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Daniel Auferbauer, Christoph Ruggenthaler, Gerald Czech, & Ivan Gojmerac. (2019). Taxonomy of Community Interaction in Crises and Disasters. In Z. Franco, J. J. González, & J. H. Canós (Eds.), Proceedings of the 16th International Conference on Information Systems for Crisis Response And Management. Valencia, Spain: Iscram.
Abstract: Taxonomies are integral to systems engineering, as they structure our knowledge of a field and so provide the
foundation for technological development. We contribute such taxonomies for the field of Community
Interaction and Engagement in Crisis and Disaster Management, which represents the interface between
members of the public who commit to relief efforts and established organisations that have a pre-defined role in
crisis management. These actors are unified in their purpose to help those in need, but also set apart by their
organisational structures and modes of operation. We classify the actors of Community Interaction and
Engagement, as well as the interactions between them. Our contribution outlines areas where the application of
Information and Communication Technology can offer benefits to Community Interaction and Engagement.
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E. Martina Granholm. (2017). What about IT? Crisis Exercises for Multiple Skills. In eds Aurélie Montarnal Matthieu Lauras Chihab Hanachi F. B. Tina Comes (Ed.), Proceedings of the 14th International Conference on Information Systems for Crisis Response And Management (pp. 341–352). Albi, France: Iscram.
Abstract: Cooperation and interaction demands digital skills. In an agile context, there is no time for learning while doing, implicating that many of the skills need to be practiced beforehand. Since exercises are one way of enhancing skills needed in crisis situations, it is important to know what skills are practiced during the exercises. This review aims to understand what skills have been practiced during exercises conducted in Sweden between 2010 and 2014. Data was obtained from 15 evaluations of exercises including multiple actors. Most exercises practiced collaboration, communication, information and shared situation awareness skills. Results showed that 4 out of 15 had a specific goal in terms of technology use. Exercises with explicit technology goals are effective as a way to change opinions about the tool in question. The participants requests additional exercises specifically targeting routines and the use of technological tools.
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