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Learning effectiveness of discussion-based crisis management exercises

Borell, Jonas LU and Eriksson, Kerstin LU (2013) In International Journal of Disaster Risk Reduction 5. p.28-37
Abstract
Crisis management exercises sometimes produce weak or vague learning results with very limited applicability. This paper addresses these problems by developing a theoretical framework on learning from crisis management exercises. The framework focuses on necessary requirements and beneficial factors for the conceptual learning of individuals from discussion-based exercises. The variation theory of learning was identified in the literature. According to this theory, a learner’s capability stems from his or her ability to discern relevant situational aspects and the resulting potential for simultaneous awareness of and acting upon them. The central assumption of the framework is that learners are required to experience variation to achieve... (More)
Crisis management exercises sometimes produce weak or vague learning results with very limited applicability. This paper addresses these problems by developing a theoretical framework on learning from crisis management exercises. The framework focuses on necessary requirements and beneficial factors for the conceptual learning of individuals from discussion-based exercises. The variation theory of learning was identified in the literature. According to this theory, a learner’s capability stems from his or her ability to discern relevant situational aspects and the resulting potential for simultaneous awareness of and acting upon them. The central assumption of the framework is that learners are required to experience variation to achieve conceptual learning. The framework connects learning aspects of scenarios and discussions to the potential for improvement of the individual’s capabilities. Based on the framework we suggest that exercise scenarios should be represented as a set of parameters, and that variation of the parameter set and the parameter values becomes the central theme of the exercise activity. Thinking in terms of parameters emphasises variation and invariance before, during and after an exercise session, thus supporting learning. The proposed framework can be used to understand and manage discussion-based crisis exercises from a conceptual learning perspective. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
crisis management exercise, discussion-based exercise, learning, variation theory, intended learning outcome, capability
in
International Journal of Disaster Risk Reduction
volume
5
pages
28 - 37
publisher
Elsevier
external identifiers
  • scopus:84887556773
  • wos:000209431300004
ISSN
2212-4209
DOI
10.1016/j.ijdrr.2013.05.001
project
FRIVA
language
English
LU publication?
yes
id
8bbf1a21-477b-4804-873a-93d16d79fcf0 (old id 3809714)
date added to LUP
2013-06-14 16:02:25
date last changed
2019-08-04 04:01:30
@article{8bbf1a21-477b-4804-873a-93d16d79fcf0,
  abstract     = {Crisis management exercises sometimes produce weak or vague learning results with very limited applicability. This paper addresses these problems by developing a theoretical framework on learning from crisis management exercises. The framework focuses on necessary requirements and beneficial factors for the conceptual learning of individuals from discussion-based exercises. The variation theory of learning was identified in the literature. According to this theory, a learner’s capability stems from his or her ability to discern relevant situational aspects and the resulting potential for simultaneous awareness of and acting upon them. The central assumption of the framework is that learners are required to experience variation to achieve conceptual learning. The framework connects learning aspects of scenarios and discussions to the potential for improvement of the individual’s capabilities. Based on the framework we suggest that exercise scenarios should be represented as a set of parameters, and that variation of the parameter set and the parameter values becomes the central theme of the exercise activity. Thinking in terms of parameters emphasises variation and invariance before, during and after an exercise session, thus supporting learning. The proposed framework can be used to understand and manage discussion-based crisis exercises from a conceptual learning perspective.},
  author       = {Borell, Jonas and Eriksson, Kerstin},
  issn         = {2212-4209},
  keyword      = {crisis management exercise,discussion-based exercise,learning,variation theory,intended learning outcome,capability},
  language     = {eng},
  pages        = {28--37},
  publisher    = {Elsevier},
  series       = {International Journal of Disaster Risk Reduction},
  title        = {Learning effectiveness of discussion-based crisis management exercises},
  url          = {http://dx.doi.org/10.1016/j.ijdrr.2013.05.001},
  volume       = {5},
  year         = {2013},
}