There are a number of factors that identify the need for the use of technology to support educational resources for learners within custodial institutions and the targeted resources developed for this pilot project.
− Rise in prison suicides
The development of Mental Health resources and support materials were a very important aspect. Over the past few years suicide in prison settings has reached a high level.
− More prisoners are tech savvy
A lot of prisoners are entering prison institutions with good technology skills. There should be an expectation that technology should be used in prisons as this will be the norm for some and help prepare others with a lack of technology skills on release. Applying for benefits on release is now completed online and so these skills are a necessity for all.
− Functional Skills outcomes require improvement
Ofsted reporting indicates that learners need higher outcomes of functional skill levels. The use of AR can be a very useful revision tool. Targeted learning in small chunks for specific topic resources that can be revised, revisited and used at the point of need. This enables personalised learning outcomes and benefit.
− Overall outcomes for learners require improvement or inadequate
AR resources from a wide range of learning and subjects/topics can be utilised and developed easily. HMP Hewell has good provision of Brickwork and Carpentry and Joinery workshops and the use of AR can be used and supported in and outside of the workshop and classroom.
− Prepare for life after prison and integration back into society Skills for life and preparation for life outside of prison are very important aspects to learner development. Targeted AR resources can assist with this process and allow learners to take resources with them to support their lifelong learning skills and development.
The use of mobile devices to access the resources on the specific AR App gives an increased access to a whole new way of learning at any given time. The developed resources can be utilised and shared easily with the wider Prison institution and offender learning communities.
Hildebrandt (2015) suggests that the process for learners is online to on-life, giving offenders a wider understanding of digital progress in everyday life. This enables a smoother transition and reintegration. Educators in prison settings need to provide a wide range of teaching material and resources tailored to different learning styles and contexts, whilst also developing their own skills. This allows providers to be flexible in their approach and to develop quality processes and support systems, to plan for and cope with flexible learning and the impact on learner behaviours and demands.
AR can provide access to learning support, course content, assessment and feedback. Technology also allows content to be personalised to the student, delivering content flexibility shaped to a student’s pace of learning, wants or needs. This is reflecting learning in an environment that is changing with a potential huge digital reach. This means learning environments in prisons are set for a significant change, with a desire for collaborative methods of teaching and learning.
For prison learners, interactive learning offers flexibilities in what is learned, how it is learned and where it is learned. This can provide new means of accessing resources and information, such as AR, which can make most virtual eLearning accessible. Teachers and learning support staff in prison settings need to provide a wide range of teaching material and resources tailored to different learning styles and contexts, also developing their own skills to utilise them. This allows providers to be flexible in their approach and to develop quality processes and support systems, to plan for and cope with flexible learning and the impact on learner behaviours and demands. Both Learner and teacher feedback reinforced the need and benefits.
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