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The purpose of this study isto synthesize recent empirical research investigating memory of stressful critical incidents (both simulated and occurring in the field) among law enforcement officers.

The study used the approach of systematic state-of-the-art review.

In total, 20 studies of police and military officers show reduced detail and accuracy of high- versus low-stress incidents, especially for peripheral versus target information. Decrements in memory performance were mediated by the extent of physiological stress responses. Delayed recall accuracy was improved among officers that engaged in immediate post-incident rehearsal, including independent debriefing or reviewing body-worn camera footage.

Most studies were not found through systematic database searches, highlighting a need for broader indexing and/or open access publishing to make research more accessible.

By understanding how stress physiology enhances or interferes with memory encoding, consolidation and recall, evidence-based practices surrounding post-incident evidence gathering are recommended.

The current review addresses common public misconceptions of enhanced cognitive performance among police relative to the average citizen.

The current work draws from scientific knowledge about the pervasive influence of stress physiology on memory to inform existing practices surrounding post-incident evidence gathering among police.

The purpose of the present study was to identify common stressors and the magnitude of stress reactivity in police officers during the course of general duty police work. Using heart rate as a primary indicator of autonomic nervous system activation, coupled with observed physical activity data collected through 76 full shift ride‐alongs, this study differentiates between physical and psycho‐social stress. The results, confirming previous research based on self‐report data alone, demonstrate that police officers experience both physical and psycho‐social stress on the job, anticipating stress as they go about their work, while suffering anticipatory stress at the start of each shift. The results demonstrated that the highest levels of stress occur just prior to and during critical incidents, and that officers do not fully recover from that stress before leaving their shift. Overall, the results illustrate the need to consider stress reactivity and repressors in the assessment of police officer stress while clearly demonstrating the need for debriefing after critical incidents and increased training in stress management and coping strategies.

The use of web-enhanced teaching of the English as a foreign language in higher education in Greece is addressed in this case study which examines the student's perceptions of online instruction using Moodle as a learning management system (LMS), with and without the use of Facebook (FB) as an adjunctive learning platform. The merging of this collaborative and interactive social platform with a LMS is explored, examining the attitudes of higher education foreign language learners toward Moodle as a LMS, and FB as an adjunctive informal learning environment. The paper aims to discuss these issues.

Results are drawn from a pre-FB questionnaire after a term using Moodle only, and a post-FB questionnaire following a term using Moodle and FB.

Results suggest that the use of web-based tools and social media changed the way students viewed the role of internet technology in the development of their English language learning. Most students (76 percent) agreed that the addition of FB to the course helped build a sense of community within a learning environment, while 69 percent suggested it enhanced the learning process.

Results suggest FB may reinforce communication skills and engagement in the learning process and may support participation and collaborative learning in the formal learning environment provided by Moodle.

The purpose of this paper is to report progress concerning the design of a computer-assisted simulation training (CAST) platform for developing decision-making skills in police students. The overarching aim is to outline a theoretical framework for the design of CAST to facilitate police students’ development of search techniques in complex interactions within the built environment, learning to apply and perform the five “quick peek” techniques for information gathering, and subsequent risk evaluation.

The paper draws on Luckin's ecology of resources model of learner context informed with perspectives on reflective thinking from John Dewey and Donald Schön. The paper discusses design issues within the ecology of resources model applied on CAST for complex police situations.

It is suggested that Luckin's framework with its focus on the interaction between different elements and filters in the learner's context together with Schön's perspective on reflection challenge educational designers to look beyond the immediate development of specific tools (such as the CAST in this project) and examine how these tools will be effectively embedded in the overall learning experience.

This paper has presented two theoretical perspectives, Luckin's ecology of resources model and Schön's perspective on reflective practice as foundations for the educational design of CAST. Applying Luckin's framework as informed by Schön helps focus attention on issues that are important in the design process in order to facilitate educational transfer.

The aim of this study was to determine the bona fide occupational requirements of general duty police work, and use this information to re‐validate a physical abilities test used in the police recruit selection process. A systematic random sample (n = 267) of general duty police officers completed two questionnaires: one concerning “average” duties, and one concerning the most physically demanding critical incident occurring in the 12 months prior. Of those completing the surveys, observational data were collected on every second officer, resulting in observational data collected for 121 officers, involving the recording of all physical activities and movement patterns observed throughout a ten hour shift. Data collected suggest there is a core of bona fide occupational requirements for general duty police work – walking, climbing stairs, manipulating objects, twisting/turning, pulling/pushing, running, bending, squatting and kneeling, and lifting and carrying. Many of these are involved in physical control of suspects, and can be tested using a well designed physical abilities test that simulates getting to the problem, controlling the problem, and removing the problem.

The purpose of this paper is to highlight the importance of coherent alignment of current theory from cognitive psychology with practice and policy in training and education institutions developing e-learning materials and present recommendations emphasising the human factor within processes.

In this paper a recent empirical study which applies current theory from cognitive psychological and multimodal learning research provides the backdrop to discussion about alignment of strategic vision, through policy, to effective practice.

Despite advances in cognitive psychology which can be applied to targeting effective and measurable training and education, many institutions fail to maintain updated e-learning strategy and policy resulting in a negative impact on practice and the learner experience.

The model presented in this paper is intended to promote thoughtful discussion about the processes and framework necessary for improved collaboration and communication supported by ongoing evaluation of institutional e-learning policy such that policy becomes a dynamic process congruent with developments in the learning sciences.

The paper includes recommendations for a refined view of knowledge, skills, and attitudes and alignment of policy with practice and theory and will be of interest to training and education institutions seeking to review their policies for training needs analysis and e-learning.

This paper offers an up-to-date view of training needs analysis and multimedia design for training discrete psychomotor skills. It will be of value to organisations and institutions providing training and education mediated by technology as well as those involved in the design of training interventions.

The purpose of this paper is to study of how a virtual technology burden was created that impacted the professional pilot college student and various colleges/universities that offer professional pilot degree programs. A cascading set of events began as a result of US congressional reaction to a tragic airline accident. The resulting legislation forced the Federal Aviation Administration to publish new rules for first officer qualifications that were unmindful of the recommendations of professional pilot groups for simulation-based training. Ultimately, this placed a financial burden on both the college/university training curriculum and on the professional pilot student.

This paper adopts a case study approach.

Because of US congressional over-reaction, a collegiate system which produced excellent first officer candidates who had below 500 flight hours and who had been demonstrated scientifically to be efficient, skilled, and safe, was upended. The flight hour requirements were increased fivefold with little regard to its impact on the pilot pool. Congressional legislation forced the FAA to create and publish new rules that were unmindful of the simulation recommendations of professional pilot groups and required virtual simulation technology new to the college/university training environment.

Traces the effect of government interference into a previously stable continuum of college-prepared airline pilots who are safe and effective.

The purpose of this paper is to create a synchronous online learning community through the use of Blackboard Collaborate! to promote and enhance transactional engagement outside the classroom.

This paper employs a quantitative and qualitative approach where data were sourced from a third year finance unit across one semester using a survey instrument. SPSS v20 was used to perform basic descriptive analysis.

The study revealed that by providing an online learning community through the use of Blackboard Collaborate! significantly enhances transactional engagement beyond the classroom. In particular the use of Blackboard Collaborate! allowed the teacher to be more accessible, supportive, expect and support high standards and provide challenging activities that generated rich and meaningful interactions and promoted higher order thinking skills.

The positive results emanating from this study may encourage other educators and their institutions to adopt a synchronous online learning community to enhance student's engagement levels and increase the quality of student learning and their university experience. This study was conducted at only one university so it may not be feasible to form generalisations resulting from the findings.

This study adds new insights towards the scarce amount of literature on engagement in a blended learning environment. In particular the study adds a student perspective to the student engagement literature and to what constitutes quality in higher education and/or improved student experience.

Aboriginal communities in Australia must have mapping information and technology to effectively and independently administer their land holdings and to define, evidence and thus protect their community and cultural identity. The purpose of this paper is to report on a pilot project that developed a customisable education programme to support Indigenous communities in the uptake of spatial mapping technologies to protect and manage cultural heritage in Victoria, Australia.

A training programme to support Wadawurrung capabilities in spatial mapping technologies was developed, delivered and evaluated. Concurrently, the system's database was indigenised by Wadawurrung cultural heritage workers. Types and numbers of culturally significant sites mapped using the technologies were collated. The impact of the training and technologies for students and the Wadawurrung community was gauged through participation levels and evaluations. The approach to indigenous spatial mapping projects is informed by postcolonial theories interrogating neo-colonialist cartographic practices.

Indigenous communities need to be resourced in the uptake of spatial mapping technologies and if universities are going to be involved in co-developing positive learning experiences that encourage the uptake of the technologies, they must have appropriate and respectful relationships with Aboriginal communities. Training programmes need to accommodate learners with diverse educational experiences and technological wherewithal.

Findings from the training evaluations are based on a small number of participants; however, they seem to be supported by literature.

The education model developed is customisable for any Indigenous community in Australia.

The social and political importance of spatial mapping technologies for Indigenous Australians is evident as is the need for educational providers to have appropriate and respectful relationships with Aboriginal communities to co-develop positive learning experiences that encourage the uptake of the technologies.

The Wadawurrung Dya Baap Ngobeeyt Cultural Heritage Mapping and Management Project developed practical strategies to build community capacity in Aboriginal Cultural Heritage Management and Protection. The educational programme developed supported learners to use technologies in cultural heritage management. Data were collected using community-developed fields for inclusion and culturally appropriate encryption of data.