UC Research Profile - University of Canterbury

Helen Sara Farley

Contact

Email: helen.farley@canterbury.ac.nz

Direct Dial: +64 3 3690979

Office:

Language: English

I research education and training in corrections and have completed large projects to introduce digital higher education into the carceral space.

About

Research / Creative works

Projects

Methods & Equipment

Fields of Research

Prison education
Arts programmes in prison
Prison operations
Dynamic security in prisons
Prison cohort
Educational technology in higher education
Digital equity in higher education
Prison industries and vocational education
Comparative prison systems
Mobile learning
Technology for learning in prisons
Immersive virtual environments for learning

Researcher Summary

I am interested in corrections generally, but my research is focused on prison education and training, technology for learning in prisons, arts in corrections, dynamic security, and neurodiversities in the prison population. As an educator, I am also a researcher of higher education, technology-enhanced learning, blended learning and the innovative use of technologies for learning, especially virtual reality and augmented reality.

Subject Area: Disciplines

Education: Adult Education ; Arts-based Educational Research ; Career Development ; Diversity ; Educational Innovation ; Technology Education ; Tertiary Education
Music, Literary Arts and Other Arts: Creative Writing ; Ethnomusicology ; Performance
Sociology, Social Policy, Social Work, Criminology and Gender Studies: Criminology ; Intergenerational Studies ; Social Policy
Theatre and Dance, Film and Television and Multimedia: Theatre and Dance
Visual Arts and Crafts: Visual Arts and Crafts

Resources

Research/Scholarly/Creative Works

Journal Articles

Rees S., Farley H. and Moloney C. (2021) How registered nurses balance limited resources in order to maintain competence: a grounded theory study. BMC Nursing 20(1) http://dx.doi.org/10.1186/s12912-021-00672-6.

Farley H., Harmes M. and Pike A. (2019) Identity, Bias and Diversity Behind Bars: Overcoming Barriers to Education for Incarcerated Students. . International Journal of Bias, Identity and Diversities in Education 4(1) 1: viii-x. http://dx.doi.org/10.4018/IJBIDE.2019010101.

Harmes MK., Hopkins S. and Farley H. (2019) Beyond Incarcerated Identities. International Journal of Bias, Identity and Diversities in Education 4(1): 1-16. http://dx.doi.org/10.4018/ijbide.2019010101.

McLauchlan J. and Farley H. (2019) Fast Cars and Fast Learning: Using Virtual Reality to Learn Literacy and Numeracy in Prison. Journal For Virtual Worlds Research 12(3) http://dx.doi.org/10.4101/jvwr.v12i3.7391.

Pooley AW., Midgley W. and Farley H. (2019) Informal language learning through mobile instant messaging among university students in Korea. International Journal of Mobile and Blended Learning 11(2): 33-49. http://dx.doi.org/10.4018/IJMBL.2019040103.

Willems J., Farley H. and Campbell C. (2019) The increasing significance of digital equity in higher education: An introduction to the Digital equity special issue. Australasian Journal of Educational Technology 35(6): 1-8. http://dx.doi.org/10.14742/ajet.5996.

Farley HS. (2018) Using 3D Worlds in Prison: Driving, Learning and Escape. Journal For Virtual Worlds Research 11(1) http://dx.doi.org/10.4101/jvwr.v11i1.7304.

Al Lily AE., Foland J., Stoloff D., Gogus A., Deniz Erguvan I., Tomé Awshar M., Tondeur J., Hammond M., Venter IM. and Jerry P. (2017) Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development 33(3): 270-288. http://dx.doi.org/10.1177/0266666916646415.

Cochrane T. and Farley H. (2017) Editorial: Volume 33 special issue on mobile AR & VR integrating SOTEL in learning design. Australasian Journal of Educational Technology 33(6): i-vi. http://dx.doi.org/10.14742/ajet.4132.

Farley H. and Hopkins S. (2017) The prison is another country: incarcerated students and (im)mobility in Australian prisons. Critical Studies in Education 58(2): 150-167. http://dx.doi.org/10.1080/17508487.2016.1255240.

Mushtaq S., Reardon-Smith K., Cliffe N., Ostini J., Farley H., Doyle J. and Kealley M. (2017) Can digital discussion support tools provide cost-effective options for agricultural extension services? Information Technologies and International Development 13: 52-68.

Farley H. (2016) Danielle Kirby: Fantasy and Belief: Alternative Religions, Popular Narratives and Digital Cultures. Sheffield and Bristol, CT: Equinox, 2013; pp. ix + 194.. Journal of Religious History 40(1): 140-141. http://dx.doi.org/10.1111/1467-9809.12313.

Farley H. (2016) Digital technologies for learning in prison: what one Australian university is doing. Custodial Review 77: 18-21.

Farley H. and Pike A. (2016) Engaging prisoners in education: Reducing risk and recidivism. Advancing Corrections 1(1): 65-73.

Farley H., Pike A., Demiray U. and Tanglang N. (2016) Delivering Digital Higher Education into Prisons: The Cases of Four Universities in Australia, UK, Turkey and Nigeria. GLOKALde 2(2): 147-166.

Farley H., Pike A., Demiray U. and Tanglang N. (2016) Delivering digital higher education into prisons: The cases of four universities in Australia, UK, Turkey and Nigeria. Journal of Distance Education in China 7(26): 35-43.

Farley H. (2015) Virtual Worlds in Distance Education: Opportunities and Challenges. Journal of Distance Education in China 11: 34-44.

Farley H., Murphy A., Johnson C., Carter B., Lane M., Midgley W., Hafeez-Baig A., Dekeyser S. and Koronios A. (2015) How Do Students Use Their Mobile Devices to Support Learning? A Case Study from an Australian Regional University. Journal of Interactive Media in Education 2015(1) http://dx.doi.org/10.5334/jime.ar.

Gregory S., Scutter S., Jacka L., McDonald M., Farley H. and Newman C. (2015) Barriers and enablers to the use of virtual worlds in higher education: An exploration of educator perceptions, attitudes and experiences. Educational Technology and Society 18(1): 3-12.

Hopkins S. and Farley H. (2015) e-Learning Incarcerated: Prison Education and Digital Inclusion. The International Journal of Humanities Education 13(2): 37-45.

Reardon-Smith K., Mushtaq S., Farley H., Cliffe N., Stone R., Ostini J. and Lindesay J. (2015) Virtual Discussions to Support Climate Risk Decision Making on Farms. Journal of Economic and Social Policy 17(2): 1-21-1-21.

Reushle S. and Farley H. (2015) Introduction to the 2014 Digital Rural Futures Conference Special Edition in association with the Regional Universities Network (RUN). Journal of Economic and Social Policy 17(2) 1: 1-3.

Cliffe N., Doyle J., Farley H., Lindesay J., Loch A., Maraseni T., Marcussen T., Martin N., Mushtaq S. and Ostini J. (2014) The Development of Virtual World Tools to Enhance Learning and Real World Decision Making in the Australian Sugar Farming Industry. International Journal of Advanced Corporate Learning (iJAC) 7(3): 17-17. http://dx.doi.org/10.3991/ijac.v7i3.4002.

Farley H., Murphy A. and Bedford T. (2014) Providing simulated online and mobile learning experiences in a prison education setting: Lessons learned from the PLEIADES pilot project. International Journal of Mobile and Blended Learning 6(1): 17-32. http://dx.doi.org/10.4018/ijmbl.2014010102.

Farley H., Murphy A., Bedford T. and Hopkins S. (2014) Taking eBook readers to prisons: A tale of two projects. Communications in Computer and Information Science 479: 52-60. http://dx.doi.org/10.1007/978-3-319-13416-1_6.

Farley HS. and Doyle J. (2014) Using digital technologies to implement distance education for incarcerated students: a case study from an Australian regional university. Open Praxis 6(4): 357-357. http://dx.doi.org/10.5944/openpraxis.6.4.134.

Murphy A., Farley H., Lane M., Hafeez-Baig A. and Carter B. (2014) Mobile learning anytime, anywhere: What are our students doing? Australasian Journal of Information Systems 18(3): 331-345. http://dx.doi.org/10.3127/ajis.v18i3.1098.

Murphy A., Midgley W. and Farley H. (2014) Mobile learning trends among students in Vietnam. Communications in Computer and Information Science 479: 197-204. http://dx.doi.org/10.1007/978-3-319-13416-1_18.

Farley H. (2013) Self-Harm and Falun Gong: Karmic Release, Martyrdom or Suicide. Journal of Religion and Violence 1(3): 259-275. http://dx.doi.org/10.5840/jrv2013132.

Lee MJW., Dalgarno B. and Farley H. (2012) Editorial 28(3): Preface to the special issue-Virtual worlds in tertiary education:An Australasian perspective. Australasian Journal of Educational Technology 28(3).

Authored Books

Murphy A. and Farley H. (2017) Introduction: Supporting the sustainable implementation of mobile learning for higher education in the Asia-pacific region. 3-23. http://dx.doi.org/10.1007/978-981-10-4944-6_1.

Murphy A., Farley H., Dyson LE. and Jones H. (2017) Preface. xv.

Farley H. (2009) A Cultural History of Tarot. I.B.Tauris. http://dx.doi.org/10.5040/9780755697700.

Chapters

Farley H. (2023) MOOCs in Asia: Promise Unfulfilled or Promise Realized? In Kapur D; Kong L; Lo F; Malone DM (Ed.), The Oxford Handbook of Higher Education in the Asia-Pacific Region (First ed.): 356-376. Oxford, UK: Oxford University Press. http://dx.doi.org/10.1093/oxfordhb/9780192845986.013.17.

Farley H. and Seymour S. (2022) Higher Education for all: Prisoners, Social Justice, and Digital Technology. Histories and Philosophies of Carceral Education: Aims, Contradictions, Promises and Problems: 163-187. http://dx.doi.org/10.1007/978-3-030-86830-7_8.

McLauchlan J. and Farley H. (2022) A Fast Track to Knowledge: Using Virtual Reality for Learning in Prisons. Histories and Philosophies of Carceral Education: Aims, Contradictions, Promises and Problems: 229-251. http://dx.doi.org/10.1007/978-3-030-86830-7_11.

Ostini J. and Farley H. (2022) Beyond Idealism to the Realities of Incarcerated Higher Education: What We Know About the Provision of Higher Education in Prisons. Histories and Philosophies of Carceral Education: Aims, Contradictions, Promises and Problems: 11-30. http://dx.doi.org/10.1007/978-3-030-86830-7_2.

Farley H. (2019) Evil Cult or Persecuted Minority? Conspiracy Theories Surrounding Falun Gong and the Government of the People’s Republic of China. Brill Handbooks on Contemporary Religion: 490-512. http://dx.doi.org/10.1163/9789004382022_024.

Farley H. (2019) Falun Gong's attack on academic freedom. Enlightened Martyrdom: The Hidden Side of Falun Gong: 195-212.

Farley H. and Song H. (2019) Mobile Learning in Southeast Asia: Opportunities and Challenges. Handbook of Mobile Teaching and Learning: 503-519.Springer Singapore. http://dx.doi.org/10.1007/978-981-13-2766-7_2.

Farley H., Murphy A., Todd NA., Lane M., Hafeez-Baig A., Midgley W. and Johnson C. (2019) Moving Towards the Effective Evaluation of Mobile Learning Initiatives in Higher Education Institutions. Handbook of Mobile Teaching and Learning: 939-958.Springer Singapore. http://dx.doi.org/10.1007/978-981-13-2766-7_17.

Rees S., Moloney C. and Farley H. (2019) Mobile Learning Initiatives in Nursing Education. Handbook of Mobile Teaching and Learning: 1-15.Springer Berlin Heidelberg. http://dx.doi.org/10.1007/978-3-642-41981-2_37-2.

Rees S., Moloney C. and Farley H. (2019) Mobile Learning Initiatives in Nursing Education. Handbook of Mobile Teaching and Learning: 387-401.Springer Singapore. http://dx.doi.org/10.1007/978-981-13-2766-7_37.

Farley H. and Pike A. (2018) Research on the Inside: Overcoming Obstacles to Completing a Postgraduate Degree in Prison. Postgraduate Education in Higher Education: 1-24.Springer Singapore. http://dx.doi.org/10.1007/978-981-10-0468-1_39-1.

Jones JK., Farley H. and Murphy A. (2017) Virtual worlds as restorative environments. Authentic Virtual World Education: Facilitating Cultural Engagement and Creativity: 45-59. http://dx.doi.org/10.1007/978-981-10-6382-4_4.

Lee C., Farley H., Cox J. and Seymour S. (2017) Tackling indigenous incarceration through promoting engagement with higher education. Indigenous Pathways, Transitions and Participation in Higher Education: From Policy to Practice: 169-188. http://dx.doi.org/10.1007/978-981-10-4062-7_11.

(2016) Virtual knights and synthetic worlds: Jediism in Second Life. Fiction, Invention and Hyper-reality: 148-161.Routledge. http://dx.doi.org/10.4324/9781315582283-17.

Farley H. (2016) Death by Whose Hand? Falun Gong and Suicide 1. Sacred Suicide: 215-232.Routledge. http://dx.doi.org/10.4324/9781315607382-12.

Farley H. (2016) Death by Whose Hand? Falun Gong and suicide. Sacred Suicide: 215-232. http://dx.doi.org/10.4324/9781315607382.

Farley H. (2016) Demons, devils and witches: The occult in heavy metal music. Heavy Metal Music in Britain: 73-88.

Farley H. (2016) Demons, devils and witches: The occult in heavy metal music. Key Determinants of National Development: Historical Perspectives and Implications for Developing Economies: 73-88.

Farley H. (2016) Virtual knights and synthetic worlds: Jediism in second life. Fiction, Invention and Hyper-Reality: From Popular Culture to Religion: 134-147. http://dx.doi.org/10.4324/9781315582283.

Farley H. and Murphy A. (2015) Evaluation of Mobile Teaching and Learning Projects, an Introduction. Handbook of Mobile Teaching and Learning: 1-4.Springer Berlin Heidelberg. http://dx.doi.org/10.1007/978-3-642-41981-2_23-1.

Farley H. and Murphy A. (2015) Evaluation of mobile teaching and learning projects: Introduction. Handbook of Mobile Teaching and Learning: 685-689. http://dx.doi.org/10.1007/978-3-642-54146-9_23.

Farley H. and Song H. (2015) Mobile Learning in Southeast Asia: Opportunities and Challenges. Handbook of Mobile Teaching and Learning: 1-14.Springer Berlin Heidelberg. http://dx.doi.org/10.1007/978-3-642-41981-2_2-1.

Farley H. and Song H. (2015) Mobile learning in Southeast Asia: Opportunities and challenges. Handbook of Mobile Teaching and Learning: 403-419. http://dx.doi.org/10.1007/978-3-642-54146-9_2.

Farley H., Murphy A., Todd NA., Lane M., Hafeez-Baig A., Midgley W. and Johnson C. (2015) Moving Toward the Effective Evaluation of Mobile Learning Initiatives in Higher Education Institutions. Handbook of Mobile Teaching and Learning: 1-16.Springer Berlin Heidelberg. http://dx.doi.org/10.1007/978-3-642-41981-2_17-1.

Farley H., Murphy A., Todd NA., Lane M., Hafeez-Baig A., Midgley W. and Johnson C. (2015) Moving towards the effective evaluation of mobile learning initiatives in higher education institutions. Handbook of Mobile Teaching and Learning: 721-740. http://dx.doi.org/10.1007/978-3-642-54146-9_17.

Rees S., Moloney C. and Farley H. (2015) Mobile Learning Initiatives in Nursing Education. Handbook of Mobile Teaching and Learning: 1-12.Springer Berlin Heidelberg. http://dx.doi.org/10.1007/978-3-642-41981-2_37-1.

Rees S., Moloney C. and Farley H. (2015) Mobile learning initiatives in nursing education. Handbook of Mobile Teaching and Learning: 275-289. http://dx.doi.org/10.1007/978-3-642-54146-9_37.

Farley H. (2014) Tarot. The Occult World: 571-579. http://dx.doi.org/10.4324/9781315745916-69.

Farley H. (2014) Virtual Worlds in Higher Education: The Challenges, Expectations and Delivery. Curriculum Models for the 21st Century: 325-349.Springer New York. http://dx.doi.org/10.1007/978-1-4614-7366-4_17.

Farley H. (2013) Facilitating immersion in virtual worlds: An examination of the physical, virtual, social, and pedagogical factors leading to engagement and flow. Outlooks and Opportunities in Blended and Distance Learning: 189-203. http://dx.doi.org/10.4018/978-1-4666-4205-8.ch014.

Willems J., Farley H., Ellis A., McCormick D. and Walker D. (2013) Supervising higher degree research (HDR) candidates at a distance: What do emerging virtual world technologies have to offer? Outlooks and Opportunities in Blended and Distance Learning: 369-382. http://dx.doi.org/10.4018/978-1-4666-4205-8.ch027.

Farley H. (2011) Using multi-user virtual environments in tertiary teaching: Lessons learned through the UQ religion bazaar project. : 211-237. http://dx.doi.org/10.1108/S2044-9968(2011)0000003014.

Farley H. and Steel C. (2011) Multiple sensorial media and presence in 3D environments. Multiple Sensorial Media Advances and Applications: New Developments in MulSeMedia: 39-58. http://dx.doi.org/10.4018/978-1-60960-821-7.ch002.

(2010) Falun Gong And Science: Origins, Pseudoscience, And China’s Scientific Establishment. Handbook of Religion and the Authority of Science: 141-163.BRILL. http://dx.doi.org/10.1163/ej.9789004187917.i-924.45.

Farley H. (2010) Interoperability, learning designs and virtual worlds: Issues and strategies. Handbook of Research on E-Learning Standards and Interoperability: Frameworks and Issues: 193-206. http://dx.doi.org/10.4018/978-1-61692-789-9.ch009.

(2009) Across the Channel to England. A Cultural History of TarotI.B.Tauris. http://dx.doi.org/10.5040/9780755697700-ch-005.

(2009) An Alternative Explanation of Tarot Symbolism. A Cultural History of TarotI.B.Tauris. http://dx.doi.org/10.5040/9780755697700-ch-003.

(2009) Introduction. A Cultural History of TarotI.B.Tauris. http://dx.doi.org/10.5040/9780755697700.0006.

(2009) Origins and Antecedents. A Cultural History of TarotI.B.Tauris. http://dx.doi.org/10.5040/9780755697700-ch-001.

(2009) Renaissance Italy and the Emergence of Tarot. A Cultural History of TarotI.B.Tauris. http://dx.doi.org/10.5040/9780755697700-ch-002.

(2009) Tarot and the New Age. A Cultural History of TarotI.B.Tauris. http://dx.doi.org/10.5040/9780755697700-ch-006.

(2009) The Transformation of Tarot into an Esoteric Device. A Cultural History of TarotI.B.Tauris. http://dx.doi.org/10.5040/9780755697700-ch-004.

Farley H. (2009) Demons, devils and witches: The occult in heavy metal music. Heavy Metal Music in Britain: 73-88.

Conference Contributions - Published

Farley H. and Willems J. (2019) Digital equity: Diversity, inclusion and access for incarcerated students in a digital age. In ASCILITE 2017 - Conference Proceedings - 34th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: 68-72.

Farley H., Macdonald J., Hopkins S., Dove S., Abraham C., Cox J., Seymour S., Lee C. and Patching L. (2019) Making the connection: Allowing access to digital higher education in a correctional environment. In ASCILITE 2015 - Australasian Society for Computers in Learning and Tertiary Education, Conference Proceedings: 434-439.

Gregory S., Gregory B., Wood D., Grant S., Nikolic S., Hillier M., Hearns M., Jacka L., McDonald M. and Reiners T. (2019) Me, us and it: Insiders views of the complex technical, organisational and personal elements in using virtual worlds in education. In ASCILITE 2017 - Conference Proceedings - 34th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: 260-267.

Gregory S., O'Connell J., Butler D., McDonald M., Kerr T., Schutt S., Jacka L., Corder D., Hearns M. and Sukunesan S. (2019) New applications, new global audiences: Educators repurposing and reusing 3D virtual and immersive learning resources. In ASCILITE 2015 - Australasian Society for Computers in Learning and Tertiary Education, Conference Proceedings: 121-133.

Murphy A. and Farley H. (2018) Easing into mobile learning. In ASCILITE 2015 - Australasian Society for Computers in Learning and Tertiary Education, Conference Proceedings: 717-718.

Morrison A., Turner J., Farley H., Webber S. and Oliver JL. (2017) Workshop: Animal computer interaction (ACI) & designing for animal interaction (AXD). In ACM International Conference Proceeding Series: 656-657. http://dx.doi.org/10.1145/3152771.3156196.

Willems J., Farley H., Freund K., Britten D., Tickner S., Tucker S., Garner J., Campbell C., Stejar L. and Hinze M. (2017) Digital equity: Not just an ‘add on’ but business as usual. In ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders: 565-567.

Cochrane T., Farley H., Jones S., Narayan V. and Kearney M. (2016) Beyond Pokémon Go: Mobile AR & VR in education. In ASCILITE 2016 - Conference Proceedings - 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: Show Me the Learning: 136-138.

Gregory S., McDonald M., O’Connell J., Jegathesan JJ., Stokes-Thompson F., Sim J., Hearns M., Gregory B., Nikolic S. and Butler D. (2016) Exploring virtual world innovations and design through learner voices. In ASCILITE 2016 - Conference Proceedings - 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: Show Me the Learning: 245-254.

Murphy A., Jones H. and Farley H. (2016) Mobile learning in the Asia-Pacific region: Exploring challenges hindering the sustainable design of mobile learning initiatives. In ASCILITE 2016 - Conference Proceedings - 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: Show Me the Learning: 461-469.

Doyle J., Farley H., Keppell M., Cuthill M. and McDonald L. (2014) Three good reasons to understand the research impact of a technology-enabled initiative. In Proceedings of ASCILITE 2014 - Annual Conference of the Australian Society for Computers in Tertiary Education: 638-642.

Gregory S., Gregory B., Wood D., Butler D., Pasfield-Neofitou S., Hearns M., Se Freitas S., Farley H., Warren I. and Jacka L. (2014) Rhetoric and reality: Critical perspectives on education in a 3D virtual world. In Proceedings of ASCILITE 2014 - Annual Conference of the Australian Society for Computers in Tertiary Education: 279-289.

McDonald M., Gregory S., Farley H., Harlim J., Sim J. and Newman C. (2014) Coming of the third wave: A move toward best practice, user defined tools and mainstream integration for virtual worlds in education. In Proceedings of ASCILITE 2014 - Annual Conference of the Australian Society for Computers in Tertiary Education: 161-170.

McGrath N., Gregory S., Farley H. and Roberts P. (2014) Tools of the trade: 'Breaking the ice' with virtual tools in online learning. In Proceedings of ASCILITE 2014 - Annual Conference of the Australian Society for Computers in Tertiary Education: 470-474.

Roberts P., Farley H. and Gregory S. (2014) Authentic assessment of reflection in an ePortfolio: How to make reflection more 'real' for students. In Proceedings of ASCILITE 2014 - Annual Conference of the Australian Society for Computers in Tertiary Education: 441-445.

Doyle J., Farley H. and Martin N. (2013) Getting the full picture: Storyboarding our way to stand alone moodle. In 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013: 247-251.

Farley H., Murphy A. and Rees S. (2013) Revisiting the definition of mobile learning. In 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013: 283-287.

Gregory S., Gregory B., Reiners T., Fardinpour A., Hillier M., Lee MJW., Jacka L., Butler D., Holloway D. and Grant S. (2013) Virtual worlds in Australian and New Zealand higher education: Remembering the past, Understanding the present and imagining the future. In 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013: 312-324.

Murphy A., Farley H. and Koronios A. (2013) Understanding the use of smart mobile technologies for learning in higher education. In 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013: 602-606.

Murphy A., Farley H., Lane M., Hafeez-Baig A. and Carter B. (2013) Mobile learning anytime, anywhere: What are our students doing? In Proceedings of the 24th Australasian Conference on Information Systems.

Newman C., Farley H., Gregory S., Jacka L., Scutter S. and McDonald M. (2013) Virtual worlds for learning: Done and dusted? In 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013: 622-626.

Song HSY., Murphy A. and Farley H. (2013) Mobile devices for learning in Malaysia: Then and now. In 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013: 830-834.

Doyle J. and Farley H. (2012) Applying a reverse induction process for improved definition of higher education technology-supported research projects. In ASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education.

Farley H. and Murphy A. (2012) The use of mobile technologies to overcome digital inequities in prison education: A pilot project. In CEUR Workshop Proceedings 955: 180-185.

Farley H., Gregory S., Grant S., Butler D., Jacka L., Orwin L. and Jones JK. (2012) An informal community of practice: The case of the DEHub Virtual Worlds Working Group. In ASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education.

Farley H., Jones JK. and Murphy A. (2012) Rejuvenation Island: Enriching the learning journey through immersion in virtual restorative environments. In ASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education.

Farley H., Murphy A. and Bedford T. (2012) Bridging the digital divide: Bringing e-literacy skills to incarcerated students. In ASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education.

Gregory S., Gregory B., Hillier M., Jacka L., Schutt S., Ellis D., Stokes-Thompson F., Wood D., Masters Y. and Farley H. (2012) Sustaining the future through virtual worlds. In ASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education.

Murphy A. and Farley H. (2012) Development of a framework for evaluating the impact and sustainability of mobile learning initiatives in higher education. In ASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education.

Murphy A., Martin N. and Farley H. (2012) Using e-readers to increase access to course content for students without internet access. In ASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education.

Dalgarno B., Kennedy GE., Farley H. and Lee MJW. (2011) Unresolved issues about 'authentic' online learning: Interpretations, assumptions and challenges. In ASCILITE 2011 - The Australasian Society for Computers in Learning in Tertiary Education: 314-315.

Farley H. (2011) Recent developments in virtual worlds and their potential impact on their use in higher education. In ASCILITE 2011 - The Australasian Society for Computers in Learning in Tertiary Education: 381-385.

Gregory B., Gregory S., Wood D., Masters Y., Hillier M., Stokes-Thompson F., Bogdanovych A., Butler D., Hay L. and Jegathesan JJ. (2011) How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds? In ASCILITE 2011 - The Australasian Society for Computers in Learning in Tertiary Education: 475-490.

Jacka L., Gregory S., Stokes-Thompson F., Orwin LMK., Farley H., Ellis A., Grant S. and Hearns M. (2011) Changing worlds: Virtual worlds for higher degree research, supervision and networking. In ASCILITE 2011 - The Australasian Society for Computers in Learning in Tertiary Education: 622-623.

Farley Dr. H. (2010) Teaching first-year studies in religion students in second life: UQ religion bazaar. In ASCILITE 2010 - The Australasian Society for Computers in Learning in Tertiary Education: 334-338.

Farley H., Gregory S., Ellis A., Crisp G., Grenfell J., Thomas Dr. AA. and Campbell M. (2010) Teaching and learning in virtual worlds: Is it worth the effort? In ASCILITE 2010 - The Australasian Society for Computers in Learning in Tertiary Education: 339-342.

Gregory S., Lee MJW., Ellis A., Gregory B., Wood D., Hillier M., Campbell M., Grenfell J., Pace S. and Farley H. (2010) Australian higher education institutions transforming the future of teaching and learning through 3d virtual worlds. In ASCILITE 2010 - The Australasian Society for Computers in Learning in Tertiary Education: 399-415.

Farley H. and Steel C. (2009) A quest for the holy grail: Tactile precision, natural movement and haptic feedback in 3D virtual spaces. In ASCILITE 2009 - The Australasian Society for Computers in Learning in Tertiary Education: 285-295.

Future Research

neurodiversities in prison
education in prison during COVID
the impact of education on dynamic security in prison
the impact of arts programmes in corrections
vocational training in prisons
education in community corrections
the prison cohort

Key Methodologies

evaluation
grounded theory
qualitative research
descriptive statistics
cultural history
participatory action research
NVIVO
design-based research
mixed methods