Training models for the use of 3D printing technology in prison

Intellectual Output 2

Training models

for the use of 3D printing technology

in prison

January 2021

Summary

Introduction 2

Preparing the training courses 4

From the prison regulations and experiences to their adaptability to new technologies 4

Overview 5

Current status of advanced technologies in prisons 6

Mobile device vendors providing educational technology in prisons 8

International use of technology in correctional education delivery 8

Recommendatations for adopting educational technology in prisons 10

3D printing training project in prison: how to get in touch with the prison administration 13

Phases (the Ten Commandments) 13

Theoretical Background 16

Development of Training Paths 18

3D Printing Training Paths for Inmates 20

Requirements 20

Competencies 20

Program of Training Modules 21

Additional Information 23

3D Printing Training Paths for Trainers 23

Requirements 23

Competencies 23

Program of Training Modules 24

Additional Information 27

The program redesigned 27

Introduction 27

The training program 28

Hints to guide the course implementation 278

Management and Sustainability of Online Courses 29

3DJail printing the future – IO2

1

3D Modeling

3D Printing

Improvement

Introduction

The Intellectual Output 1 - the first phase of the development of the 3D-Jail project - was dedicated to

investigate the current use of 3D technology in European prisons in order to assess which procedures

have already achieved successfully and providing a basis for a meaningful assessment in the second

phase of the project to create a training model suitable for several European countries.

Partners have shown that there are regulations and practices regarding the use of 2D/Digital-

Graphic/Online Media content for prisoners in all partner countries. There are also examples of using

3D technologies in Belgium, Greece and Italy. An overview of these practices, though limited in

number, shows that relevant projects focus on 3D design and manufacturing, aim to help prisoners to

improve design skills and creativity and develop problem-solving skills.

Partner countries give importance to training programs and courses to integrate prisoners

within society during and after imprisonment, and that both e-learning and face-to-face classes are

used to deliver training programs.

The term 3D printing covers a variety of processes in which material is joined or solidified under

computer control to create a three-dimensional object, with material being added together. The

process of 3D printing consists of designing an object via CAD-Software, slicing the object using CAM

software, and then printing the object. Post processing may be needed depending on the printing

technology used.

The software for 3D printing – both on CAD and CAM – is versatile enough to support a broad

field of applications, therefore they can be used efficiently for all kind of different approaches and

needs.

Thus, 3D printing (or manufacturing) mainly comprises three steps:

Creating models

using CAD or similar

3D modeling

software, and saving

them in STL format

The designed 3D object

is printed layer by layer

using such techniques

as plastics melting,

laser sintering and

stereolithography.

A final touch is

required to clean,

improve or smooth

the surface of critical

objects.

What are possible field of the application of 3D technologies in prisons?

● Designing items and pieces using CAD software: This part of the program provides the inmates

with other added qualifications that can be useful to get prepared for potential jobs related

to design of materials, or even to start a business.

● 3D-printing of non-technical, or technical parts that are used in the industrial production, or

printing items for the social good: the former makes possible to develop ideas at a faster pace,

and this can help companies to reduce manufacturing time from months to days, while

ensuring that they remain ahead of their competitors. The latter may be, for example, printing

of low-cost customized prosthetic limbs, for those who are in need and cannot pay for

expensive bionic parts.

At the end of IO1 research, the competences required from trainers and inmates to use 3D

technologies were defined to create training paths appropriately for participants.


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Each learner (inmate) needs to receive an average of 40-hour training for three main modules, namely

CAM, CAD and Additive Manufacturing. A 40-hour training is designed to equip learners with the

following skills:

● Basic computer skills

● Advanced CAD use skills

● Advanced 3D printing skills

3D Jail project further involves a training program for the training and development of trainers who

are going to deliver the training program for inmates. Trainers are required to have basic computer,

CAM and CAD skills. For the training of the trainers has also been planned an in-service training

program to cover information on general characteristics of penitentiary institutions and inmates, use

of the e-learning portal, and 3D printing.


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Preparing the training courses

From the prison regulations and experiences to their adaptability to new

technologies

In the creation of training paths to the use of 3D printing technology suitable for penitentiary realities,

a first step is the understanding of how it can be adaptable to a complex context, such as prison, a

type of training that in itself is technical, specialized and constantly evolving.

Technology has transformed the way we approach most daily tasks and activities. It plays a role in how

we apply for and perform on a job, communicate with friends and family, access government and

other services, manage our finances, and purchase entertainment. Technology also enables our

learning. Recognizing the positive impact that technology can have on education, the partnership of

3D Jail developed a research on prison experiences and regulations and their adaptability to new

technologies. This research outlines how educational systems in Europe could use advanced

technologies to support student learning regardless of backgrounds, languages, and disabilities;

instruction and the professional development of teachers; data collection and analysis; and program

improvement. More specific, a corresponding plan describes how the 3D printing technologies can be

applied to the adult education field and adult learners.

As countries, regions, higher education institutions and other education providers implement these

plans, education programs in prison facilities are being left behind. The policies and practices of federal

and local prison agencies, including the juvenile justice system, severely hinder the ability of prison

education programs to enable learning through technology. For example, although most European

countries offer students limited use of computers in their prisons, few of them reported that one or

more of their prisons provided students with off-line access to Internet content and even fewer

allowed restricted Internet access. The primary concern about adopting educational technology in

prison is the potential for security breaches. Other reasons include, but are not limited to, insufficient

resources and staff capacity to purchase, implement, maintain, and monitor advanced technologies.

Despite these legitimate concerns, a slight change is occurring in prisons. As advanced technologies

are integrated into other areas of some new penitentiaries (e.g., family communications via e-mail

and video conferencing, and access to health and treatment services via telemedicine), a growing

number of prison agencies and facilities and their education partners are exploring ways to securely

and cost-effectively increase access to educational technology. Specifically, they are cautiously

adopting advanced technologies to

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help prepare students to join our globally networked society by developing and improving

their computer and digital literacy skills, making educational gains around the clock through

computer-assisted instruction, accessing college courses, and preparing for employment;

provide students with access to online assessments (e.g., online high school equivalency tests

and industry-recognized certification exams), and instructors and administrators with the

ability to measure student progress for program improvement purposes;

expand the professional development resources available to instructors and equip them with

technology-based instructional tools (e.g., open educational resources, learning management

systems, and flipped classrooms) to enhance the classroom experience;


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support an education continuum for inmates through data sharing, and aligning prison-based

education and training programs with those in the community; and

expand the reach of correctional education services to provide more incarcerated individuals

with the knowledge and skills needed to obtain living-wage employment, become productive

members of society, and exit court supervision upon release.

In addition to strengthening prison education services, advanced technologies can

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help correctional education programs have a greater impact on recidivism rates. As

documented by a recent meta-analysis of the effects of education on recidivism and post

release employment outcomes for incarcerated adults, inmates who participated in prison

education programs were less likely to return to prison than those who did not enroll.

Advanced technologies could provide the means to expand correctional education services—

to reach more students and to offer broader, more diverse curriculum—thereby further

lowering recidivism rates.

ease the reentry process by allowing incarcerated individuals to prepare for release by

researching employment opportunities; applying for jobs, financial aid, and benefits; enrolling

in college; addressing outstanding legal issues; searching for and securing housing; and

maintaining or developing personal relationships with their community support networks.

Most, if not all, of these prerelease activities require some form of computer or

telecommunication device and Internet access.

Overview

This first part of IO2 is designed to inform European countries and stakeholders working in prison

and/or education as they explore ways to securely and cost-effectively provide advanced technologies

in prisons to help strengthen and expand educational and re-entry services. It describes the current

status of these technologies in prisons and emerging approaches to providing such services in facilities.

Also it delivers a set of recommandations based on 5 pilars.

1.1. LEARNING

All students will have engaging and empowering learning experiences both in and out of classrooms

that prepare them to be active, creative, knowledgeable, and ethical participants in our globally

networked society.

1.2. ASSESSMENT

Our education system at all levels will leverage the power of technology to measure what matters and

use assessment data for continuous improvement.

1.3. TEACHING

Professional educators will be supported individually and in teams by technology that connects them

to data, content, resources, expertise, and learning experiences that enable and inspire more effective

teaching for all students.

1.4. INFRASTRUCTURE

All students and educators will have access to a comprehensive infrastructure for learning when and

where they need it.

1.5. PRODUCTIVITY


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Our education system at all levels will redesign processes and structures to take advantage of the

power of technology to improve learning outcomes while making more efficient use of time, money,

and staff.

Current status of advanced technologies in prisons

Advanced technologies, including the Internet, have already been incorporated into the operations of

some penitentiaries. They are used for security and communications monitoring, case management

and data collection, analysis and sharing. In those prisons they are also used to provide incarcerated

individuals with a range of services, including the following:

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communication with family and friends (i.e., telephone services, e-mail and video

conferencing; see the PRISONCLOUD example below);

video attendance at court hearings and other appointments;

clinical health care, commonly referred to as “telemedicine”;

restricted online banking and money transfers; and online legal research (e.g., Lexus Nexus)

and entertainment.

PrisonCloud is a flexible IT platform designed for the secure distribution of content and

services to inmates. It provides inmate services at any time, in any allowed location

within the controlled prison facility. It allows the inmate to be responsible for his own

life in prison while offering a platform for both entertainment and work. The use of

this system gives the inmate full responsibility over his own life in prison and helps him

or her to become an active and responsible actor during the whole detention process.

It plays a significant part in the normalization process within prison. Life within prison

resembles life in society. With the different services, PrisonCloud can address the

inmates’ full life spectrum from labor & education over leisure, healthcare and

finances to his juridical context. PrisonCloud can be accessed from within the inmate’s

cell but might be installed in other rooms as well. It can be configured to run on diverse

devices. Staff remain in control of the accessible services at all times and can disable

or enable services at any moment. https://www.ebo-enterprises.com/prisoncloud

Advanced technologies are less commonly found or used in prison education programs, however.

Several ERASMUS+ projects and surveys prove that, although most European countries provide

incarcerated students with some form of access to desktop and laptop computers, only few of them

reported that one or more of their high security prisons allowed these students to use tablets in cells.

In terms of computer networking most of the computers were part of a local area network (LAN), only

a few were part of a wide area network (WAN) and almost no facilities have restricted access to the

Internet. However, a lot of prison educational initiatives report to use simulated Internet programs in

one or more of the facilities and some of them gave their instructors access to live Internet technology

in the classrooms.

The primary reason penitentiaries do not provide their education programs and students with

greater access to advanced technologies is security. In fact, most corrections agencies restrict the use

of computing devices to only the classroom or computer lab and have policies barring incarcerated


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individuals from access to the Internet. Exceptionally one can find pilots in European countries where

the prison implemented a policy to allow restricted Internet access. Regardless of governmental

policy, all prisons are concerned about incarcerated individuals contacting victims, creating hidden

folders to store prohibited content and images, or engaging in criminal activity. Sometimes even

prison administrators also admit that they have concerns about staff misuse of these technologies.

Adopting advanced technologies in prison education also has costs, including short- and long-term,

and direct and indirect expenses. Although the price of computers and computer hardware has

dropped significantly in recent years, purchasing and keeping this equipment current requires funding.

Other costs include software, annual licensing fees, and vendor subscriptions. Facilities, particularly in

rural areas, also may face expenses associated with ensuring that the proper communication or

networking channels are available. In addition to funding, education, and information technology (IT),

support staff need to be trained on using and maintaining the equipment and programs, particularly

because a lack of tech savviness among staff can hinder their ability to ensure the proper use and

supervision of the technologies. Given these costs, prisons that are adopting advanced technologies

are exploring different budget approaches. Considerations include the following:

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Should the prison and its education partners cover all the costs associated with the purchase,

implementation, maintenance, and monitoring of the technologies?

Should inmate welfare funds be used?

Should some of these expenses (e.g., the purchase of the computers or telecommunication

devices and software packages) be shifted to incarcerated individuals and their families? And,

if so, how will the facility environment be affected when some individuals can afford to

purchase hardware and software, and others cannot?

What portion of the cost can be mitigated by using advanced technologies to modernize and

streamline existing education and non-education services (e.g., moving from paper textbooks

to e-books, streamlining library services, and automating the monitoring of communications)?

Another challenge concerns the perceptions of policymakers, corrections officials, and the public

about whether educational technology is an appropriate, cost-effective service to provide to

incarcerated individuals. If correctional agencies are serious about preparing incarcerated individuals

for release, they cannot ignore the technological advances, including the Internet, occurring outside

of the facility walls. Some stakeholders in prison underline that security breaches will happen with

technology just as they happen in other areas in penitentiaries. They stress the importance of

addressing security breaches immediately and being transparent with corrections officials about the

breach and solution applied. Through open and honest communication about the benefits and risks

of advanced technologies in the prison education environment, a growing number of program

administrators have been able to gain the necessary support from their prison facilities and outside

funders to begin carefully adopting technology that will enable and expand learning and instruction.

Given the security and other concerns limiting the use of advanced technologies in prison education,

several approaches have been developed to provide education technology to facilities. The

approaches generally fall into the following three categories: isolated local server, point-to-point

secure line, and restricted Internet connection.


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Mobile device vendors providing educational technology in prisons

Although prison education programs have a long history of working with vendors (e.g., software

vendors), a growing number of mobile device vendors have moved into the prison education market.

These vendors are adopting one or more of the existing approaches described above to equip

corrections facilities with tablets or other devices for use in and outside of the classroom. Some of

these vendors are focused primarily on providing education content and e-book readers while others

are focused on expanding commissary services beyond typical products such as hygiene items, snacks,

clothing, and entertainment devices and content (e.g., movies and music). In fact, most of these

vendors entered the prison education market as commissary providers and adapted their services as

the demand for educational technology increased. These providers contract with individual countries

to provide commissary services and then, as part of their contract, can market computing devices with

educational content to incarcerated individuals (and their families) for individual study or for use in

the correctional education program.

Some vendors have entered prison education through the communications market. These vendors

have developed secure network channels for facility phone and video conferencing that also can be

used to provide educational content on mobile devices. Other vendors have started working with

prison education programs based on their knowledge of providing technology-based educational

programming in conventional K-12 and postsecondary classrooms.

Regardless of their origins, these vendors typically attain educational content for their mobile devices

in one of two ways:

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through direct download or “mirroring” of Open Educational Recources (OERs) available

online; this can require establishing agreements to provide hard copies of online content and

recreating online resources in an offline environment.

through licensed reseller agreements with established educational publishers, vocational

training service providers, and other companies and organizations offering targeted reentry

resources.

In addition to mobile device vendors, other vendors of advanced technologies are entering the market.

For example, Google’s Government Solutions Division is exploring ways in which ChromeBooks and

Chrome Management Console can be used to facilitate secure Internet- based learning options for

prison facilities. Google is either currently in classrooms, or in the rollout phase of projects, in prisons.

Google’s approach differs from the tablet-focused programs in that Google partners with providers

like Dell and Samsung to manufacture devices, but it is not in the business of selling hardware.

International use of technology in correctional education delivery

A number of governments — including the United Kingdom, Australia, and New Zealand — are

exploring and implementing prison education initiatives. Like those in the European Union, they are

intended to provide incarcerated individuals with access to technology-based education and career

resources to promote successful re-entry (also referred to as “reintegration” and “resettlement”).

These countries provide a good comparison for the European Union because of similarities in their

cultures, politics, and education and prison systems.


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New Zealand’s E-Learning Solution

In 2012, the New Zealand Department of Corrections undertook a pilot program to explore the effects

of e-learning on improving educational outcomes for confined youths. Key features of this program

include the following:

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Purpose: E-learning is designed to support broader strategies for creating lasting educational

and employment change, better public value, better outcomes for confined youths, better

community outcomes, and reduced recidivism.

Content: The e-learning solution transitions delivery of literacy and numeracy assessments

from the traditional pen-and-paper method to a secure, point-to- point Web-based platform.

Additionally, the e-learning solution provides access to educational and vocational skillbuilding

resources and programs using the secure delivery system. Students also can access

the e-learning solution to take part in education and job training programs that were

previously unavailable to them. The online e-learning pilot classes primarily focused on basic

education skill-building and digital literacy training.

Eligibility: E-learning was piloted by 48 incarcerated students meeting specific mitigating

criteria to lessen the risk of security breaches. Participating students took preliminary online

diagnostic reading and numeracy assessments and were assigned remedial coursework on the

e-learning platform.

Security: Student access was stringently managed throughout the pilot, as were all other

access points to the e-learning system — from physical escorts, pat downs, and security

wandings prior to classroom entry to tutor-led sign-on protocols.

Students with information security–related convictions were not allowed to participate in the

pilot.

Availability: Approval for a stage-one roll-out was granted on July 31, 2014. This will involve

implementing 13 online e-learning computer suites at 10 prison sites through 2015. It also will

include literacy and numeracy training and assessments, core educational programming,

digital literacy, and job training and job search skills.

United Kingdom’s Virtual Campus

The Virtual Campus (VC) was developed by the U.K.’s prison service manager Mark Taylor in 2007,

with funding from several government ministers and design support from several software and

hardware companies (i.e., CISCO, XA Solutions, and others). It was subsequently given ministerial signoff

in 2010 and was deployed across England and Wales. Key features include the following:

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Purpose: The VC is designed to enhance classroom educational opportunities, diversify and

individualize student learning, increase job readiness and job placement, and engage hard-toreach

students struggling in traditional classroom settings.

Content: In dedicated classrooms, students can access their current courses, other secondary

and postsecondary e-learning courses, and a resume-builder program.

Security: Students using the VC are continuously monitored by trained staff or a trained VC

education instructor.

Messaging: A secure relay messaging system allows students to send a message with a resume

or other certificate to an appropriate advisor within the facility.

Internet access: An applications programming interface provides students with access to sites

for job searching, such as Monster.com.

Availability: The VC is currently available to more than 25,000 incarcerated students in the


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outside United.

Australia’s PrisonPC

With its prisons overcrowded and recidivism rates over 60 percent, Australia’s state governments have

been seeking solutions. Some facilities have contracted with PrisonPC, a private provider that has

created a secure, Web-based education program. Key features include the following:

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Purpose: The impetus behind the push for new solutions stems from the emerging

understanding that managed reintegration strategies decrease the likelihood that

reintegrating individuals will reoffend.

Content: PrisonPC delivers educational programming in basic literacy, numeracy, and digital

literacy skill building for vocational training and job search practice in addition to other life

skills and postsecondary coursework as identified on a state-specific basis.

Security: PrisonPC uses a hybrid model of content caching and white-listed site access

management. It also allows prison staff to restrict Web access, filter e-mail, monitor centrally

for security breaches and misuse, and remotely remove individuals’ privileges (e.g., e-mail,

television, and games) if rules are broken.

Messaging: PrisonPC provides tightly filtered e-mail that assists with family reintegration and

enables incarcerated individuals to pursue job opportunities from within secure facilities.

Availability: PrisonPC has been used by multiple Australian facilities for six years and is

currently being rolled out in an addditional facility.

Recommendatations for adopting educational technology in prisons

To ensure that incarcerated individuals are well prepared to re-enter society and continue their

education and career paths wherever they left off, we recommend that countries, agencies, facilities,

and their education partners consider the following recommendations for strengthening and

expanding their correctional education services. These recommendations are aligned with the five

goals for learning, assessing, teaching, infrastructure, and productivity, while focusing primarily on the

policy and infrastructure changes that are necessary to meet these goals.

LEARNING

All students will have engaging and empowering learning experiences both in and out of school that

prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked

society.

To achieve this goal in prison education, the partnership recommend using advanced technologies to:

●

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●

help students developing and improving their computer and digital literacy skills;

allow students to make educational gains in and outside of the prison education classroom

through computer-assisted instruction;

provide students with access to library e-books and other library resources to improve literacy

skills and encourage reading as a leisure-time activity;

provide students with access to college courses and other online educational resources,

including e-textbooks, and the ability to conduct online research to support their course work;

and


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help students and other incarcerated individuals prepare for release (e.g., applying for jobs,

financial aid, and benefits).

The implications for policy and practice include

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permitting students to use secure personal mobile devices both in and outside of the

classroom; and

providing students with restricted Internet access.

ASSESSING

Our education system at all levels will leverage the power of technology to measure what matters and

use assessment data for continuous improvement.

To achieve this goal in correctional education, we recommend using advanced technologies to

●

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provide students with access to online assessments (e.g., online high school equivalency tests

and industry-recognized certification exams) and digital badges; and

help instructors and administrators with measuring student learning gains and challenges,

evaluating program effectiveness, and driving program improvement.


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creating an online network with assessment vendors and connecting to the Internet before

and after assessments to upload test results;

aligning assessment policy with community-based education programs, which are moving to

an online-only platform for a number of assessments (e.g., CASAS); and

creating an environment where data are regularly collected, analyzed, and used for program

improvement purposes.

TEACHING

Professional educators will be supported individually and in teams by technology that connects them

to data, content, resources, expertise, and learning experiences that enable and inspire more effective

teaching for all students.


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equip instructors with tools and resources (e.g., OERs) to enhance the classroom experience;

monitor student progress and individualize instruction through learning management systems

and computer-assisted instruction;

incorporate blended-learning, flipped classrooms, and other models and methods targeting

multi-proficiency-level adult students; and

provide instructors with access to professional development resources and opportunities,

such as communities of practice, to collaborate and learn from other instructors both inside

and outside secure classrooms.



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hiring instructors and staff who are comfortable with technology and regularly training them

on technology advancements and security procedures;

providing instructors with restricted Internet access in the classroom; and

creating a collection or repository of resources that both meet security standards and enable

and encourage collaborative learning.

INFRASTRUCTURE

All students and educators will have access to a comprehensive infrastructure for learning when and

where they need it.


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adopt mobile devices (e.g., tablets) that allows students to learn both inside and outside of

the classroom;

support the education continuum by ensuring that the education services students receive

while incarcerated are aligned with community-based services; and

provide a seamless transition for students as their correctional status changes by sharing data

(e.g., transcripts, credits, and assessment scores) with other facility- and community-based

programs.


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permitting students to use mobile devices both in and outside of the classroom;

providing facility-based instructors with educational technology tools that are similar to those

available in community-based programs to ensure that curricula and instructional practices

are well aligned; and

creating data-sharing agreements among facility- and community-based education providers.

PRODUCTIVITY

Our education system at all levels will redesign processes and structures to take advantage of the

power of technology to improve learning outcomes while making more efficient use of time, money,

and staff.

To achieve this goal in prison education, we recommend using advanced technologies to

●

●

●

expand the reach of prison education services to provide more incarcerated individuals with

the knowledge and skills needed to obtain living-wage employment, become productive

members of society, and exit court supervision upon release;

track educational attainment and post-release outcomes to determine the effects of prison

education on job placement and retention, college transitions and persistence, and recidivism;

and

support non-education functions and activities at the facility to help mitigate cost.


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determining what level of advanced technologies are appropriate for different facilities, types

of offenders, and security levels;


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developing or joining state longitudinal tracking systems that allow for the ability to track

students after release and document return on investment; and

collaborating with other facility staff to identify and schedule other uses for the technology.

To achieve these five goals, prison directors will need to explore the various approaches to providing

educational technology in prison facilities. We encourage agencies and their education partners to

find out more about the early implementers’ systems and lessons learned, pilot one or more of the

approaches in their facilities, identify innovative solutions to ongoing challenges, and share

information and experiences with one another.

3D printing training project in prison: how to get in touch with the prison

administration

Now we are in the shoes of a voluntary organization, or educational in general, that want to undertake

a path of digital education, and 3D printing laboratory in prison. We assume that if you are reading

these pages you are already involved in rehabilitation activities in prison, or otherwise you have

experience with the prison dimension. But before entering into the merits of the training courses for

3D printers to be carried out in prison, we feel we must remember some basic elements that impact

on the development of the training courses that will be carried out, and which must be taken into

account to set up the training setting.

Premise (not obvious, never):

The penitentiary is a place where it is very difficult to enter and above all to speak with people who

can give certain and sensible answers in a reasonable time, even the simplest activity such as sending

an email to an official address on the Penitentiary website or ministry, it does not always have an

answer…

Phases (the Ten Commandments)

1. Make an appointment with the direction of the Institute and with the educators.

Do a presentation of the training project to the penitentiary with comprehensible and not very

technological words.

2. If the project receives the approval from the penitentiary, we understand what it takes to

build a prison training course.

3. Once the appointment with management and educators has been set, a long (and often

complicated) period begins. In this phase the main commitment is to establish all the rules

and conditions for the functionality of the training course:

● To define a framework agreement of collaboration with prison, containing the main rules of

management of the trainings.

● The preparation of the suitable didactic spaces:The classroom (not always present or

usable) must be spacious enough to accommodate a minimum of 10-12 students, the

classroom must be available for both frontal lessons and on other days to allow students

to study and try from alone to make 2D and 3D drawings and objects.

● Standard technological systems: often there is no didactic laboratory and almost never have

electrical systems in compliance, therefore the institute must provide the electrical

systems in accordance with the agreement agreeing on the lay-out provided by the

Commentato [1]: Definire un accordo quadro di

collaborazione con carcere


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organization that will provide the course into which at least two electrical outlets are

provided for each personal computer.

● Furnishings: desks and chairs are required for each student the desks must be large in order

to accommodate the personal computer, the monitor, keyboard and mouse and sheets.

● Video projector to be able to show the phases in each explanation.

● A blackboard with erasable markers.

● Personal computer, suitable for 2 / 3D cad (high-performance processor, eg I5, I7 Ram 8Gb

or higher, video card with dedicated memory, fast and capacious HD SSDs, monitors of

adequate size for the type of course, not less than 20 "

● Lan network installations to share resources on the network

● And finally, of course, 3d printer and consumables (for details please refer to the following

sections).

4. Access permits for teachers. This is a very long phase, to be done well in advance. The

organizer of the course must communicate the names of the teachers, their identity

document, a passport photo, plus the compilation of a model provided by the institute in

which the teacher briefly declares that he has no criminal record and that he is not aware of

any legal proceedings against him. After the meticulous checks the institute issues a pass 1

which gives permission to enter and leave the institute at times and days defined by the

training program.

5. Permits for daily access with materials, teaching materials, a "detailed list" of each material

that during the year must be accessed in the classroom, USB memories, the teacher's laptop,

CD / DVD, books etc., 3D printer, filaments must be made etc. "Better not to forget anything"

otherwise you risk making a new practice that goes around starting from the direction,

managerial office, command office before reaching the agents, with very little predictable

times.

6. Selection of intra-wall students, in relation to the length of the classroom training period. The

following factors must be kept in mind: end of sentence, schooling, possible school or work

commitments. The selection process and the selection of candidates is carried out by internal

staff, usually educators / social workers working in prison, usually on a class of at least 10

students.

7. Detailed educational program. Give a copy to the internal staff and students of the course, the

program will indicate the software that will be used, such as the operating systems, Cad

software, Slicer software, etc.

8. 3D printer, document in the access permits to the institute and its exit at the end of the course,

the description, brand, model, serial number, type of filament and quantity for tests and

prints.

9. Filaments to be used for 3D printing, keep in mind that the classrooms do not have forced

ventilation systems, but simple windows, therefore we recommend not to use materials that

cause foul smelling odors and fumes, (we focused on filament in PLA that do not create these

problems, melts at a lower temperature than other filaments, does not require a heated

surface.

10. Drawings to be printed, this is a very delicate and above all common sense phase, it is not

allowed to draw objects that can even represent a weapon, even as remotely sexual

references, the objects to be drawn and printing must be verified between the teacher and

the surveillance staff who often enter the classroom at regular intervals.

1

Refer to the regulations in your country. Here we have taken as an example the legislation in force in Italy.

14


An example of a classroom in jail

An example of a 3D printer with PLA

Theoretical Background

A program is effective and efficient to the extent that it is well-planned, well-organized and

15


sustainable. Training targeted at adults cannot be based on random choices. On the contrary, it must

be planned and designed meticulously and diligently. A well-planned training program is needed. This

training program is at the very core of training/education. Thus, an adult training program is defined

as the projection of future with its content, principles, styles of thought and methods (Foley, 2004).

The process of developing an adult training program includes elements such as “needs, goal, content,

learning and teaching processes, and assessment” and components such as “timing of the program,

budget planning and announcing the program to participants”. In general, there are three approaches

to the development of a training program (Nashasibi & Watters, 2003):

●

●

●

Programs based on courses: This is the most commonly used approach in training programs

and practices. In this approach, the subject matter is central to program design.

Programs based on problems: At the core of this approach is the idea of creating individuals

that are equipped with skills to solve important social problems and that have a say about

social issues, and thus creating a healthy society.

Programs based on activities: This approach relies on the premise that learners are central to

and subject of the training process. Programs based on activities adopt the principle that

learning occurs only when learners are involved in the learning process.

When the structure of adult education is considered, an adult training program needs to be grounded

on a learner-centered approach rather than a subject-centered one. Thus, a training program targeted

at adults needs to be learner-centered and problem-centered.

An adult training program is defined as the whole of activities and the decision-making process

designed for adult learners (Sork & Cafferella,1989, 23). Adult training programs are dynamic and

ongoing processes that are frequently reshaped and redesigned according to needs of individuals

living in continuously evolving societies. Program developers must consider factors such as existing

materials and equipment, teaching staff, financial resources, time/timing and interpersonal

relationships (Nashasibi & Watters, 2003; Sork & Newman, 2004).

In recent years, a modular approach to adult education has been adopted. Modular education is a

learner-centered and individualized/customized teaching and learning approach. As this definition

suggests, a modular training program caters to needs and principles of adult training, corresponding

to problem- and activity-based design in adult training (Sork & Cafferella,1989; Sork & Newman, 2004).

Modular programs, by their very nature, require a modular content design. In other words, the training

program must consist of modules. In this type of organization, modules in a certain structure must

follow a systematic order. Thus, each module aims to ensure that participants acquire knowledge and

skills to achieve a certain competence (Nashasibi & Watters, 2003; Sork & Newman, 2004).

The benefits of a modular training program may be listed as follows (Nashasibi & Watters, 2003; Sork

& Cafferella,1989; Sork & Newman, 2004):

●

●

●

●

●

●

Participants are provided with the opportunity to acquire skills that match their needs and

interests.

Training is not restricted with information resources available in the learning environment.

There is up-to-date and intensive flow of information from real life.

It allows individual teaching.

It is easier for participants to use their previous experience and knowledge in the classroom.

Participants can enter and leave the program freely.

Participants can transfer between programs.

A modular training program provides adult learners with the following opportunities (Nashasibi &

Watters, 2003; Sork & Cafferella,1989; Sork & Newman, 2004):

● Practical,

● Easily understandable,

● Integrated,

● Closely related with a product,

● Provides the whole of knowledge, skills and attitudes that comprise a part of a profession.

16


As a result, a modular approach to andragogy serves the purpose of ensuring individualization and

improving the quality in adult training. In this respect, a Training Module on 3D Printer Operation for

prisoners was designed in consideration of above-explained theoretical foundations. The project team

first prepared a detailed list of operating procedures (operation analysis) of 3D printer operation and

formulated these procedures in the form of measurable and observable statements. Team members

then elaborated on length of the module, and knowledge, skills and competences that learners are

expected to acquire at the end of the module.


17

Development of Training Paths

The competencies defined in IO1 report were taken as a reference to develop training paths for

trainers and inmates. The required and found competencies can be used for developing training

models of trainers and inmates. These competencies identified the scope of the requirements of

participants and how they need to be trained.

The following keywords have been identified to be included in all research and practices related to

training paths: Additive Manufacturer, support, CAM, CAD, Operating protocols, Educational teaching,

Vocational training, Transversal competencies, Verification evaluation, E-learning, and Network

system.

Have also been defined the following computer requirements, teaching programs and instructional

tips used in current practices.

Instructional Tips

Minimum PC System

Requirements

Educational Tips

Classes with 10 Students

Connect with local

network

Student just active

beyond teaching hours

Using open source Design

program

Using PLA material

(because it’s melting low

temperature and without

smoke)

Allowed models are

teacups and accessories

Using AutoCAD with

license

CPU: 2.6 GHz. Processor

8 Gb Ram

Videocard 2 Gb

100 Gb SSD

1920x1080 Monitor

External storage (SD card,

USB etc.)

Basic level education

Tools

2D drawing

Rules and technical

equipments

30 Hours

Advance level education

3D drawing

Manage printing files

Printing parameters

30 Hours

In the European prisons, computer use is restricted to certain fields of use (i.e. communication, video

attendance, restricted online banking and clinical health care). In the UK and New Zealand, a system

called Virtual Campus is used for this specific purpose. The aim of training is to enable learners to get

connected to the global business network and to ensure the sustainability of training. Online

assessment is used in this program. the Prison Cloud software is used in Belgium. The cloud includes

the following: labor and education, leisure, health care and finance.

The e-learning platform to be used for the project needs to fulfill the following requirements:

● Adaptable to mobile devices

● Support educational continuum

● Support seamless transition

● Expand the reach of prison education

● Track educational attainment

● Support non-education functions

● Equip instructor

● Monitor student progress

● Incorporate blended-learning


18

● Access the development.

Canvas, an open-source Learning Management System (LMS), meets all these requirements. All these

features can be achieved with Canvas by making appropriate adjustments. Additional features of

Canvas can be used in case of requirements such as webinars, collaborative workspace, recording or

uploading of audio and video, integrated learning materials, Open API, LTI integrations and RSS

support.

Canvas will be used for e-learning activities. In the first place, an account was created on behalf of the

project in free trainer platform of Canvas. Then, two training modules were constructed in this

platform, namely 3D Printing-Learner and 3D Printing-Trainer.

Canvas has a flexible structure that provides support in 33 languages. Language preferences can be

set by the user, by the instructor in a specific course, or by the admin for the entire account. If no

language is set, Canvas defaults to English (United States).

Canvas supports the following languages:

Arabic ‏(العربية)‏ * Japanese ( 日本語 )

Armenian (Հայերեն)

Korean (한국말)

Cantonese (traditional Chinese) ( 繁體中文 ) Mandarin (simplified Chinese) ( 简体中文 )

Danish (Dansk)

Maori (Reo Māori)

Dutch (Nederlands)

Norwegian—Bokmål (Norsk Bokmål)

English—Australia

Norwegian—Nynorsk (Norsk Nynorsk)

English—United Kingdom

‏*(فاریس)‏ Persian


19

English—United States

Finnish (Suomi)

French (Français)

French—Canadian (Français Canada)

German (Deutsch)

Greek (Ελληνικά)

Haitian Creole (Kreyòl Ayisyen)

‏*(עִ‏ ברִ‏ ית)‏ Hebrew

Icelandic (Íslenska)

Italian (Italiano)

These languages support right-to-left interface functionality in Canvas LMS

Polish (Polski)

Portuguese (Português)

Portuguese—Brazil (Português do Brasil)

Russian (Pyсский)

Spanish (Español)

Swedish (Svenska)

Turkish (Türkçe)

Ukrainian (український)

Welsh (Cymraeg)

The project partners in group work defined the content of a draft program based on competencies

required from inmates and trainers. The draft programs are provided in below tables.

3D Printing Training Paths for Inmates

Requirements

Electricity Premier Filament Construction Glue Other

Hardware

(computer+displ

ay+internet)

Software (CAD)

Beamer/Screen Learning –

Material (Digital +

Printed)

3D (AAD-

Storage)

External

Storage

Glue First

Layer

Isopropanol

(Alcohol)

Tissues

Board+Markers 3D Printer Spatula Sanding paper

Competencies

Room

Settings

Basic / Soft Entering Outcome

Responsibility Basic windows OS CAD Software

& Construction

Curiosity Basic Hardware Knowledge CAM & Manufacturing

Perseverance Basic Mathematics 3D-Printer operation

Will to learn Spatial perception 3D-Printer Troubleshooting

/ Interest in New technologies Post-processing

3D-Prints

Transversal / Soft

Logical Thinking Problem solving Responsibility for the working space

Acting on criticism Will for learning Working within a team

/ Respecting working plans /

Needed Competences Working as an Additive Manufacturer

CAD CAM Additive Manufacturing

Computer Aided

Design

Computer Aided

Manufacturing

Production


20

Drawing &

Construction

of digital objects

Knowledge of

CAD-Software

Reference to Reality

and dimensions

Programming the machine to

produce an digital object

Knowledge of

CAM-Software

Possibilities of the machine

Printing of an object

Watch the production process

Feedback to

CAD & CAM

if something

goes wrong

Design Thinking Material Technical Knowledge of machine

and tools

/ / Finish Product

Program of Training Modules

Module Content Methodology Source Time

Module 0:

Platform

Orientation

Content 0: System

Control and

Navigation

Direct

Instruction

(HTML Text +

Visuals) or PDF

1 Hour

Pre-test (Assessment of CAM+CAD+AM Knowledge) Multiple-choice online test.

Module 1:

Technical

Basic/Enterin

g Module

*Optional

Content 1:

Introduction to

Computer

Content 2: Basic

Windows OS

Direct

Instruction

Direct

Instruction

PDF Manuel

(HTML Text +

Visuals) or PDF

3 Hours

3 Hours

Content 3:

Introduction to

Computer Assisted

Design

Direct

Instruction

(HTML Text +

Visuals) or PDF

1 Hour

Content 4: Software

for 3D Printing

Direct

Instruction

(HTML Text +

Visuals) or PDF

2 Hour

Module 2:

CAD

Content 5: PIXEL vs.

Vector vs. 3D

(General use

(menus/view ports, file

types/export)

Direct

Instruction

(HTML Text +

Visuals) or PDF

1 Hour

Content 6: 2D (Tools

Needed, Basic

geometry,

Dimensions)

Direct

Instruction

(HTML Text +

Visuals) or PDF

1 Hour

Content 7: 3D

(Extrusion (2D-3D),

Tools for shaping,

Tools for Creating)

Direct

Instruction

(HTML Text +

Visuals) or PDF

1 Hour


21

Content 8: Import,

Change, Export

Direct

Instruction +

Self Pased Lab

(HTML Text +

Visuals) or PDF

3 Hour

Content 9: Projects

Direct

Instruction

(HTML Text +

Visuals) or PDF

1 Hour

Content 10: Overview

of CAM Processes

Direct

Instruction

(HTML Text +

Visuals) or PDF

1 Hour

Module 3:

CAD

Content 11: General

use (3D Printing) –

Outlook

Content 12: Machine

setting

Direct

Instruction

Tutorial by

Workflow + Self

Pased Lab

(HTML Text +

Visuals) or PDF

Process

and

Manuel

Video

PDF

1 Hour

3 Hour

Content 13: Materials

Direct

Instruction +

Self Pased Lab

(HTML Text +

Visuals) or PDF

1 Hour

Content 14: Settings

(Nozzle/Temp./Layer)

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

2 Hour

Content 15: Export –

3D Printer

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

2 Hour

Content 16: Function

Tutorial by

Workflow

Video and PDF

Manuel

1 Hour

Content 17: Machine

Parts/How built up

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

2 Hour

Module 4:

CAD

Content 18:

Materials/Filament

Content 19: Prepare

Machine

Direct

Instruction +

Self Pased Lab

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

Video and PDF

Manuel

2 Hour

2 Hour

Content 20: Operation

Machine

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

1 Hour

Content 21: How to

print

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

3 Hour


22

Content 22: First

Layer

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

1 Hour

Content 23: Rollers,

Lead back to CAM

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

2 Hour

Content 24: Post

Process – Monitoring

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

2 Hour

Post-test (Assessment of CAM+CAD+AM Knowledge) Multiple-choice online test.

Additional Information

Challenges are identified as: collecting of or production (if not available) of content by each partner in

their own language, creation of valid and reliable assessment tools.

3D Printing Training Paths for Trainers

Requirements

Electricity Premier Filament Construction

Glue

Hardware Software (CAD) 3D (AAD- Info Booklet of

(computer+displ

Storage) External Inmates from

ay+internet)

Storage

prison

Beamer/Screen Learning –Material

(Digital + Printed)

Board+Markers 3D Printer Spatula Sanding paper

Isopropanol

Other

Room

Settings

Glue First Layer Tissues Example

works of 3D

models

Competencies

Basic / Soft Entering Outcome

Effective

Communication with adults High Skills in CAD

communication

Experience in CAD* Experience on practical

training

Mechanical Knowledge of 3D

Printing

Technical

competences in 3D

modelling and

printing Knowledge

on how to motivate

others

Knowledge of Learning by

Doing methodology

Technical competences in 3D

modelling and printing

Knowledge on

characteristics of

prisons


Experience in using CAD**

software

Knowledge of thermoplastics,

geometry & safety

23

/ Capacity of being strict to Teaching & giving Lectures

follow a training path

Transversal / Soft

Design Thinking Problem solving Creativity

Logical Thinking Writing and organizing Experience in teaching

training plans/schedules

/ Social Awareness /

Needed Competences Working as an Additive Manufacturer

CAD CAM Additive Manufacturing

Computer Aided Computer Aided

Production

Design

Manufacturing

Drawing &

Programming the machine Printing of an object

Construction

of digital objects

to produce a digital object

Knowledge of Knowledge of

Watch the production process

CAD-Software

Reference to Reality

and dimensions

CAM-Software

Possibilities of the machine Feedback to CAD & CAM if

something

goes wrong

Design Thinking Material Technical Knowledge of

machine and tools

/ / Finish Product

Program of Training Modules

Module Content Methodology Source Time

Module 0:

Platform

Orientation

Content 0: System

Control and Navigation

Direct Instruction

Online (HTML

Text + Visuals)

1 Hour

Module 1:

Technical

Basic/Enterin

g Module

*Optional

Content 1: Introduction

to Computer

Content 2: Basic

Windows OS

Direct Instruction PDF Manuel 3 Hours

Direct Instruction (HTML Text +

Visuals) or PDF

3 Hours

Content 3: Introduction

to Computer Assisted

Design

Direct Instruction

(Explanative

Teaching)

(HTML Text +

Visuals) or PDF

1 Hour

Module 2:

CAD

*Optional

Content 4: Software for

3D Printing

Content 5: PIXEL vs.

Vector vs. 3D (General

use (menus/view ports,

file types/export)


Visuals) or PDF


Visuals) or PDF

2 Hours

1 Hour


24

Content 6: 2D (Tools

Needed, Basic

geometry, Dimensions)

Content 7: 3D

(Extrusion (2D-3D),

Tools for shaping, Tools

for Creating)


Visuals) or PDF


Visuals) or PDF

1 Hour

1 Hour

Content 8: Import,

Change, Export

Direct Instruction

+ Self Pased Lab

(HTML Text +

Visuals) or PDF

3 Hours

Content 9: Projects Direct Instruction (HTML Text +

Visuals) or PDF

1 Hour

Content 10: Overview

of CAM Processes


Visuals) or PDF

1 Hour

Module 3:

CAD

*Optional

Content 11: General

use (3D Printing) –

Outlook

Content 12: Machine

setting


Visuals) or PDF

Tutorial by

Workflow + Self

Pased Lab

Process

and

Manuel

Video

PDF

1 Hour

3 Hours

Content 13: Materials

Direct Instruction

+ Self Pased Lab

(HTML Text +

Visuals) or PDF

1 Hour

Content 14: Settings

(Nozzle/Temp./Layer)

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

2 Hours

Content 15: Export –

3D Printer

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

2 Hours

Content 16: Function

Tutorial by

Workflow

Video and PDF

Manuel

1 Hour

Content 17: Machine

Parts/How built up

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

2 Hours

Module 4:

CAD

*Optional

Content 18:

Materials/Filament

Content 19: Prepare

Machine

Direct Instruction

+ Self Pased Lab

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

Video and PDF

Manuel

2 Hours

2 Hours

Content 20: Operation

Machine

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

1 Hour


25

Content 21: How to

print

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

3 Hours

Content 22: First Layer

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

1 Hour

Content 23: Rollers,

Lead back to CAM

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

2 Hours

Content 24: Post

Process – Monitoring

Tutorial by

Workflow + Self

Pased Lab

Video and PDF

Manuel

2 Hours

Content 25: Andragogy Direct Instruction HTML, PDF,

Powerpoint

Sources

2 Hours

Module 5:

Training Skills

for 3D Printing

Education of

Inmates

*Compulsory

Content 26: Knowledge

of technical design (2D,

3D, use of 3D printers)

Content 27: Experience

in technical design (2D,

3D, use of 3D printers)

Demonstration

Demonstration

Bringing

example of the

work of the

teacher

(photos/objectiv

es) in order to

demonstrate the

knowledge

Bringing

example of the

work of the

teacher

(photos/objectiv

es) in order to

demonstrate the

knowledge

½ Day

inside a

prison.

About 3

Hours

½ Day

inside a

prison.

About 3

Hours

Content 28: Training of

Inmates

Direct Instruction

Info Booklet of

Inmates from

prison

2 Hours

Content 29: Gagne 9

events of instruction

Direct Instruction

HTML, PDF,

Powerpoint

Sources

2 Hour

Additional Information

Challenges are identified as a total of 55 hours of education, blended learning (Content 26-27 in faceto-face

mode), who will train trainers, collection of required content by each partner in their own

language.


26

A moment of training course of a inmate in Bollate Jail

The program redesigned

Introduction

IO2’s main objective is the definition of the entire training process necessary to carry out productive

activities with the use of 3D printers.

The innovation for IO2 is to graft these training practices into the prison context, identifying the

training specificities linked both to the type of recipients (prisoners) and to the objective conditions

of difficulties related to the operating environment in which to experiment (prisons).

Experimentation of training models designed in the previous design phase was necessary to provide

guidelines that were also the result of concrete experience.

Experiments have been undermined by the restrictions due to the Covid 19 pandemic (in 2020 and

2021), which has created many obstacles to projects and slowdowns but, on the other hand, has

offered the opportunity to analyze the implementation of courses even during bad situations.

The training program

The experience of the courses shows a substantial validity of what had already been planned.

However, some suggestions for improvement are given:

Trainees should have internet access and the path should include a training session on how to

find resources and information on the Internet.


27

One thing that would also help is to include a follow-up in the online training. The idea is that

trainees would be given enough time, maybe a few weeks, to experiment with what they have

learned after the end of the 3D printing seminars and gather questions. A follow-up would be

targeted to address these questions or any issues that arise.

Development of a screening tool for the prisoners: to include a final test and a certification

In addition, links of the printing workshop to the outside market could contribute so that there

are tangible goals for the inmates. That would bring motivation to the inmates and profoundly

help them reintegrate after their release.

Given the impact of COVID 19 in the course planning period, it is clear that face-to-face beside

distance education.

This course, especially for prisoners, needs all the material and equipment needed to succeed

Where possible, it would be better to close the door of the room where the lesson takes place.

The inmates must strictly follow the rules, otherwise they cannot focus on the lessons.

From a methodological point of view the course can be improved by shortening the theoretical

part as much as possible: search for a field of “problems”, let the participants identify solutions

and how to solve them.

More practical, lab experiments. The training should last more days and hours in order to gain

more experience

The importance of learning to conclude the course with the printing of an object is underlined

after the experience

Hints to guide the course implementation

In summary, the following indications emerge in order to improve the development of future courses:

1. The Canvas platform is very appreciated, but it is recommended to provide some further

guidance, perhaps a brief initial training moment, to explain how to use it offline. It is also

noted that materials uploaded to the platform are unsuitable for weak connections. This is

linked to the fact that to carry out the course you absolutely need internet access and also a

good connection.

2. With respect to the implementation of the course contents in Canvas each partner will have

full powers to be able to modify, add and update the materials. Always on the platform will

also have the opportunity to share its changes with other partners.

3. It is clear from the results of the courses realized that the duration of the courses, the amount

of deepening, depends mainly on the preparation of incoming trainees, so depends on

whether or not to deepen the basic knowledge on the computer.

4. The experimentation of the courses has accidentally impacted with the pandemic and its

restrictions from which however it emerges clear the indication that the courses in presence

are much more effective than those at a distance that are not recommended especially those

aimed at prisoners.

5. The COVID 19 has often hindered the courses also with regard to the procurement of

equipment and useful materials, in particular the 3D printer, making it clear that the course

experimented depends largely on the presence of the right machines and equipment.

6. With respect to the implementation of the course, it is also stressed that, especially in distance

training, the theory alone risks being very drowsy. It is therefore advisable to develop training

modules where the theoretical part, as short as possible, are followed by problem solving

dynamics where the trainee is the protagonist of the solution. It is also suggested an extension

of the duration of the course for the benefit of an increase in exercises. In particular, the

inclusion of 3D printing of the object that the trainees have designed that for them has a

strong motivational value is strongly encouraged.


28

7. Compared to the training course for trainers, the training module related to the training of

inmates, was highly appreciated. More is asked to better understand their psychological and

cultural dimension, especially the motivational dimension. In this sense it would also be

necessary to deepen the rules of the educational setting, in prison.

8. Another important emphasis is that of providing verification tools for students, tests, for the

certification of acquired skills that have as much value as possible for a future job

reintegration.

9. For students, in particular those trained at a distance, it is recommended to design a followup

that allows to answer questions that in the application of learning have emerged after the

end of the course.

Management and Sustainability of Online Courses

Online learning platform will be available to users for two years after the end of the project. Canvas,

used as the online platform for the purpose of this project, is an open-source platform. The courses

developed in the project are available at https://canvas.instructure.com in the cloud of Canvas LMS.

In other words, the courses developed in this project will be available for public use in the cloud. The

registration links and information of 12 courses – 6 for learners and 6 for trainers – are integrated

into the website. Thus, anyone can get registered for these courses by clicking on the registration links

available on the website. Registration for these courses will be possible for anyone for two years after

the end of the project. The languages of the project website and training modules are English, Flemish,

German, Greek, Italian, Spanish and Turkish. Registration pages for online courses are available in all

these language versions of the website. Anyone speaking one of these languages can get registered in

and have access to courses in the relevant language.

The sustainability of online courses is of particular importance. Project partners are responsible for

the management of online courses throughout and after the project. The training path (framework)

developed within the scope of this project is applied to both learner and trainer courses. Each online

course is managed by the local partner of the corresponding language in terms of content and

implementation. The local partner in the role of trainer is authorized to make changes to the course.

Other partners and project management need to be informed about any changes to the course. A

course titled Admin Course is offered on Canvas in order to share with project partners any changes,

additions, suggestions or problems related to online courses 2 .

2

Project partners made videoconferences via Admin Course to share experience. Admin Course has

been the host of all videoconferences of the project throughout the pandemic period. In Admin

Course, partners can also initiate discussions to share opinions, suggestions and changes

asynchronously. Admin Course was activated on 22 March 2020. 18 members of the project were

active in Admin Course. The members of project partners spent a total of 221 hours 43 minutes and

30 seconds (total engagement time spent) in Admin Course between 22 March 2020 and 15 October

2021.

With the development of online courses, 24 video conferences, including project meetings, were held

via Admin Course. Each videoconference lasted about 60 minutes. Admin Course can be used by the

partners after the project is completed. This course will be used to provide and share information on

any changes or updates regarding online courses. This will allow to ensure the sustainability of online

courses.


29

And now it’s your turn: at this link you can access the platform and all the

online training material:

https://3djail.eu/en/elearning/


30

Training models for the use of 3D printing technology in prison

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