Sharing Experiences with Udutu
In this session JBB mentioned Moodle video as a platform for open source project; and the need to use password to protect our work so that only our class will know the password and access the moodle
Jordan tried to share his music video on udutu with the class, but there was no sound. It was a project designed to help kids learn some aspects of music.
Larry shared the problem he had with getting the Flash files on to his udutu project. Others asked questions about frustrations with deploying created projects and making it work
I was encouraged to know that others encounter the same type of problems I do have with udutu
Finally the assignments for the week, the Future of LMO or the alternative were given
Friday, July 30, 2010
Thursday, July 29, 2010
Traditional Vs Non Traditional
It is my opinion that EMDT is already in full non traditional and technological world. real education is a process whereby students ingest and give out knowledge. Students are eventually changed by it. However, the mode of delivery of such knowledge may change or be improved upon but the process hardly changes.
It is like travel. One may travel by air or sea or rail to arrive at a destination. So is it with education. Thesis writing is part of the process. students will do their inquiry, and repot on their findings. In the process their knowledge is enlarged and minds and opinions formed. In other words there things in the process of learning that technology cannot change, but only improve or hasten the method of delivery.
Tim Hodkinson says:
July 28, 2010 at 10:36 pm
EMDTMS has definitely been a welcomed and relevant challenge over the past 10 months. While I understand that the study of theories and performing research is an important part of any master’s level program, the name of this particular program is EDUCATION MEDIA DESIGN & TECHNOLOGY
@Tim
Yes Tim I agree with you that the design aspect seems overlooked. But the instructional design theories and the course on it gives enough for us to develop. Moreover if the program were to be loaded with more of the Adobe, more time or extension will follow. Besides, it does seem to me that EDMT introduces us to the principles for us to develop more based on what we have en taught.
Andy Bouwens says:
July 27, 2010 at 10:56 pm
Traditional vs. Non-Traditional education. This is my second masters degree in education. My first was through the University of Phoenix which is another non-traditional method to receive a Masters Degree
@Andy
Yes Andy,
Full sail truly gives me something to take back to the classroom. However the process of education which technology can change still remains intact.
Darla Kay Hill says:
July 26, 2010 at 12:03 am
Like many of my fellow EMDTMS students, I think having a video component like Viddler within FSO is crucial, as well as simple upgrades like a spell checker.
@Darla,
I cannot agree with you less. There is need for some consistency in content so as to keep us connected early in the program.The fast paced nature of the course is okay for me because I understand it to mean a sort of introduction and then for me to deepen my knowledge of it through practices and experience.
It is my opinion that EMDT is already in full non traditional and technological world. real education is a process whereby students ingest and give out knowledge. Students are eventually changed by it. However, the mode of delivery of such knowledge may change or be improved upon but the process hardly changes.
It is like travel. One may travel by air or sea or rail to arrive at a destination. So is it with education. Thesis writing is part of the process. students will do their inquiry, and repot on their findings. In the process their knowledge is enlarged and minds and opinions formed. In other words there things in the process of learning that technology cannot change, but only improve or hasten the method of delivery.
Tim Hodkinson says:
July 28, 2010 at 10:36 pm
EMDTMS has definitely been a welcomed and relevant challenge over the past 10 months. While I understand that the study of theories and performing research is an important part of any master’s level program, the name of this particular program is EDUCATION MEDIA DESIGN & TECHNOLOGY
@Tim
Yes Tim I agree with you that the design aspect seems overlooked. But the instructional design theories and the course on it gives enough for us to develop. Moreover if the program were to be loaded with more of the Adobe, more time or extension will follow. Besides, it does seem to me that EDMT introduces us to the principles for us to develop more based on what we have en taught.
Andy Bouwens says:
July 27, 2010 at 10:56 pm
Traditional vs. Non-Traditional education. This is my second masters degree in education. My first was through the University of Phoenix which is another non-traditional method to receive a Masters Degree
@Andy
Yes Andy,
Full sail truly gives me something to take back to the classroom. However the process of education which technology can change still remains intact.
Darla Kay Hill says:
July 26, 2010 at 12:03 am
Like many of my fellow EMDTMS students, I think having a video component like Viddler within FSO is crucial, as well as simple upgrades like a spell checker.
@Darla,
I cannot agree with you less. There is need for some consistency in content so as to keep us connected early in the program.The fast paced nature of the course is okay for me because I understand it to mean a sort of introduction and then for me to deepen my knowledge of it through practices and experience.
Sunday, July 25, 2010
LMO:Month 10 Action reseach blogpost
Nwokocha-Chuks-Month-10- Action Research Blog post
Is there a connection between the data produced from your cycles and the research reported in your Literature Review?
My literature stressed the fact tat parole supervision of parolees is affected by high caseloads and paper work, among other factors.. My data from previous cycles(observations, interviews with parole agents in the field and response from questionnaires) showed how paperwork and high caseload were related to close supervision of parolees. So there is a connection between parole agent supervision, high caseloads and the findings from literature review.
How will LMO impact your Action Research project?
My take from LMO so far has been the understanding about CMS, LMS and LCMS In addition I also have appreciation for the Tools of the trade especially the gaming strategies and Intelligent tutor. Although they seem not have an immediate relevance on my Action Research yet I am interested in applying this new information to my teaching environment. The understanding I have about these new knowledge has a direct impact on my Udutu project and the assessment tools I could employ in the course development. I shall also apply them in Udutu course development or rather in content creation of learning experiences.
How is online content delivery or personal learning environments to your Action Research project?
Content delivery of learning in my action research has to embrace the collaborative format as well as the two way communications system. For example, my blog posts have a comment section that allows for feedback from visitors. This an example of a two-way communication structure. Although my Action Research shifted from purely academic environment to a work place environment yet the collaborative and interactive need of any learning content needs attention. Besides, having the site being user friendly is important to me. All these arise from experiences gained from LMO.
Is there a connection between the data produced from your cycles and the research reported in your Literature Review?
My literature stressed the fact tat parole supervision of parolees is affected by high caseloads and paper work, among other factors.. My data from previous cycles(observations, interviews with parole agents in the field and response from questionnaires) showed how paperwork and high caseload were related to close supervision of parolees. So there is a connection between parole agent supervision, high caseloads and the findings from literature review.
How will LMO impact your Action Research project?
My take from LMO so far has been the understanding about CMS, LMS and LCMS In addition I also have appreciation for the Tools of the trade especially the gaming strategies and Intelligent tutor. Although they seem not have an immediate relevance on my Action Research yet I am interested in applying this new information to my teaching environment. The understanding I have about these new knowledge has a direct impact on my Udutu project and the assessment tools I could employ in the course development. I shall also apply them in Udutu course development or rather in content creation of learning experiences.
How is online content delivery or personal learning environments to your Action Research project?
Content delivery of learning in my action research has to embrace the collaborative format as well as the two way communications system. For example, my blog posts have a comment section that allows for feedback from visitors. This an example of a two-way communication structure. Although my Action Research shifted from purely academic environment to a work place environment yet the collaborative and interactive need of any learning content needs attention. Besides, having the site being user friendly is important to me. All these arise from experiences gained from LMO.
Saturday, July 24, 2010
Week 3 readings LMO Tools of the Trade
Tools of the Trade of the trade include the following:
1. Authoring tools – software tools used to assemble the whole course. This includes web authoring tools, an HTML editor, media and application tools like Flash. Trivantis’ Lectora Publisher, Edu Performance’s tactic and ReadyGo’s Web Course Builder are some of the tools. Power point Conversion tools like Impatica’sImpact for power point; Presentation Pros and Quarbon’s Viewlet are included. Articulate Global Articulate Presenter is there.
2. Element tools. These include graphic tools, Adobe Photoshop, Macromedia. Adobe Illustrator, Macromedia’s Freehand, Macromedia’s Flash (an Animation software) Fireworks. Simulations software includes Author ware or Flash, Captivate, Qarbon’s Viewbuilder and TechSmith Camtasia Studio. Forio’s Broadcast and PowerSim software help so also Brooks Automation’s AutoMod.Quizz and tests- Questionmark’s Perception, Exam builder and XStream software Rapid Exam. Games- Quia Web, games2traain.com, Learning Ware Inc.’s gameShow Pro; Video and Audio: Microsoft’s Windows Movie Maker and Pinnacle System Studio and Macromedia’s Director.
3. Webcasting tools for synchronous events WebEx, Centra, Microsoft LiveMeeting and Macromedia Breeze . Features- delivery of content thru audio, video and visuals, whiteboards, chat features
4. Virtual classroom tools for both synchronous and asynchronous platforms eg Blackboard and WebCT
5. Tracking, Management and Information tools like the Saba, Thinq and Pathlore
LCMS like ePath, Generation 21, and GeoLearning help you manage the content while an LMS helps you manage the learning activity for human resources PeopleSoft and ADP.
References
Gilbert, L., & Gale, V. (2008). Principles of e-learning systems engineering. Oxford: Chandos Publishing.
1. Authoring tools – software tools used to assemble the whole course. This includes web authoring tools, an HTML editor, media and application tools like Flash. Trivantis’ Lectora Publisher, Edu Performance’s tactic and ReadyGo’s Web Course Builder are some of the tools. Power point Conversion tools like Impatica’sImpact for power point; Presentation Pros and Quarbon’s Viewlet are included. Articulate Global Articulate Presenter is there.
2. Element tools. These include graphic tools, Adobe Photoshop, Macromedia. Adobe Illustrator, Macromedia’s Freehand, Macromedia’s Flash (an Animation software) Fireworks. Simulations software includes Author ware or Flash, Captivate, Qarbon’s Viewbuilder and TechSmith Camtasia Studio. Forio’s Broadcast and PowerSim software help so also Brooks Automation’s AutoMod.Quizz and tests- Questionmark’s Perception, Exam builder and XStream software Rapid Exam. Games- Quia Web, games2traain.com, Learning Ware Inc.’s gameShow Pro; Video and Audio: Microsoft’s Windows Movie Maker and Pinnacle System Studio and Macromedia’s Director.
3. Webcasting tools for synchronous events WebEx, Centra, Microsoft LiveMeeting and Macromedia Breeze . Features- delivery of content thru audio, video and visuals, whiteboards, chat features
4. Virtual classroom tools for both synchronous and asynchronous platforms eg Blackboard and WebCT
5. Tracking, Management and Information tools like the Saba, Thinq and Pathlore
LCMS like ePath, Generation 21, and GeoLearning help you manage the content while an LMS helps you manage the learning activity for human resources PeopleSoft and ADP.
References
Gilbert, L., & Gale, V. (2008). Principles of e-learning systems engineering. Oxford: Chandos Publishing.
Week 3 Reading LMO: An LMS Selection process
Nwokocha -Chuks week-3-reading to post
From Godfrey Parkin’, LMS Selection Process
The selection process for Request for Proposals (RFP)
Be sure the learning process defines the LMS to chose, not the other way round and note that no LMS is totally adequate.
1. An LMS Selection should be formed. These should include all the representatives that will implement the LMS. An IT expert from inside or outside should form part of the team.
A clarification of what shall be done and how and by whom should be included in the objectives
2. Develop a framework for evaluation of alternative systems, like saying ‘ a day in the life of the user’ the admin, learner, teacher etc and ask the vendors how their LMS solves the problem. Develop your RFT around your defined needs and not someone else’s
3. Call for proposals and reduce your possible vendors to 3 and ask for a demonstration. Follow this up with asking for possible users to play with it and give their feedback talk to their references.
4. After vendor presentations, and seen how a day scenario was addressed, taking in the view of members of the selection team, then choose an LMS and Negotiate.
5. As you negotiate, think ahead of improvements, support and customizations.
These questions are pertinent in determining the how successful the implementation will be.
• Will you need local support in multiple countries?
• What is your budget?
• Do you want to host internally or have the vendor host for you?
• How diverse is your target learner platform and your IT infrastructure?
• Do you want to manage classroom activity (scheduling, evaluations)?
• Will you be integrating third-party content?
• Will you need a system that integrates with CD-ROM content or allows offline work to take place?
• Do you need e-commerce or departmental charge-back capabilities?
• How granular are your tracking and reporting needs?
• Do you have to track compliance or certification training?
• Do you have special requirements for data security?
• Do you plan to integrate collaborative activities such as e-mail, chat, or communities in your learning?
• Will you be managing synchronous virtual classroom activities?
References
Parkin, G. (2005) The LMS Selection Process http://parkinslot.blogspot.com/2005/04/lms-selection-process-in-nutshell.html
From Godfrey Parkin’, LMS Selection Process
The selection process for Request for Proposals (RFP)
Be sure the learning process defines the LMS to chose, not the other way round and note that no LMS is totally adequate.
1. An LMS Selection should be formed. These should include all the representatives that will implement the LMS. An IT expert from inside or outside should form part of the team.
A clarification of what shall be done and how and by whom should be included in the objectives
2. Develop a framework for evaluation of alternative systems, like saying ‘ a day in the life of the user’ the admin, learner, teacher etc and ask the vendors how their LMS solves the problem. Develop your RFT around your defined needs and not someone else’s
3. Call for proposals and reduce your possible vendors to 3 and ask for a demonstration. Follow this up with asking for possible users to play with it and give their feedback talk to their references.
4. After vendor presentations, and seen how a day scenario was addressed, taking in the view of members of the selection team, then choose an LMS and Negotiate.
5. As you negotiate, think ahead of improvements, support and customizations.
These questions are pertinent in determining the how successful the implementation will be.
• Will you need local support in multiple countries?
• What is your budget?
• Do you want to host internally or have the vendor host for you?
• How diverse is your target learner platform and your IT infrastructure?
• Do you want to manage classroom activity (scheduling, evaluations)?
• Will you be integrating third-party content?
• Will you need a system that integrates with CD-ROM content or allows offline work to take place?
• Do you need e-commerce or departmental charge-back capabilities?
• How granular are your tracking and reporting needs?
• Do you have to track compliance or certification training?
• Do you have special requirements for data security?
• Do you plan to integrate collaborative activities such as e-mail, chat, or communities in your learning?
• Will you be managing synchronous virtual classroom activities?
References
Parkin, G. (2005) The LMS Selection Process http://parkinslot.blogspot.com/2005/04/lms-selection-process-in-nutshell.html
LMO Readings: New Directions for CMS
Nwokocha-Chuks LMO Readings:
New CMS-Directions
Advanced Distributed Learning (ADL) is driven towards creating new technologies that encourage re-usability, reduce cost of investment and increase return on investment.
1. SCORM (Sharable Content Object Reference Model)
2. CORDRA (Content Objective Repository Discovery and Registration Architect) is concerned with how to design and implement software systems to discover, share and reuse learning content materials. It is model form that can be used to design federated repositories; a collection of operational systems and a combination of different federations of learning systems.
3. Performance Aiding (Support) is a designed to bridge the gap between workplace performance and demand. Human user-centered technologies like tablet PCs, wearable tablet PCs and wireless networks are some gadgets that meet these demands.
4. Repositories are storage devices for digital information and retrieval. Registries contain only metadata. But if it contains extra data that describes or helps to retrieve the data it is a repository.
5. Gaming has three major components: 1. Activities with their formal rules that govern the play with the aim to learn 2. A narrative with cues that give context and relevance and 3. A simulation that represents the learning space to support activities. The general goal is to reduce barriers to implementation of a workflow.
6. Simulations -a representation of a system played over time. Advantages include: helps eliminate catastrophes, reduces physical danger, contains cost, compresses or expands time, manipulation of evolving designs and has re play possibilities
7. Intelligence Tutoring (ITSs) – these are computer systems that imitate methods of human teaching and interactions with students in real time situations. Three models are vague currently: Students, ( what he knows and does and learns) Subject matter( knowledge as an expert would0 and Pedagogue (teaching methods, questions a learner might ask, mistakes and possible remediation)
Studies cited in Game report show there is great potential for games and simulations to help players increase higher order thinking skills, problem solving ability and goal directed improvement. Increase in control over learning seems to be a permanent feature in games and simulations.
References
Bonk, C. J. and Dennen, V. P. (2005) Massive Multiplayer Online gaming: A Framework for Military Training and Education
Advanced Distributed Learning
http://web.archive.org/web/20080112111128/www.adlnet.gov/technologies/tutoring/index.aspx
New CMS-Directions
Advanced Distributed Learning (ADL) is driven towards creating new technologies that encourage re-usability, reduce cost of investment and increase return on investment.
1. SCORM (Sharable Content Object Reference Model)
2. CORDRA (Content Objective Repository Discovery and Registration Architect) is concerned with how to design and implement software systems to discover, share and reuse learning content materials. It is model form that can be used to design federated repositories; a collection of operational systems and a combination of different federations of learning systems.
3. Performance Aiding (Support) is a designed to bridge the gap between workplace performance and demand. Human user-centered technologies like tablet PCs, wearable tablet PCs and wireless networks are some gadgets that meet these demands.
4. Repositories are storage devices for digital information and retrieval. Registries contain only metadata. But if it contains extra data that describes or helps to retrieve the data it is a repository.
5. Gaming has three major components: 1. Activities with their formal rules that govern the play with the aim to learn 2. A narrative with cues that give context and relevance and 3. A simulation that represents the learning space to support activities. The general goal is to reduce barriers to implementation of a workflow.
6. Simulations -a representation of a system played over time. Advantages include: helps eliminate catastrophes, reduces physical danger, contains cost, compresses or expands time, manipulation of evolving designs and has re play possibilities
7. Intelligence Tutoring (ITSs) – these are computer systems that imitate methods of human teaching and interactions with students in real time situations. Three models are vague currently: Students, ( what he knows and does and learns) Subject matter( knowledge as an expert would0 and Pedagogue (teaching methods, questions a learner might ask, mistakes and possible remediation)
Studies cited in Game report show there is great potential for games and simulations to help players increase higher order thinking skills, problem solving ability and goal directed improvement. Increase in control over learning seems to be a permanent feature in games and simulations.
References
Bonk, C. J. and Dennen, V. P. (2005) Massive Multiplayer Online gaming: A Framework for Military Training and Education
Advanced Distributed Learning
http://web.archive.org/web/20080112111128/www.adlnet.gov/technologies/tutoring/index.aspx
Week 3 LMO comments and reaponses
Week Reading Comments and Responses
@Amanda
Jayakanthan (2002) likens the influence of computer gaming industry on the youth today to the influence of music, religion and politics in previous decades
Hi Armanda,
I read the said article and was surprised at the great influence of computer and video games on people, much like the influence of Hollywood films and cinema. The statistics given even showed the financial revenue from games to be more than Hollywood filming industry. That is staggering and impressive. With this I am challenged to consider games more in the classroom
@Abbie
The primary purpose of Advanced Distributed Learning (ADL) is to harness the power of technology to deliver and distribute education and training (ADL vision
Hi Abbie,
I did read the material and was fascinated with the advancement ADL is making in this field. However I am more interested in the Intelligence Tutoring technologies that mimic human beings, especially the three components of tutoring Technologies (students, Subject matter and pedagogue) and areas of further research
It is really an eye opener to me and I shall seek to apply in my classrooms.
@Abbie
According to Saul Carliner (2005):
“Analysts in the online learning industry comment that learning management systems are often the most expensive learning investment made by organizations. Costs can easily range from $500,000 to several million dollars.”Hi Abbie,
The cost of implementation of LMS seems prohibitive, especially in the light of the current economic depression in the country.
However like some one has observed: 'If education is costly, try ignorance.' All I am saying is that LMS hold the key to success in this 121st Century and we must not hold back.
Chuks.
@Amanda
Jayakanthan (2002) likens the influence of computer gaming industry on the youth today to the influence of music, religion and politics in previous decades
Hi Armanda,
I read the said article and was surprised at the great influence of computer and video games on people, much like the influence of Hollywood films and cinema. The statistics given even showed the financial revenue from games to be more than Hollywood filming industry. That is staggering and impressive. With this I am challenged to consider games more in the classroom
@Abbie
The primary purpose of Advanced Distributed Learning (ADL) is to harness the power of technology to deliver and distribute education and training (ADL vision
Hi Abbie,
I did read the material and was fascinated with the advancement ADL is making in this field. However I am more interested in the Intelligence Tutoring technologies that mimic human beings, especially the three components of tutoring Technologies (students, Subject matter and pedagogue) and areas of further research
It is really an eye opener to me and I shall seek to apply in my classrooms.
@Abbie
According to Saul Carliner (2005):
“Analysts in the online learning industry comment that learning management systems are often the most expensive learning investment made by organizations. Costs can easily range from $500,000 to several million dollars.”Hi Abbie,
The cost of implementation of LMS seems prohibitive, especially in the light of the current economic depression in the country.
However like some one has observed: 'If education is costly, try ignorance.' All I am saying is that LMS hold the key to success in this 121st Century and we must not hold back.
Chuks.
Tuesday, July 20, 2010
Week 3 Discussion Board
Week 3 Discussion Board
Computers V Teachers
It is a common fact that computers have simplified the task of a teacher and also relieves him of most mundane, repetitive task associated with teaching, like roll call and attendance, entering of scores and adding them and such like activities.
Computers have made storage of data and data accessibility easier for the teacher. Moreover teachers are able to use pictures and diagrams and images and do a lot for their teaching. And from what we learn at LMO teachers are now able to extend their ability in space and time through computers and the systems they support.
Yet in spite of all these benefits of a computer, human beings would always want a human touch and fellow feeling, which no machine on earth can give.
The discussion should not be teachers versus computers but teachers and what they should do with computers. Teachers in addition to programming and feeding the computers with information should concentrate on the human aspect of life that no machine or any other animal can give.
Chuks.
• Kathy Kellen says:
July 15, 2010 at 3:21 pm
As I briefly interjected in last week’s discussion, I think that there is definite need for human
@Kathy.
Like I said in my write up on the discussion board, teachers are more that facilitators. Yes they facilitate learning by students and are needed at the lower elementary levels; they still will be needed at the higher human levels. Why? You may ask. Machines by nature lack the human qualities of empathy, sympathy, compassion or other qualities that inspire hope and encouragement. This is where teachers are invaluable. I believe that any teacher worth his grain is the profession to help others learn, achieve or get ahead in life. A machine cannot replace these virtues.
July 19, 2010 at 10:54 am
Computers will never replace teachers, but teachers that use them will replace those that don’t. As
@Larry
Well said and worth repeating. “Computers will never replace teachers, but teachers that use will replace those that do not.” Yes teachers will always be there as models. Their explanation of a point an be understood by a students in less that 5 minutes’. But reading and understanding it could take hours. More over hand-on experiences are invaluable in
July 18, 2010 at 6:12 pm
I think that teachers will only be replaced if they decide that they don’t want to use computers in the classroom. At least I hope so.
@Joe Huber
It is good to think that way for the sake of exploring issues from many sides. But in saying replace teachers I will still hold on to my ground. Teachers have human qualities and traits that no machine can duplicate. Like the artificial flowers in a
house: it can be good and attractive; but it never will replace the natural ;live flower. The natural and real is on a different plane from the artificial. So is it with teachers. Teachers have human and fellow feeling qualities that no machine can develop. That is what makes the world go around.
Computers V Teachers
It is a common fact that computers have simplified the task of a teacher and also relieves him of most mundane, repetitive task associated with teaching, like roll call and attendance, entering of scores and adding them and such like activities.
Computers have made storage of data and data accessibility easier for the teacher. Moreover teachers are able to use pictures and diagrams and images and do a lot for their teaching. And from what we learn at LMO teachers are now able to extend their ability in space and time through computers and the systems they support.
Yet in spite of all these benefits of a computer, human beings would always want a human touch and fellow feeling, which no machine on earth can give.
The discussion should not be teachers versus computers but teachers and what they should do with computers. Teachers in addition to programming and feeding the computers with information should concentrate on the human aspect of life that no machine or any other animal can give.
Chuks.
• Kathy Kellen says:
July 15, 2010 at 3:21 pm
As I briefly interjected in last week’s discussion, I think that there is definite need for human
@Kathy.
Like I said in my write up on the discussion board, teachers are more that facilitators. Yes they facilitate learning by students and are needed at the lower elementary levels; they still will be needed at the higher human levels. Why? You may ask. Machines by nature lack the human qualities of empathy, sympathy, compassion or other qualities that inspire hope and encouragement. This is where teachers are invaluable. I believe that any teacher worth his grain is the profession to help others learn, achieve or get ahead in life. A machine cannot replace these virtues.
July 19, 2010 at 10:54 am
Computers will never replace teachers, but teachers that use them will replace those that don’t. As
@Larry
Well said and worth repeating. “Computers will never replace teachers, but teachers that use will replace those that do not.” Yes teachers will always be there as models. Their explanation of a point an be understood by a students in less that 5 minutes’. But reading and understanding it could take hours. More over hand-on experiences are invaluable in
July 18, 2010 at 6:12 pm
I think that teachers will only be replaced if they decide that they don’t want to use computers in the classroom. At least I hope so.
@Joe Huber
It is good to think that way for the sake of exploring issues from many sides. But in saying replace teachers I will still hold on to my ground. Teachers have human qualities and traits that no machine can duplicate. Like the artificial flowers in a
house: it can be good and attractive; but it never will replace the natural ;live flower. The natural and real is on a different plane from the artificial. So is it with teachers. Teachers have human and fellow feeling qualities that no machine can develop. That is what makes the world go around.
History of VLEs
History of VLEs: LMO Week 1 Reading
Real Learning Environment takes place when real people meet at a location and teaching and learning take place. Real people also process their registration and mark their progress through the course of learning. A Virtual Learning Environment is such where learning takes place through the intermediary of a computers over time and space.
A cursory look at the development of VLEs shows involvement many countries as if there was a race to discover it, yet these countries were all in the Western Hemisphere namely North America, Europe and Australia. China India and other 3rd world countries were absent.
This development spans the years 1990 to 1999 as observed in Wikipedia. Three development stages can be extracted form history of VLEs.
Early Beginning: 1990 -1993 From Solo Learning to Collaborative Learning
The Athena Project of MIT had assembled vendors of software to work together. Features of this project included email, printing, conferencing online consulting, online teaching assistant, security system etc Online learning systems continued to evolve until in 1993 XT10001 Renewable Energy did an experimental course that developed ‘techniques for collaborative and resource-based online learning at a distance.’
More Developments: 1994-1996 Administration and Real- Time classroom Instructions Evolve
For example SUNNY Learning Network was able to hire traditional faculty members who created online courses and had them delivered to students homes via personal computer. Besides European countries became more active like as in JANUS project delivered courses across Europe. Besides some third world countries like Africa and India are reached with courses through iEARN pioneered by Tufts University.1994 marked the first gathering of online educators in Puerto Madryn, Argentina. Pardner introduced the first interactive course over the internet and over a million hits were registered in a period of 3 months.
WebCT from University of British Columbia, Canada entered the online market and had been popular since then. WebTeach came on board with an asynchronous approach to teaching and learning, much similar to a traditional classroom.
Current Improvements: 1998 to 2000 More Universities Get Involved
Digitalbrain came on in UK. It was designed after a centrist approach that encourages user experimentation. Like I said at the subtopic, many universities came. Not be outdone by the Open University in the UK , University of Hagen Online introduced their online system that comes nearly to match the full functions of a university. WebDAV evolved a standard for uploading of documents. During this period , UCLA School of Dentistry developed an internet authoring tool that help students do simulation modules for diagnosis and treatment planning for patients.
References
Wikipedia-History of Virtual learning retrieved 07/20/2010
Real Learning Environment takes place when real people meet at a location and teaching and learning take place. Real people also process their registration and mark their progress through the course of learning. A Virtual Learning Environment is such where learning takes place through the intermediary of a computers over time and space.
A cursory look at the development of VLEs shows involvement many countries as if there was a race to discover it, yet these countries were all in the Western Hemisphere namely North America, Europe and Australia. China India and other 3rd world countries were absent.
This development spans the years 1990 to 1999 as observed in Wikipedia. Three development stages can be extracted form history of VLEs.
Early Beginning: 1990 -1993 From Solo Learning to Collaborative Learning
The Athena Project of MIT had assembled vendors of software to work together. Features of this project included email, printing, conferencing online consulting, online teaching assistant, security system etc Online learning systems continued to evolve until in 1993 XT10001 Renewable Energy did an experimental course that developed ‘techniques for collaborative and resource-based online learning at a distance.’
More Developments: 1994-1996 Administration and Real- Time classroom Instructions Evolve
For example SUNNY Learning Network was able to hire traditional faculty members who created online courses and had them delivered to students homes via personal computer. Besides European countries became more active like as in JANUS project delivered courses across Europe. Besides some third world countries like Africa and India are reached with courses through iEARN pioneered by Tufts University.1994 marked the first gathering of online educators in Puerto Madryn, Argentina. Pardner introduced the first interactive course over the internet and over a million hits were registered in a period of 3 months.
WebCT from University of British Columbia, Canada entered the online market and had been popular since then. WebTeach came on board with an asynchronous approach to teaching and learning, much similar to a traditional classroom.
Current Improvements: 1998 to 2000 More Universities Get Involved
Digitalbrain came on in UK. It was designed after a centrist approach that encourages user experimentation. Like I said at the subtopic, many universities came. Not be outdone by the Open University in the UK , University of Hagen Online introduced their online system that comes nearly to match the full functions of a university. WebDAV evolved a standard for uploading of documents. During this period , UCLA School of Dentistry developed an internet authoring tool that help students do simulation modules for diagnosis and treatment planning for patients.
References
Wikipedia-History of Virtual learning retrieved 07/20/2010
Sunday, July 18, 2010
Comments on other's Blogs
Hi Natalie,
I was at your log today. I liked how detailed your explanations were. I also liked the idea of having photos and images of the subject of discussion posted on your site. These images add clor and clarity to your write ups, especially good for visual learners. I SHALL APPLY SUCH TO MINE.
CHUKS. 07/18/10
Hi Billy,
on going through your posts I find that I need to improve on mine in many areas. i need to add photos and illustrations of what I read for clarity, give references and quotes.
Chuks. 07/18/10
Hi Jodi,
I was at your website and got a clearer picture of what ADL and SCORM mean OF COURSE IT ARGUES THE NEED TO SHARE KNOWLEDGE WITH OTHERS.
I was at your log today. I liked how detailed your explanations were. I also liked the idea of having photos and images of the subject of discussion posted on your site. These images add clor and clarity to your write ups, especially good for visual learners. I SHALL APPLY SUCH TO MINE.
CHUKS. 07/18/10
Hi Billy,
on going through your posts I find that I need to improve on mine in many areas. i need to add photos and illustrations of what I read for clarity, give references and quotes.
Chuks. 07/18/10
Hi Jodi,
I was at your website and got a clearer picture of what ADL and SCORM mean OF COURSE IT ARGUES THE NEED TO SHARE KNOWLEDGE WITH OTHERS.
Udutu Project Week 2
1. Nwokocha, Chuks Udutu Project
2. Prior Project Selected: BP9-@009122Flickr: Teaching Creative Writing; modified to Stimulating Creative Writing
3. EDMT Class Created: ETC November 2009
4. Initial Appraisal: The initial lesson had a game approach to it and a sort of round table discussion. But in this adaptation I changed the topic to stimulating Creative writing. Here students look at the pictures and following the prompts on them form and write their impressions of them in a coherence structure.
Then each student discusses their impressions with others and the selections of these write ups- poems are displayed on the class publishing board for one week.
5 Location:http://www.viddler.com/explore/chuks4viddler/videos/14/
2. Prior Project Selected: BP9-@009122Flickr: Teaching Creative Writing; modified to Stimulating Creative Writing
3. EDMT Class Created: ETC November 2009
4. Initial Appraisal: The initial lesson had a game approach to it and a sort of round table discussion. But in this adaptation I changed the topic to stimulating Creative writing. Here students look at the pictures and following the prompts on them form and write their impressions of them in a coherence structure.
Then each student discusses their impressions with others and the selections of these write ups- poems are displayed on the class publishing board for one week.
5 Location:http://www.viddler.com/explore/chuks4viddler/videos/14/
Saturday, July 17, 2010
Friday, July 16, 2010
LMSO Week 2 Readings
Week 2 readings
Learning Content Management Systems (LCMS)
When there is a reusable content that can be shared across the board and for different varieties of a single course, then Learning Content Management System is in place. It also includes a storage database using a structure that defines each variety or version of the content/course such that accessibility to the materials is enhanced. Besides, LCMS includes the functions and objectives and the modes of presentations and assessment of each type of content materials. When there are collaborative tools like IChat, emails and so forth then a LCMS is the system
An LCMS can therefore be defined as a system that provides for design and development and sequencing of content to facilitate teaching and learning.
As can be observed from the foregoing paragraph, LCMS is content and objective focused while a CMS is course directed. LCMS are used to ‘develop, distribute and manage content’ while a CMS are used to ‘ develop, distribute and manage courses.’ LCMS are an integrated system while a CMS is more like a stand-alone.
LCMS has the potential for design, delivery and support of content and is adaptable to various conditions and cultural sensitivities.
In spite of these differences an LCMS seems to combine the ‘learner administration capabilities of an LMS with the content creation and storage capabilities of a CMS’ to deliver its features. An LMS deals with learning organization while an LCMS delivers the right content to the right person at the right time.
LCMS and LMS complement each other. An LCMS delivers content , notes individual learners progress records test scores and passes these on to an LMS for reporting to individual learners and manages them also.
LMSO Week 2 Readings
Learning Content Management Systems (LCMS)
When there is a reusable content that can be shared across the board and for different varieties of a single course, then Learning Content Management System is in place. It also includes a storage database using a structure that defines each variety or version of the content/course such that accessibility to the materials is enhanced. Besides, LCMS includes the functions and objectives and the modes of presentations and assessment of each type of content materials. When there are collaborative tools like IChat, emails and so forth then a LCMS is the system
An LCMS can therefore be defined as a system that provides for design and development and sequencing of content to facilitate teaching and learning.
As can be observed from the foregoing paragraph, LCMS is content and objective focused while a CMS is course directed. LCMS are used to ‘develop, distribute and manage content’ while a CMS are used to ‘ develop, distribute and manage courses.’ LCMS are an integrated system while a CMS is more like a stand-alone.
LCMS has the potential for design, delivery and support of content and is adaptable to various conditions and cultural sensitivities.
In spite of these differences an LCMS seems to combine the ‘learner administration capabilities of an LMS with the content creation and storage capabilities of a CMS’ to deliver its features. An LMS deals with learning organization while an LCMS delivers the right content to the right person at the right time.
LCMS and LMS complement each other. An LCMS delivers content , notes individual learners progress records test scores and passes these on to an LMS for reporting to individual learners and manages them also.
LMSO Week 2 Readings
Saturday, July 10, 2010
Literature Review : Balancing Supervision and paper work for parole agents
Balancing Field Supervision and Paper Work for Parole Agents Effectiveness
Introduction
The purpose of this research is find out whether effective field supervision of parolees is hindered by documentation of agents activities and what was done on the parolees, including parolees relapses or rearrested. Related questions on the search would include: Does paperwork decrease the efficiency of parole agents? Is field supervision of parolees enhanced by less paperwork? Implied in the questions include the assumption that field supervision of parolees make them comply with their conditions of parole.
The preponderance of studies and writings on this topic is weighed heavily on the side of field supervision and what programs that work and less on what effect paper work has on the effectiveness of parole agents.
Models of Reentry Services
Several models of reentry services have been tried to stem the tide of recidivism and help parolees reintegrate into their community. Bouffard, Bergseth and Ford (2003) reporting on the Minnesota Clay County reentry services program have outlined four models of these reentry services and the role of parole agents in their implementation. These include Serious and Violent Offender Initiative (SVORI), Intensive Aftercare Program (IAP), Juvenile Mentoring Program (JUMP) and Aftercare for Indians (Indians (AIM) For each of these programs, a three phase design is implemented: Planning and services begin at the facility, followed by assistance during release and assessment of individual needs of offenders, integration of treatment programs with supervision by parole agents. Aos, S., Miller, M. & Drake, E. (2006) in their study compared 9 treatment models and their effectiveness .In their tabulation of results, Intensive supervision (treatment-oriented programs were found more effective than other models. This Intensive supervision treatment program topped with a score of 21.9%, followed by Drug Treatment in Community with a score of 12.4%. What works is considered in terms of recidivism rate or relapse in drug offenses.
Clay County Study reported by Bouffard, Bergseth and Ford (2003) concluded that reentry programs work when combined with services and supervision by parole agents and transitional coordinators. Minnesota provided transitional coordinators who bridged the gap in services to parolees between parole agents and parolees. The article cited the study described of 63 youths who served in the program and were compared with 49 parolees who did not serve in the reentry service program (RSP) Transitional coordinators are like parole services associates introduced by Southern California Regional Department of Juvenile Justice.
Like Finn and Kuck (2005) observed, one thing is common to these programs with regard to parole agents and probation officers :officers: ‘high caseload, excess paperwork and deadline’ are factors that combine to ‘make it difficult for many officers to find the time to properly supervise their caseloads.’ (P3). Bouffard et al (2006) noted the ‘high caseload numbers, distance from clay county and other job duties and responsibilities.’ (P2)
It has long been assumed that supervision of parolees would deter them for sliding back to a life of crime. However, Stanley (1976) contends that a parolee determined to make it does not need surveillance while one who is not will con his parole agent.
Role of Parole Agents
Parole agents do the work of supervising parolees. Agents visit them at home or community of release, and evaluate the environment to make sure it is safe for them to stay in, call them for drug test, get them to attend programs aimed at helping them secure a job like parole to Payroll, search their homes for weapons or drugs among others. O*NET Online is an internet based service outlet that specifies skills needed for a job or task and has listed more skills and duties that parole agents perform. It ranges from preparing and maintaining a folder for each parolee, writing reports on offenders progress, informing inmates of conditions of release, discussing with offenders issues like drugs and alcohol and how it had affected their behavior, providing offenders with assistance in matters of sentencing, jurisdictions, writs and applications for social assistance to arranging for post release services.
Bloede (2009) affirms that ‘increased supervision, mentoring, counseling and education all under one roof’ will help prepare parolees for life outside detention. St. Gerard (2009) illustrates the importance of having a dedicated intensive supervision officer (ISO) make a decided impact on parolees.
O’Deane (2010) affirms that coordination among various law enforcement agencies help to curb crime, especially when parolees and other law enforcement agents are made to know the conditions of parole for those involved. Besides, maintaining good working relations and rapport with parolees is the answer to keeping them out of trouble. Schultz, Walgrave, McNeil and Dilorio (2009) reports another dimension or rather an extension of parole agents. In this report and case study medical students do their service work mentoring inmates at a detention center, helping such inmates acquire their GED while in detention as a preparation for release.
Field Supervision and Paperwork
Travis, Crayton, and Mukamal (2009) points out the increase of parolees under supervision rose from 60% in the 1970s to 80% currently. Besides the nature of supervision has shifted from service inclined to surveillance oriented with a 700% increase between 1980 and 2000. These people removed from their homes and put in prisons follow the iron law of imprisonment which states that those who go to prison eventually come back, the report stated, and face the hurdle of reintegration back to society.
Supervision has added technology to extend and support the work of parole agents. This is the GPS monitoring system, used especially on sex offenders who need to be confined to certain areas. Turner, S., Jannetta, J. Hess, J., Myers, R. Shah, R., Werth, R., and Whitby, A., (2007) did a survey for San Diego County in California on the outcome of GPS monitoring for high-risk sex offenders. This study quotes findings by Padgett, K., Bales, W. and Blomberg, T. (2006), which showed that offenders placed on home detention in Florida, reduced the probability of technical violations, reoffending and absconding from supervision. Turner et al (2007) pilot survey also confirms the same: that absconding were rare when High –Risk Sex Offenders (HRSO) and Global Positioning system (GPS) monitored offenders were compared. The study also showed that the GPS system had little effect on recidivism. In addition this study also pointed out the problems parole agents had with the GPS.
Conclusion
In spite of the overwhelming number of caseloads for parole agents and the avalanche of prisoners being released into the system, the Minnesota example and case study as well as the California example of Continuum of Care and with the support of parole agents by parole services associates, it is possible to stem the tide of recidivism and help parole agents be more effective in their work as ‘agents of change’ in the lives of parolees. Clay County experiment and study in Minnesota has shown the possibility of helping parolees reintegrate into the society with the Intensive supervision model
References
Aftercare for Indiana through Mentoring (2004) Indiana’s juvenile
reentry program: Aftercare for Indiana through mentoring, annual
report, Retrieved 06/09/2010, from http://aim.spea.iupui.edu/
reentry/latest-research.htm
Allen, H.E. Latessa, E. J. Ponder, B. S. & Simonsen, C. E. (2007). Corrections in America: An introduction (11th e.d.) N .J. Prentice Hall
Altschuler, D. & Armstrong, T. (1994). Intensive aftercare for high-
risk juveniles: A community care model. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Aos,S. Miller, M & Drake, E (2006) Evidence-based adult corrections programs: What works and does not work, Olympia, Washington State Institute for Public Policy, www.wsipp.wa.gov/rptfiles/06-01-1201.pdf
Blanchette, K. and Taylor, K. N. (2009). Reintegration of female offenders: perspectives on ‘what works’ Corrections Today. Retrieved DATE, from
https://www.aca.org/fileupload/177/ahaidar/Blanchette_Taylor.pdf
Bloede, C (2009) Merging juvenile justice and sustainability in California Retrieved June 8, 2010,
https://www.aca.org/fileupload/177/ahaidar/Bloede1.pdf
Bouffard,J. Bergseth, K. & Ford, S (2006) A Minnesota County mentors juveniles and provides reentry services https://www.aca.org/fileupload/177/ahaidar/Bouffard.pdf
Bouffard, J. and Bergseth. K. (2008) The impact of reentry services
on juvenile offenders’ recidivism, Youth Violence and Juvenile Justice
6(3): 295-318. Retrieved from Academic Search Premier database
Bouffard, J., Bergseth, K., & Ford, S. (2009), A Minnesota County mentors juveniles and provides reentry services, Corrections Today, 71(6), 54-57. Retrieved from Academic Search Premier database.
Gottfredson, M., Mitchell-Herzfeld, S., & Flanagan, T. (1982)., Another look at the effectiveness of parole supervision Journal of Research in Crime & Delinquency, 19(2), 277-298. Retrieved from Academic Search Premier database.
Hanrahan, K., Gibbs, J., & Zimmerman, S. (2005). Parole and revocation: perspectives of young adult offenders Prison Journal, 85(3), 251-269. Doi: 10.1177/0032885505279467.
Jalbert, S., Rhodes, W., Flygare, C., & Kane, M. (2010). Testing probation outcomes in an evidence-based practice setting: Reduced caseload size and intensive supervision effectiveness. Journal of Offender Rehabilitation, 49(4), 233-253. doi:10.1080/1050967100371598
Kleiman, M., & Hawken, A. (2008). Fixing the parole system, Issues in Science & Technology, 24(4), 45-52. Retrieved from Academic Search Premier database.
Paparozzi, M. & Gendreau, P. (2005). An intensive supervision program that worked: Service delivery, professional orientation, and organizational supportiveness Prison Journal, 85(4), 445-466. Doi:10.1177/0032885505281529.
Nakaya, A. C. (ed. )(2005) Juvenile crime: opposing viewpoints, Farming Hills MI Thomson Press
Novotney, L.C., E. Mertinko, J. Lange and Baker, T. K. (2000): Juvenile-
mentoring program: A progress review. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Nussbaum, A. (1974) A second chance: amnesty for the first offender, New York, Hawthorne Books
O’Deane, M (2010) Alternatives to incarceration: coordinating efforts between police, probation officers and parole agents Retrieved June 15, 2010, from http://www.lawofficer.com/news-and-articles/articles/online/2010/alternatives-incaceration
Schram, P., Koons, Witt, B., Williams III, F., & McShane, M. (2006). Supervision strategies and approaches for female parolees: Examining the link between unmet needs and parolee outcome. Crime & Delinquency, 52(3), 450-471. Doi: 10.1177/0011128705281845.
Schultz. K. Walgrave, J. McNeil, J. Dilorio, J. (2000 Service Learning
Stanley, D. T. (1976) Prisoners among us: the problem of parole, Washington DC: The Brookings Institution
St. Gerard, V (2009) Timothy Adams: Service to youths brings extraordinary results
https://www.aca.org/fileupload/177/ahaidar/BIB_Adams1.pdf retrieved 06/08/2010
Swaton, J. N. & Morgan, L. (1984) Administration of justice: An introduction, Belmont CA Wadsworth
Travis, J. Crayton, A. & Mukamal, D. A. (2009) A new era in inmate reentry. Retrieved DATE from
https://www.aca.org/fileupload/177/ahaidar/Travis_Crayton_Mukamal.pdf
Winterfield, L. and S. Brumbaugh. (2005). Characteristics of prisoner
reentry: Programs for juveniles. Washington, D.C.: Urban Institute.
Zhang, S., Roberts, R. , & Callanan, V. (2006). Preventing parolees from returning to prison through community-based reintegration. Crime & Delinquency, 52(4), 551-571. Doi:10.1177/0011128705282594.
Zhang, S., Roberts, R., & Callanan, V. (2006). The cost benefits of providing community-based correctional services: An evaluation of a statewide parole program in California. Journal of Criminal Justice, 34(4), 341-350. Doi:10.1016/j.jcrimjus.2006.05.001.
Introduction
The purpose of this research is find out whether effective field supervision of parolees is hindered by documentation of agents activities and what was done on the parolees, including parolees relapses or rearrested. Related questions on the search would include: Does paperwork decrease the efficiency of parole agents? Is field supervision of parolees enhanced by less paperwork? Implied in the questions include the assumption that field supervision of parolees make them comply with their conditions of parole.
The preponderance of studies and writings on this topic is weighed heavily on the side of field supervision and what programs that work and less on what effect paper work has on the effectiveness of parole agents.
Models of Reentry Services
Several models of reentry services have been tried to stem the tide of recidivism and help parolees reintegrate into their community. Bouffard, Bergseth and Ford (2003) reporting on the Minnesota Clay County reentry services program have outlined four models of these reentry services and the role of parole agents in their implementation. These include Serious and Violent Offender Initiative (SVORI), Intensive Aftercare Program (IAP), Juvenile Mentoring Program (JUMP) and Aftercare for Indians (Indians (AIM) For each of these programs, a three phase design is implemented: Planning and services begin at the facility, followed by assistance during release and assessment of individual needs of offenders, integration of treatment programs with supervision by parole agents. Aos, S., Miller, M. & Drake, E. (2006) in their study compared 9 treatment models and their effectiveness .In their tabulation of results, Intensive supervision (treatment-oriented programs were found more effective than other models. This Intensive supervision treatment program topped with a score of 21.9%, followed by Drug Treatment in Community with a score of 12.4%. What works is considered in terms of recidivism rate or relapse in drug offenses.
Clay County Study reported by Bouffard, Bergseth and Ford (2003) concluded that reentry programs work when combined with services and supervision by parole agents and transitional coordinators. Minnesota provided transitional coordinators who bridged the gap in services to parolees between parole agents and parolees. The article cited the study described of 63 youths who served in the program and were compared with 49 parolees who did not serve in the reentry service program (RSP) Transitional coordinators are like parole services associates introduced by Southern California Regional Department of Juvenile Justice.
Like Finn and Kuck (2005) observed, one thing is common to these programs with regard to parole agents and probation officers :officers: ‘high caseload, excess paperwork and deadline’ are factors that combine to ‘make it difficult for many officers to find the time to properly supervise their caseloads.’ (P3). Bouffard et al (2006) noted the ‘high caseload numbers, distance from clay county and other job duties and responsibilities.’ (P2)
It has long been assumed that supervision of parolees would deter them for sliding back to a life of crime. However, Stanley (1976) contends that a parolee determined to make it does not need surveillance while one who is not will con his parole agent.
Role of Parole Agents
Parole agents do the work of supervising parolees. Agents visit them at home or community of release, and evaluate the environment to make sure it is safe for them to stay in, call them for drug test, get them to attend programs aimed at helping them secure a job like parole to Payroll, search their homes for weapons or drugs among others. O*NET Online is an internet based service outlet that specifies skills needed for a job or task and has listed more skills and duties that parole agents perform. It ranges from preparing and maintaining a folder for each parolee, writing reports on offenders progress, informing inmates of conditions of release, discussing with offenders issues like drugs and alcohol and how it had affected their behavior, providing offenders with assistance in matters of sentencing, jurisdictions, writs and applications for social assistance to arranging for post release services.
Bloede (2009) affirms that ‘increased supervision, mentoring, counseling and education all under one roof’ will help prepare parolees for life outside detention. St. Gerard (2009) illustrates the importance of having a dedicated intensive supervision officer (ISO) make a decided impact on parolees.
O’Deane (2010) affirms that coordination among various law enforcement agencies help to curb crime, especially when parolees and other law enforcement agents are made to know the conditions of parole for those involved. Besides, maintaining good working relations and rapport with parolees is the answer to keeping them out of trouble. Schultz, Walgrave, McNeil and Dilorio (2009) reports another dimension or rather an extension of parole agents. In this report and case study medical students do their service work mentoring inmates at a detention center, helping such inmates acquire their GED while in detention as a preparation for release.
Field Supervision and Paperwork
Travis, Crayton, and Mukamal (2009) points out the increase of parolees under supervision rose from 60% in the 1970s to 80% currently. Besides the nature of supervision has shifted from service inclined to surveillance oriented with a 700% increase between 1980 and 2000. These people removed from their homes and put in prisons follow the iron law of imprisonment which states that those who go to prison eventually come back, the report stated, and face the hurdle of reintegration back to society.
Supervision has added technology to extend and support the work of parole agents. This is the GPS monitoring system, used especially on sex offenders who need to be confined to certain areas. Turner, S., Jannetta, J. Hess, J., Myers, R. Shah, R., Werth, R., and Whitby, A., (2007) did a survey for San Diego County in California on the outcome of GPS monitoring for high-risk sex offenders. This study quotes findings by Padgett, K., Bales, W. and Blomberg, T. (2006), which showed that offenders placed on home detention in Florida, reduced the probability of technical violations, reoffending and absconding from supervision. Turner et al (2007) pilot survey also confirms the same: that absconding were rare when High –Risk Sex Offenders (HRSO) and Global Positioning system (GPS) monitored offenders were compared. The study also showed that the GPS system had little effect on recidivism. In addition this study also pointed out the problems parole agents had with the GPS.
Conclusion
In spite of the overwhelming number of caseloads for parole agents and the avalanche of prisoners being released into the system, the Minnesota example and case study as well as the California example of Continuum of Care and with the support of parole agents by parole services associates, it is possible to stem the tide of recidivism and help parole agents be more effective in their work as ‘agents of change’ in the lives of parolees. Clay County experiment and study in Minnesota has shown the possibility of helping parolees reintegrate into the society with the Intensive supervision model
References
Aftercare for Indiana through Mentoring (2004) Indiana’s juvenile
reentry program: Aftercare for Indiana through mentoring, annual
report, Retrieved 06/09/2010, from http://aim.spea.iupui.edu/
reentry/latest-research.htm
Allen, H.E. Latessa, E. J. Ponder, B. S. & Simonsen, C. E. (2007). Corrections in America: An introduction (11th e.d.) N .J. Prentice Hall
Altschuler, D. & Armstrong, T. (1994). Intensive aftercare for high-
risk juveniles: A community care model. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Aos,S. Miller, M & Drake, E (2006) Evidence-based adult corrections programs: What works and does not work, Olympia, Washington State Institute for Public Policy, www.wsipp.wa.gov/rptfiles/06-01-1201.pdf
Blanchette, K. and Taylor, K. N. (2009). Reintegration of female offenders: perspectives on ‘what works’ Corrections Today. Retrieved DATE, from
https://www.aca.org/fileupload/177/ahaidar/Blanchette_Taylor.pdf
Bloede, C (2009) Merging juvenile justice and sustainability in California Retrieved June 8, 2010,
https://www.aca.org/fileupload/177/ahaidar/Bloede1.pdf
Bouffard,J. Bergseth, K. & Ford, S (2006) A Minnesota County mentors juveniles and provides reentry services https://www.aca.org/fileupload/177/ahaidar/Bouffard.pdf
Bouffard, J. and Bergseth. K. (2008) The impact of reentry services
on juvenile offenders’ recidivism, Youth Violence and Juvenile Justice
6(3): 295-318. Retrieved from Academic Search Premier database
Bouffard, J., Bergseth, K., & Ford, S. (2009), A Minnesota County mentors juveniles and provides reentry services, Corrections Today, 71(6), 54-57. Retrieved from Academic Search Premier database.
Gottfredson, M., Mitchell-Herzfeld, S., & Flanagan, T. (1982)., Another look at the effectiveness of parole supervision Journal of Research in Crime & Delinquency, 19(2), 277-298. Retrieved from Academic Search Premier database.
Hanrahan, K., Gibbs, J., & Zimmerman, S. (2005). Parole and revocation: perspectives of young adult offenders Prison Journal, 85(3), 251-269. Doi: 10.1177/0032885505279467.
Jalbert, S., Rhodes, W., Flygare, C., & Kane, M. (2010). Testing probation outcomes in an evidence-based practice setting: Reduced caseload size and intensive supervision effectiveness. Journal of Offender Rehabilitation, 49(4), 233-253. doi:10.1080/1050967100371598
Kleiman, M., & Hawken, A. (2008). Fixing the parole system, Issues in Science & Technology, 24(4), 45-52. Retrieved from Academic Search Premier database.
Paparozzi, M. & Gendreau, P. (2005). An intensive supervision program that worked: Service delivery, professional orientation, and organizational supportiveness Prison Journal, 85(4), 445-466. Doi:10.1177/0032885505281529.
Nakaya, A. C. (ed. )(2005) Juvenile crime: opposing viewpoints, Farming Hills MI Thomson Press
Novotney, L.C., E. Mertinko, J. Lange and Baker, T. K. (2000): Juvenile-
mentoring program: A progress review. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Nussbaum, A. (1974) A second chance: amnesty for the first offender, New York, Hawthorne Books
O’Deane, M (2010) Alternatives to incarceration: coordinating efforts between police, probation officers and parole agents Retrieved June 15, 2010, from http://www.lawofficer.com/news-and-articles/articles/online/2010/alternatives-incaceration
Schram, P., Koons, Witt, B., Williams III, F., & McShane, M. (2006). Supervision strategies and approaches for female parolees: Examining the link between unmet needs and parolee outcome. Crime & Delinquency, 52(3), 450-471. Doi: 10.1177/0011128705281845.
Schultz. K. Walgrave, J. McNeil, J. Dilorio, J. (2000 Service Learning
Stanley, D. T. (1976) Prisoners among us: the problem of parole, Washington DC: The Brookings Institution
St. Gerard, V (2009) Timothy Adams: Service to youths brings extraordinary results
https://www.aca.org/fileupload/177/ahaidar/BIB_Adams1.pdf retrieved 06/08/2010
Swaton, J. N. & Morgan, L. (1984) Administration of justice: An introduction, Belmont CA Wadsworth
Travis, J. Crayton, A. & Mukamal, D. A. (2009) A new era in inmate reentry. Retrieved DATE from
https://www.aca.org/fileupload/177/ahaidar/Travis_Crayton_Mukamal.pdf
Winterfield, L. and S. Brumbaugh. (2005). Characteristics of prisoner
reentry: Programs for juveniles. Washington, D.C.: Urban Institute.
Zhang, S., Roberts, R. , & Callanan, V. (2006). Preventing parolees from returning to prison through community-based reintegration. Crime & Delinquency, 52(4), 551-571. Doi:10.1177/0011128705282594.
Zhang, S., Roberts, R., & Callanan, V. (2006). The cost benefits of providing community-based correctional services: An evaluation of a statewide parole program in California. Journal of Criminal Justice, 34(4), 341-350. Doi:10.1016/j.jcrimjus.2006.05.001.
Thursday, July 8, 2010
LMO Week 1 Overview
Week 1 Project: LMO Overview
I have in my mind's eye a four-legged table. Each of its legs comprise the four pillars of learning management systems as described by Gibson(2010): Learning Content/Course management systems (LCMS); Learning Management Systems(LMS); Course Management Systems(CMS), and others, although these table and house metaphors do not adequately covey the relationship between the systems. To me the relationship is more like a crate which contains a package that has an equipment and other items. LCMS seems to encompass LMS which contains a CMS and others items.
Let me begin with a CMS. A Course Management System(CMS) like Blackboard or eCollege or WebCT is designed to extend the reach of a traditional teacher in terms of time and space. A CMS is an ‘internet-based software’ that handles the registration of students, track their performances and develop and do the distribution of course content according to the need of students. In Full sail Online for example, I had a challenge in one of the courses that needed repetition. Once I was through with a course I was in, i re registered automatically by the system to re do it.
each version of CMS has at least three distinguishing features: an authoring and publishing tool which allows an instructor to publish files on the CMS for students to download. Also a Virtual learning community that enables instructors and students to communicate individually or as a group, synchronously like in WIMBA sessions of Full Sail or asynchronously as in the threaded discussion. Lastly, a CMS has a data management tool that allows students to be assigned to a class rather than have the teacher do it.
A LMS is another software application that allows for the ‘administration and documentation, training and reporting of training programs’ for all elearning events and activities. Its features include centralized, automated administration, a serve your self and self guided services, assemblage and delivery of learning content rapidly, reinforce training activities on a web based design and enable re use and portability of knowledge and standards. A bank ATM is such a system. An FSO system that displays a course calender, learning path, messages and notifications, displays scores and transcripts is also such a system.
An LCMS uses an LMS to deliver its services. Ot focuses on the development, management and delivery on a larger scale or multi user system than in a than a LMS or CMS. There is the creation of re-use, store and manage of courses and content for daily or anytime use.
Comparing the two, it possible to say that an LCMS authors, developers and subject matter experts the tool to create and reuse elearning and reduce duplication while a LMS is tool for planning and delivering learning events within an organization.
PLEs are systems which help learners take control of their learning contents and be able to interact with others in a social networking environment.It is a tool that enable learners set their own goals, manage their learning and communicate with others and in the process enhance their own experience. A Google document that enables several people collaborate with each other to edit a project is one. even a second Life environment where groups of students can explore and share experiences is another type of learning environment.
I have in my mind's eye a four-legged table. Each of its legs comprise the four pillars of learning management systems as described by Gibson(2010): Learning Content/Course management systems (LCMS); Learning Management Systems(LMS); Course Management Systems(CMS), and others, although these table and house metaphors do not adequately covey the relationship between the systems. To me the relationship is more like a crate which contains a package that has an equipment and other items. LCMS seems to encompass LMS which contains a CMS and others items.
Let me begin with a CMS. A Course Management System(CMS) like Blackboard or eCollege or WebCT is designed to extend the reach of a traditional teacher in terms of time and space. A CMS is an ‘internet-based software’ that handles the registration of students, track their performances and develop and do the distribution of course content according to the need of students. In Full sail Online for example, I had a challenge in one of the courses that needed repetition. Once I was through with a course I was in, i re registered automatically by the system to re do it.
each version of CMS has at least three distinguishing features: an authoring and publishing tool which allows an instructor to publish files on the CMS for students to download. Also a Virtual learning community that enables instructors and students to communicate individually or as a group, synchronously like in WIMBA sessions of Full Sail or asynchronously as in the threaded discussion. Lastly, a CMS has a data management tool that allows students to be assigned to a class rather than have the teacher do it.
A LMS is another software application that allows for the ‘administration and documentation, training and reporting of training programs’ for all elearning events and activities. Its features include centralized, automated administration, a serve your self and self guided services, assemblage and delivery of learning content rapidly, reinforce training activities on a web based design and enable re use and portability of knowledge and standards. A bank ATM is such a system. An FSO system that displays a course calender, learning path, messages and notifications, displays scores and transcripts is also such a system.
An LCMS uses an LMS to deliver its services. Ot focuses on the development, management and delivery on a larger scale or multi user system than in a than a LMS or CMS. There is the creation of re-use, store and manage of courses and content for daily or anytime use.
Comparing the two, it possible to say that an LCMS authors, developers and subject matter experts the tool to create and reuse elearning and reduce duplication while a LMS is tool for planning and delivering learning events within an organization.
PLEs are systems which help learners take control of their learning contents and be able to interact with others in a social networking environment.It is a tool that enable learners set their own goals, manage their learning and communicate with others and in the process enhance their own experience. A Google document that enables several people collaborate with each other to edit a project is one. even a second Life environment where groups of students can explore and share experiences is another type of learning environment.
LMO Week ! Comments
Chukwudinma Nwokocha says:
July 6, 2010 at 1:02 am
Online Education: Horror or Happy Stories
So far online education has been one of an exciting adventure for me. It has saved me time for commuting to classes and the usual traffic jams so that more time is spent on reading and doing assignments than on commuting. Though I miss the face to face contacts yet this mode of learning has been a new way of acquiring knowledge and I am happy for it despite its draw backs.
@Kathy Kellen
I agree with Kathy. The platform works well with me. I am able to turn is assignments without hassle; just with a click/. I connect with course mates through, Wimba, iChat, Skype and video conferencing. By these means I am able to see some face to face besides the voice connection. Through Google document we are able to work together as course mates and do editing and populating our documents. To me it has been an exciting learning adventure.
@Cathy Palmer
Yes Cathy you are right about threaded discussions. However in one of these courses(I think in Cathy Craven class) we were exposed to threaded discussions system which we could develop for use in the classes we teach. And I believe with these comments Full Sail may incorporate it soon in their online systems.
Participation by instructors was really helpful.
@Felicia Andorko
Yes, Felicia, I also used blackboard and Turn It in in some of my college class. And they were my first introduction to online classes and systems of learning. However my experience at Full Sail has so far surpasses my previous experiences. Though I a slow learner in cooperation and connectivity, yet I have begun to appreciate the system and simply love it.
July 6, 2010 at 1:02 am
Online Education: Horror or Happy Stories
So far online education has been one of an exciting adventure for me. It has saved me time for commuting to classes and the usual traffic jams so that more time is spent on reading and doing assignments than on commuting. Though I miss the face to face contacts yet this mode of learning has been a new way of acquiring knowledge and I am happy for it despite its draw backs.
@Kathy Kellen
I agree with Kathy. The platform works well with me. I am able to turn is assignments without hassle; just with a click/. I connect with course mates through, Wimba, iChat, Skype and video conferencing. By these means I am able to see some face to face besides the voice connection. Through Google document we are able to work together as course mates and do editing and populating our documents. To me it has been an exciting learning adventure.
@Cathy Palmer
Yes Cathy you are right about threaded discussions. However in one of these courses(I think in Cathy Craven class) we were exposed to threaded discussions system which we could develop for use in the classes we teach. And I believe with these comments Full Sail may incorporate it soon in their online systems.
Participation by instructors was really helpful.
@Felicia Andorko
Yes, Felicia, I also used blackboard and Turn It in in some of my college class. And they were my first introduction to online classes and systems of learning. However my experience at Full Sail has so far surpasses my previous experiences. Though I a slow learner in cooperation and connectivity, yet I have begun to appreciate the system and simply love it.
Revised Research Topic
<
Balancing Field Supervision and Paper Work for Parole Agents Effectiveness
The purpose of this research is find out whether effective field supervision of parolees is hindered by paper work,or whether paperwork decreases the efficiency of parole agents.
The preponderance of studies and wrings on this topic is weighed heavily on the side of field supervision and what programs that work and less on what effect paper work has on the effectiveness of parole agents.
Models of Reentry Services
Several models of reentry services have been tried to stem the tide of recidivism and help parolees reintegrate to their community. Bouffard, Bergseth and Ford (2003) reporting on the Minnesota Clay County reentry services program have outlined four models of these reentry services and the role of parole agents in their implementation. These include Serious and Violent Offender Initiative (SVORI), Intensive Aftercare Program (IAP), Juvenile Mentoring Program (JUMP) and Aftercare for Indians(AIM) For each of these programs, a three phase design is implemented: Planning and services begin at the facility, followed by assistance during release and assessment of individual needs of offenders, integration of treatment programs with supervision by parole agents.
Clay County Study reported by Bouffard, Bergseth and Ford (2003) concluded that reentry programs work when combined with services and supervision by parole agents and transitional coordinators. Minnesota provided transitional coordinators who bridged the gap in services to parolees between parole agents and parolees. The article sited the study of 63 youths who have served in the program and were compared with 49 parolees who did not serve in the reentry service program (RSP) Transitional coordinators are like parole services associates introduced by Southern California Regional department of juvenile justice.
Like Finn and Kuck (2005) observed, one thing is common to these programs with regard to parole agents and probation officers : ‘high caseload, excess paperwork and deadline’ are factors that combine to ‘make it difficult for many officers to find the time to properly supervise their caseloads.’ Bouffard et al (2006) noted the ‘high caseload numbers, distance from clay county and other job duties and responsibilities.’ One of the parole agents I interviewed concurs with this finding of researchers.
It has long been assumed that supervision of parolees would deter them for sliding back to a life of crime. However, Stanley (1976) p 101 contends that a parolee determined to make it does not need surveillance while one who is not will con his parole agent
Role of parole agents
parole agents do much of the work of supervision among others.O*NET Online outlines some tasks of these agents. It ranges from preparing and maintaining a folder for each parolee, writing reports on offenders progress, informing inmates of conditions of release, discussing with offenders issues like drugs and alcohol and how it had affected their behavior, providing offenders with assistance in matters of sentencing, jurisdictions, writs and applications for social assistance to arranging for post release services.
Bloede (2009) affirms that ‘increased supervision, mentoring, counseling and education all under one roof’ will help prepare parolees for life outside detention. St. Gerard (2009) illustrates the importance of having a dedicated intensive supervision officer (ISO) make a decided impact on parolees.
In O’Deane (2010), the author affirms that coordination among various law enforcement agencies help to curb crime, especially when parolees and other law enforcement agents are made to know the conditions of parole for those involved. maintaining good working relations and rapport with parolees is the answer to keeping them out of trouble.Schultz, Walgrave, McNeil and Dilorio (2009) reports another dimension or rather an extension of parole agents. In this report and case study medical students do their service work mentoring inmates at a detention center, helping such inmates acquire their GED while in detention as a preparation for release.
Field supervision and paperwork
Travis, Crayton, and Mukamal (2009) points out the increase those under supervision from 60% in the 1970s to 80% currently besides the nature of supervision has shifted from service inclined to surveillance oriented with a result a 700% increase between 1980 and 2000. These people removed from their homes following the iron law of imprisonment that those who go to prison eventually come back , the report stated, facing the hurdles of reintegration back to society
Conclusion
In spite of the overwhelming number of caseloads afor parole agents and the avalanche of prisoners being released into the system, the Minnesota example and case study as well as the California example continuum of care and support of parole agents by parole services associates it is possible to stem the tide of recidivism and help parole agents be more effective in their work as ‘agents of change’ in the lives of parolees.
Literature resources
Aftercare for Indiana through Mentoring (2004) Indiana’s juvenile
reentry program: Aftercare for Indiana through mentoring, annual
report, Retrieved 06/09/2010, from http://aim.spea.iupui.edu/
reentry/latest-research.htm
Allen, H.E. Latessa, E. J. Ponder, B. S. & Simonsen, C. E. ( 2007) Corrections in America: An introduction (11th e.d.) N .J. Prentice Hall
Altschuler, D. & Armstrong, T. (1994) Intensive aftercare for high-
risk juveniles: A community care model. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Blanchette, K. and Taylor, K. N. (2009) Reintegration of female offenders: perspectives on ‘what works’ Corrections Today
https://www.aca.org/fileupload/177/ahaidar/Blanchette_Taylor.pdf
Bloede, C (2009) Merging juvenile justice and sustainability in California,
https://www.aca.org/fileupload/177/ahaidar/Bloede1.pdf retrieved 06/08/2010
Bouffard,J. Bergseth, K. & Ford, S (2006) A Minnesota County mentors juveniles and provides reentry services https://www.aca.org/fileupload/177/ahaidar/Bouffard.pdf
Bouffard, J. and Bergseth. K. (2008) The impact of reentry services
on juvenile offenders’ recidivism. Youth Violence and Juvenile
Justice, 6(3): 295-318.
Gottfredson, M., Mitchell-Herzfeld, S., & Flanagan, T. (1982)., Another look at the effectiveness of parole supervision Journal of Research in Crime & Delinquency, 19(2), 277-298. Retrieved from Academic Search Premier database.
Hanrahan, K., Gibbs, J., & Zimmerman, S. (2005). Parole and revocation: perspectives of young adult offenders Prison Journal, 85(3), 251-269. Doi: 10.1177/0032885505279467.
Jalbert, S., Rhodes, W., Flygare, C., & Kane, M. (2010). Testing Probation Outcomes in an Evidence-Based Practice Setting: Reduced Caseload Size and Intensive Supervision Effectiveness. Journal of Offender Rehabilitation, 49(4), 233-253. doi:10.1080/1050967100371598
Kleiman, M., & Hawken, A. (2008). Fixing the Parole System. Issues in Science & Technology, 24(4), 45-52. Retrieved from Academic Search Premier database.
Paparozzi, M. & Gendreau, P. (2005). An intensive supervision program that worked : Service delivery, professional orientation, and organizational supportiveness Prison Journal, 85(4), 445-466. Doi:10.1177/0032885505281529.
Nakaya, A. C. (ed. )(2005) Juvenile crime: opposing viewpoints, Farming Hills MI Thomson Press
Novotney, L.C., E. Mertinko, J. Lange and Baker, T. K. (2000): Juvenile-
mentoring program: A progress review. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Nussbaum, A. (1974) A second chance: amnesty for the first offender, New York, Hawthorne Books
O’Deane, M (2010) Alternatives to incarceration: coordinating efforts between police, probation officers and parole agents, http://www.lawofficer.com/news-and-articles/articles/online/2010/alternatives-incaceration retrieved 6/15/2010
Schram, P., Koons, Witt, B., Williams III, F., & McShane, M. (2006). Supervision Strategies and Approaches for Female Parolees: Examining the Link Between Unmet Needs and Parolee Outcome. Crime & Delinquency, 52(3), 450-471. Doi: 10.1177/0011128705281845.
Schultz. K. Walgrave, J. McNeil, J. Dilorio, J. (2000 Service Learning
Stanley, D. T. (1976) Prisoners among us: the problem of parole, Washington DC: The Brookings Institution
St. Gerard, V (2009) Timothy Adams: Service to youths brings extraordinary results
https://www.aca.org/fileupload/177/ahaidar/BIB_Adams1.pdf retrieved 06/08/2010
Swaton, J. N. & Morgan, L. (1984) Administration of justice: An introduction, Belmont CA Wadsworth
Travis, J. Crayton, A. & Mukamal, D. A. (2009) A new era in inmate reentry
https://www.aca.org/fileupload/177/ahaidar/Travis_Crayton_Mukamal.pdf
Winterfield, L. and S. Brumbaugh. 2005. Characteristics of prisoner
reentry: programs for juveniles., Washington, D.C.: Urban Institute.
Winterfield, L. and Brumbaugh, S. (2005) Characteristics of prisoner
reentry programs for juveniles, Washington, D.C.: Urban Institute.
Zhang, S., Roberts, R. , & Callanan, V. (2006). Preventing parolees from returning to prison through community-based reintegration. Crime & Delinquency 52(4), 551-571. Doi:10.1177/0011128705282594.
Zhang, S., Roberts, R., & Callanan, V. (2006). The cost benefits of providing community-based correctional services: An evaluation of a statewide parole program in California. Journal of Criminal Justice, 34(4), 341-350. Doi:10.1016/j.jcrimjus.2006.05.001.
Balancing Field Supervision and Paper Work for Parole Agents Effectiveness
The purpose of this research is find out whether effective field supervision of parolees is hindered by paper work,or whether paperwork decreases the efficiency of parole agents.
The preponderance of studies and wrings on this topic is weighed heavily on the side of field supervision and what programs that work and less on what effect paper work has on the effectiveness of parole agents.
Models of Reentry Services
Several models of reentry services have been tried to stem the tide of recidivism and help parolees reintegrate to their community. Bouffard, Bergseth and Ford (2003) reporting on the Minnesota Clay County reentry services program have outlined four models of these reentry services and the role of parole agents in their implementation. These include Serious and Violent Offender Initiative (SVORI), Intensive Aftercare Program (IAP), Juvenile Mentoring Program (JUMP) and Aftercare for Indians(AIM) For each of these programs, a three phase design is implemented: Planning and services begin at the facility, followed by assistance during release and assessment of individual needs of offenders, integration of treatment programs with supervision by parole agents.
Clay County Study reported by Bouffard, Bergseth and Ford (2003) concluded that reentry programs work when combined with services and supervision by parole agents and transitional coordinators. Minnesota provided transitional coordinators who bridged the gap in services to parolees between parole agents and parolees. The article sited the study of 63 youths who have served in the program and were compared with 49 parolees who did not serve in the reentry service program (RSP) Transitional coordinators are like parole services associates introduced by Southern California Regional department of juvenile justice.
Like Finn and Kuck (2005) observed, one thing is common to these programs with regard to parole agents and probation officers : ‘high caseload, excess paperwork and deadline’ are factors that combine to ‘make it difficult for many officers to find the time to properly supervise their caseloads.’ Bouffard et al (2006) noted the ‘high caseload numbers, distance from clay county and other job duties and responsibilities.’ One of the parole agents I interviewed concurs with this finding of researchers.
It has long been assumed that supervision of parolees would deter them for sliding back to a life of crime. However, Stanley (1976) p 101 contends that a parolee determined to make it does not need surveillance while one who is not will con his parole agent
Role of parole agents
parole agents do much of the work of supervision among others.O*NET Online outlines some tasks of these agents. It ranges from preparing and maintaining a folder for each parolee, writing reports on offenders progress, informing inmates of conditions of release, discussing with offenders issues like drugs and alcohol and how it had affected their behavior, providing offenders with assistance in matters of sentencing, jurisdictions, writs and applications for social assistance to arranging for post release services.
Bloede (2009) affirms that ‘increased supervision, mentoring, counseling and education all under one roof’ will help prepare parolees for life outside detention. St. Gerard (2009) illustrates the importance of having a dedicated intensive supervision officer (ISO) make a decided impact on parolees.
In O’Deane (2010), the author affirms that coordination among various law enforcement agencies help to curb crime, especially when parolees and other law enforcement agents are made to know the conditions of parole for those involved. maintaining good working relations and rapport with parolees is the answer to keeping them out of trouble.Schultz, Walgrave, McNeil and Dilorio (2009) reports another dimension or rather an extension of parole agents. In this report and case study medical students do their service work mentoring inmates at a detention center, helping such inmates acquire their GED while in detention as a preparation for release.
Field supervision and paperwork
Travis, Crayton, and Mukamal (2009) points out the increase those under supervision from 60% in the 1970s to 80% currently besides the nature of supervision has shifted from service inclined to surveillance oriented with a result a 700% increase between 1980 and 2000. These people removed from their homes following the iron law of imprisonment that those who go to prison eventually come back , the report stated, facing the hurdles of reintegration back to society
Conclusion
In spite of the overwhelming number of caseloads afor parole agents and the avalanche of prisoners being released into the system, the Minnesota example and case study as well as the California example continuum of care and support of parole agents by parole services associates it is possible to stem the tide of recidivism and help parole agents be more effective in their work as ‘agents of change’ in the lives of parolees.
Literature resources
Aftercare for Indiana through Mentoring (2004) Indiana’s juvenile
reentry program: Aftercare for Indiana through mentoring, annual
report, Retrieved 06/09/2010, from http://aim.spea.iupui.edu/
reentry/latest-research.htm
Allen, H.E. Latessa, E. J. Ponder, B. S. & Simonsen, C. E. ( 2007) Corrections in America: An introduction (11th e.d.) N .J. Prentice Hall
Altschuler, D. & Armstrong, T. (1994) Intensive aftercare for high-
risk juveniles: A community care model. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Blanchette, K. and Taylor, K. N. (2009) Reintegration of female offenders: perspectives on ‘what works’ Corrections Today
https://www.aca.org/fileupload/177/ahaidar/Blanchette_Taylor.pdf
Bloede, C (2009) Merging juvenile justice and sustainability in California,
https://www.aca.org/fileupload/177/ahaidar/Bloede1.pdf retrieved 06/08/2010
Bouffard,J. Bergseth, K. & Ford, S (2006) A Minnesota County mentors juveniles and provides reentry services https://www.aca.org/fileupload/177/ahaidar/Bouffard.pdf
Bouffard, J. and Bergseth. K. (2008) The impact of reentry services
on juvenile offenders’ recidivism. Youth Violence and Juvenile
Justice, 6(3): 295-318.
Gottfredson, M., Mitchell-Herzfeld, S., & Flanagan, T. (1982)., Another look at the effectiveness of parole supervision Journal of Research in Crime & Delinquency, 19(2), 277-298. Retrieved from Academic Search Premier database.
Hanrahan, K., Gibbs, J., & Zimmerman, S. (2005). Parole and revocation: perspectives of young adult offenders Prison Journal, 85(3), 251-269. Doi: 10.1177/0032885505279467.
Jalbert, S., Rhodes, W., Flygare, C., & Kane, M. (2010). Testing Probation Outcomes in an Evidence-Based Practice Setting: Reduced Caseload Size and Intensive Supervision Effectiveness. Journal of Offender Rehabilitation, 49(4), 233-253. doi:10.1080/1050967100371598
Kleiman, M., & Hawken, A. (2008). Fixing the Parole System. Issues in Science & Technology, 24(4), 45-52. Retrieved from Academic Search Premier database.
Paparozzi, M. & Gendreau, P. (2005). An intensive supervision program that worked : Service delivery, professional orientation, and organizational supportiveness Prison Journal, 85(4), 445-466. Doi:10.1177/0032885505281529.
Nakaya, A. C. (ed. )(2005) Juvenile crime: opposing viewpoints, Farming Hills MI Thomson Press
Novotney, L.C., E. Mertinko, J. Lange and Baker, T. K. (2000): Juvenile-
mentoring program: A progress review. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Nussbaum, A. (1974) A second chance: amnesty for the first offender, New York, Hawthorne Books
O’Deane, M (2010) Alternatives to incarceration: coordinating efforts between police, probation officers and parole agents, http://www.lawofficer.com/news-and-articles/articles/online/2010/alternatives-incaceration retrieved 6/15/2010
Schram, P., Koons, Witt, B., Williams III, F., & McShane, M. (2006). Supervision Strategies and Approaches for Female Parolees: Examining the Link Between Unmet Needs and Parolee Outcome. Crime & Delinquency, 52(3), 450-471. Doi: 10.1177/0011128705281845.
Schultz. K. Walgrave, J. McNeil, J. Dilorio, J. (2000 Service Learning
Stanley, D. T. (1976) Prisoners among us: the problem of parole, Washington DC: The Brookings Institution
St. Gerard, V (2009) Timothy Adams: Service to youths brings extraordinary results
https://www.aca.org/fileupload/177/ahaidar/BIB_Adams1.pdf retrieved 06/08/2010
Swaton, J. N. & Morgan, L. (1984) Administration of justice: An introduction, Belmont CA Wadsworth
Travis, J. Crayton, A. & Mukamal, D. A. (2009) A new era in inmate reentry
https://www.aca.org/fileupload/177/ahaidar/Travis_Crayton_Mukamal.pdf
Winterfield, L. and S. Brumbaugh. 2005. Characteristics of prisoner
reentry: programs for juveniles., Washington, D.C.: Urban Institute.
Winterfield, L. and Brumbaugh, S. (2005) Characteristics of prisoner
reentry programs for juveniles, Washington, D.C.: Urban Institute.
Zhang, S., Roberts, R. , & Callanan, V. (2006). Preventing parolees from returning to prison through community-based reintegration. Crime & Delinquency 52(4), 551-571. Doi:10.1177/0011128705282594.
Zhang, S., Roberts, R., & Callanan, V. (2006). The cost benefits of providing community-based correctional services: An evaluation of a statewide parole program in California. Journal of Criminal Justice, 34(4), 341-350. Doi:10.1016/j.jcrimjus.2006.05.001.
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