedback revolved around technical problems, seen as hampering the effectiveness of student learning experiences. Student voice regarding virtual worlds is both positive and rewarding, and commending of staff who have dedicated their time and effort to transform the learning experience. Refereed/Peer-reviewed

Published
2016

22. Alien Selves: Modernity and the Social Diagnostics of the Demonic in 'Lovecraftian Magick'’, Journal for the Academic Study of Magic, 2004, 1, 2, 13–47

Author

Woodman, Justin, Cusack, Carole M., and Farley, Helen

Abstract

This article examines the significance of the category of the ‘demonic’ as applied within the theory and practice of ‘Lovecraftian’ magick: a ‘style’ of magical practice inspired by the fictional universe of the ‘Cthulhu mythos’ created by the author H. P. Lovecraft, and popularised within certain sectors of the contemporary Euro-American magical subculture.

Published
2015

23. Barriers and enablers to the use of virtual worlds in higher education: an exploration of educator perceptions, attitudes and experiences

Author

Gregory, Sue, Scutter, Sheila, Jacka, Lisa, McDonald, Marcus, Farley, Helen, and Newman, Chris

Subjects
Educator attitudes, Teaching and learning, Virtual worlds
Abstract

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. Refereed/Peer-reviewed

Published
2015

24. Virtual discussions to support climate risk decision making on farms

Author

Reardon-Smith, Kate, Mushtaq, Shahbaz, Farley, Helen S, Cliffe, Neil, Stone, Roger C, Ostini, Jenny, Doyle, Joanne, Maritn, Neil, Loch, Adam, Maraseni, Tek, Marcussen, Torben, and Lindesay, Janette

Subjects
discussion support tools, climate risk management, ComputingMilieux_THECOMPUTINGPROFESSION, agricultural extension, second life machinima
Abstract

Climate variability represents a significant risk to farming enterprises. Effective extension of climate information may improve climate risk decision making and adaptive management responses to climate variability on farms. This paper briefly reviews current agricultural extension approaches and reports stakeholder responses to new web-based virtual world ‘discussion-support’ tools developed for the Australian sugar cane farming industry. These tools incorporate current climate science and sugar industry better management practices, while leveraging the social-learning aspects of farming, to provide a stimulus for discussion and climate risk decision making. Responses suggest that such virtual world tools may provide effective support for climate risk decision making on Australian sugar cane farms. Increasing capacity to deliver such tools online also suggests potential to engage large numbers of farmers globally Refereed/Peer-reviewed

Published
2015

25. The development of virtual world tools to enhance learning and real world decision making in the Australian sugar farming industry

Author

Adam Loch, Helen Farley, Joanne Doyle, Janette Lindesay, Kathryn Reardon-Smith, Tek Narayan Maraseni, Shahbaz Mushtaq, Torben Marcussen, Roger Stone, Neil Cliffe, Jenny Ostini, Neil Martin, Reardon-Smith, Kathryn, Farley, Helen, Cliffe, Neil, Mushtaq, Shahbaz, Stone, Roger, Doyle, Joanne, Martin, Neil, Ostini, Jenny, Maraseni, Tek, Marcussen, Torben, Loch, Adam, and Lindesay, Janette

Subjects
discussion support tools, Knowledge management, business.industry, Climate risk, agricultural extension, Machinima, second life machinima, climate risk management, Agriculture, Schema (psychology), Profitability index, Business, Climate risk management, Agricultural extension, Avatar
Abstract

In farming, the outcome of critical decisions to enhance productivity and profitability, and so ensure the viability of farming enterprises, is often influenced by seasonal conditions and weather events over the growing season.This paper reports on a project that uses cutting-edge advances in digital technologies, and their application in learning environments, to develop and evaluate a web-based virtual 'discussion-support' system for improved climate risk management in Australian sugar farming systems.Customized scripted video clips (machinima) are created in the Second Life virtual world environment. The videos use contextualized settings and lifelike avatar actors to model conversations about climate risk and key farm operational decisions relevant to the real-world lives and practices of sugarcane farmers. The tools generate new cognitive schema for farmers to access and provide stimuli for discussions around how to incorporate an understanding of climate risk into operational decision-making. They also have potential to provide cost-effective agricultural extension that simulates real world face-to-face extension services, but is accessible anytime anywhere. Refereed/Peer-reviewed

Published
2014

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