Blending Storytelling with Technology in the Professional Development of Police Officers

2013 ◽  
pp. 143-165
Author(s):  
Kenneth H. Anderson ◽  
William Muirhead
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Process Technology ◽  
E Learning ◽  
Proper Values ◽  
Video Presentations

Policing is a storytelling profession. Storytelling is a linguistic medium for the sharing of experiences, values, and culture. Organizations have a need to promote the sharing of experiences from senior to junior members. Organizations desire to ensure that proper values and culture are reinforced during this sharing process. Technology affords a tool for the sharing, and for the mediation of what is shared. This study focuses on a case where technology was used for the direct sharing of experiences. This sharing was done through the use of storytelling in the form of video presentations delivered in an e-learning course. Participants viewing these videos reported feeling a sense of engagement and immersion in the experiences of the teller. Participants reported that stories aid their retention and recall of the content of them. Other storytelling professions will benefit from using similar approaches.

scholarly journals Model of a variable system of professional development of police officers-employees of temporary detention Centers for juvenile offenders (Center)

2020 ◽  
Vol 5 (3) ◽  
pp. 145-155
Author(s):  
Mariya Erofeeva ◽  
Ol'ga Mironenkova
Keyword(s):  
Professional Development ◽  
Juvenile Offenders ◽  
Police Officers ◽  
Professional Education ◽  
Professional Training ◽  
Functional Model ◽  
Interactive Methods ◽  
Process Technology ◽  
Detention Centers ◽  
Variable System

The process of professional training of police officers of working with teenagers is built within the framework of personal-activity and subjective approaches, that is, the choice of forms, methods and means of training is carried out taking into account their ability to achieve the expected success in the form of personal and professional development. The article offers a structural and functional model of a variable system of professional development of police officers who perform their official and professional duties in the Central police service CENTER. The model is a system that includes four blocks: a diagnostic-orientation block, a content-target block, a process-technology block, and a process-technology block. The content block is characterized by the following types of individual educational trajectory of continuing professional education: adaptive trajectory, correcting trajectory, activating, acmeological type. In accordance with the theoretical analysis and practical experience of service in temporary detention centers for juvenile offenders, four main categories of employees are identified. The technology of training police officers to work with teenagers using interactive methods is presented.

A comprehensive approach to the formation of anti-corruption behavior of the internal affairs bodies employees in the professional development system

2020 ◽  
Vol 2020 (3) ◽  
pp. 210-217
Author(s):  
Oksana Mironkina
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Comprehensive Approach ◽  
Professional Activity ◽  
Advanced Training ◽  
Basic Training ◽  
Professional Activities ◽  
Training Courses ◽  
Internal Affairs ◽  
Corruption Prevention

Methods of training in advanced training groups formed from the staff of personnel divisions of the MIA of Russia, which involve the use of anti-corruption education at different stages of professional activity are discussed in the article. A comprehensive approach to the formation of anti-corruption behavior, which allows using various forms of training of police officers in their relation is described. The effectiveness of this approach in the system of professional development was shown. A comprehensive approach allows the training process to pay attention to the needs and difficulties in the field of corruption prevention without spending time on basic training information. Several stages in the organization and content of training are considered. Each of them corresponds to different stages of professional development of specialists of personnel divisions of internal affairs bodies. Described in detail every stage is aimed at a separate audience and has its own value. The possibilities of anti-corruption education are presented, starting with the selection of personnel for service in the internal affairs bodies and ending with the preparation for dismissal. The anti-corruption educational activities carried out at the present time are analyzed. Methods of intensifying each of them and the possibilities of optimal inclusion in the developed complex of content and forms are determined. The proposed approach can be used for majority posts. It is not limited to human resources units. In addition, the developed methodological material can be used by students in the course of their professional activities in the field after studying at advanced training courses.

scholarly journals Neither the frying pan nor the fire: In search of a balanced authentic e-learning design through an educational design research process

2014 ◽  
Vol 15 (2) ◽  
Author(s):  
Hanna Teräs ◽  
Jan Herrington
Keyword(s):  
Professional Development ◽  
Design Research ◽  
Development Program ◽  
Research Process ◽  
Learning Program ◽  
Educational Design ◽  
Educational Design Research ◽  
E Learning ◽  
Teaching Faculty ◽  
The Impact

<p class="Abstract"><span lang="EN-GB">Teaching in higher education in the 21st century can be a demanding and complex role and academic educators around the globe are dealing with questions related to change. This paper describes a new type of a professional development program for teaching faculty, using a pedagogical model based on the principles of authentic e-learning. The program was developed with the help of an iterative educational design research process and rapid prototyping based on on-going research and redesign. This paper describes how the findings of the evaluations guided the design process and how the impact of the measures taken was in turn researched, in order to eventually identify and refine design principles for an authentic e-learning program for international teaching faculty professional development.</span></p>

scholarly journals The Development of E-Learning Tools Used for Teaching English for Law Enforcement

2021 ◽  
Vol 13 (1) ◽  
pp. 181-200
Author(s):  
Judit Borszéki
Keyword(s):  
Law Enforcement ◽  
Police Officers ◽  
English Language ◽  
Learning Tools ◽  
Teaching English ◽  
Legal Documents ◽  
Real Presence ◽  
Language Courses ◽  
E Learning ◽  
Training Courses

International (operational and training) activities carried out by law enforcement officers have been accompanied by the growing realisation of the fact that it is essential for those involved in them to communicate efficiently, in one common language, basically English. However, even in the last few years, the gaps between the foreign language skills of the law enforcement professionals and the need for further foreign (mainly English) language training courses have been underlined several times in international professional and legal documents. Also, the fact that specific-purpose English language courses continue to be important content elements of the curricula both of national law enforcement training institutions and the two largest EU agencies involved in the training of police officers, as well as border and coast guards (CEPOL and Frontex), proves that this problem still exists. Using the qualitative research and providing an overview and evaluation of the most significant e-learning trends and tools used in teaching English for Law Enforcement by CEPOL and Frontex in the last decade, the paper discusses the progress made in this field in terms of both quality and methodology. It presents technical limitations of certain e-learning tools and points to the course developers’ ensuing realisation that the virtual or real presence of the teacher is indispensable in language courses.

A Holistic Professional Development Model

2017 ◽  
pp. 259-284
Author(s):  
Julie Ellen Golden ◽  
Victoria Brown
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Program Planning ◽  
Future Research ◽  
Faculty Professional Development ◽  
Web Based ◽  
Online Curriculum ◽  
Professional Development Model ◽  
E Learning ◽  
Faculty Transition

Institutions struggle to develop online curriculum that meets increasing student demands for online education. The explosive growth of online learning necessitates that many higher education faculty transition from a traditional classroom to a web-based format, sometimes with little or no training. This chapter describes a holistic online faculty professional development (PD) model developed through use of a concerns-based adoption model (CBAM). The CBAM model provides an affective and behavioral lens for managing change. Through two of CBAM's components called stages of concern and levels of use, a PD plan was constructed that approaches the transition to distance learning as an ongoing process rather than simply as technology training. The holistic PD model considers each faculty member as an individual with unique needs. Components of the PD model and new Center for E-Learning (CeL) development and program building are explained. Impact on faculty and students and recommendations for program planning and future research are included.

Developing E-Learning Provision for Healthcare Professionals' Continuing Professional Development

2011 ◽  
pp. 91-104
Author(s):  
Susi Peacock ◽  
Gloria Maria Dunlop
Keyword(s):  
Professional Development ◽  
Quality Of Care ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Specific Group ◽  
Care Services ◽  
External Pressures ◽  
E Learning ◽  
Practical Reflection

This chapter discusses the provision of continuing professional development (CPD) for allied healthcare professionals (AHPs) through e-learning. External pressures are increasing on AHPs to engage with CPD on a regular basis to improve the quality of care services and facilitate changes in working practice. E-learning has the potential to reach this group of diverse learners and integrate learning into their work schedule at a time and place convenient for them and their employers: eCPD. We provide a practical reflection grounded in the experience of practitioners and students who have been involved in our deployment of eCPD over the last three years. The issues that have arisen from this initiative will be familiar to many of those who have been involved in the deployment of e-learning in our sector. Ultimately, we hope that the solutions we have provided to meet the needs of this specific group of learners will address those for all e-learners. In addition, we believe that it will support the process of embedding (“normalising”) e-learning across an institution.

scholarly journals Helping to Make Sense of Regional Climate Modeling: Professional Development for Scientists and Decision-Makers Anytime, Anywhere

2016 ◽  
Vol 97 (7) ◽  
pp. 1173-1185 ◽  
Author(s):  
Peter J. Walton ◽  
Morgan B. Yarker ◽  
Michel D. S. Mesquita ◽  
Friederike E. L. Otto
Keyword(s):  
Professional Development ◽  
High Resolution ◽  
Climate Models ◽  
Online Courses ◽  
Climate Modeling ◽  
Regional Climate ◽  
Climate Science ◽  
Regional Climate Modeling ◽  
Decision Makers ◽  
E Learning

Abstract Globally, decision-makers are increasingly using high-resolution climate models to support policy and planning; however, many of these users do not have the knowledge needed to use them appropriately. This problem is compounded by not having access to quality learning opportunities to better understand how to apply the models and interpret results. This paper discusses and proposes an educational framework based on two independent online courses on regional climate modeling, which addresses the accessibility issue and provides guidance to climate science professors, researchers, and institutions who want to create their own online courses. The role of e-learning as an educational tool is well documented, highlighting the benefits of improved personal efficiency through “anywhere, anytime” learning with the flexibility to support professional development across different sectors. In addition, improved global Internet means increased accessibility. However, e-learning’s function as a tool to support understanding of atmospheric physics and high-resolution climate modeling has not been widely discussed. To date, few courses, if any, support understanding that takes full advantage of e-learning best practices. There is a growing need for climate literacy to help inform decision-making on a range of scales, from individual households to corporate CEOs. And while there is a plethora of climate information online, educational theory suggests that people need to be guided in how to convert this information into applicable knowledge. Here, we present how the experience of the courses we designed and ran independent of each other, both engaging learners with better understanding benefits and limitations of regional climate modeling, lead to a framework of designing e-learning for climate modeling.

Professional Development and Recursive E-Learning

2006 ◽  
Vol 23 (1-2) ◽  
pp. 45-57 ◽  
Author(s):  
Pam Elges ◽  
Marielena Righettini ◽  
Martha Combs
Keyword(s):  
Professional Development ◽  
E Learning
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