Simulation of Crisis as a Learning Context
Hedmark (Norway), November 2006 - As the student-assessment component of the Hedmark University College's seminar-based course "Crisis Management, Communication and Collaboration", a one-week simulation is conducted at the Norwegian Army Command and Staff Trainer. Students from call-out services such as fire, police, and ambulance departments, as well as army staff and security employees from large private corporations or governmental organizations get prepared for action.
Divided into two teams, each placed in a separate room where they have access to the simulation system through computer terminals as well as phone and radio, students are exposed to different crisis scenarios. All activities are monitored on digital maps. One can watch position and motion of all vehicles moving at real-time speed, as well as of people, such as rescue teams or the injured. Students have to send resources to designated areas, close roads, etc.
Complex setting
"Students know the overall situation, but many unforeseen things happen, too", describes Nina Ree-Lindstad. As professor for game design and pedagogical use of ICT at Hedmark University College, she was highly involved in designing and developing the course. For example, the exercise control staff may call - pretending to be an old woman needing help, or the newspaper may print exaggerated news that trigger civilians to react in certain ways. Students have to handle all these mini-crises, and at the same time, keep focused on the overall situation.
The training centre has an internal mail system for training purposes only, as well as radio and newspaper. News is made by the training staff, and both true and fabricated information can be given. In other words, it is a source to which they need to pay attention but not necessarily to trust. The radio is used by the training staff to simulate radio news but also as a tool for radio communication between the callout services.
A higher command staff coordinates the teams, who - as in real life - can only see their own resources on the monitor. Nevertheless, the two teams have to coordinate all efforts with neighbouring units by means of radio or telephone. Ree-Lindstad: "This limited information accessibility poses a realistic challenge in achieving situational awareness - and requires detailed communication and coordination with neighbouring forces to be able to support efficient crisis handling".
Various Learning Processes
"Getting practice in a closer-to-real-life situation is the key benefit of such a setting", says Ree-Lindstad. "Students have to interact and work as teams and coordinate their assets in order to respond according to what they have been taught in the classroom. The exercise control staff tries to give them the 'right' amount of stress to push them to coordinate and cooperate in handling the crisis."
Durig the seminar, students have learnt the theories of crisis management, communication, and cooperation as well as organisational theory and general knowledge relevant to crisis situations. The exam part of the course is to a great extent a process of 'learning by doing' or 'action learning'. But at the end of the week, students also write an exam paper and reflect on their own actions with arguments based on theories that they have learned. Constructionist pedagogy is also used: students build knowledge based on existing knowledge in coordination with others in an environment.
Critical for success
"Thus, students help each other to improve skills and knowledge in what Vygotsky named the 'proximal zone'. The students improve when doing tasks slightly more challenging to their current knowledge and skills. We endeavour to have a great variety in the students' backgrounds, as diversity gives a good opportunity to create such an environment as to support the 'proximal zone', " says Ree-Lindstad. She names two imperatives to creating successful simulations in crisis management: authentic scenarios and the appropriate level of pressure. "Therefore the exercise control staff needs to be supported by creative and empathic role-players."
Despite the fact that the course demands a lot from every student in sharing knowledge, group work, individual work, and presentations, feedback from students was very positive. Even more joyous: "They succeed in smart thinking, hard work, cooperation, communication, and a deep understanding of crisis management theory", says Ree-Lindstad.
Title of ONLINE EDUCA presentation:
Being Prepared for Action: Simulation of Crisis as a Learning Context
Date: Thursday 14.00 - 16.00
Session: Online Courseware for Lifelong Learning
