< PreviousSCRAM Systems Erin White, Events Marketing Manager 1241 West Mineral Avenue, Ste 100 Littleton, CO 80120 ewhite@scramsystems.com Sentinel Offender Services, LLC Mike Dean, Senior VP of Sales 201 Technology Drive Irvine, CA 92618 mike.dean@sentineladvantage.com Shadowtrack Robert L. Magaletta, President & CEO PO Box 1686 Covington, LA 70434-1686 robert@shadowtrack.com Smart Start, Inc. Annette Beard, National Sales Manager 500 E Dallas Rd Ste 100 Grapevine, TX 76051-7658 abeard@smartstartinc.com SolusGuard Michael Klein, Director of Sales & Marketing 201-15 Innovation Blvd. Saskatoon, SK S7N 2X8, Canada SuperCom, Inc. David DeGeorge, Regional Sales Manager 200 Park Avenue South New York, NY 10003 The Change Companies Jesse Tillotson, National Director of Justice Services The Change Companies 5221 Sigstrom Dr, Carson City, NV 89706 jtillotson@changecompanies.net TRAC Solutions Catherine Nienhouse, Marketing Manager 20 N Wacker DR Chicago, IL 60606 catherine.nienhouse@cam-sys.net Track Group Miranda Follis, Director of Marketing 200 East 5th AvenueSuite 100 Napierville, IL 60563 miranda.follis@trackgrp.com Tyler Technologies Lara Lung, Trade Show Specialist 5101 Tennyson Parkway Plano, TX 75024 Lara.Lung@tylertech.com David Kreitzer, General Manager 2855 Country Drive, Suite 100 Little Canada, MN 55117 Phone: (651) 383.1213 Website: https://abkiosk.com associate members corporate members cont’dREVOLUTIONIZING COMMUNITY CORRECTIONS TRAINING: Harnessing Cutting-Edge Technology By David Sattler Washington State Juvenile Probation13 AMERICAN PROBATION AND PAROLE ASSOCIATION INNOVATIONS IN COMMUNITY CORRECTIONS TRAINING PRACTICES, CONTENT, AND DELIVERY REVOLUTIONIZING COMMUNITY CORRECTIONS TRAINING: HARNESSING CUTTING-EDGE TECHNOLOGY T he COVID-19 pandemic significantly impacted how community corrections operated, with client communication and training—the focus here— particularly affected. The unparalleled circumstances definitely brought about creative solutions for community corrections training. While virtual training sessions had begun taking a foothold before the pandemic, such virtual training quickly became the norm (Viglione & Nguyen, 2022). This new approach provided a safe alternative during a time of heightened health concerns and allowed for greater flexibility in scheduling and accessibility, enabling staff members to receive essential training remotely. It is important to acknowledge that new training practices were—and are--not without challenges. For example, transitioning to virtual training required adjustments and technological infrastructure to ensure consistent, effective communication and engagement. Some staff members faced initial difficulties adapting to this new medium, such as internet connectivity issues or a learning curve associated with navigating virtual platforms (Flynn-Wilson & Reynolds, 2021). Some departments had no access to the hardware or software needed for virtual training and lacked the expertise to develop virtual training tailored to their needs, while others needed to utilize “off-the-shelf” training material that may have had limited value (Jackson & Makarin, 2018). Off-the-shelf material can be excessively generic, with one-size-fits-all content that lacks customization and is inadequately aligned with an agency’s goals. Nonetheless, lessons were learned during the pandemic, and in the end it became a showcase for the effectiveness and efficiency of virtual training and the convenience of digital communication tools. These practices provided solutions during unprecedented times and highlighted the potential for long-term improvements in training. As we gradually transition towards a semblance of normalcy, it is anticipated that new training methods and approaches will continue to be developed and utilized, but at the same time some longstanding methods that had to be suspended because they involved personal contact are being reimplemented. Going forward, the extent to which agencies will rely on traditional training in classrooms or take advantage of other available options is unclear, but it is hard to imagine a workplace that doesn’t utilize some component of e-learning, online collaboration, or virtual learning—likely including virtual reality (VR) technology, a potentially feasible training solution for repeatable and flexible procedures within a safe environment (Xu & Zheng, 2021). As we have learned at Washington State Juvenile Probation, organizations must leverage both old and new training methods to ensure employees remain engaged and prepared for the future. OVERVIEW As stated above, agencies needing to impart knowledge and skills traditionally relied on formal classroom-style exercises or on-the-job mentoring. That has changed. It is not only in community corrections that approaches to training and development needs have significantly transformed in today’s rapidly evolving world, for the digital revolution and the rise of online learning platforms have broadly transformed how individuals acquire knowledge and skills to an astounding extent. In the field of community corrections, it is crucial to become aware of all options. Indeed, now is an excellent time to assess and take advantage of recent advances, keeping attuned to the ongoing development of innovative technologies and options for integrating them. The RAND Corporation and the University of Denver conducted a focus group with correctional administrators and researchers on how technology can be leveraged to address key challenges facing community corrections agencies (Russo et al., 2019). One central theme identified through this research was how to optimally use technology to effectively train correctional staff. It was noted that training curricula and delivery methods often do not align with modern learners’ needs. There was a need to use training videos and newer technology such as virtual reality (VR) and augmented reality (AR). Having everyone in one classroom simultaneously and only using PowerPoint and handouts has limitations. For example, Falmer (2012) found that students learn linguistics better when the classroom is integrated with computer technology. Moreover, students in general— including members of community corrections staff—can have different learning styles. Due to such perceived predispositions, adult learners tend to be attracted to different learning formats that they feel work better for them (Barry & Egan, 2018). It is prudent for correctional agencies to explore training methods and technologies that effectively meet such staff needs. This newfound flexibility allows organizations to reach a broader audience and cater to the diverse needs of learners. One of the primary benefits of incorporating innovative technologies in training is the increased accessibility and flexibility they offer (Russo et al., 2019). Traditional training methods that relied on physical classrooms 14 PERSPECTIVESVOLUME 48, NUMBER 1 INNOVATIONS IN COMMUNITY CORRECTIONS TRAINING PRACTICES, CONTENT, AND DELIVERY had a short reach, limiting participation to learners who could come together at one point in time. However, with the advent of virtual training platforms and e-learning solutions, individuals can now access training materials and participate in interactive sessions from anywhere at any time. Innovative training methods include gamification, microlearning, augmented reality (AR), virtual reality (VR), blended learning, artificial intelligence (AI), mobile learning, learning management systems (LMS), and video-based learning (Medved, 2021). I will discuss some of these innovative training methods and how they can be used in community corrections. BLENDED LEARNING In recent years, blended learning has become increasingly popular in educational settings. As described by Schmid and colleagues (2023), blended learning combines face-to-face and online classroom instruction, and it has been found to increase motivation and improve the learning experience (Simanovic et al., 2021). Online learning often consists of working alone, with peers, and/or with the trainer. The authors conducted a meta-analysis and found that blended learning significantly outperformed online or class instruction alone. A similar training method to blended learning is the “flipped classroom” (Cheng et al., 2019). This method consists of trainees doing online learning, such as instructional videos and other resources outside the classroom at their own pace and then coming together in the classroom to do assignments and interactive activities. The classroom setting is used for hands-on training, practice, and group-based problem- solving activities rather than primarily instruction. The trainer is more of a guide and gives feedback on the activities. Blended learning and a flipped classroom may be very advantageous for community corrections agencies. Such approaches can provide greater flexibility for learners, as they can access the materials anytime and anywhere, and at the same time reduce costs associated with traditional classroom settings. Washington State Juvenile Probation experienced a transition from solely in-person academy training before COVID-19 to blended learning in 2023. During the pandemic, the academy was forced to train entirely online via Zoom, a web-based conferencing software. Although it was not ideal, it did serve its purpose. Throughout the years preceding the pandemic, it was noticed that the academy did not allow enough time to practice the have transformed skills that were taught during the training. In particular, trainees needed more time to practice motivational interviewing (MI) and case management practices with direct input from the trainers. The instructional component was taking too much time, and there was not enough time for this practice and feedback scenario. As we transitioned back into face- to-face training after the height of the pandemic, we realized we could retain some virtual instruction, freeing up some time for more practice. Virtual online training is now used before the in-person training takes place. Topics such as the risk-need-responsivity principles, assessment instruments, and an overview of MI are conducted virtually as the foundation of the training. Content is virtually delivered to staff for one day a week for three weeks leading up to the in-person training sessions, allowing participants to master the basics. Our subsequent in-person training therefore does not consist of much instruction per se, instead focusing on activities geared toward guided practice, and the training is more effective overall. We set a foundation and familiarity with the topics we will cover for the in-person training but also 15 AMERICAN PROBATION AND PAROLE ASSOCIATION INNOVATIONS IN COMMUNITY CORRECTIONS TRAINING PRACTICES, CONTENT, AND DELIVERY allow more time for practice and feedback. Ultimately, we want staff to come away confident they can do the skills, not just learn about them. Moving forward, there are many more options now with blended learning that can be fine-tuned to maximally meet the needs of the organization. SYNCHRONOUS VS. ASYNCHRONOUS LEARNING Online learning can be either synchronous and asynchronous. Synchronous learning allows students and the trainer to interact via video conferences or webinars in real time. On the other hand, asynchronous online learning does not require the instructors and students to gather at the same time, so students can access materials at their own pace and interact with the instructor and other students over time-delayed periods (e.g., through assignments like participating in discussion boards). A meta-analysis by Zeng and Luo (2023) found that asynchronous learning was more effective in promoting student knowledge than synchronous, though the gain was relatively trivial in amount. However, the authors indicate that the asynchronous learning gave students more flexibility and control over their learning at their own pace and time, especially for students with other commitments, such as work or family responsibilities. Furthermore, asynchronous learning allows students to reflect more deeply on the material and to construct their own understanding. Overall, the meta-analysis shows that online learning, whether synchronous or asynchronous, can be useful for adult learners. It seems safe to say that online learning in both formats is a valid learning method in corrections, but blended learning may still produce the best results, particularly compared to pre- pandemic, classroom-only learning. Washington State Probation has noted the benefit of blended learning by adding more hours of training without further expense and concomitantly ensuring increased time for practice when trainees participate in the in-person portion of the training. If one were to use exclusively online learning, it might be best to use a combination of synchronous and asynchronous learning. That would give the benefit of direct contact with the trainers but still provide trainees access to material on their own time. ASYNCHRONOUS FORMAT Two main factors to consider when adopting an asynchronous format to augment correctional staff training are the need for (a) technology to build the training and (b) a platform to access the training. In regard to this first factor, numerous software options are available for putting together e-learning courses and content, making it relatively easy to develop training modules. These software tools allow users to create interactive and engaging training materials for community correctional staff. One example is Articulate 360. This software offers a wide range of features like multimedia integration, interactive assessments, and customizable content templates. A powerful Articulate 360 desktop application is Storyline 360, with a similar feel to Microsoft PowerPoint. Courses created in Storyline 360 must be accessed on an agency server or uploaded to a Learning Management System (LMS). Articulate 360 also has a web-based application called Rise 360 that simplifies the course development process. Aside from the benefit of its streamlined ability to develop online courses, it also allows content to be accessed on the Articulate 360 website via a link. Articulate 360 is FedRAMP certified, which means that the U.S. federal government has done a thorough security and risk assessment of the Articulate 360 applications and determined that the software meets strict cloud security requirements and is safe to use. Washington State uses Articulate 360 to build online training for its juvenile probation counselors. To this point we have primarily utilized Rise 360 to create online courses, as Storyline 360 has more of a learning curve. Practically anyone can create a course in little time with Rise 360. It has a variety of block components for text, photos, multimedia, graphs, scenarios, and knowledge checks (e.g., multiple choice, fill-in-the-blank, and matching questions). We have learned that having staff members interested in and available to create the training content is vital. While it will not take up all their work hours, some time commitment is a consideration when developing online training. If training material such as handouts, PPTs, and videos is already available, this content could be easily translated into an online format. Articulate 360 provides tutorials, on-demand training, webinars, and an online community called E-Learning Heroes for further instruction on using the software. The Washington State Case Management Assessment Process (CMAP) Coordinator overseeing juvenile probation training and quality assurance already designs training material. Translating to a virtual format has not been too complex or time consuming. The primary issue is finding a subject matter expert in the training topic and someone interested in virtual technology. This could be two different persons (or even more), but having someone designated to handle each of these aspects of training module development is vital.16 PERSPECTIVESVOLUME 48, NUMBER 1 INNOVATIONS IN COMMUNITY CORRECTIONS TRAINING PRACTICES, CONTENT, AND DELIVERY If an agency needs a platform to store its online courses for user access or would like greater control of enrolling and managing trainees, then a Learning Management System (LMS) should be considered. An LMS is what colleges tend to use to conduct their online courses (e.g., Canvas, Blackboard, Moodle), so LMS technology has become a major player in the area of distance education. It certainly could also be very helpful in training correctional staff (Zheng et al., 2018). An LMS allows one to create and organize online courses, store files or documents, embed multimedia, and design assessments and quizzes. One particular benefit of an LMS is in the area of monitoring a learner’s progress and performance. Moodle is one popular LMS that is free and open source. MoodleCloud is a cloud-based version that is relatively inexpensive and used by the Washington State Juvenile Probation. VIDEO-BASED LEARNING Videos are a powerful learning tool. When a skill is being explained, especially one that will be used in corrections with clients, it seems that staff members always ask: “Show me the video.” We find this to be the number one training request. Viewing a video is much easier than reading a long explanation of how to do something. Using videos as a training tool is particularly effective in strengthening trainees’ motivation to learn and acquire practical skills, but this modality has been found less effective in imparting knowledge (Lin & Yu, 2023). Given that, it would be helpful to show videos but supplement them with extra instruction and reading material via in- class, asynchronous, or synchronous training. Videos might be particularly helpful in demonstrating core correctional practices (CCP) and MI. Videos suitable for training do not have to be professionally done. A decent camera is inexpensive, and trainers can script and act out the scenarios. In fact, staff may appreciate seeing their colleagues in action more than strangers. Now that artificial intelligence (AI) is readily available (i.e., ChatGPT or Bard), these can be used to develop a script. Software for editing, such as Camtasia, is relatively easy to use and can be used as a tool to make a video of decent quality. Videos can be uploaded to one’s LMS or accessed on a free account with YouTube with an unlisted or private link. Washington State likes the ease of using Camtasia and then uploading videos to YouTube for staff to access through a private link. MICROLEARNING Microlearning is an effective learning method that focuses on delivering content in small, concentrated units. Microlearning involves short, stand-along bursts or modules (Dolasinski & Reynolds, 2020). This approach is designed to help learners focus on one specific topic or skill without feeling overwhelmed by excessive information. According to a study by Wimmer et al. (2018), training distributed over time instead of condensed into one long session is significantly more effective in promoting long-term knowledge retention. Mohammed and colleagues (2018) found that microlearning increased students’ learning by 18%. Microlearning is based on the idea that learners have limited attention spans and can only absorb a certain amount of information at a time. By breaking down learning materials into bite-sized modules, learners can engage with the content more effectively and retain the information for longer periods. Microlearning may contain one learning objective using videos, text, images, and/or audio (Dolasinski & Reynolds, 2020). One key advantage of microlearning is that it is especially suited to allow learners to fit lessons into their busy schedules. With short, targeted lessons, learners can easily access and complete the material during short breaks or downtime. This flexibility makes microlearning particularly suitable for correctional staff who have limited time to dedicate to learning. Another benefit of microlearning is that it promotes a learning environment by keeping it front and center. For example, Washington State sends monthly newsletters regarding training and quality assurance topics. The newsletters have links to training videos and handouts that staff can use with youth on probation–a form of microlearning embedded into the newsletter. INFORMATION THROUGH THE AGENCY WEBSITE Another helful technology for staff is for the agency to have its own internal website (or intranet). A website can be accessed at any time on any device. Information, documents, training material, videos, and links to further resources are available to all staff. Some of this information can be kept password-protected. For example, Washington State Juvenile Probation has a website that court personnel can access through the Administrative Office of the Courts webpage via their username and password. This website is used for announcements, training material, manuals, videos, access to online training, quality assurance information, worksheets to use with youth, and many documents and articles on evidence-based practices. Everything is available without emailing out every item upon request, allowing easy access in one location. This has been one of the most helpful technological tools to get information out to all staff throughout the state.17 AMERICAN PROBATION AND PAROLE ASSOCIATION INNOVATIONS IN COMMUNITY CORRECTIONS TRAINING PRACTICES, CONTENT, AND DELIVERY THE FUTURE OF CORRECTIONAL TRAINING Correctional agencies’ primary role is to promote public safety and reduce recidivism. One of the key strategies these agencies can employ to achieve these goals is to provide effective training and develop opportunities for their staff in a complex and ever-changing environment. Training equips correctional staff with the necessary knowledge, skills, and tools to carry out their duties effectively, professionally, and in accordance with legal requirements. To make optimal training choices, agencies need show initiative—the initiative to acquire knowledge of up-to-date research, the initiative to investigate evidence-based best and data-driven practices, and the initiative to find key technology- savvy and knowledgeable staff to develop training tools. Agencies must be proactive and intentional to make this happen. It is also helpful for agencies to create a culture that encourages using new technology and takes steps to ensure successful implementation. What will our training look like in the future? Identifying “best practices” for training delivery must be a part of this discussion. While some guidance can be gleaned from general research into adult learning and workforce development, more research specifically focused on training in correctional settings is needed. In the meantime, in keeping with the approach at Washington State Juvenile Probation, it seems clear that hands- on training plays an essential role in teaching skills like motivational interviewing and self-defense, but the integration of virtual training should not be overlooked. A commitment to investing in training and embracing new technologies represents a forward-thinking strategy that correctional agencies should steadfastly pursue to realize their long-term goals. In the long run, this commitment to innovation will surely lead to a more productive and positive correctional environment. REFERENCES Barry, M., & Egan, A. (2018). An adult learner’s learning style should inform but not limit educational choices. International Review of Education, 64(1), 31-42. https:// doi.org/10.1007/s11159-017-9694-6 Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology, Research and Development, 67(4), 793–824. https://doi.org/10.1007/s11423-018- 9633-7 Dolasinski, M. J., & Reynolds, J. (2020). Microlearning: A new learning model. Journal of Hospitality & Tourism Research, 44(3), 551–561. https://doi. org/10.1177/1096348020901579 Flynn-Wilson, L., & Reynolds, K. E. (2021). Student responses to virtual synchronous, hybrid, and face- to-face teaching/learning. International Journal of Technology in Education, 4(1), 46-56. https://doi. org/10.46328/ijte.43 Jackson, C. K., & Makarin, A., (2018). Can online off- the-shelf lessons improve student outcomes? Evidence from field experiment. American Economic Journal: Economic Policy, 10(3), 226-254. https://www.aeaweb. org/articles?id=10.1257/pol.20170211 Lin, Y., & Yu, Z. (2023). A meta-analysis evaluating the effectiveness of instructional video technologies. Technology, Knowledge and Learning, 1-35. https://doi. org/10.1007/s10758-023-09669-3 Medved, K. (2021, October 31). The top innovative training ideas in 2021. eLearning Industry. https:// elearningindustry.com/top-innovative-training-ideas- in-2021 Mohammed G. S., Wakil K., & Nawroly S. S. (2018). The effectiveness of microlearning to improve students’ learning ability. International Journal of Educational Research Review, 3(3), 32-38. https://doi.org/10.24331/ ijere.415824 Russo, J., Woods, D., Drake, G. B., & Jackson, B. A. (2019). Leveraging technology to enhance community supervision: Identifying needs to address current and emerging concerns. RAND. https://www.rand.org/pubs/ research_reports/RR3213.html Schmid, R. F., Borokhovski, E., Bernard, R. M., Pickup, D. I., & Abrami, P. C. (2023). A meta-analysis of online learning, blended learning, the flipped classroom and classroom instruction for pre-service and in-service teachers. Computers and Education Open, 5, 100142. https://doi.org/10.1016/j.caeo.2023.100142 Simanovic, T., Cioarţă, I., Jardine, C., & Paul, S. (2021). Social work education during COVID-19: Students’ perceptions of the challenges and opportunities of online and blended learning. Intersectionalities: A Global Journal of Social Work Analysis, Research, Polity, and Practice, 9, 131-141. https://pureportal.strath.ac.uk/en/ publications/social-work-education-during-covid-19- students-perceptions-of-the Viglione, J., & Nguyen, T. (2022). Changes in the use of telehealth services and use of technology for communication in U.S. community supervision agencies since COVID-19. Criminal Justice and Behavior, 49(12), 1727-1745. https://doi.org/10.1177/00938548221092976 Wimmer G. E., Li J. K., Gorgolewski K. J., & Poldrack R. A. (2018). Reward learning over weeks versus minutes increases the neural representation of value in the human brain.Journal of Neuroscience, 38(35), 7649- 7666. https://doi.org/10.1523/JNEUROSCI.0075-18.2018 Xu, Z, & Zheng, N. (2021). Incorporating virtual reality technology in safety training solution for construction site of urban cities. Sustainability, 13(1):243. https://doi. org/10.3390/su13010243 Zeng, H., & Luo, J. (2023). Effectiveness of synchronous and asynchronous online learning: A meta-analysis. Interactive Learning Environments, 1–17. https://doi.org/ 10.1080/10494820.2023.2197953 Zheng, Y., Wang, J., Doll, W., Deng, X., & Williams, M.(2018.) The impact of organisational support, technical support, and self-efficacy on faculty perceived benefits of using learning management system. Behaviour & Information Technology, 37(4), 311-319. https://www.tandfonline.com/doi/full/10.1080/014492 9X.2018.1436590 AUTHOR BIO David Sattler is the Washington State Case Management Assessment Process (CMAP) Coordinator for juvenile probation. He has 29 years of experience in juvenile corrections and oversees the state’s case management training and quality assurance. The author can be reached at david.sattler@courts.wa.gov. 18 PERSPECTIVESVOLUME 48, NUMBER 1 INNOVATIONS IN COMMUNITY CORRECTIONS TRAINING PRACTICES, CONTENT, AND DELIVERYACCESS COURSE ACCESSCOURSE DIRECTIONS TO DIRECTIONS TO ACCESSTHE COURSE ACCESSTHE COURSENext >