CENTER FOR COURT INNOVATION

An Alternate Solution in the Justice System

CENTER FOR COURT INNOVATION

An Alternate Solution in the Justice System

CENTER FOR COURT INNOVATION

An Alternate Solution in the Justice System

CENTER FOR COURT INNOVATION

An Alternative Solution in the Justice System

CENTER FOR COURT INNOVATION

An Alternate Solution in the Justice System

The Center for Court Innovation works to create a more effective and humane justice system. They create programs, perform original research, provide expert assistance, and help initiate reform in New York City and around the world.

We created an interactive e-learning course for the Center. As part of the Criminal Justice Reform Act, this course is now offered as an alternative community service based option for people issued a civil summons.

The Center for Court Innovation works to create a more effective and humane justice system. They create programs, perform original research, provide expert assistance, and help initiate reform in New York City and around the world.

We created an interactive e-learning course for the Center. As part of the Criminal Justice Reform Act, this course is now offered as an alternative community service based option for people issued a civil summons.

The Center for Court Innovation works to create a more effective and humane justice system. They create programs, perform original research, provide expert assistance, and help initiate reform in New York City and around the world.

We created an interactive e-learning course for the Center. As part of the Criminal Justice Reform Act, this course is now offered as an alternative community service based option for people issued a civil summons.

 

Objective

On behalf of the New York City Office of Administrative Trials and Hearings (OATH), CCI engaged us to engineer a meaningful e-learning solution as an alternative to their in-person quality of life courses, for people who receive a civil summons and elect not to, or cannot, pay their fine.

Objective

On behalf of the New York City Office of Administrative Trials and Hearings (OATH), CCI engaged us to engineer a meaningful e-learning solution as an alternative to their in-person quality of life courses, for people who receive a civil summons and elect not to, or cannot, pay their fine.

Objective

On behalf of the New York City Office of Administrative Trials and Hearings (OATH), CCI engaged us to engineer a meaningful e-learning solution as an alternative to their in-person quality of life courses, for people who receive a civil summons and elect not to, or cannot, pay their fine.

Objective

On behalf of the New York City Office of Administrative Trials and Hearings (OATH), CCI engaged us to engineer a meaningful e-learning solution as an alternative to their in-person quality of life courses, for people who receive a civil summons and elect not to, or cannot, pay their fine.

Objective

On behalf of the New York City Office of Administrative Trials and Hearings (OATH), CCI engaged us to engineer a meaningful e-learning solution as an alternative to their in-person quality of life courses, for people who receive a civil summons and elect not to, or cannot, pay their fine.

Results

We created an impactful interactive experience in the form of a one-hour course, translated into six languages. The course engages respondents around common quality of life offenses and their consequences on communities, and ways to prevent making similar transgressive decisions in the future.

Results

We created an impactiful interactive experience in the form of a one-hour course, translated into six languages. The course engages respondents around common quality of life offenses and their consequences on communities, and ways to prevent making similar transgressive decisions in the future.

Results

We created an impactiful interactive experience in the form of a one-hour course, translated into six languages. The course engages respondents around common quality of life offenses and their consequences on communities, and ways to prevent making similar transgressive decisions in the future.

Results

We created an impactiful interactive experience in the form of a one-hour course, translated into six languages. The course engages respondents around common quality of life offenses and their consequences on communities, and ways to prevent making similar transgressive decisions in the future.  

Results

We created an impactiful interactive experience in the form of a one-hour course, translated into six languages. The course engages respondents around common quality of life offenses and their consequences on communities, and ways to prevent making similar transgressive decisions in the future.

Communications Strategy

Though our human-centered design process, we began this project by attending a day in court, participating in the existing quality of life in-person course, interviewing real participants both before and after actual sessions, and hosting several workshops with subject-matter experts. This allowed us to fully understand the learning goals (and obstacles) that this unique project presented, identify key metrics to track, define our audience, and get clarity on areas where additional research on our part was still needed.

During this part of the learning process we also familiarized ourselves with the four tenets of procedural justice that would be underscoring the work throughout this project: treating court users with dignity and respect, ensuring that they understand the process they are involved in, providing them a voice, and communicating that court decisions are made neutrally.

Communications Strategy

Though our human-centered design process, we began this project by attending a day in court, participating in the existing quality of life in-person course, interviewing real participants both before and after actual sessions, and hosting several workshops with subject-matter experts. This allowed us to fully understand the learning goals (and obstacles) that this unique project presented, identify key metrics to track, define our audience, and get clarity on areas where additional research on our part was still needed.

During this part of the learning process we also familarized ourselves with the four tenets of procedural justice that would be underscoring the work throughout this project: treating court users with dignity and respect, ensuring that they understand the process they are involved in, providing them a voice, and communicating that court decisions are made neutrally.

Communications Strategy

Though our human-centered design process, we began this project by attending a day in court, participating in the existing quality of life in-person course, interviewing real participants both before and after actual sessions, and hosting several workshops with subject-matter experts. This allowed us to fully understand the learning goals (and obstacles) that this unique project presented, identify key metrics to track, define our audience, and get clarity on areas where additional research on our part was still needed.

During this part of the learning process we also familarized ourselves with the four tenets of procedural justice that would be underscoring the work throughout this project: treating court users with dignity and respect, ensuring that they understand the process they are involved in, providing them a voice, and communicating that court decisions are made neutrally.

Communications Strategy

Though our human-centered design process, we began this project by attending a day in court, participating in the existing quality of life in-person course, interviewing real participants both before and after actual sessions, and hosting several workshops with subject-matter experts. This allowed us to fully understand the learning goals (and obstacles) that this unique project presented, identify key metrics to track, define our audience, and get clarity on areas where additional research on our part was still needed.

During this part of the learning process we also familarized ourselves with the four tenets of procedural justice that would be underscoring the work throughout this project: treating court users with dignity and respect, ensuring that they understand the process they are involved in, providing them a voice, and communicating that court decisions are made neutrally.

Communications Strategy

Though our human-centered design process, we began this project by attending a day in court, participating in the existing quality of life in-person course, interviewing real participants both before and after actual sessions, and hosting several workshops with subject-matter experts. This allowed us to fully understand the learning goals (and obstacles) that this unique project presented, identify key metrics to track, define our audience, and get clarity on areas where additional research on our part was still needed.

During this part of the learning process we also familarized ourselves with the four tenets of procedural justice that would be underscoring the work throughout this project: treating court users with dignity and respect, ensuring that they understand the process they are involved in, providing them a voice, and communicating that court decisions are made neutrally.

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Content Development

In addition to reinterpreting CCI's existing text-based documentation to work within our course, we also researched and tested independently. Based on the findings from our initial interviews, workshops, and research, and designing for adults with a wide range of language, literacy, and technological capabilities, we developed the content for the overall experience and crated storyboards for a sequence of five unique learning activities.

Content Development

In addition to reinterpreting CCI's existing text-based documentation to work within our course, we also researched and tested independently. Based on the findings from our initial interviews, workshops, and research, and designing for adults with a wide range of language, literacy, and technological capabilities, we developed the content for the overall experience and crated storyboards for a sequence of five unique learning activities.

Content Development

In addition to reinterpreting CCI's existing text-based documentation to work within our course, we also researched and tested independently. Based on the findings from our initial interviews, workshops, and research, and designing for adults with a wide range of language, literacy, and technological capabilities, we developed the content for the overall experience and crated storyboards for a sequence of five unique learning activities.

Content Development

In addition to reinterpreting CCI's existing text-based documentation to work within our course, we also researched and tested independently. Based on the findings from our initial interviews, workshops, and research, and designing for adults with a wide range of language, literacy, and technological capabilities, we developed the content for the overall experience and crated storyboards for a sequence of five unique learning activities.

Content Development

In addition to reinterpreting CCI's existing text-based documentation to work within our course, we also researched and tested independently. Based on the findings from our initial interviews, workshops, and research, and designing for adults with a wide range of language, literacy, and technological capabilities, we developed the content for the overall experience and crated storyboards for a sequence of five unique learning activities.

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Technology and Pedagogy

This project allowed us to combine our creative energy with our knowledge of pedagogy and best practices in instructional design. We followed Moreno and Mayer's primary learning styles, which focus on visual, auditory, reading/writing, and kinesthetic learning, and we paired the identified learning objectives with a variety of interactive features that are central to progressing through the hour-long course.

Technology and Pedagogy

This project allowed us to combine our creative energy with our knowledge of pedagogy and best practices in instructional design. We followed Moreno and Mayer's primary learning styles, which focus on visual, auditory, reading/writing, and kinesthetic learning, and we paired the identified learning objectives with a variety of interactive features that are central to progressing through the hour-long course.

Technology and Pedagogy

This project allowed us to combine our creative energy with our knowledge of pedagogy and best practices in instructional design. We followed Moreno and Mayer's primary learning styles, which focus on visual, auditory, reading/writing, and kinesthetic learning, and we paired the identified learning objectives with a variety of interactive features that are central to progressing through the hour-long course.

Technology and Pedagogy

This project allowed us to combine our creative energy with our knowledge of pedagogy and best practices in instructional design. We followed Moreno and Mayer's primary learning styles, which focus on visual, auditory, reading/writing, and kinesthetic learning, and we paired the identified learning objectives with a variety of interactive features that are central to progressing through the hour-long course.

Technology and Pedagogy

This project allowed us to combine our creative energy with our knowledge of pedagogy and best practices in instructional design. We followed Moreno and Mayer's primary learning styles, which focus on visual, auditory, reading/writing, and kinesthetic learning, and we paired the identified learning objectives with a variety of interactive features that are central to progressing through the hour-long course.

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Engaged Learning

Conversational interfaces, motion graphics, videos, narrative arcs, mini-games, and quizzes all structure the learning moments and lessons within the course. Developing an appropriate and consistent tone for the module was also important for creating a dynamic experience that didn't feel like a didactic government interaction.

Engaged Learning

Conversational interfaces, motion graphics, videos, narrative arcs, mini-games, and quizzes all structure the learning moments and lessons within the course. Developing an appropriate and consistent tone for the module was also important for creating a dynamic experience that didn't feel like a didactic government interaction.

Engaged Learning

Conversational interfaces, motion graphics, videos, narrative arcs, mini-games, and quizzes all structure the learning moments and lessons within the course. Developing an appropriate and consistent tone for the module was also important for creating a dynamic experience that didn't feel like a didactic government interaction.

Engaged Learning

Conversational interfaces, motion graphics, videos, narrative arcs, mini-games, and quizzes all structure the learning moments and lessons within the course. Developing an appropriate and consistent tone for the module was also important for creating a dynamic experience that didn't feel like a didactic government interaction.

Engaged Learning

Conversational interfaces, motion graphics, videos, narrative arcs, mini-games, and quizzes all structure the learning moments and lessons within the course. Developing an appropriate and consistent tone for the module was also important for creating a dynamic experience that didn't feel like a didactic government interaction.

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Authoring Tool

We used Articulate Storyline 360 to produce the e-learning course. The final product is a fully accessible and Sharable Content Object Reference Model (SCORM) compliant experience that lives seamlessly with the Office of Administrative Trials And Hearings' existing LMS. 

Authoring Tool

We used Articulate Storyline 360 to produce the e-learning course. The final product is a fully accessible and Sharable Content Object Reference Model (SCORM) compliant experience that lives seamlessly with the Office of Administrative Trials And Hearings' existing LMS. 

Authoring Tool

We used Articulate Storyline 360 to produce the e-learning course. The final product is a fully accessible and Sharable Content Object Reference Model (SCORM) compliant experience that lives seamlessly with the Office of Administrative Trials And Hearings' existing LMS. 

Authoring Tool

We used Articulate Storyline 360 to produce the e-learning course. The final product is a fully accessible and Sharable Content Object Reference Model (SCORM) compliant experience that lives seamlessly with the Office of Administrative Trials And Hearings' existing LMS. 

Authoring Tool

We used Articulate Storyline 360 to produce the e-learning course. The final product is a fully accessible and Sharable Content Object Reference Model (SCORM) compliant experience that lives seamlessly with the Office of Administrative Trials And Hearings' existing LMS. 

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User Evaluation

Designed for the broad variety of users that come through NYC’s courts, we needed to be sure the experience worked for every reading level, technical ability, and degree of skepticism. We conducted user testing with volunteers who had recently been through the previous slow, bureaucratic process. They consistently preferred the new experience, and said they’d actually learned useful information.

User Evaluation

Designed for the broad variety of users that come through NYC’s courts, we needed to be sure the experience worked for every reading level, technical ability, and degree of skepticism. We conducted user testing with volunteers who had recently been through the previous slow, bureaucratic process. They consistently preferred the new experience, and said they’d actually learned useful information.

User Evaluation

Designed for the broad variety of users that come through NYC’s courts, we needed to be sure the experience worked for every reading level, technical ability, and degree of skepticism. We conducted user testing with volunteers who had recently been through the previous slow, bureaucratic process. They consistently preferred the new experience, and said they’d actually learned useful information.

User Evaluation

Designed for the broad variety of users that come through NYC’s courts, we needed to be sure the experience worked for every reading level, technical ability, and degree of skepticism. We conducted user testing with volunteers who had recently been through the previous slow, bureaucratic process. They consistently preferred the new experience, and said they’d actually learned useful information.

User Evaluation

Designed for the broad variety of users that come through NYC’s courts, we needed to be sure the experience worked for every reading level, technical ability, and degree of skepticism. We conducted user testing with volunteers who had recently been through the previous slow, bureaucratic process. They consistently preferred the new experience, and said they’d actually learned useful information.

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Impact

The module is live at OATH facilities in every borough, lessening the financial and administrative burden on the city, engaging citizens on issues of civil justice and quality of life crimes, and bringing awareness to personal behavior through interactive learning.

Impact

The module is live at OATH facilities in every borough, lessening the financial and administrative burden on the city, engaging citizens on issues of civil justice and quality of life crimes, and bringing awareness to personal behavior through interactive learning.

Impact

The module is live at OATH facilities in every borough, lessening the financial and administrative burden on the city, engaging citizens on issues of civil justice and quality of life crimes, and bringing awareness to personal behavior through interactive learning.

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