Question 1

In relation to prison environment, is e-learning an effective way to deliver and measure the literacy and numeracy skills via e-learning platform such as Moodle?

Prison Populations are becoming increasingly diverse. Countries such as Greece and Belgium have over 40% prisoners who are foreign-born (Hawley, Murphy & Souto-Otero, 2013). Supporting prisoners to gain knowledge, skills and competencies forms an important stepping stone in their journey towards rehabilitation and reintegration into society. While teaching in a prison environment, my understanding of e-learning includes education via moodle (e-learning platform), computer-based applications and virtual classrooms.

https://www.youtube.com/watch?v=cq1dDFReJRs

The you tube video above shows two thousand prisoners at the Murchison Bay in Luzira having access to ICT provided by MTN Uganda. Florence Naluyimba speaks on how e-learning could change the lives of many long prison sentences. The prison Commisioner also spoke on how e-learning is helping prisoners to do long distance courses in completing their degree courses and having computer related courses in prison education.

However, usage of e-learning remains quite restricted and do not at all take advantage of most qualities e-learning can provide via central organizations, networks, access to learning software and information at central servers. Internet access is forbidden strictly in most of the prisons. Learners (prisoners) studying at universities can receive their emails and materials to print via their study advisers. This makes them very much dependent and they are not allowed to have access to staff computers.

For some of the courses in our corrections facility such as creative drawing, pacific history and employ-ability passport, e-learning is an effective way to deliver and measure literacy and numeracy skills through Moodle. Creative drawing is a 6 weeks course whereas pacific history is a 12 weeks course online which has been very effective for learners. “Employ-ability passport” has also been very effective learning online as prisoners need the CV and cover writing skills in order to apply for employment.

However, teaching a budgeting skills course has not been very effective via online learning as more practical skills are required and learners prefer face to face sessions. In this case, e-learning is used in the context of blended learning taking advantage of diverse materials and instructions.

Moreover, numeracy courses are delivered online with additional information but learners are still required to attend two face to face sessions a week. According to Hawley, Murphy and Otero (2013), “e-learning is viewed as an additional means to support the development of skills of the students” (P.17). They further contend that e-learning is part of blended learning which includes group work, instructions, and presentations in class. E-learning can be better able to offer education that fits individual needs but requires tutors to develop and prepare good content that is user friendly (Hammerschick, 2010).

References

Hawley, J., Murphy, I., & Souto-Otero, M. (n.d.). Prison Education and Training in Europe (pp. 1-20). 2013: GHK Consulting.


Hammerschick, W. (2010). Learning Infrastructure for Correctional Services. In Report on e-learning in European Prisons- Concepts, organisation, pedagogical approaches in prison education (pp. 1-22). N.p.: LICOS.

https://www.youtube.com/watch?v=cq1dDFReJRs