1,899 research outputs found

    How do interactive tabletop systems influence collaboration?

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    This paper examines some aspects of the usefulness of interactive tabletop systems, if and how these impact collaboration. We chose creative problem solving such as brainstorming as an application framework to test several collaborative media: the use of pen-and-paper tools, the ‘‘around-the-table’’ form factor, the digital tabletop interface, the attractiveness of interaction styles. Eighty subjects in total (20 groups of four members) participated in the experiments. The evaluation criteria were task performance, collaboration patterns (especially equity of contributions), and users’ subjective experience. The ‘‘aroundthe-table’’ form factor, which is hypothesized to promote social comparison, increased performance and improved collaboration through an increase of equity. Moreover, the attractiveness of the tabletop device improved subjective experience and increased motivation to engage in the task. However, designing attractiveness seems a highly challenging issue, since overly attractive interfaces may distract users from the task

    Designing tabletop applications for collaboration in non-collaborative learning tasks in the classroom : learning persuasive writing

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    PhD ThesisLearning in a face to face collaborative setting can have many benefits, such as leveraging differing peer proficiency to obtain an outcome not reachable by the individuals involved. Including expertise provided by teachers decreases this gap between potential and current ability, while also providing opportunity for the expert to impart timely and appropriate assistance to the learners. In the fields of Human Computer Interaction and Educational Technology, digital tabletops have come to the fore as a medium for facilitating small groups of collaborative learners, and suitable applications can provide at least some of the support that the teacher’s expertise would in the learning process. Previously, most explorations in this area have concentrated on learning tasks that are already collaborative in nature, and have focused on single group deployments, and usually in controlled settings such as a research lab. This thesis focuses on two main aims: (i) investigating the design of such applications, and how learning tasks not normally considered collaborative, such as Persuasive Extended Writing, might be adapted to a digital tabletop mediated collaborative learning task; and (ii), how to expand this application from a single group to a classroom scenario, and overcoming all the challenges that an “in the wild” deployment of this kind might entail. A review of previous literature on collaborative learning and collaborative learning technology inform a learner centred design process of an application for the collaborative learning of Persuasive Extended Writing. This design process was conducted with three groups of three learners aged 13 – 15 in the lab. Based on this investigation of the literature around collaborative learning, there is a potential learning impact from allowing collaboration in a usually non-collaborative learning setting. The application incorporates factors designed to elicit collaborative behaviours, such as visuospatial representations and decision points. The work then sets about identifying and evaluating these collaborative behaviours, with a view that they are potentially in line with this ultimate learning goal. iii The Collocated Collaborative Writing application (CCW) is deployed and evaluated in an “in the wild” classroom setting. This involved two studies in real classrooms in schools, with eight digital tabletops allowing for a class-wide deployment. In the first study, participants were students of mixed ability, year 8 (aged 13-14), studying English, Geography and History. In the second study, participants were mixed ability year 8 students (aged 13-14) studying English. Studies were facilitated by teachers who had created the material for the studies based on their current teaching and curriculum. The process identified the issues and challenges involved in this kind of “in the wild” deployment. The lessons learned from this process about the differing expectations of the stakeholders involved in the first study informed the second deployment. A combination of addressing the issues directly, forming a more equal partnership with the school and teacher, and differences in culture between the schools lead to a study in which the collaborative writing application is evaluated. There are two main contributions of this work. Firstly, a set of design guidelines derived from lessons learned during the design process. Their intention is to assist in the process of making a normally non-collaborative learning task into a collaborative one, by exploiting affordances of the technology. The second contribution comes from lessons learned from two “in the wild” classroom studies. It outlines a deeper understanding of how this kind of application can be extended to the classroom by gaining insight into expectations of the parties involved, understanding the culture of the school and making the process a partnership rather than an imposition. The work also evaluated the Collaborative Writing Application in terms of the type and quality of the collaborative behaviours of the participants, and how they changed over time, as well as the adoption of the technology by the teacher, eventually being seen as a tool for their own agenda rather than an external element in the classroom

    Tabletop Exercise For Cybersecurity Educational Training; Theoretical Grounding And Development

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    Haridus- ja treeningaspektid on riiklike kĂŒberturvalisuse strateegiate vitaalsed komponendid, et kujundada, tugevdada ning proovile panna otsustajate valmisolekut nii aktuaalsete kui vĂ”imalike tulevaste kĂŒbervĂ€ljakutsete ees. KĂŒberkaitses ja -julgeolekus on otsuste langetamisel ĂŒliolulised kriisijuhtimisoskused, et suuta adekvaatselt vastata juhtumitele, mil era- vĂ”i avalik heaolu ja turvalisus on ohustatud. Selle magistritöö eesmĂ€rk on vĂ€lja pakkuda kĂŒberjulgeoleku strateegiate hariduslike komponentide vĂ”imalike ning teadaolevate nĂ”rkuste parandamine, arutledes teadlikkuse vĂ€ljaĂ”pete mudeleid mĂ€rkimisvÀÀrse mĂ”juga osavĂ”tjatele, fookusega strateegilise otsustamisvĂ”imega personalil, mis vĂ”iks osaleda kĂŒberjuhtumis. Töö toetab simulatsioonil pĂ”hinevate stsenaariumite kasutamist ning keskendub mudelĂ”ppuste kujundamisele. KĂ€esolev töö nĂ€itab, kuidas mudelĂ”pe vĂ”ib olla tĂ”hus viis kĂŒberjuhtumites strateegiliste otsuste langetamisel teadlikkuse, mĂ”istmise ja ettevalmistuse kujundamiseks, parandamiseks ning proovilepanemiseks. LĂ”putöö tugineb ditsiplinaarsel ja kontseptuaalsel Ă”pinguteooriate integratsioonil mĂ€ngustamisel pĂ”hinevate ajenditega ning juhtimisteooriatega. Stsenaariumil pĂ”hinev treening pakub turvalist ja paindlikku keskkonda, kus osavĂ”tja on pandud kriitilisse situatsiooni, sĂ€ilitades realistlikku ĂŒlevaate kĂŒberkriisi tunnustest ning vĂ”imalikest ohtudest. Simulatsioon vĂ€ljendab vĂ”imalikke vĂ€ljakutseid, nĂ”udes kriisijuhtimisoskusi ning kohast reaktsiooni. MudelĂ”ppused vĂ”imaldavad andragoogilise kasu ja hariduslike eesmĂ€rkide realiseerimist innovatiivsel ja kaasaval meetodil. Selle treeningmudeli tulemused mÔÔdetakse kasutades Bloomi Ă”ppe-kasvatustöö eesmĂ€rkide liigituse kontrollitud taksonoomiat, arvesse vĂ”ttes kogemusĂ”ppe ja paiknevustunnetuse elemente. VOOT-tsĂŒkkel pakub lĂ€bimĂ”eldud otsustusprotsessi, mis samuti sobib antud ettepaneku dĂŒnaamikasse. Lisaks panustab töö originaalse modulaarse juhendiga, mida treenijad ning Ă”ppejĂ”ud saavad kasutada mudelĂ”ppe teostamiseks kĂŒberjulgeolekus. Riikliku ja rahvusvahelise tasandi mudelĂ”ppuste kogemus ja osavĂ”tt sai empiirilist tuge teoreetilisele integratsioonile ning teadustas modulaarse juhendi arengut. Töö on kvalitatiivne. LĂ”putöö panustab asjakohasesse akadeemilisse dialoogi selle teoreetiliste alustega. Samuti praktiliselt, kuna pakub vahendeid simulatsioonipĂ”hise mudelĂ”ppe lĂ€biviimiseks.Education and training aspects are vital components of national cybersecurity strategies, to shape, enhance and test the decision maker’s level of preparedness before current and future challenges that can arise from a cyber incident. Decision-making processes in cyber defense and security require crucial crisis management competences capable of generating a comprehensive response where safety, well-being and other public and private assets could be put at stake. The purpose of this thesis is to suggest the improvement of potential and perceived weaknesses on the educational components of cyber security strategies, discussing awareness-training models with significant impact on the participants, focusing on strategic decision-making level personnel that could partake of cyber related incidents. The work supports the use of simulation-based scenarios, and concentrates on the design of Tabletop exercises. This thesis shows when a tabletop exercise could be an effective mechanism to shape, enhance and test the awareness, understanding and preparation for strategic decision makers in cyber related incidents. The thesis draws from a disciplinary integration of learning, human computer interaction, and management theories. A scenario-based training provides a safe and flexible environment where the participant is placed into a critical situation while maintaining a realistic insight into the characteristics of cyber crisis and the threats and attacks that may take place. The simulation represents possible challenges, demanding crisis management capacity and an appropriate response. Tabletop exercises permits that andragogical benefits and educational purposes be realized through an innovative and engaging method. Considering elements from experiential learning and situated cognition the learning outcomes of this training model will be measured, using Bloom’s revised taxonomy of educational objectives. The OODA Loop will suggest a thoughtful decision making process that also fits well the dynamic of the current proposal. Additionally, the thesis will contribute with an original modular guide that trainers and educators can use for the implementation of a Tabletop exercise on cyber security. National and international level tabletop exercises experience and participation provided empirical support to the theoretical contribution on theory integration, and informed the modular guide development. The work is qualitative and therefore seeks to observe, interpret and understand, by using documental analysis, and observation methods. The work contributes to the relevant academic dialog on its theoretical grounds and also in practical terms, by providing with tools readily applicable to the creation of simulation based tabletop exercises

    Tabletop and Full-Scale Emergency Exercises for General Aviation, Non-Hub, and Small Hub Airports

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    ACRP Synthesis 72: Tabletop and Full-Scale Emergency Exercises for General Aviation, Non-Hub, and Small Hub Airports provides small airports with the tools and practices needed to practice emergency response. The report provides sample exercise tools and plans, a checklist of effective practices for tabletop and full-scale emergency exercises, and a road map for developing an effective exercise program

    Exercise Handbook: What Transportation Security and Emergency Preparedness Leaders Need to Know to Improve Emergency Preparedness, MTI Report 12-08

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    The U.S. Department of Homeland Security (DHS) has provided extensive general guidance on developing training and exercise programs for public entities, but little had been done to focus that material on the transportation sector specifically. Transportation sector emergency managers have noted that there should be specific guidance for developing exercises that are focused on the operational work of their agencies, in addition to the Logistics Section functions that are usually the focus of transportation sector entities in multi-agency, multi-jurisdiction exercises. The first section of his report provides information on federal training and exercise requirements for transportation sector entities. It summarizes the changes to emergency management programs and requirements that grew out of the Presidential Policy Directive-8 (PPD-8) issuance in early 2011, and the challenges of adult training. The second section is a Homeland Security Exercise and Evaluation Program (HSEEP)-compliant practical handbook using the project management approach that guides transportation sector staff in the creation, development, implementation and wrap-up of federally mandated exercises. It includes scenarios and implementation guidance based on the actual experiences and work of the transportation sector

    Large emergency-response exercises: qualitative characteristics - a survey

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    Exercises, drills, or simulations are widely used, by governments, agencies and commercial organizations, to simulate serious incidents and train staff how to respond to them. International cooperation has led to increasingly large-scale exercises, often involving hundreds or even thousands of participants in many locations. The difference between ‘large’ and ‘small’ exercises is more than one of size: (a) Large exercises are more ‘experiential’ and more likely to undermine any model of reality that single organizations may create; (b) they create a ‘play space’ in which organizations and individuals act out their own needs and identifications, and a ritual with strong social implications; (c) group-analytic psychotherapy suggests that the emotions aroused in a large group may be stronger and more difficult to control. Feelings are an unacknowledged major factor in the success or failure of exercises; (d) successful large exercises help improve the nature of trust between individuals and the organizations they represent, changing it from a situational trust to a personal trust; (e) it is more difficult to learn from large exercises or to apply the lessons identified; (f) however, large exercises can help develop organizations and individuals. Exercises (and simulation in general) need to be approached from a broader multidisciplinary direction if their full potential is to be realized

    The role of joint training in inter-organizational collaboration in emergency management

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    Doctoral thesis (PhD) – Nord University, 2021publishedVersio

    Disease Surveillance Networks Initiative Asia: Final Evaluation

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    The DSN Initiative was launched in 2007 under the new strategy of the Rockefeller Foundation. The initiative intends:[1] To improve human resources for disease surveillance in developing countries, thus bolstering national capacity to monitor, report, and respond to outbreaks;[2] To support regional networks to promote collaboration in disease surveillance and response across countries; and[3] To build bridges between regional and global monitoring effortsThe purpose of the DSN evaluation in the Mekong region was twofold:[1]To inform the work and strategy of the Foundation, its grantees, and the broader field of disease surveillance, based on the experience of DSN investments in the Mekong region. More specifically, the evaluation will inform future directions and strategies for current areas of DSN Initiative work, particularly in Asia, and will highlight potential new areas of work and strategy; and[2] To provide accountability to the Rockefeller Foundation's board, staff, and stakeholders for the DSN funds spent in the Mekong region

    Communication Matters: A Study of Communication Between Emergency Managers and Water Systems Professionals Regarding Insufficient Access to Drinking Water

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    In 2021, the United States – specifically the U.S. Bureau of Reclamation – declared its first-ever drinking water shortage for the Colorado River and the Hoover Dam, resulting in cuts to water access for the southwestern United States. Unfortunately, incidents like this one are increasingly likely to occur as access to drinking water has become a more pervasive issue that not only impacts the work of water systems professionals, but also impacts the field of emergency management and its practitioners. In addition, these incidents underscore the need to put a spotlight on communication processes between water systems professionals and emergency managers. This study has the following aims. First, to explore the communication processes between emergency managers and water systems professionals to better understand and learn if and how the two groups communicate about their respective organizational efforts regarding insufficient drinking water access. Second, to determine that if the two groups are communicating, then what are their current communication processes and how are their communication processes working to collaborate with each other to coordinate efforts. And to determine if the two groups are not communicating, then what can both groups respectively do better to create efficient and effective communication process. These aims focus on the distinguishing role of each practitioner group in dealing with the issue of insufficient access to drinking water. This explorative case study uses semi-structured, qualitative interviews with two respective groups of study participants – emergency managers and water systems professionals – and a document review of public-facing government documents to explore communication channels between these two groups to learn more about if and how they communicate regarding the mitigation of issues associated with insufficient access to drinking water. Findings from this study may be useful to better inform the practice of emergency management, as well as for the practice of water systems management
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