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Item Open Access Unlocking Empathy and Preparedness: Enhancing Criminal Justice Education with Virtual Reality(ASCILITE, 2023) Farley, Helen; Herrera E; Cochrane T; Narayan V; Brown C; MacCallum K; Bone E; Deneen C; Vanderburg R; Hurren BDevelopments in virtual reality (VR) technology and the increased availability of high-speed internet, have increased the affordability and accessibility of VR. This paper investigates the potential of VR to supplement the theoretical coursework of a large criminal justice course in Aotearoa New Zealand. By simulating interactions with people in prison, VR could offer a unique training platform where students develop essential skills, including communication, conflict resolution, and empathy, within a controlled environment. This ensures that trauma-sensitive issues can be addressed safely and effectively, providing students with invaluable experiential learning opportunities. Using VR, students could engage in simulated scenarios that mirror real-life. This immersive environment would allow them to gain firsthand experience and explore their emotional responses in a safe setting. Students could develop a deeper understanding of their triggers, manage their trauma, and acquire the necessary coping mechanisms to handle the challenging situations they may face in their future careers.Item Open Access Item Open Access Beyond standards: reimagining acoustic design in prisons(Acoustical Society of America, 2024) Boland, J; Farley, Helen; Lynch JDrawing 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.Item Open Access Claiming Rights to Biocultural Food Heritage: Intellectual Property and Biodiversity Protection in Andean Community Territorial Life Projects(2024) Jefferson, David; Coombe RThe rise and global spread of industrial capitalism through trade liberalization depended upon the expansion of intellectual property systems into new regions and over new subject matters justified by modern ideals of economic development premised on narratives of ‘progress’. The encroachment of proprietary logics into the realm of food and agriculture, however, was contentious, with opponents decrying perceived threats to food security, the possible erosion of agrobiodiversity, and threats to ancestral agricultural knowledges necessary to preserve biodiversity. More recently, the conventional assumption that subaltern peoples including Indigenous communities, ethnic minority groups, and peasant farmers are unlikely to benefit from the expansions of intellectual property has been challenged by the emergence of collective claims to ‘rights from below’ pertaining to plants, farming practices, post-harvest processes, and local cuisines. These collective stewardship rights are influenced and animated by environmental NGOs, ‘post-development’ social movements, and global peasant organizations, who articulate norms of biocultural heritage and biocultural territories to assert new indications of geographical provenance (marks indicating conditions of origin) to identify collective enterprises that protect ecosystems characterized by multi-species relationships. In this socio-legal paper, we explore ethnographically based research across academic disciplines that reveal a growing terrain of ‘territorialized life projects’ centred upon food and agriculture in the member states of the Andean Community (Bolivia, Colombia, Ecuador, and Peru). We demonstrate how the creative use of marks indicating conditions of origin are being deployed by Indigenous, ethnic minority, and peasant producers to assert rights to heritage foods and explore novel livelihood opportunities in new markets, while supporting biodiversity conservation and food sovereignty objectives. Our work suggests that territorialized, non-Western cultural traditions, spiritualities, and values may be used to interpret and articulate new intersections of intellectual property and human rights norms by commercially expressing local relationships to food as a source of identity, livelihood, and sustenance.Item Open Access Fostering inclusion in carceral higher education in Aotearoa(2023) Mehigan J; Farley, HelenItem Open Access Empathy through education: Programmes to promote socio-emotional understanding and wellbeing in youth detention in Australasia(2025) Anderson , Stavroola; Humbley , Jocelyn; Farley, HelenIn each of the various locations in which young people are detained on justice-related matters in Australia and New Zealand, there operates a school or education centre. The educational staff who work in these locations navigate the requirements, restrictions, policies and procedures of both educational governing bodies and youth-justice related site administrators to provide relevant learning experiences to students with complex life experiences and learning needs. This presentation will provide a brief summary of education provision within justice-related youth detention across Australia and New Zealand. Special attention will be given to the direct and indirect strategies employed throughout education programming to promote the development of empathy and socio-emotional well being among students. The presentation will highlight the importance of skills in social understanding and emotional regulation for both accessing education and desisting from offending behaviour. Importantly, it will give insight into the outstanding and innovative work being conducted by educational teams operating within secure youth justice facilities in Australia and New Zealand.Item Open Access Empathy through education: Supporting young people's socio-emotional wellbeing in secure youth justice(2024) Anderson , Stavroola; Humbley , Jocelyn; Farley, HelenIn each of the various locations in which young people are detained on justice-related matters in Australia and New Zealand, there operates a school or education centre. The educational staff who work in these locations navigate the requirements, restrictions, policies and procedures of both educational governing bodies and youth-justice related site administrators to provide relevant learning experiences to students with complex life experiences and learning needs. This presentation will provide a brief summary of education provision within justice-related youth detention across Australia and New Zealand. Special attention will be given to the direct and indirect strategies employed throughout education programming to promote the development of empathy and socio-emotional wellbeing among students. The presentation will highlight the importance of skills in social understanding and emotional regulation for both accessing education and desisting from offending behaviour. Importantly, it will give insight into the outstanding and innovative work being conducted by educational teams operating within secure youth justice facilities in Australia and New Zealand.Item Open Access Keeping prisoners out of prison: the role of higher education in keeping Aboriginal Australians out of our prison system(2015) Farley, Helen; Lee C; Hopkins S; Cox J; Seymour S; Patching LItem Open Access Providing interactive higher education using digital technologies in Australian correctional centres(2015) Farley, Helen; Dove S; Seymour S; Lee C; Macdonald J; Abraham C; Hopkins S; Patching L; Cox J; Bedford TPrisoners in most Australian jurisdictions are not permitted access to online learning technologies due to procedural restrictions prohibiting prisoner access to the internet. Formal education and training delivery to prisoners is usually provided in non-digital forms, generally in the form of blocks of printed text. Although this method enables access to course materials, it does not foster digital literacies in incarcerated students, and these skills are becoming more essential to pursue formal learning upon release from custody. Currently, there are few programs offered to incarcerated students that adequately prepare them for entry into higher education especially providing them with the opportunity to use modern ICTs. This paper reports on an Australian government-funded project, Making the Connection, which is taking digital technologies, that don’t require internet access, into correctional centres to enable prisoners to enroll in a suite of pre-tertiary and undergraduate programs. A version of the University of Southern Queensland’s learning management system has been installed onto the education server of participating correctional centres. The second stage of the project will see notebook computers preloaded with course materials, allocated to participating prisoners. At the time of writing, the project has been deployed at eight correctional centres in Queensland and Western Australia, with negotiations underway for further rollout across Australia.Item Open Access Engaging Correctional Leaders and Students in Higher Education: The Making the Connection Project(2016) Farley, HelenThe Making the Connection project is aiming to introduce digital technologies into Australian prisons to allow access to digital higher education for incarcerated students. But correctional leadership and custodial personnel, because of the legitimate need to maintain public safety, are highly risk averse, especially when dealing with digital technologies. This paper describes how the project team worked with three levels of correctional leadership across a number of correctional jurisdictions to successfully deploy the project at 20 sites. It elucidates the engagement strategy employed by the Making the Connection project, a crucial factor in the success of the project. It describes the challenges and opportunities encountered with a view to proposing a framework through which university researchers can productively work with correctional leadership to mutual benefit.Item Open Access Learning how to use climate information with machinima(2014) Farley, Helen; Reardon-Smith K; Cliffe N; Mushtaq S; Stone R; Doyle JItem Open Access Prisoners of Neo-liberalism: Incarcerated students and the neo-liberal project in the digital age(The Australian Sociological Association, 2015) Hopkins, Susan; Farley, Helen; Petray T; Stephens AItem Open Access Using Portable Moodle and eReaders to Enhance Learning at a Distance for Incarcerated Offenders(2012) Murphy A; Farley, Helen; Janke D; Fowler JItem Open Access Issues and Challenges with Assessment in Stand Alone Moodle(2014) Farley, Helen; Murphy A; Bedford T; Orth GItem Open Access Ensuring digital education without connectivity: Making the Connection(2015) Farley, HelenBrief Synopsis of the Presentation: As universities become increasingly reliant on the online delivery of courses and programs, those without access to reliable internet become increasingly marginalised. This presentation describes a HEPPP-funded project, Making the Connection, which is enabling incarcerated students, particularly Indigenous students, without access to the internet, to participate in university programs through an internet-independent version of USQ’s learning management system and tablet computers. In the future, the technologies, processes and materials developed in this project will be used to provide digital access to university courses for any student without internet access.Item Open Access Making the Connection: Improving Access to Higher Education for Low Socio-Economic Status Students with ICT Limitations(ASCILITE, 2016) Farley, Helen; Dove S; Seymour S; Macdonald J; Abraham C; Eastment TThe Australian Government Higher Education Participation and Partnerships Program-funded project, Making the Connection, is taking digital technologies, that don’t require internet access, into correctional centres to enable prisoners, particularly Aboriginal and Torres Strait Islander prisoners, to enroll in a suite of pre-tertiary and undergraduate programs. A version of the University of Southern Queensland’s learning management system has been installed onto the education server of participating correctional centres. The second stage of the project will see notebook computers pre-loaded with course materials, allocated to participating prisoners. At the time of writing, the project has been deployed at eight correctional centres in Queensland and Western Australia, with negotiations underway for further rollout to Victoria, New South Wales and South Australia late in 2015 or early 2016. It is expected that the technologies and processes developed for this project will enable the delivery of higher education to other cohorts without access to reliable internet access. Beginning in early 2014, Making the Connection project began, building on three previous projects led by USQ which trialled various digital technologies for learning in correctional centres. Most notable of these was the Office for Learning and Teaching-funded project, From Access to Success, which developed a version of USQ’s learning management system, a version of Moodle called USQ StudyDesk, which was installed onto the correctional centre education lab server.Item Open Access Mobile learning trends among higher education students in Vietnam: A case study(Springer, 2014) Murphy A; Midgley W; Farley, Helen; Kalz M; Bayyurt Y; Specht MMobile 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.Item Open Access Digital Equity in Australian Higher Education: How Prisoners are Missing Out(HERDSA, 2018) Willems J; Farley, Helen; Garner J; Wache D; Houston DItem Open Access Digital Technologies for Learning in Correctional Centres: A Tale of Five Projects(2015) Farley, Helen