Abstract:

The paper presents a format for an e-learning upper secondary level course (the italian liceo scientifico) aimed primarily at the italian detainees, but also, more generally, to disadvantaged groups, as an alternative to professional training courses, fostering their right to study and the european recommendations on permanent education application. Since the choice of the distance mode, the actors and a general description of the course have already been discussed (Arcangeli et al., E-learning in prison , a proposal in “Je.lks, Journal of e-learning and knowledge society”, vol 6, n. 1, p. 85-92), this paper will focus mainly on the course implementation, commenting on the video of the format that will be included in the virtual presentation. The regular course, lasting five years has been compressed into three years, with the Education Ministry consent.
The course design refers to a few general assumptions and to more specific options confirmed by the activities developed during a learning partnership Grundtvig 2009, E learning for prisoners and prisoners professionals, and a Memorandum of Understanding signed by the Sociology Department of the Salerno’s University with a local prison and a scientific high school. Regarding the assumptions, we highlight a student centered and a learning by doing learning, and the choice of combining simple and clearly structured paths such as to be easily accessible and able to support students with learning difficulties with spaces reserved for personal and creative learning; regarding the options major aspects that have guided the design include:
1. the specific target of educational work
2. the specific context of use and the communication dynamics at work
3. the critical issues concerning the learning sustainability resulting from the general context of application;
4. the confidence in a negotiated design of knowledge among the actors of the learning system

Given these premises, the choice has been made of a full distance course combined with a local tutoring, taking advantage from a modular organization, allowing flexibility to adapt to specific user needs and context. The contents flow has being organized into subjects, modules, units and learning activities, and includes content “islands” centered on a well-defined topic, supporting students in the study or stimulating their involvement (functions of content, scaffolding, engagement). These latter are also clearly labeled so they can be easily retrieved within the entire route. The content can be enjoyed both linearly as a traditional classroom lecture, or by selecting the items most suited to the context and the user, balancing the needs of a teacher guided learning with the self learning ones. The course will also include specific elements dedicated to a progressive additional learning, allowing the user to navigate more effectively between technology and instructional materials proposed. Finally, we’ll dwell briefly on some broader issues which constitute a potential enhancement of the project: the demo as a format, its relative independence from the technology used, the transferability of the product.

Keywords:

e-learning, prison.