Linda Plotnick, Murray Turoff, Roxanne S. Hiltz, Lili Yang, & Victor A. Bañuls. (2016). Curriculum Guidelines for Master's Level Programs in Information Systems for Emergency Management. In A. Tapia, P. Antunes, V.A. Bañuls, K. Moore, & J. Porto (Eds.), ISCRAM 2016 Conference Proceedings ? 13th International Conference on Information Systems for Crisis Response and Management. Rio de Janeiro, Brasil: Federal University of Rio de Janeiro.
Abstract: Curriculum guidelines are presented for Master?s level programs that combine core topics from the disciplines of Emergency Management (EM) and Information Systems (IS). Based on responses to an online survey from 111 respondents from 19 countries who were mainly identified through ISCRAM (Information Systems for Crisis Response and Management), all ten courses described for all EM master?s programs are considered important, as are all ten courses for an EM degree program with an IS focus. The two top-rated IS courses for such programs are Social Media for EM and Decision Support Systems for EM. Differences in opinions related to respondent characteristics such as nationality, educational level, and roles (academics vs. practitioners) are described, and suggestions for future expansion of this research suggested.
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Marc van den Homberg, Lydia Cumiskey, Esther Oprins, Pablo Suarez, & Anja van der Hulst. (2015). Are you Ready! to take early action? Embedding serious gaming into community managed DRR in Bangladesh. In L. Palen, M. Buscher, T. Comes, & A. Hughes (Eds.), ISCRAM 2015 Conference Proceedings ? 12th International Conference on Information Systems for Crisis Response and Management. Kristiansand, Norway: University of Agder (UiA).
Abstract: This paper applies a Game-based Learning Evaluation Model (GEM) to assess whether the early warning ? early action serious game ?Ready!? is an effective component to add to existing Disaster Risk Reduction (DRR) training curricula, facilitated by NGO staff and applied at the community level. We developed a paper-based survey with 17 five-level Likert items and 15 open questions addressing the different GEM indicators to question 16 NGO staff, and used a simplified set of five questions with emoticons for 58 community people. The results showed that the staff saw great potential in embedding Ready! in DRR processes and that the community highly appreciated the game. The GEM was found to be a useful methodology to evaluate the effectiveness of this serious game. However, in the context of a lower educated and partly illiterate community, the importance of designing an individual, largely visual assessment instrument instead of a paper-based survey was acknowledged.
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