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Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
Mapping community perceptions, knowledge & experiences ver2
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Mapping community perceptions, knowledge & experiences ver2

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This is a work-in-progress project with acknowledgment of Prof. Erin Joakim of University of Waterloo. …

This is a work-in-progress project with acknowledgment of Prof. Erin Joakim of University of Waterloo.

This presentation was delivered last June 18, 2011 in a lounge lecture held in DLSU Manila with guests from Center for Disaster Risk Policy of Florida State University.

Published in: Education, Technology
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  • Tacit is a type of knowledge refers to personal knowledge in one’s head – knowing how to do something based on experience. It also includes judgment, insights, experience, know-how as well as personal beliefs and values. It is based on learning by an individual on his/her own and eventually will gain the knowledge by doing a certain task. Explicit is a type of knowledge which includes information that has been documented or can be shared with someone. It is based on learning from another individual or more on teaching someone to gain the knowledge.Indigenous Knowledge (IK) can be broadly defined as the knowledge that an indigenous (local) community accumulates over generations of living in a particular environment. This definition encompasses all forms of knowledge – technologies, know-how skills, practices and beliefs – that enable the community to achieve stable livelihoods in their environment. 
  • The study aims (a) to raise awareness among communities that community-based practices play a transformational role in the development process; and (b) to help development practitioners to mainstream indigenous/traditional knowledge or in the term of this study as “local wisdom” into the activities of disaster preparedness, together with major stakeholders such as the govt & the NGOs.
  • Wenger further cited that from fundamental physiological needs to satisfying safety, social and other pleasure needs, individuals are continuously and constantly pursuing all kinds of “enterprises”. These enterprises permit various forms of learning as interactions with one another and with the world take place. And as learning takes place and different interactions also take stage, “collective learning” results from all of these and leads to collective practices as well. [5] The collective learning and the collective practices are offshoots of the ecosystem of the drive for enterprises. So putting together these ideas—from periphery learning to situated learning, individuals become full participants in the community. The legitimate participation leads to collective learning as well as collective practices.
  • “cites that the use of local wisdom is equal to expert’s opinion and local wisdom brings positive social change.” (Demaio, 2009) “plays an important role in explaining the unique urban phenomenon for some communities” (Rukmana, 2010)For developing countries “local wisdom pertains to the knowledge, traditions, practices and experiences of the local communities”Local wisdom is the traffic of information & experiences between the old traditions & urbanizationIt is also the changing mindset brought about by learning, new & better skills and enriched experiences. Each community has its own set of local wisdom.
  • What differentiates Masikan is that the government, in the form of PDCC, becomes the technology steward. Other stakeholders are the community members, the NGOs & the other volunteer organizations, other gov’t agencies like PAG-ASA, local police.*inject the DM Cycle with preparedness as the second step.disaster preparedness level which is the development of plans of action, proper training for individuals, and warning methods for the people
  • Compared to social networks that is all about connections, Masikan attempted to generate critical information as well. All critical/vital information will come from the Provincial Disaster Coordinating Council, who will also become the caretaker of Masikan. SMS is another feature of the system to enhance early warning.Masikan was developed using open source solutions to allow flexibility of expansion and development.
  • Mapping is the main tool used to thread the various experiences encapsulated in the videos, blogs and forums. Ideally, through the map & the tagging tool, it will be convenient to determine the amount and type of past experiences shared by the local people such as use of boat in rescue, how to do sandbagging, where to get reliable news & how to disseminate this, role of local police, when to evacuate, how to measure rainfall.
  • More than 800 kilometer coastal line hit, longer than the distance from London to Glasgow or from San Francisco to San Diego, with devastation reached 1-6 kilometer in-land.
  • Transcript

    • 1. Mapping Community Perceptions, Knowledge & Experiences<br />Mavic Pineda<br />Information Technology Department<br />De La Salle University<br />Email add: mavic.pineda@delasalle.ph<br />http://slideshare.net/mobilemartha<br />
    • 2. Agenda<br />Background of the project<br />Theories that served as inspiration<br />Framework of the study<br />Preliminary study- the Masikan<br />The Indonesia project<br />Data involved<br />Strategies and tools for the data aggregation<br />Research collaboration tools<br />
    • 3. A hazard situation<br />
    • 4. Knowledge &Types of Knowledge<br />explicit<br />t a c i t<br />indigenous knowledge<br />community knowledge<br />
    • 5. Community startups<br />Source: Comic strips from Gary Larson's The Farside Gallery, 2000/2007<br />
    • 6. Connectivism (Siemens, 2004)<br />Premise:<br />“Informal learning is a significant aspect of our learning experience.”<br />“Learning is a continual process, lasting for a lifetime.”<br />Source: Illustration By Frits hikingartist.com <br />Principles of Connectivism:<br />Learning and knowledge rests in diversity of opinions. <br />Learning is a process of connecting specialized nodes or information sources.<br />
    • 7. Periphery learning<br />Collective learning & practices<br />Movement towards <br />the center of the <br />community<br />Situated learning<br />Learning based on the context of social participation and interactions (Wenger and Lave, 2006 )<br />
    • 8. From periphery learning to situated learning, individuals become full participants in the community. The legitimate participation leads to collective learning as well as collective practices.<br />The collective learning and the collective practices are offshoots of the ecosystem.<br />Source: Illustration By Frits hikingartist.com<br />
    • 9. Local wisdom in communities<br />Local wisdom is the traffic of information & experiences between the old traditions & urbanization.<br />
    • 10. Social computing as the platform<br />Create a practice on disaster preparedness<br />Collaboration & connection<br />Opportunity to discuss & solve problems<br />Sharing of approaches, experiences, perceptions & expertise & KNOWLEDGE<br />
    • 11. Role of Social media<br /><ul><li>Encapsulates “local wisdom”
    • 12. Collection
    • 13. Storage
    • 14. sharing
    • 15. use & reuse
    • 16. rating</li></li></ul><li>Masikan, 2010<br />
    • 17. Mapping of past experiences <br />Tagging<br />News RSS<br />
    • 18. Theories in the study<br />Connectivism<br />Periphery & situated learning<br />Communities of practice<br />Community knowledge, so-called “local wisdom”<br />
    • 19. The Indonesia Tsunami<br />2004 Indian Ocean Tsunami<br />Dec. 26, 2004 – 9.3 magnitude earthquake<br />Approx. 250,000 deaths in Indonesia, India, Sri Lanka and Thailand<br />160,000 lives lost in Aceh, Indonesia<br />Approx. 1/3 of population of Banda Aceh killed<br />USD $7.2 Billion reconstruction fund<br />
    • 20. UNPRECEDENTED DAMAGE ALONG ACEH-NIAS COASTLINE<br />REPUBLIC OF INDONESIA <br />Damage assessment<br />800 km <br />x 1-6 km <br />destroyed!<br />193 km<br />760 km<br />Singapore coastline<br />Jakarta<br />Surabaya<br />
    • 21.
    • 22.
    • 23.
    • 24.
    • 25. Data involved<br />5 villages<br />115 household Interviews– from Bahasa to English<br />Focused group discussions<br />Local government policies<br />The form of grants given to the communities<br />Photos and some videos – to be handled discretely<br />Perceptions, knowledge, readiness experiences and economic data<br />
    • 26. Perceptions<br />causes of disaster<br />recovery effort of the government<br />sources of strength to recover<br />education of children<br />health services<br />local economy<br />climate change<br />
    • 27. Experiences<br />experience during the earthquake<br />knowledge on readiness & preparedness<br />“social capital”<br />social programming – before, during and after the earthquake<br />
    • 28. Economic data<br />reliability of family income<br />savings of the family<br />transportation & gadget<br />home/shelter<br />Post disaster aid received<br />*How well did the assistance meet their needs<br />Other data - how long they were living in temporary housing, how long food assistance lasted<br />
    • 29. Workflow <br />1. Data Collection and study in Indonesia<br />2. In the Canada soil<br />Filtering, cleansing, qualitative analysis (in reference to the BBB model), integration & synthesis of data<br />2. In the Manila shore<br />Storage, tagging, consolidation, filtering, aggregation of data<br />Mapping, linking, visualization and summary of information<br />3. Reconciliation of the Canada & Manila assessment<br />4. Position paper and recommendations<br />
    • 30. Strategies & tools for the project<br />Evaluation of a variety of mapping solutions<br />Use of mapping & tagging to plot collective perceptions, knowledge and experiences<br />Open source development & cloud tools + relevant social media<br />Research collaboration “cloud” tools – Google Docs, Skype and Dropbox<br />
    • 31. Special Acknowledgment<br />I think it would be very interesting and innovative to use some of this qualitative data in the project you have developed regarding storing and mapping local knowledge and wisdom. I am excited about the possibility of developing a strong  and valid method for mapping qualitative data!<br />Prof. Erin Joakim<br />Research area: Disaster mitigation & disaster recovery<br />PhD Candidate<br />University of Waterloo<br />Artwork:<br />Illustrations from Hikingartistat Flickr.com<br />Community comic strips from Gary Larson’s Farside Gallery<br />Slides 16-20 courtesy of E. Joakim<br />
    • 32. Closing ideas<br />ICT now provides opportunities of improved & meaningful way of interpreting research data.<br />There are many ‘ambient’ tools available.<br />Don’t hesitate to venture on collaboration.<br />Let’s teach our community how to swim before the chance of drowning happens!<br />
    • 33. Maramingsalamat at Magandangumaga.<br />Greeting everyone a warm #DLSU100!! Cheers! <br />
    • 34. References<br />Brewer, T. (1995). Managing Knowledge, Wentworth Research Program.<br />Joakim, E. and Doberstein B.(2010). Building Back Better Exploring Disaster Recovery through a Vulnerability and Sustainable Livelihoods (VSL) Framework. Proceedings of the 1st ICSBE Conference. ISBN 978-979-96122-9-8, pp. 321-330.<br />McNurlin, B. and Sprague, R. Jr. (2004). Supporting Knowledge. Information Systems Management in Practice.<br />Pagtalunan, P. et. al. (2010). Masikan: A social networking system for disaster preparedness. (unpublished)<br />Siemens, G. (2004). Connectivism: a learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm<br />Surowiecki, J. (2005) The wisdom of the crowds. The wisdom of crowds, 1, 3-31. New York: Anchor Books. ISBN 0-385-72170-6<br />Wenger, W. (2006). Communities of practice a brief introduction. Retrieved from http://www.ewenger.com/theory/<br />Wenger, E. and N. White and J. Smith (2009). Digital habitats-stewarding technology for communities. USA: CpSquare. ISBN 13:978-0-9825036-0-7<br />

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