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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 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.

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Mapping community perceptions, knowledge & experiences ver2

  1. 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. 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. 3. A hazard situation<br />
  4. 4. Knowledge &Types of Knowledge<br />explicit<br />t a c i t<br />indigenous knowledge<br />community knowledge<br />
  5. 5. Community startups<br />Source: Comic strips from Gary Larson's The Farside Gallery, 2000/2007<br />
  6. 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. 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. 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. 9. Local wisdom in communities<br />Local wisdom is the traffic of information & experiences between the old traditions & urbanization.<br />
  10. 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. 11. Role of Social media<br /><ul><li>Encapsulates “local wisdom”
  12. 12. Collection
  13. 13. Storage
  14. 14. sharing
  15. 15. use & reuse
  16. 16. rating</li></li></ul><li>Masikan, 2010<br />
  17. 17. Mapping of past experiences <br />Tagging<br />News RSS<br />
  18. 18. Theories in the study<br />Connectivism<br />Periphery & situated learning<br />Communities of practice<br />Community knowledge, so-called “local wisdom”<br />
  19. 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. 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 />
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  24. 24.
  25. 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. 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. 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. 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. 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. 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. 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. 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. 33. Maramingsalamat at Magandangumaga.<br />Greeting everyone a warm #DLSU100!! Cheers! <br />
  34. 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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