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Steve Grix has been seconded to HMPPS and is currently supporting the creator centres. The goal of his secondment is to put in place foundations for them to become content development studios to support Prison Education.

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We have since updated the Creator Centre simulators to meet Gateway and NCFE assessment requirements. This is endorsed by the awarding bodies and chief examiner for EDSQ. The simulations made this possible in Prison education. This has improved/deepened our relationship with HMPPS, Gateway, NCFE, Weston College, People Plus and Milton Keynes College.

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We will take on commissioned work from around the prison estate (and wider) in the hope of modernising the E-Learning available to prisoners on the Virtual Campus 2 platform or other institutions.  Working with subject matter experts we aim to create / modernise courses by making them engaging and interactive to the target audience.  We use industry leading software such as Articulate Studio 360 and Adobe Captivate to achieve this.

Our studios have the ability to create and edit industry leading graphics for placement into e-learning courses.  This could be manipulating photo’s using Affinity Designer or designing graphics from the ground up using Affinity Designer.

Please bear in mind we are a new initiative.  We have recently started to take commissioned work, our portfolio will grow with time. Started initially in April 2020 but with covid restrictions development was slow. The sites had their software installed ready to use in July 2021 where they went back on site and able to use in the studio, learners have been accessing for about a month and working on the software ready to develop work. Codingley has been working a little longer.

The ultimate aim is to get each studio working together as one department so we can utilise the strong members of the teams in each studio.  In the long run we can work independently or as one large studio.

We can work independently or as one large studio depending on the requirements of the project.  We still have some system restrictions to work as one team, however HMPS and team are looking into resolving those issues.  Once we are fully operational we can work collaboratively on projects. There is the ability to share assets and work across the centres through MS teams.

Coldingley can facilitate a max of 24 prisoners, each studio will be different.  We need to balance the number of people working on projects vs people training on the software.  Once we have a pool of skilled personnel we can customise the teams as required for the intended project.

Frankland currently have 5 learners who initially have worked in picta workshops previously who are being trained up to support the other learners going forward, their capacity will be 18 at any one given time.

We will work with subject matter experts and other stake holders during the project, this can slow or speed up the process drastically depending on their involvement.  I suspect some SME’s will be eager and want to get involved.  Others could be eager to hand the project over and minimise their input.

Franklnads team initially created a couple of pieces of content In which took around a week to develop whilst learning skills this is both trainer and learner. However on recreating the content to showcase this has taken the tutor 5 hours to re develop.

In terms of updating in line with digital trends and developments the software used is articulate story line and this using hotspots for each area is easily updated.  Final output can be either HTML5 or Scorm depending on request.

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Methodology / Plan draft

The methodology will cover the following areas:

1.     What issue do I want to explore? How do I know change is needed?

Outlined in ‘Why simulations for EDS learners in prisons?’ topic on Padlet

2.     What will be different if the improvement is successful? (i.e. what evidence should I be looking for?)

The evidence could be gathered through the trail and feedback process from staff and learners point of view. The reliability of the product (the simulations) taking into account the time, effort, skills and cost needed to produce these type of simulations and to be able to keep up to date with the development trends in line with industry and the fast moving digital world.

3.     What are other teachers doing to address this issue?

Already within the group we have a number of content creation centres in which I aim to explore to fully understand the skills and abilities within these centres and more locally on sites generally. This will allow the team to gain a wider understanding of what is already being produced, what we need to produce and the ways we consider the alternative GUI simulations.

4.     How can I begin to investigate this issue through a practical teaching activity?

Initially the direction we aim to work with this project is to test the smart phone simulator in which is readily available for staff to share with learners via the Virtual Campus. In turn we aim to collect data based around the practical use of the simulator and gauge learner’s responses to this and in turn staff feedback.

The learners will have a discussion around the use of smart technology and the smart phone simulator to investigate prior knowledge and understanding.

Learners will then trial the simulator for themselves providing feedback.

Feedback will be collected through a learner feedback form to allow learners to communicate in detail opinions and their overall experience.

5.     How might I get my learners to help in exploring this improvement?

Initially discuss and document ideas and opinions based around simulations and how they will enhance their learning for future life outside the Prison environment. Taking in to account the EDSQ criteria and the criterion affected by the use of online materials. Linking this to the use of the smartphone simulator

6.     Who else might I work with (colleagues, support assistants, managers etc)?

Starting locally with BH learners and staff to establish a culture for the use of simulations starting with the smartphone simulator. This will then naturally develop further afield to those already using the simulator such as KG and the wider VCDC group / Novus digital champions group.

7.     How could I share my findings with other practitioners?

Initially I will be discussing this with the learners and staff conducting the testing for me, I will therefore update them on the generic findings of the research through discussion based activities.

I will be updating Padlet and the monthly reports to update direct participants on the findings and the evidence collated.

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Mason (2021) Use and Benefits of Simulators

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Mason (2021) Use and Benefits of Simulators

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Use and Benefits of Simulators | EASA Community

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Ari Vatanen is a former World Rally Champion. If there’s a person who knows how to control risks in a high performance environment it’s him. With his Helicopter type rating revalidation to do, his Type Rating Examiner proposes to do the training and checking flight in a in a Full Flight Simulator. W…

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Gibson and Baek (2009) Digital Simulations for Improving Education: Learning Through Artificial Teaching Environment

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Gibson and Baek (2009) Digital Simulations for Improving Education: Learning Through Artificial Teaching Environment

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Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments

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Artificial instructional methods now provide the learning community with exercise specific teaching skills and learning situations that strengthen educator instincts and intuition about best practices.Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments cont…

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From digital industry projects to virtual internships, there are plenty of options for enhancing employability online, but it is how students reflect upon and learn from their experiences that is important, as Dino Willox and Laura-Anne Bull explain

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How to use digital simulations to prepare students for future careers

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From digital industry projects to virtual internships, there are plenty of options for enhancing employability online, but it is how students reflect upon and learn from their experiences that is important, as Dino Willox and Laura-Anne Bull explain

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The reflective model for the project - Brookfield's lenses

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The reflective model for the project - Brookfield's lenses

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3. Brookfield’s lens one: autobiographical experiences of teaching and learning

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The perspective which underpins this lens is based on the premise that our own experiences as learners can influence our behaviour as teachers. This may have a positive or negative impact but the important point is that an ability to use our autobiographical lens will enable us to identify these per…

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Tutor 3

Having briefly used this smartphone simulator this is fine as a awareness to smart phones - it would be ideal for learners to use as an introduction to phone technology - especially for any learners who have not had a smart phone - you could create the same sort of thing with facebook, whatsapp etc - it is just being careful with the content that is showcased.

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Tutor 2

Due to how FS is delivered, I have only used the smartphone simulator a few times with my learners and I am trying to make it a regular feature in my lessons, especially with new learners. It's had a really good response! Particularly with learners who aren't quite confident with tech etc. Comments such as, 'I didn't know you could do that,' would come from learners who didn't know that you could perhaps use your phone to tap and pay in the same way as you would with a debit card.

I used it on the board and discussed as a group because I didn't think to share it with the learners to explore themselves, but this is something I am intending to do after discussion with Claire.

I think that it was a good introduction to learners who are perhaps not familiar with smartphones etc. I quite liked that when using the 'camera app', there's the option to 'share' which again, helps to demonstrate to learners how quickly/easily things can be done on a smartphone.

I have to confess that when I first was introduced to the simulator when I was doing the Digital Literacies course last year, it inspired me to try and create my own interactive resources using powerpoint I have since made a mock up of a Twitter feed and this is a regular template I use to deliver lesson content. I use different aspects of the Twitter menu for different parts of the lesson: Home - starter task; Notifications - Quick tasks/introduce new vocab; Messages - Writing tasks/proof reading tasks etc I've also managed to create a FS English Trivial Pursuit game and also an attempt at an interactive phone quiz.

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Tutor 1

Tutor 1 completed our first Digital Literacies lockdown style programme and has been able to embed one of the digital tools, the iPhone simulator, into her sessions now she is back to face to face delivery. She said the learners were amazed by the interactive phone, one learner who has been in for 18 years had never seen anything like it!

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During discussions with learners re the use of Smartphone simulations and testing, an officer provided her thoughts and ideas around the prospects of learners being able to access these for their learning and progression.

She discussed this in a positive manner allowing the learners to experience the aspects and the motions of ‘digital tools’ when potentially they haven’t used and or experienced these before.

The learners are part of a rehabilitative culture and are expected to support their own progression through their education and understandings. Participating in the discussion around smartphones the officer said this is really useful to allow learners to understand further aspects when even chatting to their family re the use of apps, downloading, uploading, tweeting, emails, what’s app etc. the list goes on.

A Positive contribution from a non-educational member of staff.

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Specialist Opinion

GUI Simulations/Prototypes for Learning

Steve Grix – Digital Learning Manager (Novus)

I have been asked to prepare a short ‘thought piece’ around the potential digital simulations for Essential Digital Skills (EDS) delivery in the prison education framework to feed into the OTLA 8 research being conducted by my colleague Claire Holland. This is my response and first I would like to draw attention other ways that simulation is used when the ‘real thing’ is not possible or fraught with risk. My first thoughts are drawn to pilot training in aviation. The European Aviation Safety Agency - EASA (2021) argue that using simulations for training is safer due to the removal of risk for training and this is also true in the Prison Education Framework (PEF) context as well, as public protection is the main reason simulations are being explored for EDS. They also argue that simulations allow for the control of circumstances to develop specific cause and effect scenarios for learning, meaning it can be guided to allow trainees to experience something, in a specific way and with specific outcomes in mind. In the PEF context we will have specific criterion in mind and simulations can be used/manipulated in a way which allows for specific criteria to be covered or certain experiences to be had by the learner. EASA also suggest that the experience of realism is a benefit, simulations are more accessible, they are more cost effective and we can remove the negative impacts of the real thing. It is easy to draw parallels with the potential experience of GUI simulations in prison learners. The risks of allowing prison learners access to social media, online shopping, transacting and so on are troubling at best, and the negative impacts for the public and prison learning could be comprehensive. Simulation removes the risk and prevents the negative impacts on the public, PEF itself and the reputation of all involved. Simulations could be accessed at the leisure of the learner but the ‘real thing’; if at all possible, would have to be strictly controlled and so will be less accessible. Finally, the experience of realism is still important, and simulations give us the closest possible way if the actual technology is not available. This final argument may have some wondering why? The answers may lie if we think of the other alternatives and what is happening to learning.

Taking the use of Smartphones for example. This could be taught by giving the learners worksheets, tutorials, conducting discussion or even using videos. All of this would present the learners the opportunity to learn about the devices, but it is very passive and is purely visual and/or auditory. The learners never experience what it is like to interact with the devices themselves; the kinesthetic opportunity. Could these learning dynamics be combined? Well, they already have when Novus developed a concept resource which simulates the functions of a smartphone and explains the possibilities. This resource could be explored further to get this research started and see what happened when learners use it. It may be possible to compare or contrast it to other ways of learning to see the difference and give us a firmer idea of the benefits. I would recommend starting there and seeing where that takes the research.

References:

Masson, M., 2021. Use and Benefits of Simulators | EASA Community. [online] EASA Community. Available at: <https://www.easa.europa.eu/community/topics/use-and-benefits-simulators> [Accessed 12 October 2021].