Multimedia Learning Module Proposal: The Fourth Amendment for Criminal Justice Students
Ryan W. Vierheller
DETC 620
April 20, 2011
Introduction
The project that I am proposing to develop is a multimedia presentation based course on law
enforcement applications of the fourth amendment for undergraduate criminal justice students to
be utilized in the bachelor degree, continuing education, and police academy programs.
This project will utilize a learning management system course format with the use of audio/video
based scenario analysis, and text based asynchronous discussion forums.
This course will utilize multimedia to support learning in a vital aspect of law enforcement
officer knowledge, one that is related to the majority of their daily functions. Student officers
will be able to relate new knowledge to current and past experiences in their work environment
via the use of audio/video presentations supported by discussion and written assessments.
Instructional Design Model
The instructional design paradigm utilized will be the constructivist learning model supported by
associative learning theory, particularly in training experienced officers within the course.
Criminal justice courses, entrance academy, and continuing education (in-service education)
programs for criminal justice students and professionals increasingly contain online components
with associated online learning. Utilizing a multimedia presentation format to facilitate learning
in this course will support a “layers of negotiation” approach for the constructivist learning
paradigm (Abell & Chung 1996). Associative learning theory will be utilized as student officers
will be able to relate the lessons in the course to actual events experienced in the workplace
(Bandura 1969, Vygotsky 1978).
The students will be presented with audio/video scenarios involving officers who are involved in
actual law enforcement functions, such as traffic stops, street encounters, and arrest situations.
The video based presentation format will also contain narrated audio content related to the
propriety of the depicted officer’s actions as well as the associated legal concepts. The student
officers will then participate in asynchronous text based discussion forum as a form of formative
assessment and collaborative learning. The course will contain a summative assessment in the
form of an individual written assignment in response to a series of video based scenarios.
Rationale for Multimedia Learning Environment
The video presentation multimedia learning environment supported by text based summative and
formative assessment supports critical thinking and associative learning in the student group. The
realism and objective nature of video based presentation, with audio narrative, supports
associative learning and knowledge construction. This format also supports the widest spectrum
of presentation modes and sensory modalities, in turn designed to appeal to most learning styles
(Mayer 2001). Functional sequencing of information through scaffolding of related concepts in
the content from presentation to presentation as the students progress through the course supports
scaffolding and knowledge construction in the student group as well.
Target Group Analysis
The target group of learners contains a wide array of experience levels in the subject matter.
Entry academy level students may have some conceptual knowledge of the content but likely
will not possess experience. Experienced officers will likely possess a moderate to extensive
knowledge of the content, depending on their rank and tenure..
The learning group is relatively well versed in the use of technology and computer systems. This
skill set is a prerequisite in modern law enforcement. Entry level academy students are presumed
to be comfortable using web and browser based systems such as an LMS (Blackboard, Web CT,
etc.).
The level of learner skill in writing and critical thinking is also widely varied. Entry level
students may or may not have prior college level learning experience. The experienced officer
group will also have a wide range of skill in critical thinking and writing based on factors such as
education, rank, years of experience, and their particular assignments and training.
Due to the range of experience in content, use of technology, and critical thinking/writing,
collaborative learning will be utilized. Collaborative learning during the formative assessment
activity of moderated asynchronous conferencing aimed at analysis of the video based
presentations supports exposure of less experienced students to those with greater analytical
skills and thus enhances the critical thinking skills of all students.
Potential Presentation Mode
The potential presentation mode for multimedia content for this course is video based
presentation. Video based presentation, including text, sound, and graphics is the preferred
means of presenting content in order to support the associative learning strategy identified in the
instructional design model identified above.
The content topic and the dynamic nature of the application of a legal framework to a set of
actions conducted in a dynamic work environment, such as the law enforcement officer is
regularly exposed to is, best supported by a realistic content presentation such as video. The
appeal of content to multiple sensory modalities while exercising critical thinking skills most
closely mirrors the desired learning outcome of having officers apply critical thinking regarding
the subject while involved in real life law enforcement functions.
Media Selection Criteria
Context
Media choice was based on the context of planned application of content knowledge. Students
will utilize the content knowledge in real life action scenarios. Video presentation with critical
thinking occurring contemporaneously most closely mimics the atmosphere where content
knowledge will be applied. Thus, media selection meets the criteria of audience, interactivity,
quality and usefulness (Heller, et. al 2001).
Media Type
Media type includes motion, graphics, sound, and text. This multimedia choice includes the
widest range of available criteria, chosen by design to appeal to a broad group of learners and
learning styles (Heller, et. al. 2001) .
Content
The presentation media supports the content as presenting a topic in video based scenarios with
critical analysis most closely mimics the sensory experiences that will occur during application
of the content knowledge by learners to on the job situations (Heller, et. al. 2001).
Pedagogical structure
The presentation medium supports the chosen instructional design pedagogical structure by
mimicking real scenarios. The constructivist learning paradigm and associative learning theory
are based upon application of knowledge to life experiences. By presenting multimedia content
that mirrors the visual and auditory experience of learner experiences, this presentation choice
supports both chosen pedagogical paradigms.
Course Content (Adapted from Vierheller 2010)
1. The “Course Content” section will contain five different links, each outlining one of the
five modules. The module outlines will consist of the learning objective, the location of
the content required for viewing (usually in the “Reserved Readings” section, and the
expectations and timeline for participation in the conferencing section and written
assignment instructions and rubric for the assessment article for the module.
2. Written course content (text) will consist of linked case-law summaries available through
lexis-nexis and articles available from internet sources such as policeone.com and
officer.com. Supplementary information for the foundational knowledge module will
reference “Blacks Legal Dictionary” and may reference criminal justice textbook
information available as online content. The text of the US Constitution and Bill of
Rights will be used as course content and must be located as an online source and linked
to the classroom “reserved readings” section.
3. The video based content will be available via hyperlink on the reserved readings modules
for each respective week.
4. Conference postings will serve as course content in the first module where a facilitated
asynchronous discussion of the learner’s current knowledge and experiences in real
world/on the job situations will be conducted.
Course outline
Lesson Title: Module 1: Introduction and pre-lesson assessment: Week 1
Learning outcomes: Learning objective #1
Course resources: Student’s current knowledge, instructor facilitation skills, conference postings.
Individual activities: Students initial postings will represent an individual effort.
Group activities: Questions and comments on the postings will represent a group effort.
Assessment: Students will be assessed by participation level relative to the amount assigned.
Discussion topics: Students will discuss their current level of knowledge of the fourth
amendment as it applies to police patrol functions.
Due Dates: Initial conference postings are due on Thursday and questions and comments are due
by Saturday of each week.
Module 2: The fourth amendment: Source and content: Week 2
Learning outcomes: Learning objective #2
Course resources: Internet hosted text based sources, video based presentation of fourth
amendment issues depicting actual scenes where the content topic is depicted.
Individual activities: Students initial postings will represent an individual effort.
Group activities: Questions and comments on the postings will represent a group effort. Essay
submission in final module will represent a group effort.
Assessment: Assessment is based on participation level in conferencing as assigned, relevance of
postings in conferencing, and relevance of use of knowledge in essay submission.
Module 3: Locating and understanding sources of case-law: Week 3
Learning Outcomes: Learning objective #3
Course resources: Internet hosted text based sources, video presentation.
Individual activities: Students initial postings will represent a collaborative learning effort.
Group activities: Questions and comments on the postings will represent a group effort. Essay
submission in final module will represent a group effort.
Assessment: Assessment is based on participation level in conferencing as assigned, relevance of
postings in conferencing, and relevance of use of knowledge in essay submission.
Module 4: Application of case-law to scenarios: Week 4
Learning Outcomes: Learning objective #3
Course resources: Internet hosted text based sources, Video presentation.
Individual activities: Students initial postings will represent an individual effort.
Group activities: Questions and comments on the postings will represent a group effort. Essay
submission in final module will represent a group effort.
Assessment: Assessment is based on participation level in conferencing as assigned, relevance of
postings in conferencing, and relevance of use of knowledge in essay submission.
Module 5: Comprehensive Assessment: Week 5/6
Learning outcomes: Learning objective #5
Course resources: Internet hosted text based resources, previous conference postings, video
presentation.
Individual activities: None
Group activities: Learners will work collaboratively to apply the fourth amendment to a number
of provided scenarios and will justify their application based on the examined case-law from the
previous modules.
Assessment: Assessment is based on participation on the group essay effort and adherence of the
essay content to the content from previous modules and the provided grading rubric.
Final Essay is due by Sunday of Week 6.
Identification of Stakeholders, Responsibilities, and Course Roll Out Plan
Stakeholders (Adapted from Vierheller 2010).
1. Client- Prince George’s Community College Municipal Police Training Academy
2. Instructional Design Team- Instructional Design Specialist, Content Expert, Multimedia
Designer, and IT Support Specialist.
Task
1. Course prototype and
syllabus complete.
Stakeholder Responsible
Instructional Design Team
Completion Date
June 1, 2011
2. Peer Review
Instructional Design Team
June 15, 2011
3. Client License for
Learning Management
Software
4. Course content
downloaded onto LMS.
Client
July 1, 2011
5. Orientation session for
students.
Instructional Design Team and August 1, 2011
Client
6. Student Enrollment
Client
August 15, 2011
7. Course Commences
Client
August 29, 2011
Instructional Design Team and July 15, 2011
Client
References
Abell & Chung (1996). A “layers of negotiation model” for designing constructivist learning
materials. Educational Technology. 36(4), 39-48.
Bandura, A. (1969). Principles of behavior modification. New York: Holt, Rinehart, and
Winston.
Heller, R. S., Martin, D., Haneef, N. & Gievska-Krliu, S. (2001). Using a theoretical multimedia
taxonomy framework. Journal of Educational Resources in Computing. 1(1), 1-22.
Mayer, R. E. (2001). Multimedia Learning. Cambridge: Cambridge University Press.
Vierheller, R. (2010). Police Patrol and the Fourth Amendment. Student Submission to UMUC
for DETT 607, Fall 2010 Semester. Available online at:
http://rvierhellerwikiomde601.wikispaces.com/DETT+607+%28INSTRUCTIONAL+DE
SIGN%29
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.