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HCRI International Conference: A Quest for Humanitarian Effectiveness? 14/9/15
#CRISIS: Using social media as
communication tools in humanitarian
response simulations
Bridget Stefan, Lecturer
Alex Spiers, Educational Technologist
Introduction
Refugees in city image
http://www.thenation.com/wp-content/uploads/2015/09/14_athens_img.jpg
Operation perfect storm
#LSTM01
Watergeddon
#CRISIS: USING SOCIAL MEDIA AS COMMUNICATION TOOLS IN HUMANITARIAN RESPONSE SIMULATIONS
Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00 Created with Haiku Deck
Key lessons
8Photo by oggin - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/85755792@N00
Alex Spiers, Educational Technologist
@alexgspiers
Bridget Steffen, Lecturer
@steffen_bridget
Thanks for listening…

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#CRISIS: USING SOCIAL MEDIA AS COMMUNICATION TOOLS IN HUMANITARIAN RESPONSE SIMULATIONS

  • 1. 1 HCRI International Conference: A Quest for Humanitarian Effectiveness? 14/9/15 #CRISIS: Using social media as communication tools in humanitarian response simulations Bridget Stefan, Lecturer Alex Spiers, Educational Technologist
  • 2. Introduction Refugees in city image http://www.thenation.com/wp-content/uploads/2015/09/14_athens_img.jpg
  • 7. Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00 Created with Haiku Deck Key lessons
  • 8. 8Photo by oggin - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/85755792@N00 Alex Spiers, Educational Technologist @alexgspiers Bridget Steffen, Lecturer @steffen_bridget Thanks for listening…

Notes de l'éditeur

  1. First School est 1898 Support over 100 Academic Staff Teaching over 500 students Across a range of Masters, Diploma’s and short courses 2014 Degree award Powers
  2. http://www.thenation.com/wp-content/uploads/2015/09/14_athens_img.jpg Context: Today, crises are complex and changing in nature CC refugees, Urban responses, info age We can do better with the current humanitarian system to be more prepared and respond faster, better. Danger: entrench existing standards/toolkits into unwieldy responses not suited to future crises (=science approach). We need more reflection/innovation/recognition that each context is unique (= art approach): We can go further to redefine system/practice to meet the challenges of crises of the future. Through 2 examples, presentation illustrates: Relevance of simulations for: bridging the art/science gap; its greatest value is as an innovation lab to help redefine HA for the future. How SM enhances learning and enables innovation. What are sims? Multi-dimensional tool that replicates an evolving crisis in a condensed timeframe, in and in a controlled envt. Used: capacity building, preparedness, building relationships. Evolve through injects: changes in context/tasks required. Debrief: greatest learning.
  3. Context - Fictitious complex emergency involving ethnic conflict, mass cross-border displacement, flooding, cholera and host-refugee tension. Objectives Experience concepts of vulnerability, power and capacity, where participants play and respond with multiple roles in the crisis. What - Through a 1-day simulation, experienced attack on village at ‘night’, fleeing and crossing a border, established a response by agencies, government, host and affected people, kidnap...etc.
  4. SM Used: Twitter for injects: To individual (tasks/actions) To group (context injects) Between participants (IM) Meerkat (with media actors): external viewing via media interview Storify: accessed and used in debrief
  5. Context - Futuristic scenario of SA in ten years: climate change causing severe drought and extreme water rationing. Water supply privitisation, radical election outcome, popular uprising leads to mass destruction of water infrastructure, large-scale water theft, violence and looting, displacement, and a public health crisis. Objectives Reflect and innovate new approaches that make us more relevant/effective in dealing with crises of the future (indiv/system-wide level). Too much ‘science’ in our responses: stuck in patterns – break out of our blinkers. What Desk-based research, task-focused (indiv/group), occasional role-play. Multiple debriefs throughout (end of each day) enabled final debrief to go deeper, linking theory to experience of practice, to developing new theory.
  6. SM Used: Google-drive: task requests and submissions (group submissions possible from students in multiple locations). Facebook: Injects about the context (newsflashes, blogs, affected people directly). Also for participant Information Management - key crisis comms – drive task Whatsapp: logistics backup (informing students of content uploaded to FB/Google) How SM enhanced sim: Enhance level of adaptability of a simulation to participants actions/choices – enhances learning Reflects the complexity of information flows in real crisis Reduces reflection? Access: Free, low-cost sim to implement (no actors, no expensive on-site exercises). Danger: Digital divide?
  7. SM broadens access to simulation learning: distance learning simulations with: scattered students; remotely managed by a remote coordinator; or both. Caveat: SM can increase the digital divide and participants need to fully understand how to engage with it to prevent a digital divide; SM not appropriate for every context (e.g. Locations with limited internet access, where people do not use SM, e.g. some community-based simulations). Multiple SM platforms make simulations more realistic: it reflects the challenge of engaging with multi-way communication, and managing information from multiple, broad-based sources, which exists in all crisis settings. Danger: Are we overestimating SM use/potential for the future? SM makes simulation more responsive: finely tailors evolution of the simulation to participant’s decisions/actions. With enhanced learning opportunities through SM, simulations can have a system-wide impact in two major areas: Simulations improve existing responses (bridging ‘science’ and ‘art’ approaches to HA): In the field, simulations are often used to practice existing approaches (e-prep drills, CB). Danger: entrench patterns of inappropriate/problematic practice. An academic environment is an opportunity help to bridge the gap between a scientific approach (applying standards, policies, toolkits, guidelines etc) with a more artistic approach (recognises importance of individual context analysis, requiring a different approach, centrality of human relationships, political nature of HA). (Operation Perfect storm) Simulations are innovation labs: redefining HA on a canvas of the future (Watergeddon). Playing out the future through personal, group and system-wide mind expansion and innovation, allows us to re-imagine the present. Debriefs are critical for deepening one’s reflection on the simulation experience, generating new theory and new humanitarian approaches. Because of its broad use from organisational level to grassroots level, communities can potentially participate in re-defining what these future humanitarian approaches could look like.