Slashed OLT represents lost opportunities for innovation in DRR

By Giuseppe Forino and Jason von Meding

2015 represented an important year for disaster scholars, with the release of the Sendai Framework for Disaster Risk Reduction in March, the launch of new Sustainable Development Goals in New York in September, and the December agreement for carbon emission reduction at COP21 under the UNFCCC in Paris. The value and the effectiveness of these international agreements are certainly open to debate. George Monbiot (2004, p.75) questions the democratic value of the UN, arguing that 'the nation states tacitly conspire against their peoples,' and that 'we the people' in the UN Charter should read 'we the States.' Furthermore, if we do not start questioning our current methods of production, consumption, and development, any well-intentioned international frameworks may ultimately represent no more than empty promises. 

At their best, these milestones can enable a new roadmap in research, policy, and practice of DRR to emerge that will enable us to move forward significantly in the next 15 years. We must interrogate governance; the role of the State, the private sector and local communities and the balance of power; as well as understanding how various issues from globalisation to climate change contribute to shape exposure and vulnerability, and become imperative in DRR science. Such a roadmap must inform teaching and learning related to disaster risk reduction in higher education. The increase in the number of undergraduate and postgraduate courses and programs exploring disasters and related issues illustrates the recognition of the challenges faced by the global community and therefore an emerging market to train experts. However, higher education is also shifting and we onus is on educators to develop better ways to engage learners that may not actually be participating in learning activities in the same place or time. 

Haigh and Amaratunga (2015) developed a roadmap for the ANDROID research network, which gathers different universities and scholars with different backgrounds and perspectives related to disaster resilience, DRR, and CCA. In this roadmap, the main challenge presenting for disaster resilience in higher education is the reduction of the policy–science gap, insomuch that research be translated to action.

Five critical opportunities and challenges for higher education were identified:

1. linking research, education and action;

2. integrating all hazards, stakeholders and disciplines;

3. collaborating regionally and globally;

4. facilitating policy dialogue, knowledge sharing and capacity development; and

5. developing flexible and customisable education programmes.

At the University of Newcastle, we are somewhat unique in that we teach disaster resilience/DRR into our Bachelor of Construction Management degree. We do this because we believe that DRR needs to be a core competency in built environment professions. In our Master of Disaster Preparedness and Reconstruction, we progress to a much more detailed exploration of various elements of disasters. 

In 2015 we launched the RES-SIM project, a collaboration with RMIT and funded by the Office for Learning and Teaching (OLT). This project proposes to develop the conceptual model for a virtually distributed computer-based teaching and learning tool that enables students within and across disciplines (e.g. engineering, architecture, logistics), both on and off campus, to collaboratively acquire essential decision-making skills through immersion in a dynamic disaster system simulation. 

The research team works with practitioners to develop
disaster scenarios

Our field work gave us the opportunity to interview and share knowledge with eminent scholars in DRR, information technology and construction management. It also allowed us to meet volunteers and practitioners involved in emergency management across New South Wales and Victoria, to talk with them about procedures, priorities, and expectations, and to build a network for knowledge exchange and future collaboration. The 1 year project has represented an opportunity, as academic scholars, to contribute to reducing the gap between our world and that of practitioners and volunteers, contributing to the central necessity outlined in the ANDROID roadmap. 

This grant by the OLT gave us the seed funding to do something otherwise not possible. 

Workshops allow educators and practitioners to describe
their world as a system

At the end of June, the OLT will cease to offer any new projects, based on cuts announced in the federal budget. We had advanced warning of this since 2015, but a commitment previously made to establish a successor 'institute' for research in teaching and learning has now also been scrapped. The closure of the OLT, as well as the loss of its grants and fellowships, removes from Australian higher education the national commitment to innovation and improved performance in learning and teaching (Gardner, 2016).

The closure of the OLT is a dark day for both researchers and citizens who believe in the betterment of countries and societies through education, culture, and engagement. Under a cloak of 'innovation' and 'industry engagement' the government has set its own agenda above that of the people. We must therefore stand up against these cuts and proclaim that research for the common good is of value. We have a democratic society and it is time for the government to recognise the will of the people over corporate interests. 

References:

Gardner M. (2016). Innovation in teaching and learning is too important to cut. The Conversation.

Haigh, R., & Amaratunga, D. (2015). Moving from 2015 to 2030: challenges and opportunities for higher education. International Journal of Disaster Resilience in the Built Environment, 6(3).

Monbiot, G. (2004) The age of consent. HarperPerennial.

Resilient futures: A game of high stakes

What is a game? It can be a form of competitive activities played according to rules, or an activity for amusement or entertainment, or structured, interactive activities that require thought and adaptation as part of challenges within a learning exercise. Learning by gaming about resilience is particularly ‘high stakes’, given our current climate of uncertainty, and exposes participants to new knowledge and skills without the risk that would otherwise be taken in the field.

Having a resilient future or resilience to a disaster can be learned from typical situations in society where the outcome of one group’s choices is critically dependent on the actions of other groups. Students often lack first-hand experience of disasters or of responding to them. Their understanding of resilience in a disaster context cannot often be learned externally from a real disaster. The ‘game’ therefore offers them that opportunity.

This project is about teaching students about resilience to disasters and about how to deal with the action of others which impact on their resilience. Games are part of all human experience from simple games learned early to complex games devised with rules. Humans are used to games in their experience and many lessons are learned throughout life as part of game playing: competing, strategy making, interacting in structured ways, making decisions and problem solving.

Many students who study disaster management don't have real life experience of disasters. In a management context, they do need experience to practice based on applicable principles learned through simulated contexts. Using practice which has been captured from disaster response and management practitioners and presented in “a system dynamics” format, scenarios can be created within which students can apply learned principles and then learn decision-making processes, in the context of disasters, about disaster response management and the consequences of the decisions they made, leading to understanding the transfer of knowledge to those affected to enable resilience in specific contexts.

The “systems dynamic” model enables multiple actors to act and react in various ways, learning from experience, building knowledge of action and its effectiveness, building principles of practice to apply in as many different disaster scenarios as they can, as effects can vary in almost every disaster event. However, to build this “systems dynamic” model requires extensive levels of knowledge. This knowledge can be captured from practitioners (disaster response and relevant agencies). This knowledge can then be modelled into the system with certain rules and algorithms which allow the system to produce (generate) results according to those rules, enabling learning and re-learning as contexts and conditions change in a ‘game’ situation.

The game played by these rules can then identify students who have demonstrated the ability to learn and adapt to rules and uncertainty which was captured from real life. The skills derived from this game of high stakes learning process will equip students to be ready for a disaster Resilient Future.

Developing RES-SIM - A game changer

A little over a year ago, Sittimont and I thrashed out the initial concept for RES-SIM over lunch at the Tanner Bar. We brought Helen and Vanessa (RMIT) on board, as well as a strong advisory panel. Competition for OLT funding is more competitive than ever, but we pulled it off. In March, we officially commenced work on our OLT grant 'Modelling disaster resilience: enhancing student learning through trans-disciplinary simulation of wicked scenarios (RES-SIM)'.

RES-SIM will 'develop the conceptual model for a virtually distributed computer-based teaching and learning tool that enables students within and across disciplines (e.g. engineering, architecture, logistics), both on and off campus, to collaboratively acquire essential decision-making skills through immersion in a dynamic disaster system simulation.' 

In an educational environment, we need to search for innovative ways to replicate real-world scenarios. The last thing we want is for our graduates to be caught by surprise when faced with scenarios not encountered during the study of their disciplinary knowledge base. In many fields, a valuable strategy to bridge this experiential gap is to incorporate games/simulations/virtual experiences.

My first exposure to this was when I used a software tool that simulated the operations of a construction company as part of an assessment for architecture/engineering/construction management students in a Project Management course. The students worked in multi-disciplinary groups and made weekly decisions regarding different aspects of their company. Every weekend, a different scenario played out and afterwards, the group was able to analyse the impact of the decisions they had previously made.

As a researcher in disaster risk reduction, I have long been interested in how societal systems and subsystems respond to disturbance, both natural and human induced. Existing studies do attempt to classify and delineate these variables, however a multi-disciplinary evidence-base fit for the purpose of educating our students is far from complete. This project gives us the opportunity to compile the field data required to underpin a system resilience education tool.

'RES-SIM presents a revolutionary method of evaluating and responding to disaster scenarios, based on a holistic understanding of the affected systems and subsystems of society. This ‘whole-system’ approach will allow students (future emergency responders) to hone their judgement and decision-making in a safe environment that provides valuable feedback based on engineering-based, sociological-based and economic-based system dynamics.'

We live in challenging times. The educational landscape is shifting. Students engage differently. Graduate attributes in demand evolve alongside industries themselves, and our curriculum must keep up. In addition, the future of our global society is uncertain. Disaster risk continues to increase for many people inhabiting our planet. Besides the purely professional competencies embedded in the utilization of this learning tool, there is little doubt that society demands graduates with an understanding of disaster risk in complex systems in order to address the systemic problems that it faces.

When Sittimont and I first discussed the concept, we were excited by the possibilities. Now, the project team truly believes in making this a reality. RES-SIM can be a game changer.

Office for Learning and Teaching Grant Success

I am delighted to announce that our group has secured a $50,000 grant from the Australian Government Office for Learning and Teaching to develop a concept for a disaster resilience system simulator.

The project, entitled 'Modelling disaster resilience: enhancing student learning through trans-disciplinary simulation of wicked scenarios (RES-SIM)​', will be carried out by a project team led by Dr von Meding, supported by Dr Giggins and Dr Kanjanabootra from UoN and Dr Vanessa Cooper from RMIT.

This project has already attracted some media interest, with the ABC running a story online and on local radio. 

The project team are very pleased to be able to work on this project and look forward to getting up and running in early 2015! I have included a summary below. 

Project Summary:

The RES-SIM project is a collaboration between the University of Newcastle and RMIT University that proposes to develop the conceptual model for a virtually distributed computer-based teaching and learning tool that enables students within and across disciplines (e.g. engineering, architecture, logistics), both on and off campus, to collaboratively acquire essential decision-making skills through immersion in a dynamic disaster system simulation. The concept stems from game theory, competition theory and system theory. Societal systems and subsystems (e.g. health systems, transport systems, political systems) are vulnerable to a range of destabilising variables, from the immediate impacts of disasters (natural or man-made) on various system components to the subsequent responses of decision-makers. In many fields, including disaster response, simulations generally rely upon face-to-face, resource intensive scenarios or involve ‘event-based’ simulations, which fail to fully engage the systems of society that are impacted by shocks and hazards. Students are emerging from higher education with theoretical knowledge of complex systems but little in the way of tangible experience. Phase 2 of the RES-SIM project (beyond the scope of this project) will create a simulation tool that recognises these dynamics, while allowing the ‘game’ controller the flexibility to manipulate the conditions during the simulation itself to mimic the chaotic nature of disaster scenarios. This will create an environment that yields rich participatory experiences for students and embedded conceptual learning.