1 / 14

Experiential Narrative (Storytelling) in a Technology-Mediated Police Learning Environment

S/Sgt Ken Anderson Police Learning Centre Durham Regional Police William D. Muirhead PhD. University of Ontario Institute of Technology . Experiential Narrative (Storytelling) in a Technology-Mediated Police Learning Environment. Central Research Questions.

marlis
Download Presentation

Experiential Narrative (Storytelling) in a Technology-Mediated Police Learning Environment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. S/Sgt Ken Anderson Police Learning Centre Durham Regional Police William D. Muirhead PhD. University of Ontario Institute of Technology Experiential Narrative (Storytelling) in a Technology-Mediated Police Learning Environment

  2. Central Research Questions • What effect does storytelling delivered through a technology-mediated learning environment have on the skills, knowledge and attitude (SKA) acquisition of new front-line police officers? • What are the perceptions of new front-line police officers concerning the effectiveness of storytelling in the on-line environment? • To what use do new front-line police officers employ technology-mediated oral traditions in their positions?

  3. Context of Study • Qualitative study, interpretivist paradigm, grounded theory methods • 13 officers, 4 female, 9 male • 2 officers > 30, 11 officers mean age 25 • Semi-structured interviews, tape transcription and analysis (NVIVO) • DRPS e-learning as contextual pointer • Eedo (Outstart) LMS

  4. Click Method

  5. Narrative Method

  6. Six Major Themes Emergent

  7. Train as you Work • Policing as learning through stories (policing as learning) • Police training as learning through stories (story-based training).

  8. Story Processing and Usage trigger – connect – recall – synthesize – act where trigger is an incident or event that the officer responds to, and connect is the connection of the context of that event with a similar context within the memory of the officer

  9. System Process – Major Themes

  10. Summary of Findings (1) • The environment of policing contains time constraints and demands on the officers that impact the amount of time officers can devote to e-learning courses • Officers work in a fluid and high-paced environment, and their ability to devote attention to a task or a learning opportunity matches the quickly changing daily nature and requirements of their environment.

  11. Summary of Findings (2) • Technology-mediated learning (TML) meets some desires of officers in that it is available to them on a needs basis, consistent with their time and ability to receive it. • Officers want TML that is meaningful to them, and permits them to absorb, retain and use the experience and content messaged through TML.

  12. Summary of Findings (3) • Stories presented in a certain manner assist in meeting the requirements of engagement and interest and promote the retention of content • Officers use stories in their learning, and hear stories in their job tasks on a daily basis • Officers want storytellers from their own ranks. They wish to hear the experiences of fellow practitioners.

  13. Future Research Problem Officers want instant access to information, and they want it compressed to fit their perceived needs.

  14. kanderson@drps.caStanhope Presentation, 2009

More Related