Building A Friction Ridge Training Program (09/07/21)
Sep 7-10, 2021
16 hours total
Availability: In stock
Enter the number of attendees in the quantity field and click “Add to cart”. At Checkout, you will be prompted for Billing information and the webinar Attendee information.
Click here to print or download webinar details: Training Program Sept 2021
Instructor: Alice White
Developing a training program for a latent print or tenprint unit is a daunting task. Often the person(s) responsible for developing and implementing a training program are not trained in adult learning. This four-day webinar (16 hours over 4 days) starts bridging this gap. In this webinar will discuss the following: key concepts in learning, methods of achieving long-term knowledge transfer, specific lessons/modules that should be considered for a friction ridge training program, organization of training, lesson plan development, methods of trainee assessment, and validation of a training program.
During the first day, we will cover methods (based on research in the learning sciences and cognitive psychology) that can be used to facilitate learning. This includes the importance of distributing both block and interleaved training exercises to facilitate long-term retention of concepts and principles (for example, maintaining latent palm orientation skills and retaining error rate research data for testimony). We will discuss the use of practice exercises, review of correct and incorrect worked examples, self-explaining, error correction, and quizzes to hone comparison skills. We will also discuss the use of collaborative learning, self-explaining, and quizzes to promote the retention of academic topics (for example, embryological formation of the friction ridge skin and significance of visual expertise studies).
On the second day, we will discuss the basic types of knowledge trainees must acquire (facts, concepts, processes, procedures, and principles) and the different methods that can be used to instill different types of knowledge. We will then review Bloom’s taxonomy of learning outcomes and discuss how to write learning outcomes at an appropriate and measurable level for a lesson. We will then review the draft ASB draft Standard for Friction Ridge Examination Training Program document and evaluate how the draft standard applies Bloom’s taxonomy of learning outcomes. Finally, we will discuss how learning outcomes are translated into lesson plans.
On the third day, we will discuss the three arenas of knowledge that a trainee must acquire: institutional (how to function in the agency), technical (how to examine friction ridge impressions), and academic (underlying foundational science and testimony skills). We will discuss how to translate the ASB proposed learning outcomes into lessons that promote deep learning and far-transfer of knowledge in all three arenas.
On the last day we will discuss the ordering and synchronizing of the lessons. For instance, which academic knowledge should be taught with which technical skills to build robust mental models for the anatomical source and orientation of friction ridge impressions? We will also introduce methods of testing (particularly criterion reference tests), establishment of performance metrics (based on learning outcomes), and validation of a training program.
- The attendee will be able to define critical thinking and mental models.
- The attendee will be able to differentiate between worked examples and practice exercises.
- The attendee will be able to describe the benefit of trainees reviewing both correct and incorrect worked examples.
- The attendee will be able to differentiate between blocked and interleaved practice.
- The attendee will be able to describe the benefits and limitations of collaborative learning.
- The attendee will be able to explain the benefits of quizzes and testing during training.
- The attendee will be able to define the following: facts, concepts, processes, procedures, and principles.
- The attendee will be able to describe how learning outcomes reflect different levels of Bloom’s taxonomy.
- The attendee will be able to recognize critical elements of a lesson plan.
- The attendee will be able to describe criterion reference testing.
- The attendee will be able to assess coherence between learning outcomes and performance metrics.
- The attendee will be able to recognize different methods for validating a training program.
Prior to the webinar (typically 1-2 days) you will receive an email link to a folder to download the lecture handout and any supplemental information. The main lecture handout can also be downloaded from the webinar platform at the time of the webinar.
Assessing Learning Outcomes (a.k.a. Quiz)
In order to verify the learning outcomes have been achieved, there is a 40-question quiz via SurveyMonkey at the end of the webinar. Attendees must score a minimum of 70% on the quiz in order to receive a training certificate for the webinar. Please note the quizzes are open-book and poll questions are given during the webinar to prepare attendees for the quiz.
This webinar may only be attended by the person who is registered for the webinar. Evolve Forensics does not permit broadcasting, watching, listening, or distributing the webinar or any of the webinar handouts to individuals who are not registered for this webinar.
Attendees must be able to access the following websites in order to participate:
Webinar Platform: GoToWebinar
Test Platform: SurveyMonkey
The following YouTube Video shows how to use GoToWebinar as an attendee: https://youtu.be/IQ3Xwwgbd8Y
Please contact Alice White via email at Alice@EvolveForensics.com