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Leanne Cummings, Manager, Library Services, Queensland Police Service, cummings.leanne@police.qld.gov.au
E-learning practices are rapidly replacing traditional instructor-led training programs throughout corporate and tertiary organisations on a global basis. The Queensland Police Service has embraced e-learning capabilities and technology in order to foster a flexible learning environment and to overcome some of the inefficiencies and inadequacies in delivering traditional training programs to a large remote client group. The Library Services web-site is regarded as the vehicle for accessing and disseminating e-programs which continues to raise the library's profile and has subsequently leveraged corporate knowledge management and copyright awareness and practices. There are numerous benefits to be gained from e-learning practices and libraries are well-positioned to capture these.
Approximately seven years young, e-learning is the 'appropriate application of the Internet, and Internet technologies, to support the delivery and management of learning, skills and knowledge'.[i] In particular, continual technological developments have pathed the way for new and exciting opportunities for distance training and educational strategies to be accessed and delivered in a more equitable, flexible, cost-effective and timely manner. E-programs are increasingly being developed in the corporate and academic sectors and it is estimated that corporate investment in e-learning activities alone, will increase from $1 billion in 1999 to over $11 billion in 2003.[ii]
Education and training in an electronic world has also seen the ongoing development and proliferation of e-training throughout the Queensland Police Service. Web-browser technology continues to enrich training and continuous educational programs for policing personnel, reducing costs, isolation factors, distance barriers and inequity in accessing resources.
This paper undertakes an analysis of e-learning, its application within the Queensland Police Service, advantages and disadvantages, and how it has impacted upon the roles and responsibilities of the Library Service.[iii]
Figure One: Three key elements of e-learning
Content also involves performance management, activity auditing, ability to report on usage statistics, tracking access to various modules, completion rates and assessment results. These requirements can be more easily captured and interrogated within an automated or computerised format.
Technology addresses the technological infrastructure or framework of which the e-program is delivered and accessed. It may involve an Intranet or Internet delivery system, or a hybrid delivery platform. Offline facilities, remote access, interoperability (ability to run across various networks and infrastructure environments) and interfaces conducive to learning and customisation functionality are some of the elements that need to be considered when planning for the technological framework.[iv]
Services include end-user support and assistance as well as marketing. Other more complex services focus upon the expansion of the program to interact with existing and future corporate systems such as an organisation's human resources system or payroll system, if applicable. In this regard, planning for the content and technology should consider current and future delivery capabilities and requirements as well as interoperability with current and future organisational systems.
E-learning form the desktop is a strategy that has been successfully implemented throughout the Queensland Police Service. Compared to traditional instructor-led programs, e-learning offers numerous advantages when implemented across a large and dynamic organisation where training and continual education of policing personnel is a mandatory requirement. The Queensland Police Service is a constant learning organisation where 'opportunities need to be available in the workplace for employees to acquire knowledge on demand and apply that knowledge in a meaningful work context'.[v] Timely and cost-effective access to, and dissemination of, accurate information is paramount to police personnel in undertaking their roles. Equally, continuing education and training is critical in equipping personnel to undertake their roles with confidence, competence and professionalism.
Figure Two demonstrates the extent of the organisation which consists of approximately 11 000 personnel (9600 police officers; 2000 public servants) spread across 8 police regions, 25 districts and 332 police stations (figure includes police beats and police beat shopfronts). In fact, 'Queensland has an area of 1 732 700 square kilometres (including islands), equivalent to more than seven times the area of the United Kingdom'.[vi] Combined with a large number of personnel spread across a vast area there also exists a diversity of multi-disciplinary squads and sections that specialise in various fields such as:
Information requirements of personnel are influenced by two key factors. These include day-to-day knowledge and skills required to undertake positional roles and responsibilities as well as continuing professional development programs. Of significance was the Fitzgerald Inquiry (1988) which identified the need to introduce formal educational programs for police officers with a particular emphasis on management and legal skills. Consequently, mandatory study is required of police officers to be eligible to advance to the next rank which involves both on the job training and theory-based competencies, the latter of which is university accredited. For example, to be eligible to apply for an Inspector position, the officer must have completed the equivalent to a Masters degree. In 2001, a similar scheme was established for public servants who can undertake a Certificate, Diploma or Advanced Diploma in Government. Likewise, completion of these qualifications entitles public servants to be eligible for higher remuneration.
Accordingly, numerous in-house educational programs ranging from two hours to eighteen months in duration have been developed and implemented. Some of these programs are conducted in partnership with various universities with topics ranging from highly specialised and technical, including firearms and intelligence training to general computing skills.
The Queensland Police Service delivers its e-programs via a highly developed and complex state-wide corporate Intranet which can be accessed from any networked Queensland Police Service computer. Information security requirements dictate a mostly stand-alone network such that access to the Intranet is strictly limited from Service computers. The network environment consists of a cross-platform (NT/UNIX), cross-browser (Netscape 2 and 4/Internet Explorer 5.0) and cross-operating (Macintosh/IBM) structure and operates on a 64Kb/s bandwidth with file sizes limited to 50Kb/s. Overall the information technology infrastructure determines the format, layout and complexity of e-programs.
The Virtual Library and its e-program is one of many systems available on the Queensland Police Service Intranet and operates across various technological environments ensuring equitable access to all personnel.
Queensland Police Service Intranet Home Page
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The QPS Library Service provides a number of facilities and services which meet many of the corporate information requirements and goals. Consisting of three physical libraries and an Intranet database, the library service has a potential client base of approximately 9600 police officers and 2000 public servants. The majority of clients are remote and their information and training needs vary according to functions, roles and responsibilities.
The Library has three primary functions:
The traditional library service has had to adapt to changing client profiles and expectations. That is access to, and the provision of services are 24/7, where information is to be available full-text and online. The 'face' or primary access point of the Library Service has shifted from the physical library to the database and its online services. In addition, with limited funding and a library staff ratio of 13 equivalent full-time personnel to 11 000 potential clients, renders traditional face-to-face instruction ineffective, if not impossible.
What follows is a description of e-learning practices undertaken within the Queensland Police Service, its development and standards.
The geography of the organisation and diversity of roles has presented a challenge to the Service in meeting training and educational goals within an equitable and economical manner. Fortunately, technological advancements has provided opportunities to meet these training requirements through the development and implementation of e-programs. The Queensland Police Service although it operates within stringent information technological requirements has taken advantage of these opportunities to develop state-wide online training programs.
Traditional delivery of training programs throughout the Queensland Police Service were hampered by a number of factors including the vast number of personnel; tyranny of distance; cost of travel and training materials and; difficulties in scheduling training times suitable to police roster commitments and shiftwork requirements.
These factors prompted an investigation into alternative methods in delivering training programs 'where new forms of Internet-based communication surely offer at least some alleviation of the problems associated by the tyranny of distance and isolation'.[vii] The Queensland Police Service continues to develop, implement and monitor a wide range of e-programs including the Virtual Library Tutorial. Other programs include:
The Virtual Library program can best be described as an online, self-contained, self-paced interactive library training program that aims to skill clients in maximising effective utilisation of the Virtual Library Service. It uses interactive screens to emulate the live version of the Virtual Library and primarily focuses on training clients in searching the library catalogue. It is presented in fifteen topics with clear and concise prompts that guide the client through each. Each topic is introduced as a scenario-based situation where clients are required to enter search terms, view search results, place requests and undertake all functions that are available to them from the live version of the Virtual Library. Throughout the Virtual Library program, immediate feedback is provided via pop-up dialog boxes to guide clients in correcting errors as well as reinforce correct actions and answers. Upon completion of most topics, the client is presented with randomly generated multiple-choice questions to reinforce their new found knowledge and skills.
The Virtual Library program aims to equip Queensland Police Service personnel with a number of library literacy skills and knowledge, as well as educate clients of the services available on the Virtual Library. Specifically the learning outcomes are:
The Queensland Police Service Library Service experiences in developing and delivering an e- program has proven to be highly successful. It is evident that the advantages far outweigh the disadvantages in comparison to traditional training delivery methods. The Virtual Library program enables mass training of remote clients in an equitable and economical manner, regardless of client demographics. It provides for an effective alternative solution to traditional training methods, and although it will not replace face-to-face instruction, it has proven to be the best option in overcoming access, equity and cost issues. Library Services consider the Virtual Library program complementary to face-to-face training programs which has enhanced and strengthened our ability to educate clients in library literacy.
Into the second year of implementation, there have been a number of significant outcomes realised from the Virtual Library e-program. These are:
Preparation and planning the design and content of an e-program, including auditing student requirements is paramount to ensure successful implementation and utilisation. A successful e- program should engage the user, meet their information requirements, be easily accessible, flexible, stimulating and time efficient. Criteria and elements to be considered when designing a program include:
The Queensland Police Service client profile is shaped by a large number of personnel spread across vast distances and specialising across a range of differing information requirements. In this environment, there exists no uniform user profile on which to model 'fit all' training programs without undertaking further research. Prior to the development of e-programs, surveys and analysis are implemented to best match the program design and content to the user.
An analysis of the client profile is imperative to determine how to best develop and package a training resource that is appealing to the organisational culture within a learning context. The design should maximise participation and utilisation of the resource and consider various criteria such as client demographics, library literacy skills, client time constraints and roster commitments. One factor is time, and as is the case in most organisations today, Queensland Police Service personnel are time poor. Ideally, the objective of a training program is to provide clients with a thorough and comprehensive instruction but in reality, lengthy sessions can often deter time poor personnel. To maximise participation rates, Queensland Police Service programs are designed to enable flexible entry and exit.
Different learning styles and levels also need to be considered. According to Jonassen (1991, 1992) there are three levels of learning.[ix] These are:
The Virtual Library program is designed to meet a combination of level one and level two of learning, 'know what' and 'know how'. In this program, the student is taught basic and advanced library concepts and processes through concise layers of text, interactive screens, online question and answers and self-assessment.
Scenario-based situations are used in the majority of Queensland Police Service programs to ensure relevancy as well as capture and hold audience participation. Scenario-based situations aim to place the client in a realistic situation relevant to their position. For example a scenario-based question taken from the Virtual Library program is:
'Your region has been experiencing an increase in reported motor vehicle thefts and you have been asked to research the topic to assist in developing strategies to deal with the problem.'
If the aim of the training program is to provide instruction in using a database or system such as a library catalogue, it is imperative that the program emulates the live version by using screen captures. Interactive screens can be used as mandatory fields where the user is required to input data and click on various text and images. Instant feedback can be provided via pop-up dialog boxes which guide clients in correcting errors as well as providing for positive reinforcement.
At the end of most topics, one or two randomly generated questions are provided to reinforce new knowledge or skill. In some programs the questions are not compulsory and may be skipped if so desired. Consideration was given to time poor employees such that questions were formatted as multiple-choice and phrased (definitive not open) to enable clients to simply click on the selected answer.
Many of the Queensland Police Service programs use Macromedia Shockwave 8.5 Studio and Macromedia Course Builder Extension for Dreamweaver 3, formerly known as Attain Objects for Dreamweaver. Course Builder was the first visual authoring tool for building online training including tutorials, user-interactive learning and testing, using interactive Web pages. It uses complex logic to create scenarios that engage users with a high level of interactivity and generates logic-based objects that interact with users such as pop-up dialog and feedback boxes. You can choose from clickable hot spots, drag-and-drop, and a variety of question styles including multiple choice, matching, and fill-in-the-blank. In addition Course Builder offers a knowledge track application (computer-managed instruction (CMI)) that can track and score user input.
Using web-native content, such as HTML, DHTML and JavaScript, the end-client does not require a plug-in or applet download to operate the e-program. More so, Course Builder is compatible with Queensland Police Service technology requirements and facilitates equitable and timely access from cross-browser (Netscape 4 and Internet Explorer 5.0), cross operating systems (Macintosh and IBM) and cross-platform (NT and UNIX). Relatively easy to use, Course Builder provides tabbed wizard pages that step the developer through the process of creating and editing interactive screens, offering a wide range of templates and design options.
To preserve integrity and relevancy of e-programs the quality assurance process is an essential and ongoing activity. A compulsory review of all programs are scheduled on a regularly basis to ensure relevancy and accuracy. In maintaining the Virtual Library program, this aspect has been a labour-intensive task where changes or configurations made to the Virtual Library catalogue and or website need to be reflected in the e-program. In some instances there have been undesirable time lags from when the changes are reflected in the programs.
E-learning is not a substitute for traditional face-to-face instruction. Face-to-face is the most desirable method in delivering training which provides for spontaneous interactive and open communications without having to pre-determine and pre-program automated responses and dialog. In an ideal world with unlimited resources, face-to-face is the preferred option. However, Queensland Police Service client demographics, client profiles and organisational requirements relegate traditional training methods as inequitable and uneconomical options. Traditional training methods cannot reach all clients, whereas e-learning is available from the desk-top, 24/7 and can be accessed and utilised by all personnel at any time. Following is a discussion of the advantages and disadvantages of e-learning in comparison to traditional training methods.
Surveys of e-programs conducted across various corporations have shown that employees found this style of learning to be a positive experience. E-programs have resulted in staff efficiency in terms of productivity and knowledge of their roles and increased retention levels, in comparison to traditional training methods. It is widely considered that 'e-learning is proving effective at developing the skills and performance of employees'. [x]
Other advantages of e-learning benefited by the Queensland Police Service are:
E-learning does not provide for a complete or perfect solution in delivering training programs to Queensland Police Service personnel where one of the biggest disadvantages is that some users may feel isolated or unmotivated without the human interaction factor. In fact, a number of studies into the use of e-learning technology suggest that these methods 'support a passive and information-driven mode of learning, rather than the desired social construction and negotiation of knowledge'.[xi]
Other disadvantages are:
The Queensland Police Service Library Service implemented the library e- program in the year 2000 which has seen a number of beneficial gains for the Library Service. Firstly, the program served as a highly effective and marketing tool which saw the rise in prominence and awareness of the library service. Furthermore, successful lobbying resulted in the program being accredited as part of the Queensland Police Service training accreditation system as well as a mandatory assessment for all police recruits.
The program is accessed via a link from the Virtual Library website which set in place a trend for the repository of other Queensland Police Service programs. The Library Service took advantage of this trend and marketed and promoted the Virtual Library as the gateway to all Queensland Police Service training programs.
In particular, the Virtual Library hosted full-text online programs and resources for operational police involved in the Olympics 2000 and pre-CHOGM activities. Other e-programs available on the Virtual Library include:
In essence the VL has captured or monopolised access to corporate training materials which has self-promulgated a knowledge management or intellectual property collecting role. The Virtual Library continues to develop its role as the focal point for corporate training and educational resources by serving as a repository for corporate e-learning resources. This practice not only enhances the organisation's knowledge management activities but facilitates and promotes the sharing of corporate intellectual property and knowledge.
Currently the Copyright Act (1968) does not cover the conversion of print formats to electronic such that e- program designers were required to seek explicit permission. The Library Service were consulted in regards to copyright requirements for e-programs when they were first being implemented into the Service. Since that time, Library Services have marketed this service, which is formally recognised as a Copyright Referral role. That is, librarians are responsible for providing guidance in copyright queries, referring the client to appropriate resources and qualified copyright authorities. In addition, the Library is responsible for seeking copyright permission on behalf of the Queensland Police Service.
From a library trainer's perspective, the role has changed somewhat from an educator to that of a coach where guidance or directive type instructions are provide as opposed to in-depth tuition. In addition, the success of the Virtual Library e- program has in fact relieved library personnel from routine library literacy inquiries to developing value-adding services and products. This seems to be a common outcome which was experienced at the Jerome Library Bowling Green State University Bowling Green Ohio USA where 'Many librarians felt that students seeking assistance at the reference desk asked less basic questions, questions that went beyond the scope of the topics'.[xii]
The impact of e-learning and the outreaching of library literacy programs to clients has impacted upon the calibre of inquiries received by library personnel. The number and complexity of reference and research inquiries has markedly increased with statistics showing that library inquiries have risen by twenty percent in the past two years. The corporate acquisition of library literacy skills has significantly reduced repetitive basic library catalogue search queries with a shift to more complex and technical inquiries. As such there has been a direct change in the balance of inquiries undertaken by para-professionals to an increase in the work loads of reference librarians.
Para-professionals are supporting more web-based services and operations, having to adjust their skill sets from traditional roles to technological tasks such as update, review and monitor e-library modules; monitor and co-ordinate electronic table of contents; monitor www links and scan the Internet for new technologies and relevant resources and; update and maintain online bibliographies and online forms.
Technology, once considered a vice, is our ally in breaking down the barriers that have previously obstructed the provision of services and training to remote-based clients. This technology has been employed in the Queensland Police Service which has enabled the development of e-learning activities and provided for a cost-effective strategy to deliver workplace learning and training environments. 'The distributive, collaborative and interactive features of Internet technology make learning anytime, anywhere a reality'.[xiii]
One example of this has been the Virtual Library e-program which has resulted in an increase in library literacy levels across the board. Beneficial spin-offs from the library program has seen the recognition of the Virtual Library as a centre for capturing and disseminating corporate training programs as well as formalising a copyright referral service. Online training or e-learning is rapidly becoming a tool that enables the Queensland Police Service to keep abreast of changes such as that for legislation, polices, techniques and procedures, in a cost-effective, equitable and timely manner. The ongoing advancements in technology will further enhance e-learning activities, ensuring the provision of a highly professional and skilled work force through continuous e-learning processes.
Alexander, Shirley. 'E-learning developments and experiences', Education and Training, Volume 43 (4/5), 2001, pp. 240-248.
Dennis, Stefanie and Broughton, Kelly. 'FALCON: An Interactive Library Instruction Tutorial', Reference Services Review, Volume 28 (1), 2000, pp.31-38.
Gadd, Elizabeth. 'Meeting the library needs of distance learners without additional funding', Library Management, Volume 23 (8/9), 2002, pp. 359-368
Getty, Nancy K [et.al] 'Using Courseware to Deliver Library Instruction Via the Web: Four Examples', Reference Services Review, Volume 28 (4), 1996, pp.349-359.
Gunasekaran, A, McNeil, Ronald D, Shaul, Dennis. 'E-learning: research and applications', Industrial and Commercial Training, Volume 34 (2), 2002, pp. 44-53
Halkett, Richard. 'E-learning and how to survive it', Industrial and Commercial Training, Volume 34 (2), 2002, pp. 80-82
Henry, Paul. 'E-learning technology, content and services', Education and Training, Volume 43 (4), 2001, pp. 249-255
Honey, Peter. 'E-learning: a performance appraisal and some suggestions for improvement', The Learning organisation, Volume 8 (5), 2001, pp. 200-202
Ingram, Haydyn, Sandelands, Eric and Teare, Richard. 'Building high performance learning: a focus on career results and the business bottom line', The Learning organisation, Volume 8 (5), 2001, pp. 211-219
Lapp, Erdmute. 'Information Services and User Training in the Electronic Library', Library Management, Volume 17 (7), 1996, pp.31-36.
Lipnack, Jessica and Stamps, Jeffrey. Virtual Teams: People Working Across Boundaries with Technology, 2nd edition, New York : John Wiley and Sons, 2000.
Lytras, Miltiadis D, Pouloudi, Athanasia and Poulymenakou, Angeliki. 'Knowledge management convergence - expanding learning frontiers', Journal of Knowledge Management, Volume 6 (1), 2002, pp. 40-51
Marcella, Rita and Baxter, Graeme. 'Information and library studies on a virtual campus', New Library World, Volume 102 (1169), 2001, pp. 362-371
Morgan, Gareth. 'Thirteen 'must ask' questions about e-learning products and services', The Learning Organisation, Volume 8 (5), 2001, pp. 203-210
Murphy, Deborah A. 'Building the library starter kit: developing new technologies for instruction', Reference Services Review, Fall/Winter 1998, pp.109-116
Nozero, Victoria A, Whitten, P.A, Heaton, S, Tuma, K, Master, N and Armstrong, A. 'Flexible Instruction Program: How Demographics Drive the Design', Reference Services Review, Volume 26 (3), 1998, pp.61-74.
Queensland Police Service. Queensland Police Service Internet Site: Regions. [cited 16 October 2002] Available from Internet http://www.police.qld.gov.au/
Queensland Police Service, Queensland Police Service Annual Review 1999-2000. Brisbane, Queensland Police Service, 2000.
Queensland Police Service, Queensland Police Service Annual Statistical Review
1999-2000. Brisbane, Queensland Police Service, 2000. [online] [cited 16 October 2002] Available from Internet http://www.police.qld.gov.au/
Sandelands, Eric. 'Creating an online library to support a virtual learning community', Internet Research: Electronic Networking Applications and Policy, Volume 8 (1), 1998, pp. 75-80
Singh, Harvi and Reed, Chris. 'Demystifying e-learning standards', Industrial and Commercial Training, Volume 34 (2), 2002, p. 62-65
Thomas, Matthew. Impacting on Communication and Learning: When Communication Technologies Constrain Communication, 1999 [online] [cited 16 July 2001] Available from Internet http://www.aare.edu.au/99pap/tho99508.htm
Wang, Feng-Kwei. 'Designing a case-based e-learning system: what, how and why', Journal of Workplace Learning, Volume 14 (1), 2002, pp. 30-43
Wild, Rosemary H, Griggs, Kenneth A and Downing, Tanya. 'A framework for e-learning as a tool for knowledge management', Industrial Management and Data Systems, Volume 102 (7), 2002, pp. 371-380
Young, Kevin. 'Is e-learning delivering ROI?, Industrial and Commercial Training, Volume 34 (2), 2002, pp. 54-61
[i] Paul Henry, 'E-learning technology, content and services', Education and Training, Volume 43 (4), 2001, 250.
[ii] Ibid., 249.
[iii] Ibid., 251.
[iv] Ibid., 252.
[v] Kwei-Feng Wang, 'Designing a case-based e-learning system: what, how and why', Journal of Workplace Learning, Volume 14 (1), 2002, 30.
[vi] Queensland Police Service. Queensland Police Service Internet Site: Regions. [cited 16 October 2002] Available from Internet http://www.police.qld.gov.au/
[vii] Matthew Thomas, Impacting on Communication and Learning: When Communication Technologies Constrain Communication, 1999, 16. [online] [cited 16 July 2001] Available from Internet http://www.aare.edu.au/99pap/tho99508.htm
[viii] Miltiadis D. Lytras, Athanasia Pouloudi and Angeliki Poulymenakou, 'Knowledge management convergence - expanding learning frontiers', Journal of Knowledge Management, Volume 6 (1), 2002, 45.
[ix] Kwei-Feng Wang, op.cit., 30.
[x] Kevin Young, 'Is e-learning delivering ROI?, Industrial and Commercial Training, Volume 34 (2), 2002, 59.
[xi] Matthew Thomas, op.cit., 12.
[xii] Stefanie Dennis and Kelly Broughton, 'FALCON: An Interactive Library Instruction Tutorial', Reference Services Review, Volume 28 (1), 2000, 32.
[xiii] Kwei-Feng Wang, op.cit., 30.