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A narrative review of existing research literature was conducted to identify practices that are likely to improve the quality of de-escalation and use-of-force training for police officers.

Previous reviews of de-escalation and use-of-force training literature were examined to identify promising training practices, and more targeted literature searches of various databases were undertaken to learn more about the potential impact of each practice on a trainee's ability to learn, retain, and transfer their training. Semi-structured interviews with five subject matter experts were also conducted to assess the degree to which they believed the identified practices were relevant to de-escalation and use-of-force training, and would enhance the quality of such training.

Twenty practices emerged from the literature search. Each was deemed relevant and useful by the subject matter experts. These could be mapped on to four elements of training: (1) commitment to training (e.g. securing organizational support for training), (2) development of training (e.g. aligning training formats with learning objectives), (3) implementation of training (e.g. providing effective corrective feedback) and (4) evaluation and ongoing assessment of training (e.g. using multifaceted evaluation tools to monitor and modify training as necessary).

This review of training practices that may be relevant to de-escalation and use-of-force training is the broadest one conducted to date. The review should prompt more organized attempts to quantify the effectiveness of the training practices (e.g. through meta-analyses), and encourage more focused testing in a police training environment to determine their impact.

e‐Learning has been frequently heralded as a transforming influence on global education and corporate training. Despite such rhetoric, the adoption, diffusion and exploitation of e‐Learning by educational institutions and organizations have been slower than anticipated. In this paper we attempt to examine the future of e‐learning by adopting a scenario planning approach, which formed the basis of a recent major international conference held in Edinburgh, Scotland in February 2004. We set out the background of the study, the methodology used to investigate the future(s) of e‐learning and reflect on the process and outcomes of the exercise to provide some assistance for practitioners in the field. Our general conclusions are that the scenarios have been a valuable starting point to engage in a more informed discussion of how e‐learning may transform education and training markets and the ways in which people learn over the next decade.

The purpose of this paper is to discuss major criticisms of traditional undergraduate accounting programmes and to introduce virtual internships as a curriculum innovation that addresses these criticisms.

The main aim of the paper is to inspire curriculum innovation in accounting programmes though the introduction and discussion of virtual internships as a contemporary teaching model.

The paper provides a detailed outline of the virtual internship model, its advantages and disadvantages, and its development in practice.

The paper is likely to be most relevant for academics in undergraduate accounting programmes because it provides a practical guide to the development of this curriculum innovation.

The construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers’ preparation and their future professional practice. The paper aims to discuss these issues.

The authors present the analysis of practice of design and implementation of learning scenarios in teachers’ initial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science.

The results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education.

Results show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice.

Therefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature.

The purpose of this paper is to assess the contribution of scenario-based learning aimed at raising awareness of sustainability in health-care practitioners. The Lancet Countdown on Climate Change calls for urgent action on health and climate change; this requires appropriate knowledge, skills and competencies that can be gained through undergraduate education. The International Council of Nurses calls for leadership in nursing for sustainability; however, climate change and health are given little attention in nursing and health-care curricula.

A cohort of nursing and midwifery students was introduced to sustainability and climate change in the context of health care through scenario-based learning sessions in each of their three years of undergraduate education. Questionnaires were used to collect data on participant’s attitudes toward sustainability and climate change, how useful the educational sessions were and the extent to which their clinical practice had changed.

Significant differences were found between scores in Years 1 and 2 suggesting greater awareness of the importance of sustainability in nursing education and practice. Comparison of Years 2 and 3 scores found participants more likely to apply sustainability principles in clinical practice and challenge unsustainable practices in the work environment.

Further research is required to explore sustainability practice in postgraduate nurses/midwives. However, this study supports the need for sustainability education to be embedded within health-care professional degrees through applied and participatory pedagogical approaches.

To the best of the authors’ knowledge, this is the first study to evaluate sustainability education and its impact on nursing attitudes towards practice.

People are subjected to a multitude of interruptions. In order to manage these interruptions it is imperative to predict a person's interruptability – his/her current readiness or inclination to be interrupted. This paper aims to introduce the approach of direct interruptability inference from sensor streams (accelerometer and audio data) in a ubiquitous computing setup and to show that it provides highly accurate and robust predictions.

The authors argue that scenarios are central for evaluating the performance of ubiquitous computing devices (and interruptability predicting devices in particular) and prove this on the setup employed, which was based on that of Kern and Schiele.

The paper demonstrates that scenarios provide the foundation for avoiding misleading results, and provide the basis for a stratified scenario‐based learning model, which greatly speeds up the training of such devices.

The direct prediction seems to be competitive or even superior to indirect prediction methods and no drawbacks have been observed yet.

The paper introduces a method for accurately predicting a person's interruptability directly from simple sensors without any intermediate steps/symbols.

The purpose of this paper is to evaluate the critical success factors for sustainable e‐learning in an e‐learning ecosystem framework. Three critical components of the e‐learning ecosystem including principles and methods, processes and systems, and substance and content are considered based on a comprehensive review of the relevant literature in e‐learning.

Systematic interviews are conducted with experts in e‐learning for identifying the critical success factors to sustainable e‐learning within an e‐learning ecosystem framework. This leads to the development of an e‐learning success model that describes the underlying relationship between and among the identified critical success factors.

A comprehensive analysis of the interview results shows that there are several barriers to the effective adoption of the proposed e‐learning success model for improving the effectiveness of e‐learning. These barriers include a lack of understanding of the technologies behind various pedagogies, insufficiencies of the popular learning management systems, and the sustainability of the learning objects repositories.

The paper highlights the criticality of synergizing the three components of e‐learning ecosystems namely pedagogies, technologies and management of learning resources for achieving a sustainable e‐learning success.

A better understanding of these barriers would help e‐learning stakeholders develop appropriate strategies and policies for the implementation of the proposed e‐learning success model towards creating a sustainable e‐learning environment.

Specific contributions of this research to the entire e‐learning community are discussed with recommendations for concerted policy measures to eliminate the identified barriers in the process of adopting the developed e‐learning success model.

This paper seeks to investigate and report on the status of identity management systems and e‐learning standards across Europe for promoting mobility, collaboration and the sharing of contents and services in higher education institutions.

The present research work examines existing e‐learning standards and the tools and processes applied to managing the identity of learners registered for programmes of study in higher education. The paper draws on recent developments and argues that the creation of identity management federations is mandatory to provide the mobility of users and to permit the exchange of contents and services between institutions.

It is revealed that it is crucial to create identity management federation to provide for ease of mobility and facilitate collaboration and sharing information amongst staff and students in higher education.

The challenges arising from language, culture and differences in systems for the regions require consideration. Future work intends to incorporate some of these issues, to examine and report on them from the diverse perspectives, taking into account, the impact of globalisation.

This paper presents the main features of e‐learning standards and how they can be used in conjunction with identity management systems to create collaborative learning objects repositories to promote a more effective learning experience and a more competitive European space for higher education, with respect to the requirements of knowledge‐based societies.

The current literature examining the design of effective online learning opportunities recommends an array of best practices but no agreed upon and unifying model. The purpose of this paper is to survey the existing research of effective design models for online learning in an attempt to identify best practices and present a new model.

Through a comprehensive review of the literature, the paper identifies obstacles to developing an effective course design model for asynchronous distance education. Based upon this review, best practices are identified and a design model is recommended.

The research identifies the key components of successful course design methods and ultimately recommends a process that has eight steps which occur in three phases. The first phase, the identification phase, encourages the instructor and/or course design team to identify strategies, objectives, assessments and resources. In the second phase, design, instructors select, organize, adapt and reflect. The final phase is implementation, during which the course is taught.

The recommended design model has implications for practice by providing a clear structure for design activities which are aligned with the best practices identified in the research. Instructors and/or instructional designers creating online learning opportunities now have a coherent model supported by a review of the literature.

While a number of online course design models exist, no one model has emerged as pre‐eminent or most effective and efficient. The model recommended by this paper offers a unified model of courses design that synthesizes the most effective aspects of the extant models.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.