This project evaluates the use of simulations to support learners in developing digital skills in practical contexts previously excluded in prisons, for example, performing online transactions, accessing social media. It also considers how prisoners with digital design skills can be involved as ‘learner-designers’ in the production of simulation prototypes.
This project evaluates the use of simulations to support learners in developing digital skills in practical contexts previously excluded in prisons, for example, performing online transactions, accessing social media. It also considers how prisoners with digital design skills can be involved as ‘learner-designers’ in the production of simulation prototypes.
The project team were keen to explore the potential of using digital simulations for Essential Digital Skills (EDS) delivery in the Prison Education Framework (PEF) context where public protection is a priority. Simulations can provide a safer, more accessible and richer learning experience and can also be more cost effective as they can be accessed on-demand, at the learner’s convenience. They wanted to find out whether these potential benefits could be enjoyed by learners and staff on prison education programmes. The feedback from both learners and tutors on their experience of using the smart phone simulator was very positive and encouraged the team to continue to plan to develop similar resources.
OTLA 8
1. Be creative and innovative in selecting and adapting strategies to help learners to learn - The project expanded on an existing innovation, the smartphone simulator, to design prototypes for a new range of digital tool and device simulations for use in prison learning. It also allowed prisoners with digital design skills to work in authentic commercial scenarios for a client to a defined brief.
2. Build positive and collaborative relationships with colleagues and learners - This project enabled the team to strengthen the collaborative working between areas of different organisations in design and delivery of digital learning. In particular, the collaborative working between colleagues working on two other OTLA projects (2b &2c) has resulted in the sharing of perspectives and resources which in time will be used with learners across the region.
3. Promote the benefits of technology and support learners in its use - The project supported colleagues and prisoner learners in designing and using digital tools more effectively to enhance their delivery of prison learning and qualifications.