In the present study, how crime scene investigators are informed before going to a crime scene was investigated. In order to gain more insight in the flow of information from emergency call to crime scene, semi-structured interviews were conducted in three different police regions with six crime scene investigators, six forensic team leaders, and six crime scene investigators.Results indicate that information that crime scene investigators receive before going to a crime scene is usually limited. Most information is provided on-site by the uniformed police officers, forensic medical examiner, and tactical investigation team. This information flow is underexposed, and there are no guidelines about how it is recorded.Even though all parties are provided with limited information, incidents are quickly labelled by emergency call responders and forensic team leaders. The influence of the framing process that occurs as a result is underestimated. Furthermore, emergency call responders and forensic team leaders have different goals in the investigative process and hardly take into account the specific needs of the crime scene investigator. In order to better meet the needs of crime scene investigators, further research about the content of the provided information, as well as at what moment it should be shared, is needed. Also, in order to determine afterward what role information may have played in the decision-making at the crime scene the recording of information should be better safeguarded.
The aim of this research was to gain evidence based arguments for the use of the scoring rubric for performance assessment of information literacy [1] in Dutch Universities of Applied Sciences. Faculty members from four different departments of The Hague University were interviewed on the ways in which they use the scoring rubric and their arguments for it. A fifth lecturer answered the main question by email. The topic list, which has been used as a guide for the interviews, was based on subject analysis of scholar literature on rubric use. Four of the five respondents used (parts of) the rubric for the measurement of students’ performances in information use but none of them used the rubric as it is. What the faculty staff told the researcher is that the rubric helped them to improve the grading criteria for existing assignments. Only one respondent used the rubric itself, but this lecturer extended it with some new criteria on writing skills. It was also discovered that the rubric is not only used for grading but also for the development of new learning content on research skills. [De hier gepubliceerde versie is het 'accepted paper' van het origineel dat is gepubliceerd op www.springerlink.com . De officiële publicatie kan worden gedownload op http://link.springer.com/chapter/10.1007/978-3-319-03919-0_58]
An important goal of educational designers is to achieve long-term transfer of learning that is the learner's application of newly acquired competencies. Extensive research during more than a century shows that especially in formal educational settings this fundamental aspect of education often occurs poorly or not at all, leading to what is called a Transfer Problem. To address this transfer problem, the present study examines intentions to transfer learning to multiple contexts; this focus on multiple transfer contexts extends previous research focusing on a single transfer context, typically the workplace. The present study aimed to estimate the influence of five organizational variables (peer support, supervisor support, opportunity to use, openness to change, and feedback) on pre-training intention to transfer prospective learning in two different transfer contexts: study and work. Participants were 303 students at an open university starting a digital course in information literacy. The model was tested using structural equation modelling. The results indicated that before starting the course supervisor support and feedback were considered the strongest predictors of intention to transfer new learning in both the study and the work contexts. This research is amongst the first in the training literature to address multicontextuality and examines intentions to transfer generic competences to the two transfer contexts study and work within one single study.
MULTIFILE
