Week 4 MAC:Where to Publish/Present
Having gone through the list in the Resources section of FSO Week 4, I found out that none of those journals and conferences listed would be appropriate for my AR project. So I have decided to have my publication made in the Journal of Correctional Education. This journal related to the topic I researched on. Another Journal is Probation Journal It is published quarterly . September is late and the next would December 2010.
Saturday, August 28, 2010
WQeek 4 Readings MAC: The Art of Possibility
Week 4 Readings MAC:The Art of Possibility
Being The Board
You do not blame others but take responsibility being the board on whom the game of lie is played. Take the attitude that whatever could go wrong will at the wrong time. That leaves us with the attitude of not blaming people but finding a way to comport ourselves. Good advice. But as the author presents it it seems nobody is to be blamed or take responsibility for their actions or inaction. I do believe that there is something called forgiveness. Forgiveness helps people see their faults and know they have been pardoned. Forgiveness allows the injured person to show love without being bitter in their hearts.This will be my approach and not to let people not take responsibility for their behavior.
Creating Frameworks for Possibility
Dreaming makes a difference, but takes courage to sustain it. By awakening affiliation and compassion in others, despite the circumstances we open the doors of possibility to others.
Reframing the meaning of a thing like baldness could inspire change in other people and free some from ridicule, like the teacher did for the girl who had undergone chemotherapy. Or like King Christian being the soldier.
“Purpose, commitment, and vision are distinctions that radiate possibility.” These forces that radiate possibility inspire people to create ideas that solve world’s problems.
Telling the WE Story
We all like the Jews and Arabs have a common heritage of being human. This commonness in our origin as human beings, should define our relationship with others and, not, they and us. The WE story is the unseen threads that influence our lives. The conflict resolution approach of I/ You causes more discord while the We approach gives room for consensual resolution of problems to the satisfaction of both parties.
Friday, August 27, 2010
nwokocha week 4 leadership/ publicaation Outline
General Introduction
Hi, my name is Chukwudinma Patrick Nwokocha and this action research, partial requirement for EMDT master’s program for Full Sail University.
The purpose of my research is to find out whether supervision of parolees by parole agents is impeded by paper work and documentations or not.
I began by asking what could help parolees keep away from crime and adhere to their parole conditions.
I hope to demonstrate how I am improving my practice as well as how I can contribute to the body of literature on ‘Balancing the Supervision of Parolees and Documentations for effectiveness of Parole Agents.’
Changes will be made throughout the journey. Please check this website frequently, especially when populating pages.
Lit Review
Introduction
The purpose of this research is find out whether paper work is a hindrance to effective field supervision of parolees or a benefit to parole agents. Parole agents see themselves as “agents of change” who help at-risk kids finds their place and role in society and occupy them (Kwamena, 2010). To effect this change in parolees, parole agents must be effective in doing their work of supervision. This supervision encompasses (Gonzales, Schofield, and Hart, 2005) visiting them at work or school or in other places, investigating the offender’s background, writing pre sentence reports and recommending sentences. In addition, parole agents research opportunities for employment and alternatives to incarceration in the community. Every action of the parole agent or reaction of the parolees requires a series of documentations and reports. Whether these roles of parole agents and their reports and documentations impede the supervisory activity is the subject of this study. The purpose of this review of literature is to look at models of reentry services, the role of parole agents and their fieldwork activities.
Models of Reentry Services
In order to reduce aggression and delinquency, which lead to recidivism, many jurisdictions have implemented several models of reentry services that help parolees reintegrate to their community (AIM) is one such program that has been successful. Aftercare for Indiana (2004) stated that 49% of AIM participants were attending school and 22% were gainfully employed. This program first identified the need of youths being released from incarceration and then developed a curriculum that addresses these needs. The needs identified included substance abuse, need for emotional stability, family problems, school problems and intellectual impairment. Bouffard, Bergseth and Ford (2003) also reported on the Minnesota Clay County reentry services program and pointed out more models of reentry services and the role of parole agents in their implementation. These models include: Serious and Violent Offender Initiative (SVORI). This program targets high-risk parolees like sex offenders, O’Deane, M (2010) and Intensive Aftercare Program (IAP), Juvenile Mentoring Program (JUMP), Schulz, B. K, Walgrave, J., McNeil, J. and Dillon, J. (2009). For each of these aftercare programs, a three-phase design is implemented: Planning and services begin at the facility. This is followed by assistance during release and assessment of individual needs of offenders; the last phase is integration of treatment programs with supervision by parole agents.
Another research in Minnesota Clay County reported by Bouffard, Bergseth, and Ford (2003) concluded that reentry programs work when combined with services and supervision by parole agents and transitional coordinators. In this study, Minnesota employed transitional coordinators who bridged the gap in services to parolees between parole agents and parolees. This study by Bouffard et al (2006) cited the case of 63 youths who had 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.
Finn and Kuck (2005) in their study noted that “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” (p. 2). Bouffard et al. (2006) noted the “high caseload numbers, distance from Clay County and other job duties and responsibilities” (p. 1). It has been reported in various studies that supervision of parolees would deter them for sliding back to a life of crime. (Gehring, 2000) Taxman (2008) in his study reported another study by Aos, Miller, &Drake (2006) which found out that Intensive supervision programs that accommodated treatment services reduced recidivism by 21%.
Role of Parole Agents
Parole agents do the work of supervision as well as document their activities in the field. Documentations take the form of reports on each activity done for or on the parolee. Visitation to where the parole would released and whether it would be conducive to the parolee’s reintegration is documented and sent up the chain to decision makers. Plans for rehabilitations are recorded. Most of these reports are filed in the information system and could be pulled out, yet when information on a parolee is required, parole agents are made to write new reports.
Parole supervision can be summarized in these conflicting roles: Enforcing the law and helping the offender. In the process, parole deals with offenders at every stage of their journey through the criminal justice system. Parole deals directly with the police, and other government agents, community members, victims and families involved in the whole process, Finn and Kuck (2003). Contact with each of these operators in the system is documented ‘Excessive paperwork’ (Finn and Kuck 2003) is one of the three sources of stress for parole officers, which make it difficult for officers to find the time to effectively supervise their parolees.
State of Wisconsin Department of Corrections publications, Number 16.07.01-.03, lists many of these forms parole officers have to complete in course of doing their work. Chapter 16 of this publication lists three pages of forms and documentations that have to be done and in some forms, done in triplicates. It begins with Face sheet documentation, followed by violation Investigations Report, pre Parole Investigation, Offender Report Form, chronological History of Offender, Statement of Collections, Amendment to Judgment of Conviction, Apprehension request, Appointment Notice, Violation Warrant order reinstating Probation, order reinstating parole, Investigation Worksheet, Probation Social Investigation, Incident report, Alternative to revocation Agreement, etc. The reports and documentations seem overwhelming that there insufficient time to do visitations and keep in close contact with these offenders, who live miles away from parole offices. In an interview with a practicing parole agent, Lisa, she complained of the cycle of seeming frustrations they are caged in. A cycle that buries them in paperwork until a parolee violates his condition and the paperwork cycle start all over gain.
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) in this study affirmed: “increased supervision, mentoring, counseling and education all under one roof” (p. 1) will help prepare parolees for life outside detention. St. Gerard (2009) illustrated the importance of having a dedicated intensive supervision officer (ISO) make a decided impact on parolees for change from a life of crime to productivity in the society. O’Deane (2010) stated 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.
In addition, Bouffard et al (2006) in the Minnesota County Study showed the impact of this relationship in rehabilitating Anne, one of the parolees, whom this approach has helped to reintegrate into the society. Schultz, Walgrave, McNeil and Dilorio (2009) reported 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. Parole agents work include helping parolees acquire a GED or High School Diploma or have some skill as a condition for gainful employment
Field Supervision and Paperwork
Skeem & Manchak (2008) in their study mentioned the “burgeoning probation population” that reached 4.2 million parolees in 2006. With this increase “probation now faces the monumental challenge of a large, complicated workload while improving the effectiveness of supervision” (p. 221).
Travis, Crayton, and Mukamal (2009) pointed out the increase of parolees under supervision from 60% in the 1970’s to 80% currently. Klocker’s theoretical model espouses three models of supervision for parole and probation officers: surveillance approach (law enforcement agent), treatment (therapeutic agent) approach and a hybrid approach that combines both the treatment and surveillance model. Skeem and Manchak cited a study that involved 9 officers and 90 probationers. “Where the hybrid approach was applied to develop and validate a measure of office-probationer relationship, the hybrid approach was found to have reduced recidivism compared with the other two models” (p. 227).
The nature of supervision has shifted from service-inclined to surveillance oriented because it seemed easier to apply. This shift from service inclined to surveillance has brought an increase of parolees under supervision to 700% between 1980 and 2000. These offenders, removed from their homes comply with the ‘iron law of imprisonment’ that those who go to prison eventually come back, the report stated. Many of these parolees come back without adequate preparation for reintegration to the society and face a lot of hurdles that eventually make them re commit offenses and go back to prison or incarceration centers. This educational gap and lack of skills for gainful employment were the issues Project Utah had to address. (Robinson, 2000)
DeMichele, and Payne (2007) pointed two aspects of parole officers workload and paper work that needed attention low level offenders have given way to high-risk offenders who task the time of parole agents. In addition, non- community professionals without input from correctional agents impose parole conditions. Inputs that include presentence and risk analysis of the offenders and the likelihood of the parolees reoffending are not included. This makes the work of parole agents more onerous to achieve, he concluded. With these increase in those under supervision, a new approach to supervision has been canvassed: motivational interviewing approach (MI). It is an approach that fosters “autonomy, self-determination and positive reinforcement” (Walters, Clark, Gingerich, &Meltzer, 2007, p. ix). MI aims at empowering offenders to change. This approach is based on proven results of real change in parolees. The agent listens to the parolee and follows up on the positive aspects of a parolee’s speech and thinking. Walters, Clark, Gingerich, and Meltzer, (2007) have given a guide to parole officers on how to apply motivational interviewing to effect change in parolees. It is a principle that requires a mental change from punishment and incarceration or threat of punishment and incarceration to rehabilitation and change.
Hoffman (2000) reported a study he conducted in San Diego County of California where he used the Partnership Program (P3), a variant of the Motivational Interview technique, to study 1763 parolees from various racial-ethnic groups. The success rate was encouraging. The study found out that employment readiness and vocational services were key components that P3 participants did not relapse to a drug life at the exit of the program.
Conclusion
From this review of literature there seems to be a dearth of research work on balancing supervision and paper work for parole agent’s effectiveness. This concern was pointedly expressed by these researchers when they wrote: “To date, there is little research offering information from probation and parole officers to assist policymakers and administrators in confronting workload allocation issue” (DeMichele & Payne, 2007, p 30). This is due to an internal departmental issue in a security-concerned environment. This research is important because it provides the need to have some information and knowledge of the importance of paper work and documentation to parole agent’s field supervision.
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, 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.
Methodology
Methodology for this project consisted in face-to-face interviews with parole agents, developing questionnaires based on interview with them, and fielding these questions to a larger population of parole agents.
Results
Initial simple analysis show that paperwork is a problem are for parole agents and would a sort of reduction with it or some sort of delegation to others. A deeper and more complete analysis will be made later.
Conclusion
From this simple and short analysis it is clear that paper work is a problem are parole agents and hinders their supervision activity. They suggested multi task type of paper work that eliminates repetition and redundancy.
Week 4 MAC Publishing
Where to Publish
Having gone through the list in the Resources section of FSO Week 4, I found out that none of those journals and conferences listed would be appropriate for my AR project. So I have decided to have my publication made in the Journal of Correctional Education. This journal related to the topic I researched on.
Having gone through the list in the Resources section of FSO Week 4, I found out that none of those journals and conferences listed would be appropriate for my AR project. So I have decided to have my publication made in the Journal of Correctional Education. This journal related to the topic I researched on.
Thursday, August 26, 2010
eyes on the fair Use of the Prize: we Shall Overcome
Eyes on The fair Use of the Prize
We shall Overcome
Dr. Martin Luther King Jr. was not politically correct in his day! He used Christian songs and tunes to stir his audience and people to action. He sang the Negro spirituals. I was moved by these songs.
It was like the type I heard South African Freedom Fighters sang in the days Nelson Mandela’s imprisonment during their struggle with Apartheid. May I say that freedom, real freedom, is rooted in Christian thought, teaching and doctrine. Liberty is what Jesus offers, real liberty. Not the slavery of socialism, communism, welfarism and libertinism.
Response to Joanne Week 4 MAC
Joanne Yates says:
June 27, 2010 at 6:24 pm
There is such a fine line and balancing act that one must deal with when dealing with copyright issues that most educators have just given up on understanding it. Instead of even attempting to follow the law they either recklessly use it all or avoid it completely. In both cases it is our students who lose, they either learn the lesson that it is okay to not follow the rules as long as you don’t get caught or they miss out on the learning experience. Someone could make a fortune writing a book that clarifies Copyright and Fair Use issue, “Copyright Laws for Dummies – Educational Fair Use”
@Joanne,
Although there is no codified book for it there may publications that are downloadable from the Internet where copyright issues are dealt with. Moreover every certification course teaches it as a part of the course program. i mean for teachers and our fears are dispelled by it. Though this is my personal take on it.
CHUKS.
June 27, 2010 at 6:24 pm
There is such a fine line and balancing act that one must deal with when dealing with copyright issues that most educators have just given up on understanding it. Instead of even attempting to follow the law they either recklessly use it all or avoid it completely. In both cases it is our students who lose, they either learn the lesson that it is okay to not follow the rules as long as you don’t get caught or they miss out on the learning experience. Someone could make a fortune writing a book that clarifies Copyright and Fair Use issue, “Copyright Laws for Dummies – Educational Fair Use”
@Joanne,
Although there is no codified book for it there may publications that are downloadable from the Internet where copyright issues are dealt with. Moreover every certification course teaches it as a part of the course program. i mean for teachers and our fears are dispelled by it. Though this is my personal take on it.
CHUKS.
Response to Lynne week 4 MAC
Lynne Koles says:
June 27, 2010 at 11:37 pm
Fair use is something I got schooled in the first time I needed copies of art work from books in the resource library at college in the 70′s and was reeducated about when I got certified to teach 15 years ago. It is wonderful to have creative commons now, to access more than ever before, but still we must cite sources to be in compliance with the law when copying for more than one student to use, or to be shown repeatedly for many years or classes. I am thankful tht the copyright laws expire after 70 years from when the artist dies. that helps a lot with historical art.
@Lynne
Thanks for that. Like you i have had many occasions to learn about copyright law and fair use and and all that. I believe capitalist people deserve some credit and if possible financial remuneration for their labor.
June 27, 2010 at 11:37 pm
Fair use is something I got schooled in the first time I needed copies of art work from books in the resource library at college in the 70′s and was reeducated about when I got certified to teach 15 years ago. It is wonderful to have creative commons now, to access more than ever before, but still we must cite sources to be in compliance with the law when copying for more than one student to use, or to be shown repeatedly for many years or classes. I am thankful tht the copyright laws expire after 70 years from when the artist dies. that helps a lot with historical art.
@Lynne
Thanks for that. Like you i have had many occasions to learn about copyright law and fair use and and all that. I believe capitalist people deserve some credit and if possible financial remuneration for their labor.
Response to keith week 4 MAC
Keith Lay says:
August 1, 2010 at 9:50 pm
Things get trickier, however, by the differentiation between a for profit and a not for profit school. Regardless, it is my understanding that, as far as online is concerned, any copyrighted media of any length cannot be published without explicit permission from the copyright owner. Publishing means that the work is contained and sent from the school. This is why we try to embed a video – so that it is not published by the school – but instead published by whereever the embed link points to.
In an live synchronous classroom about social media/ media literacy/ history – fair use protects the use of many clips, even in a for profit school. However, nothing can be used for an online class.
I’ve asked whether or not Wimba could enjoy the same rules as a synchronous classroom. The answer has still been NO. Still to grey of an area, legally, for a clear answer!
@ Keith,
Thank you for the differentiation for profit and not for profit. people know when they are overstepping the bounds propriety and making unearned profit of an artist’ work. Some software programs like ‘Turn it In’ helps a teacher or some other publishers detect when plagiarism or copyright issues have been violated. wimba is a copyrighted material that cannot be made available to the public without the permission of FSO. this is a personal opinion anyway.
August 1, 2010 at 9:50 pm
Things get trickier, however, by the differentiation between a for profit and a not for profit school. Regardless, it is my understanding that, as far as online is concerned, any copyrighted media of any length cannot be published without explicit permission from the copyright owner. Publishing means that the work is contained and sent from the school. This is why we try to embed a video – so that it is not published by the school – but instead published by whereever the embed link points to.
In an live synchronous classroom about social media/ media literacy/ history – fair use protects the use of many clips, even in a for profit school. However, nothing can be used for an online class.
I’ve asked whether or not Wimba could enjoy the same rules as a synchronous classroom. The answer has still been NO. Still to grey of an area, legally, for a clear answer!
@ Keith,
Thank you for the differentiation for profit and not for profit. people know when they are overstepping the bounds propriety and making unearned profit of an artist’ work. Some software programs like ‘Turn it In’ helps a teacher or some other publishers detect when plagiarism or copyright issues have been violated. wimba is a copyrighted material that cannot be made available to the public without the permission of FSO. this is a personal opinion anyway.
Copyright issues and fair Use Policy
Copyright issues and fair Use Policy
It is a common knowledge that many a man has stood on the shoulders of others in order to see farther. So is with fair use of other people’s copyrighted materials. By it many an artist gets inspiration and creates something new, as espoused by the ‘Remix Culture’. And the authors' financial profit is ensured.
without the fair use policy reinventing of wheels in arts and music will be done every day.
Week 4 MAC Readings and Cotributions
My Dream Teaching/Presentation Environment
My dream teaching /presentation environment would be one that facilitates teaching and learning. It is one where there is exchange of information, knowledge and understanding. My students will not be like sponges soaking up knowledge or a pail where I pour in knowledge. They will interact with the knowledge presented, ingest it and be able to apply this processed information to solve current problems that currently plague the society.
My presentation will capitalize on audio, visual and graphic images to make the intangible concrete in their minds. As in a hands -on learning, knowledge will be practically applied in learning and daily life. Interactive learning will be my goal: interaction with classmates, teachers and others in the field.
Drew McSherry says:
August 26, 2010 at 12:23 pm
Beyond the obvious of everyone having access to the newest computers, fast internet connections, and time to create amazing lessons I would have to say that my dream teaching environment would be a place where producing life long learners was the only goal. I imagine a place where each student can learn how to learn and then let them decide what they want to do next. If they have an interest in music, let them listen, absorb, create, and astound. What about taking apart a toaster to see how it works, or creating a board game that eventually turns into the next blockbuster Playstation 4 game. Either way they will learn because they have been taught how to and then we get what everyone should want, educated creativity.
Educated Creativity = That crazy idea that could change the world and the knowledge to make it happen
@Drew
I like most of what you say but I take exception to letting students decide ‘what they want to do next.’ Although it depends on the age or grade level, somehow I believe That students at a lower age or grade level will need a lot of guidance or information to decide on what they should do in life. What they may be interested now may be a passing fad that will dissipate as time goes by.
Andy_Bouwens says:
August 26, 2010 at 9:36 am
My dream teaching environment would first be in a building where tools were available to teach all students and students actually wanted to come to school everyday. I would like my room to have a SmartBoard with all student locked in with MacBooks on there desks. Parents would attend weekly workshops on Macbooks in order to keep them up to date with what the students are doing. I would have all the tools I need to differentiate instruction and meet all student needs. I would have various choices for completing objectives that would help with this. My class would be very interactive with things always going on and peer as well as teacher instruction always going on.
@Andy
Thank you for your dream-teaching environment. But somehow it seems to me to unrealistic. I would rather prefer an environment where there will lots of improvisations and creativity. I would prefer such a challenge to the students and you that the necessity will be the fuel of invention that will advance knowledge and human progress. And let’s face it; life never gives us such idyllic environments but rather gives us opportunities to make a mark on life.
Shanna Woods says:
August 25, 2010 at 5:34 pm
My dream-teaching environment would be one where learning is actually taking place. A place where the focus is not on tests scores, paper trails, and hidden agendas. This place is one where the students are the priority. This environment will embrace technology and differentiated instruction. It does not put emphasis on one subject more than another; all are equally important. This environment brings the community, school, and home together for the good of all students
@Shanna
I like you approach to and a philosophy of your ideal teaching environment. However I have some problems with your ides. For example, you aim to teach for understanding. I like this and will do the same. But how will you know when learning and understanding has taken place when there are no test or exams? A student centered teaching is important and I agree. But what about the subject matter and the disciplines they impart? How about you the teacher who is the facilitator of learning? I think of a tripod where there is a balance between the student, teacher and content of instruction.
Karen Smith says:
August 1, 2010 at 6:53 pm
I thought I already wrote here, but I don’t see it and it says only 6 people have written, which I don’t think is right, either.
I will add to what I think I already said. I want to teach in a place where we all respect each other. I respect the young teacher who comes in like they can change the world just because they are there. We need that vigor. I used to have it. I know I don’t have it anymore, but I still have lots of energy to teach and love it.
I want respect for the teacher who is old, but awesome. She or he can’t move around much, but the kids don’t care. She ore he love them so much, they learn to love and respect the wisdom in the body that is getting so old it doesn’t keep up, but the kids handle it well.
I want respect for the principal who may be an idiot, but lets just think it quietly, share with our husband or best friend, but respect them in and out of public. I don’t mean if there is a law beaker type person, I mean, we get principals going through things we don’t even know about, yet, we judge them.
And the kids, my child who has roaches crawling out of his shoes that are way too big for him.
The girl who hasn’t spoken in 3 years, since her Daddy sat she and her siblings on the couch and said “don’t move, and shot and killed Mommy in front of them. He’s in jail. The kids live with Grandma and Grandpa, but there is so much grief, she isn’t talking. She sits in my lap on bad days.
Then there is the child who listens to Mommy and Daddy fight all the time.
And don’t forget the little boy, who said, when I mentioned reading books to my little boys, at night, before bedtime, in the bed. He came up and whispered, “Can I come live with you and you read to me in bed, now that your little boys are grown? ? I learned he’s NEVEr been read to, at least in his memory.
I have well adjusted children, too. I am grateful for that, My boys have funny memories of Daddy reading to the. He would read the first page and go to the end, thinking he could get out of it, but they had memorized the book, and after a while, well, let’s just say, they weren’t stupid, they knew if Daddy was reading, he would try to trick them and they loved it! I wish all kids had at least our non perfect lives. With all our mistakes, they turned out pretty good. The daughters in law thank me for teaching them to cook, do laundry, make the beds, use a vacuum, etc. AND put the toilet seat down after using, not to mention things like holding doors open and treating girls like ladies, or as my youngest DIL says, he treats me like the Princess I am!
I wish my students all could have memories like that. I try to give them good memories of music class and I’ve had enough kids grow up to come back and say Thank you, that I know it’s worth something. I just wish for more and for all teachers to be that way with all kids, no matter the skin color or religion. It shouldn’t matter if they are Muslim, Christian, Jew, Mormon, or whatever religion they may be.
In Nepal, I got invited to homes (primitive to us_ to have tea (not boiled long enough to be purified) and I went, while our kids were playing football with street kids, etc. I couldn’t make the walks of a few miles, up and down hills, but I could visit ladies. Later, I learned from the Pastor, these are people they have been trying to visit for years, and when they invited the white lady to have tea and came AND told them how wonderful the church family was, they began talking to them. Wow! Even a fat lady with bad knees can make a difference and we need to make that difference at school EVERY DAY.
That is my wish, over all the other things I think I already said. Thank you.
@Karen
Hi Karen thank you for this picture you painted. You captured my dream environment for teaching. Being in a palce to meet the needs of kids with various mental and family issues; being able to reach out to people in poorer countries who cannot imagine the wealth American gorge themselves in. being able to reach all kinds of people in various places on earth is a dream worth having. And I share it all with you.
My dream teaching /presentation environment would be one that facilitates teaching and learning. It is one where there is exchange of information, knowledge and understanding. My students will not be like sponges soaking up knowledge or a pail where I pour in knowledge. They will interact with the knowledge presented, ingest it and be able to apply this processed information to solve current problems that currently plague the society.
My presentation will capitalize on audio, visual and graphic images to make the intangible concrete in their minds. As in a hands -on learning, knowledge will be practically applied in learning and daily life. Interactive learning will be my goal: interaction with classmates, teachers and others in the field.
Drew McSherry says:
August 26, 2010 at 12:23 pm
Beyond the obvious of everyone having access to the newest computers, fast internet connections, and time to create amazing lessons I would have to say that my dream teaching environment would be a place where producing life long learners was the only goal. I imagine a place where each student can learn how to learn and then let them decide what they want to do next. If they have an interest in music, let them listen, absorb, create, and astound. What about taking apart a toaster to see how it works, or creating a board game that eventually turns into the next blockbuster Playstation 4 game. Either way they will learn because they have been taught how to and then we get what everyone should want, educated creativity.
Educated Creativity = That crazy idea that could change the world and the knowledge to make it happen
@Drew
I like most of what you say but I take exception to letting students decide ‘what they want to do next.’ Although it depends on the age or grade level, somehow I believe That students at a lower age or grade level will need a lot of guidance or information to decide on what they should do in life. What they may be interested now may be a passing fad that will dissipate as time goes by.
Andy_Bouwens says:
August 26, 2010 at 9:36 am
My dream teaching environment would first be in a building where tools were available to teach all students and students actually wanted to come to school everyday. I would like my room to have a SmartBoard with all student locked in with MacBooks on there desks. Parents would attend weekly workshops on Macbooks in order to keep them up to date with what the students are doing. I would have all the tools I need to differentiate instruction and meet all student needs. I would have various choices for completing objectives that would help with this. My class would be very interactive with things always going on and peer as well as teacher instruction always going on.
@Andy
Thank you for your dream-teaching environment. But somehow it seems to me to unrealistic. I would rather prefer an environment where there will lots of improvisations and creativity. I would prefer such a challenge to the students and you that the necessity will be the fuel of invention that will advance knowledge and human progress. And let’s face it; life never gives us such idyllic environments but rather gives us opportunities to make a mark on life.
Shanna Woods says:
August 25, 2010 at 5:34 pm
My dream-teaching environment would be one where learning is actually taking place. A place where the focus is not on tests scores, paper trails, and hidden agendas. This place is one where the students are the priority. This environment will embrace technology and differentiated instruction. It does not put emphasis on one subject more than another; all are equally important. This environment brings the community, school, and home together for the good of all students
@Shanna
I like you approach to and a philosophy of your ideal teaching environment. However I have some problems with your ides. For example, you aim to teach for understanding. I like this and will do the same. But how will you know when learning and understanding has taken place when there are no test or exams? A student centered teaching is important and I agree. But what about the subject matter and the disciplines they impart? How about you the teacher who is the facilitator of learning? I think of a tripod where there is a balance between the student, teacher and content of instruction.
Karen Smith says:
August 1, 2010 at 6:53 pm
I thought I already wrote here, but I don’t see it and it says only 6 people have written, which I don’t think is right, either.
I will add to what I think I already said. I want to teach in a place where we all respect each other. I respect the young teacher who comes in like they can change the world just because they are there. We need that vigor. I used to have it. I know I don’t have it anymore, but I still have lots of energy to teach and love it.
I want respect for the teacher who is old, but awesome. She or he can’t move around much, but the kids don’t care. She ore he love them so much, they learn to love and respect the wisdom in the body that is getting so old it doesn’t keep up, but the kids handle it well.
I want respect for the principal who may be an idiot, but lets just think it quietly, share with our husband or best friend, but respect them in and out of public. I don’t mean if there is a law beaker type person, I mean, we get principals going through things we don’t even know about, yet, we judge them.
And the kids, my child who has roaches crawling out of his shoes that are way too big for him.
The girl who hasn’t spoken in 3 years, since her Daddy sat she and her siblings on the couch and said “don’t move, and shot and killed Mommy in front of them. He’s in jail. The kids live with Grandma and Grandpa, but there is so much grief, she isn’t talking. She sits in my lap on bad days.
Then there is the child who listens to Mommy and Daddy fight all the time.
And don’t forget the little boy, who said, when I mentioned reading books to my little boys, at night, before bedtime, in the bed. He came up and whispered, “Can I come live with you and you read to me in bed, now that your little boys are grown? ? I learned he’s NEVEr been read to, at least in his memory.
I have well adjusted children, too. I am grateful for that, My boys have funny memories of Daddy reading to the. He would read the first page and go to the end, thinking he could get out of it, but they had memorized the book, and after a while, well, let’s just say, they weren’t stupid, they knew if Daddy was reading, he would try to trick them and they loved it! I wish all kids had at least our non perfect lives. With all our mistakes, they turned out pretty good. The daughters in law thank me for teaching them to cook, do laundry, make the beds, use a vacuum, etc. AND put the toilet seat down after using, not to mention things like holding doors open and treating girls like ladies, or as my youngest DIL says, he treats me like the Princess I am!
I wish my students all could have memories like that. I try to give them good memories of music class and I’ve had enough kids grow up to come back and say Thank you, that I know it’s worth something. I just wish for more and for all teachers to be that way with all kids, no matter the skin color or religion. It shouldn’t matter if they are Muslim, Christian, Jew, Mormon, or whatever religion they may be.
In Nepal, I got invited to homes (primitive to us_ to have tea (not boiled long enough to be purified) and I went, while our kids were playing football with street kids, etc. I couldn’t make the walks of a few miles, up and down hills, but I could visit ladies. Later, I learned from the Pastor, these are people they have been trying to visit for years, and when they invited the white lady to have tea and came AND told them how wonderful the church family was, they began talking to them. Wow! Even a fat lady with bad knees can make a difference and we need to make that difference at school EVERY DAY.
That is my wish, over all the other things I think I already said. Thank you.
@Karen
Hi Karen thank you for this picture you painted. You captured my dream environment for teaching. Being in a palce to meet the needs of kids with various mental and family issues; being able to reach out to people in poorer countries who cannot imagine the wealth American gorge themselves in. being able to reach all kinds of people in various places on earth is a dream worth having. And I share it all with you.
Saturday, August 21, 2010
Week 3 readings and Comments: MAC
Difficulties Starting New Programs/Breaking the Norm
Like everybody knows, one of Newton’s laws in physics is: “Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it.” That body at rest wants to continue at rest and not be riffled. So there is an inertia for each body at rest or in a uniform motion. As applied to human beings there is such an inertia in us that does not want us to start off on new things or break off with the norm. In addition there is always that nagging fear of a possible failure or of venturing into the unknown that tries to keep us from ventures. It takes action to dispel fears and overcome the inertia.
Video Use in Education
Video use in education has become more wide spread than observed. One of the reasons I believe is because it is safer to use a video than connect people to the Internet. Like in the prison where I taught, Internet is not allowed in the class for security reasons. But videos on any topics are allowed. Videos could be stopped or rewound for discussion on the topic being presented. Besides, students could be involved in the videos from shooting of films to editing and production. this will an opportunity for students to learn or develop their talents through hands-on learning. Flicker videos which I use for teaching I find very colorful and interesting like in teaching of poems, creative writing and much more.
http://www.flickr.com/photos/etcrena/ rain Pop http://www.brainpop.com/United Streaming: http://streaming.discoveryeducation.com Annenberg Media: http://learner.org/ Anaheim Ballet
http://www.youtube.com/watch?v=ZCtwREg-xFE League of Extraordinary Dancers
http://www.youtube.com/watch?v=rrxOBxlQmho
@Huber,
thank for sharing these sites with us. I have checked them out and bookmarked them.
Response to Joe Huber
@Huber
Thanks for sharing this experience of resistance and threat from the tech guy in your school. I had a similar experience with the tech guy in our school. He complained to me that what i was doing was his job in the school.
probably i was weeded out because of the prevailing economic crisis in California I did not have enough time to know what he would have done. may be my exit was a good riddance for him.
I should say that as more guys catch on the usefulness of this Google doc and others you would have made an impact that cannot be erased or resisted. keep on men.
@Natalie,
Was there any reason for the frequent changes or what? Was it set up frustrate you and make you quit? Could you have remonstrated with the administration on the impact of these changes on students learning and behavior? Could the parents have been told and have them complain to the administration? i just wonder what the admin was up to. Any way i am glad you took a direct straight line out of the situation.
Week 3 Readings
The Art of Possibility
The Way Things Are
Fourth: Life is more of contributing what you can than striving towards success. Playing the game of contribution is what really brings satisfaction. Seeing life as game makes one change from the survival mode to growth and puts one in control.
(This philosophy is purely human with no God or Word of God in view. But if God were to be in view one could look on life as a gift from God and to be used to serve others.)
This contribution game impacts others also. Like ripples that spread out to edge of a pond when a pebble is cat into the center. When we impact others our own lives take on a new meaning and vibrancy.
Leading from any Chair
Giving way to Passion
What should make a group I lead lively and engaged should be the concern of a leader and not on how good the leader is. This focus on others both releases the leader and the lead to be their best. Like he said life flows unhindered when we focus our attention on the larger issues that concern others and not just on ourselves. Being passionate about what we believe in and do not only affects us but also impacts our audience. This seems to be secret of touching others.
Lightning a Spark
“Certain things of life are better done in person” the author recollected and it gave birth to spark in him that affected others. We can light a spark of possibility in people by passion and not fear or force. Persuasion is opposite of enrollment. Persuasion may get you what you want probably at someone’s expense while, unless there is an aligning of interest, Enrollment creates the possibility and lighting of park in others. E to practice enrollment we have to see the way to be involved in other people’s plans and your own plans will be done. Giving people an A instead of otherwise gets success for everyone like he did at the Eastlea School Project. This surely was a spark lit in the hearts of ‘spiraling downward’ school children and Anthony was born.
Like everybody knows, one of Newton’s laws in physics is: “Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it.” That body at rest wants to continue at rest and not be riffled. So there is an inertia for each body at rest or in a uniform motion. As applied to human beings there is such an inertia in us that does not want us to start off on new things or break off with the norm. In addition there is always that nagging fear of a possible failure or of venturing into the unknown that tries to keep us from ventures. It takes action to dispel fears and overcome the inertia.
Video Use in Education
Video use in education has become more wide spread than observed. One of the reasons I believe is because it is safer to use a video than connect people to the Internet. Like in the prison where I taught, Internet is not allowed in the class for security reasons. But videos on any topics are allowed. Videos could be stopped or rewound for discussion on the topic being presented. Besides, students could be involved in the videos from shooting of films to editing and production. this will an opportunity for students to learn or develop their talents through hands-on learning. Flicker videos which I use for teaching I find very colorful and interesting like in teaching of poems, creative writing and much more.
http://www.flickr.com/photos/etcrena/ rain Pop http://www.brainpop.com/United Streaming: http://streaming.discoveryeducation.com Annenberg Media: http://learner.org/ Anaheim Ballet
http://www.youtube.com/watch?v=ZCtwREg-xFE League of Extraordinary Dancers
http://www.youtube.com/watch?v=rrxOBxlQmho
@Huber,
thank for sharing these sites with us. I have checked them out and bookmarked them.
Response to Joe Huber
@Huber
Thanks for sharing this experience of resistance and threat from the tech guy in your school. I had a similar experience with the tech guy in our school. He complained to me that what i was doing was his job in the school.
probably i was weeded out because of the prevailing economic crisis in California I did not have enough time to know what he would have done. may be my exit was a good riddance for him.
I should say that as more guys catch on the usefulness of this Google doc and others you would have made an impact that cannot be erased or resisted. keep on men.
@Natalie,
Was there any reason for the frequent changes or what? Was it set up frustrate you and make you quit? Could you have remonstrated with the administration on the impact of these changes on students learning and behavior? Could the parents have been told and have them complain to the administration? i just wonder what the admin was up to. Any way i am glad you took a direct straight line out of the situation.
Week 3 Readings
The Art of Possibility
The Way Things Are
Fourth: Life is more of contributing what you can than striving towards success. Playing the game of contribution is what really brings satisfaction. Seeing life as game makes one change from the survival mode to growth and puts one in control.
(This philosophy is purely human with no God or Word of God in view. But if God were to be in view one could look on life as a gift from God and to be used to serve others.)
This contribution game impacts others also. Like ripples that spread out to edge of a pond when a pebble is cat into the center. When we impact others our own lives take on a new meaning and vibrancy.
Leading from any Chair
Giving way to Passion
What should make a group I lead lively and engaged should be the concern of a leader and not on how good the leader is. This focus on others both releases the leader and the lead to be their best. Like he said life flows unhindered when we focus our attention on the larger issues that concern others and not just on ourselves. Being passionate about what we believe in and do not only affects us but also impacts our audience. This seems to be secret of touching others.
Lightning a Spark
“Certain things of life are better done in person” the author recollected and it gave birth to spark in him that affected others. We can light a spark of possibility in people by passion and not fear or force. Persuasion is opposite of enrollment. Persuasion may get you what you want probably at someone’s expense while, unless there is an aligning of interest, Enrollment creates the possibility and lighting of park in others. E to practice enrollment we have to see the way to be involved in other people’s plans and your own plans will be done. Giving people an A instead of otherwise gets success for everyone like he did at the Eastlea School Project. This surely was a spark lit in the hearts of ‘spiraling downward’ school children and Anthony was born.
Carolyn's Response:Comments
Week 1 Reading: The Art of Possibility Ch. 1-3
Tuesday, August 3, 2010
I can learn to think outside the box by 1st realizing what it is that has brought me to the way I think. Examining my life to find out how I got to the place I am. I have to be honest with myself in my thinking. That is the only way I’ll able to know what assumptions of myself I am making that I’m not aware of. Once I sort through my life I can see that I am product of what someone said or thought about me.
@Carolyn
I have gone through the author's point about thinking outside the box. What I puzzle about is why others are able to think outside the box and get along in life; while many are unable to think outside the box and get cage by life. Is there a divinity that shapes our ends (apologies to Shakespeare)? Or are we the products of chance and the happenings of life? There are forces at work that influence life and its outcomes.
Tuesday, August 3, 2010
I can learn to think outside the box by 1st realizing what it is that has brought me to the way I think. Examining my life to find out how I got to the place I am. I have to be honest with myself in my thinking. That is the only way I’ll able to know what assumptions of myself I am making that I’m not aware of. Once I sort through my life I can see that I am product of what someone said or thought about me.
@Carolyn
I have gone through the author's point about thinking outside the box. What I puzzle about is why others are able to think outside the box and get along in life; while many are unable to think outside the box and get cage by life. Is there a divinity that shapes our ends (apologies to Shakespeare)? Or are we the products of chance and the happenings of life? There are forces at work that influence life and its outcomes.
Natalies's Response: Comments
Week 3 Reading: The way things are AUDIO PODCASt
This audio podcast is the response in my own words about where I stand in the continuum of the way things are.
All quotations are from The Art of Possibility: Transforming Professional and Personal Life (Zander, R. 2000)
Free music courtesy of Jamendo: City Lights Flicker. Locatable via: http://www.jamendo.com/en/
Art work created by Natalie Howard via Dabbleboard located at: http://www.dabbleboard.com/draw
@Natalie: week 3 reading
Like the Prof said it was creative of you to have chosen the podcast format. This also is an application of what you have learned in this course. The graphic display also adds clarity to what you said. That is a winning approach. Thanks for it.
On the issue of spiral downward and conversation for possibility i have the belief that there is a spiritual dimension to life that is more than mental and physical it by this dimension that this 'Art of Possibility' is made possible. This dimension takes God into account on the issues of life that confront us. Although mentioning God in America seems to be a taboo now, yet god is inescapable fact of life that cannot be wished away.
This audio podcast is the response in my own words about where I stand in the continuum of the way things are.
All quotations are from The Art of Possibility: Transforming Professional and Personal Life (Zander, R. 2000)
Free music courtesy of Jamendo: City Lights Flicker. Locatable via: http://www.jamendo.com/en/
Art work created by Natalie Howard via Dabbleboard located at: http://www.dabbleboard.com/draw
@Natalie: week 3 reading
Like the Prof said it was creative of you to have chosen the podcast format. This also is an application of what you have learned in this course. The graphic display also adds clarity to what you said. That is a winning approach. Thanks for it.
On the issue of spiral downward and conversation for possibility i have the belief that there is a spiritual dimension to life that is more than mental and physical it by this dimension that this 'Art of Possibility' is made possible. This dimension takes God into account on the issues of life that confront us. Although mentioning God in America seems to be a taboo now, yet god is inescapable fact of life that cannot be wished away.
Week 3 reading Comments on Thourin
@Thourin
Much as I appreciate the author's rap on measure of success among human beings and his alternative to it, yet it is this spirit of competition that makes us excel, explore new frontiers and invent new products. It is measuring ourselves with others that propel us forward to reach out and achieve. Without it life as we know it will be bland.
Much as I appreciate the author's rap on measure of success among human beings and his alternative to it, yet it is this spirit of competition that makes us excel, explore new frontiers and invent new products. It is measuring ourselves with others that propel us forward to reach out and achieve. Without it life as we know it will be bland.
Tuesday, August 17, 2010
Week 2 Readings MAC: The Art of Possibility
Week 2 Readings: The Art Of Possibility
Posted on August 16, 2010 by chuksonwordpress
The Art of Possibility
Fourth: Life is more of contributing what you can than striving towards success. Playing the game of contribution is what really brings satisfaction. Seeing life as game makes one change from the survival mode to growth and puts one in control.
(This philosophy is purely human with no God or Word of God in view. But if God were to be in view one could look on life as a gift from God and to be used to serve others.)
This contribution game impacts others also. Like ripples that spread out to edge of a pond when a pebble is cat into the center. When we impact others our own lives take on a new meaning and vibrancy.
Leading from any Chair
What should make a group I lead lively and engaged should be the concern of a leader and not on how good the leader is.
Posted in Uncategorized | Leave a comment
Comments on FSO Board
Posted on August 8, 2010 by chuksonwordpress
I remember I did create a power point presentation that I presented to my class. For me it worked out fine and there was no problem. It explained the process of their walk through prison life and how they should respond to it: acceptance and cooperation with custody and non-custody officers. It was to a class or prisoners whom I taught in before I was sent to the office.
@Kathy
I am glad for the support of your school, especially the tech department. i had similar experiences at CSP LAC where I taught before. Our support staff there helps with providing teachers with media gadgets and programes
But they did more. There were broadcasts, produced with teachers input, beamed to these prisoners in their cells throughout the whole prison, especially when there were knockdowns and inmates could not come to class
@Natalie
At least your school was only lagging behind, partly because the head teacher may have been uncomfortable with these tech talk; and partly because the money, maybe, was not there.
In the school I taught computers were allowed, but not Internet. So all I could was to produce videos and show them in class. No Internet
Posted in Uncategorized | Leave a comment
My MAC August Post: Readings for Week 1
Posted on August 6, 2010 by chuksonwordpress
An Invitation to Possibility
These are snippets from the book
This is a book on the how-to of life. It shows the reader on how to lift from the struggles of life to the world of possibility. It gives novel suggestions on how we should approach our lives, other people and the world around us.
It vision or theme focuses on the conflict between the individual and the collective in which our everyday life revolves. It also offers transformational practices that help initiate a new approach to existing situations. Such changes are not arrived at by cogent arguments but by doing the acts that generate the change, like the revolution of Internet. And of course these practices take time to take traction in our lives and permeate our sub conscious level.
Practices in Possibility
It Is All Invented
Hardwired, previously held perceptions determine how we see or interpret the world around us in order to survive.
Step into a Universe of Possibility
The primary assumption we hold is that life is made of struggles we have to overcome. Contrary to this basic assumption of life for many, the universe of possibility allows setting the ‘context of lie’ and allowing life to unfold.
Giving an A
Grades are given as a Comparism of one student with another, not an indication of the work done. Real education should be to chip away excess material in a block of stone so that the real beautiful image would appear. This is the real giving an A and this practice transports one to a universe of possibility.
Bright Futures and The A letters
By freeing people from this world of struggles and limitations through imagining what they would have accomplished even before they begin terrific results of accomplishments come forth from the lives of people.
( for me there is the imago Dei in every persons in the cage of self and sin. Only Jesus frees me from it to let the image and life of God in through Jesus Christ emerge.)
The Secret of Life
We should choose to invent what will make us happier and not live out epithets or plasters others have put on us.
The Senior Paper
We should learn to accept other people’s style and try to fit them into our mold.
Uniting People with an A.
A freely given A creates partnership, wholeness and unleashes creativity. Therefore give people A freely
Tanya’s Bow
Commitment to a cause or performance is not determined by looks but by speaking to a person’s passion. Look for the unfulfilled yearning in people to make a difference and attend to it rather than attend to their apathy or cynicism.
Second Fiddle it is?
Everybody is important to where they are and should not relegate themselves to the second fiddle player.
Mahler and KATERINE
APPEAL TO THE PASSIONATE IN CHILDREN BY GIVING THEM AN A AND AWAKE THEIR LOVE OF LIFE AND MUSIC.
RECONSTRUCTING OUR PAST
Reconstruct our stories by inveting stories that will propel us forward, not hold us back.
Posted in Uncategorized | Leave a comment
Posted on August 16, 2010 by chuksonwordpress
The Art of Possibility
Fourth: Life is more of contributing what you can than striving towards success. Playing the game of contribution is what really brings satisfaction. Seeing life as game makes one change from the survival mode to growth and puts one in control.
(This philosophy is purely human with no God or Word of God in view. But if God were to be in view one could look on life as a gift from God and to be used to serve others.)
This contribution game impacts others also. Like ripples that spread out to edge of a pond when a pebble is cat into the center. When we impact others our own lives take on a new meaning and vibrancy.
Leading from any Chair
What should make a group I lead lively and engaged should be the concern of a leader and not on how good the leader is.
Posted in Uncategorized | Leave a comment
Comments on FSO Board
Posted on August 8, 2010 by chuksonwordpress
I remember I did create a power point presentation that I presented to my class. For me it worked out fine and there was no problem. It explained the process of their walk through prison life and how they should respond to it: acceptance and cooperation with custody and non-custody officers. It was to a class or prisoners whom I taught in before I was sent to the office.
@Kathy
I am glad for the support of your school, especially the tech department. i had similar experiences at CSP LAC where I taught before. Our support staff there helps with providing teachers with media gadgets and programes
But they did more. There were broadcasts, produced with teachers input, beamed to these prisoners in their cells throughout the whole prison, especially when there were knockdowns and inmates could not come to class
@Natalie
At least your school was only lagging behind, partly because the head teacher may have been uncomfortable with these tech talk; and partly because the money, maybe, was not there.
In the school I taught computers were allowed, but not Internet. So all I could was to produce videos and show them in class. No Internet
Posted in Uncategorized | Leave a comment
My MAC August Post: Readings for Week 1
Posted on August 6, 2010 by chuksonwordpress
An Invitation to Possibility
These are snippets from the book
This is a book on the how-to of life. It shows the reader on how to lift from the struggles of life to the world of possibility. It gives novel suggestions on how we should approach our lives, other people and the world around us.
It vision or theme focuses on the conflict between the individual and the collective in which our everyday life revolves. It also offers transformational practices that help initiate a new approach to existing situations. Such changes are not arrived at by cogent arguments but by doing the acts that generate the change, like the revolution of Internet. And of course these practices take time to take traction in our lives and permeate our sub conscious level.
Practices in Possibility
It Is All Invented
Hardwired, previously held perceptions determine how we see or interpret the world around us in order to survive.
Step into a Universe of Possibility
The primary assumption we hold is that life is made of struggles we have to overcome. Contrary to this basic assumption of life for many, the universe of possibility allows setting the ‘context of lie’ and allowing life to unfold.
Giving an A
Grades are given as a Comparism of one student with another, not an indication of the work done. Real education should be to chip away excess material in a block of stone so that the real beautiful image would appear. This is the real giving an A and this practice transports one to a universe of possibility.
Bright Futures and The A letters
By freeing people from this world of struggles and limitations through imagining what they would have accomplished even before they begin terrific results of accomplishments come forth from the lives of people.
( for me there is the imago Dei in every persons in the cage of self and sin. Only Jesus frees me from it to let the image and life of God in through Jesus Christ emerge.)
The Secret of Life
We should choose to invent what will make us happier and not live out epithets or plasters others have put on us.
The Senior Paper
We should learn to accept other people’s style and try to fit them into our mold.
Uniting People with an A.
A freely given A creates partnership, wholeness and unleashes creativity. Therefore give people A freely
Tanya’s Bow
Commitment to a cause or performance is not determined by looks but by speaking to a person’s passion. Look for the unfulfilled yearning in people to make a difference and attend to it rather than attend to their apathy or cynicism.
Second Fiddle it is?
Everybody is important to where they are and should not relegate themselves to the second fiddle player.
Mahler and KATERINE
APPEAL TO THE PASSIONATE IN CHILDREN BY GIVING THEM AN A AND AWAKE THEIR LOVE OF LIFE AND MUSIC.
RECONSTRUCTING OUR PAST
Reconstruct our stories by inveting stories that will propel us forward, not hold us back.
Posted in Uncategorized | Leave a comment
Comments on FSO Board
Comments on FSO Board
Posted on August 8, 2010 by chuksonwordpress
I remember I did create a power point presentation that I presented to my class. For me it worked out fine and there was no problem. It explained the process of their walk through prison life and how they should respond to it: acceptance and cooperation with custody and non-custody officers. It was to a class or prisoners whom I taught in before I was sent to the office.
@Kathy
I am glad for the support of your school, especially the tech department. i had similar experiences at CSP LAC where I taught before. Our support staff there helps with providing teachers with media gadgets and programs
But they did more. There were broadcasts, produced with teachers input, beamed to these prisoners in their cells throughout the whole prison, especially when there were knockdowns and inmates could not come to class
@Natalie
At least your school was only lagging behind, partly because the head teacher may have been uncomfortable with these tech talk; and partly because the money, maybe, was not there.
In the school I taught computers were allowed, but not Internet. So all I could was to produce videos and show them in class. No Internet
Posted on August 8, 2010 by chuksonwordpress
I remember I did create a power point presentation that I presented to my class. For me it worked out fine and there was no problem. It explained the process of their walk through prison life and how they should respond to it: acceptance and cooperation with custody and non-custody officers. It was to a class or prisoners whom I taught in before I was sent to the office.
@Kathy
I am glad for the support of your school, especially the tech department. i had similar experiences at CSP LAC where I taught before. Our support staff there helps with providing teachers with media gadgets and programs
But they did more. There were broadcasts, produced with teachers input, beamed to these prisoners in their cells throughout the whole prison, especially when there were knockdowns and inmates could not come to class
@Natalie
At least your school was only lagging behind, partly because the head teacher may have been uncomfortable with these tech talk; and partly because the money, maybe, was not there.
In the school I taught computers were allowed, but not Internet. So all I could was to produce videos and show them in class. No Internet
Week 2 Readings MAC
Week 2 Readings: The Art Of Possibility
Posted on August 16, 2010 by chuksonwordpress
The Art of Possibility
Fourth: Life is more of contributing what you can than striving towards success. Playing the game of contribution is what really brings satisfaction. Seeing life as game makes one change from the survival mode to growth and puts one in control.
(This philosophy is purely human with no God or Word of God in view. But if God were to be in view one could look on life as a gift from God and to be used to serve others.)
This contribution game impacts others also. Like ripples that spread out to edge of a pond when a pebble is cat into the center. When we impact others our own lives take on a new meaning and vibrancy.
Leading from any Chair
What should make a group I lead lively and engaged should be the concern of a leader and not on how good the leader is.
Posted on August 16, 2010 by chuksonwordpress
The Art of Possibility
Fourth: Life is more of contributing what you can than striving towards success. Playing the game of contribution is what really brings satisfaction. Seeing life as game makes one change from the survival mode to growth and puts one in control.
(This philosophy is purely human with no God or Word of God in view. But if God were to be in view one could look on life as a gift from God and to be used to serve others.)
This contribution game impacts others also. Like ripples that spread out to edge of a pond when a pebble is cat into the center. When we impact others our own lives take on a new meaning and vibrancy.
Leading from any Chair
What should make a group I lead lively and engaged should be the concern of a leader and not on how good the leader is.
The Way Things Are; week 3 Readings
The Way Things Are
The way things are stinks, but that’s the way they are for now. Accepting the way things are is resignation and fatalism, complaints and blaming everybody else.. But being present to the way things are is accepting the inevitable and looking for alternative ways to take advantage of the situation and enjoying it all. It means coming to terms with things around you. This attitude helps us distinguish our feelings and assumptions from facts. It frees me from the “should be’s” to face how things are. This approach redirects me from how wrong things are to positives that could come from it. (Aside: In the language the Bible I would say “all things work together for good to those who love God.”)
This approach also fres us from the calculating self and free from runaway imaginations to our central self and helps us break walls.
The way things are stinks, but that’s the way they are for now. Accepting the way things are is resignation and fatalism, complaints and blaming everybody else.. But being present to the way things are is accepting the inevitable and looking for alternative ways to take advantage of the situation and enjoying it all. It means coming to terms with things around you. This attitude helps us distinguish our feelings and assumptions from facts. It frees me from the “should be’s” to face how things are. This approach redirects me from how wrong things are to positives that could come from it. (Aside: In the language the Bible I would say “all things work together for good to those who love God.”)
This approach also fres us from the calculating self and free from runaway imaginations to our central self and helps us break walls.
Uses of Video in Education : MAC
Video Use in Education
Video use in education has become more wide spread than observed. One of the reasons I believe is because it is safer to use a video than connect people to the Internet. Like in the prison where I taught, Internet is not allowed in the class for security reasons. But videos on any topics are allowed. Videos could be stopped or rewound for discussion on the topic being presented. Besides, students could be involved in the videos from shooting of films to editing and production. this will an opportunity for students to learn or develop their talents through hands-on learning. Flicker videos, which I use for teaching I find very colorful and interesting like in teaching of poems, creative writing and much more.
http://www.flickr.com/photos/etcrena/
Week 3 Readings
Video use in education has become more wide spread than observed. One of the reasons I believe is because it is safer to use a video than connect people to the Internet. Like in the prison where I taught, Internet is not allowed in the class for security reasons. But videos on any topics are allowed. Videos could be stopped or rewound for discussion on the topic being presented. Besides, students could be involved in the videos from shooting of films to editing and production. this will an opportunity for students to learn or develop their talents through hands-on learning. Flicker videos, which I use for teaching I find very colorful and interesting like in teaching of poems, creative writing and much more.
http://www.flickr.com/photos/etcrena/
Week 3 Readings
Difficulties in Starting a New Program/ breaking the Morm
Difficulties Starting New Programs/Breaking the Norm
Like everybody knows, one of Newton’s laws in physics is: “Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it.” That body at rest wants to continue at rest and not be riffled. So there is an inertia for each body at rest or in a uniform motion. As applied to human beings there is such an inertia in us that does not want us to start off on new things or break off with the norm. In addition there is always that nagging fear of a possible failure or of venturing into the unknown that tries to keep us from ventures. It takes action to dispel fears and overcome the inertia.
Like everybody knows, one of Newton’s laws in physics is: “Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it.” That body at rest wants to continue at rest and not be riffled. So there is an inertia for each body at rest or in a uniform motion. As applied to human beings there is such an inertia in us that does not want us to start off on new things or break off with the norm. In addition there is always that nagging fear of a possible failure or of venturing into the unknown that tries to keep us from ventures. It takes action to dispel fears and overcome the inertia.
Sunday, August 1, 2010
The Future of LMS and PlEs
http://www.youtube.com/watch?v=WUJh5btC4Rk
References
Collins and Mooner(2001)Flexible Learning: http://learnonline.wordpress.com/tag/flexible-learning
Computer Supported Collaborative Learning: Wikipedia http://en.wikipedia.org/wiki/Computer-ssupported_collaborative_learning
Hanny, R. J. Landscape of web 2.0 http://edm531.wetpaint.com/?utm_source=Wetpaint&utm_medium=Email&utm_term=Digest&utm_campaign=Site
Karen(2007) Connectivity is King, Not Content http://learnonline.wordpress.com/tag/connectivity/
LMS,VLEs..oh PLEs what next? ePortfolios? http://learnonline.wordpress.com/2009/01/23/lms-vles-oh-ples-what-next-eportfolios/
References
Collins and Mooner(2001)Flexible Learning: http://learnonline.wordpress.com/tag/flexible-learning
Computer Supported Collaborative Learning: Wikipedia http://en.wikipedia.org/wiki/Computer-ssupported_collaborative_learning
Hanny, R. J. Landscape of web 2.0 http://edm531.wetpaint.com/?utm_source=Wetpaint&utm_medium=Email&utm_term=Digest&utm_campaign=Site
Karen(2007) Connectivity is King, Not Content http://learnonline.wordpress.com/tag/connectivity/
LMS,VLEs..oh PLEs what next? ePortfolios? http://learnonline.wordpress.com/2009/01/23/lms-vles-oh-ples-what-next-eportfolios/
Friday, July 30, 2010
LMO Wimba Wk 4 summary
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
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
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.
Subscribe to:
Posts (Atom)
