recent research in disaster education
DESCRIPTION
Presentation for a paper delivered to The International Emergency Management Society (TIEMS) 2013 annual conference held in Velaux, France. Paper outlines exploratory research relating to content and process of disaster resilience learning. The paper strongly advocates the use of social media and experiential learning such as gaming, simulations, exercises and drilling.TRANSCRIPT
2013 TIEMS Conference2013 TIEMS Conference
Recent research in Recent research in community disaster community disaster education and its education and its implications for implications for emergency managementemergency managementNeil DuftyNeil Dufty
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need for disaster need for disaster learninglearning
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Currently ECE=disaster Currently ECE=disaster learninglearningBeforeBeforeDuringDuringAfterAfter
Other ways Other ways EvaluationEvaluation CrowdsourcingCrowdsourcing
LEADS TO PUBLIC SAFETY +LEADS TO PUBLIC SAFETY +PROPERTY PROTECTIONPROPERTY PROTECTION
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disaster resiliencedisaster resilience
External influencesExternal influencesClimate change Climate change Political unrestPolitical unrestEconomiesEconomiesPopulationPopulationHazardHazard
GoalsGoals‘‘Bounce back’Bounce back’‘‘Bounce forward’Bounce forward’
WHAT ISWHAT ISLEARNING FOR LEARNING FOR DISASTER RESILIENCE (LfDR)?DISASTER RESILIENCE (LfDR)?
research methodologyresearch methodology
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EXPLORATORY CONFIRMATORY
To provide insights and understanding To test specific hypotheses and examine relationships
Information needed is defined only loosely
Information needed is clearly defined
Research process is flexible and unstructured
Research process is formal and structured
Sample is non-representative Sample is representative
Analysis of primary data is qualitative Data analysis is quantitative
focus on LfDR content & focus on LfDR content & processprocess
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researching LfDR contentresearching LfDR content
DR learnin
g
DR learnin
g
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researching LfDR processresearching LfDR process
Disaster Psychology Disaster Sociology Learning Theories Disaster Resilience Learning
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findings – LfDR contentfindings – LfDR content
VulnerabilityVulnerabilityCommunityCommunity Social capitalSocial capital
Policies /InstitutionsPolicies /InstitutionsDR Learning DR Learning
RiskRiskHazardHazard PreparednessPreparedness
ResponseResponse Recovery Recovery
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findings – LfDR processfindings – LfDR process
BehaviouralBehavioural DrillsDrillsExercisesExercises
CognitiveCognitive Social mediaSocial mediaInformationInformation
DR LearningDR Learning Oral Oral historieshistories
GamingGamingAffectiveAffective CounsellingCounselling
Role playsRole playsSocialSocial MeetingsMeetings
ForumsForums
implications for implications for emergency management emergency management LfDR should not only include content in relation LfDR should not only include content in relation
to the ‘hazard’ but also the potential resilience of to the ‘hazard’ but also the potential resilience of community itselfcommunity itself
LfDR should extend across behavioural, LfDR should extend across behavioural, cognitive, affective and social learning domains cognitive, affective and social learning domains and not rely primarily on the provision of and not rely primarily on the provision of informationinformation
Social media appears to be a strong method of Social media appears to be a strong method of DR learning across three learning domainsDR learning across three learning domains
Experiential learning through drills, exercises, Experiential learning through drills, exercises, simulations and gaming appears to be an simulations and gaming appears to be an important DR learning method important DR learning method
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FURTHER RESEARCH FURTHER RESEARCH REQUIREDREQUIRED
merci beaucoupmerci beaucoup
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