The document summarizes evaluations from students in Norway on a mobile app called MILAGE that was used as part of a blended learning project for teaching mathematics. Students found the app to be interesting, easy to use, and innovative. They believed it supported individual and collaborative work. Most students indicated that instructional videos were the most helpful feature for learning. Overall, the evaluations found that students were actively engaged with constructing content for the app and viewed it as a useful additional approach for learning mathematics.
Nordlab - Nord preparedness management lab brochurePer Arne Godejord
Nord University has invested in computer-based simulation capacities and crisis management decision support tools at its Preparedness Management Lab (NORDLAB). NORDLAB provides an arena for education, research, exercises, and testing of emergency response management tools and collaboration processes related to sea, land, and air-based emergencies. It aims to advance knowledge development within emergency preparedness and provide support to research projects, with a focus on the Arctic environment. NORDLAB is equipped to conduct training exercises and test emergency management support tools.
Tactical evaluation and guidance – a concept for active learning in emergency...Per Arne Godejord
This document discusses the tactical evaluation system used by the Norwegian Civil Defence for emergency preparedness training. The system has two parts: guidance to improve individual and unit performance, and evaluation to measure operational effectiveness. It was introduced in 2014 to evaluate officers and then expanded to evaluate entire units. The goal is to provide feedback that enables better response to emergency situations. Key principles are that evaluation should guide improvement, the process should be transparent, and follow-up should focus on relevant improvement measures. Evaluators observe and provide guidance during exercises, and report back to exercise leaders to facilitate continuous learning between exercises.
This document discusses the experience and background of Tony Whittingham in digital media and learning. It outlines his 23 years of experience in ICT work and 15 years experience teaching computer science. It also lists some of the digital tools he has used in teaching like wikis, blogs, YouTube and games. It discusses some of his projects from 2000 onward using digital tools to enhance learning for students in subjects like math and social informatics. The overall point is about utilizing popular digital tools students already use for entertainment to enhance learning when assessed appropriately by teachers.
The document summarizes evaluations from students in Norway on a mobile app called MILAGE that was used as part of a blended learning project for teaching mathematics. Students found the app to be interesting, easy to use, and innovative. They believed it supported individual and collaborative work. Most students indicated that instructional videos were the most helpful feature for learning. Overall, the evaluations found that students were actively engaged with constructing content for the app and viewed it as a useful additional approach for learning mathematics.
Nordlab - Nord preparedness management lab brochurePer Arne Godejord
Nord University has invested in computer-based simulation capacities and crisis management decision support tools at its Preparedness Management Lab (NORDLAB). NORDLAB provides an arena for education, research, exercises, and testing of emergency response management tools and collaboration processes related to sea, land, and air-based emergencies. It aims to advance knowledge development within emergency preparedness and provide support to research projects, with a focus on the Arctic environment. NORDLAB is equipped to conduct training exercises and test emergency management support tools.
Tactical evaluation and guidance – a concept for active learning in emergency...Per Arne Godejord
This document discusses the tactical evaluation system used by the Norwegian Civil Defence for emergency preparedness training. The system has two parts: guidance to improve individual and unit performance, and evaluation to measure operational effectiveness. It was introduced in 2014 to evaluate officers and then expanded to evaluate entire units. The goal is to provide feedback that enables better response to emergency situations. Key principles are that evaluation should guide improvement, the process should be transparent, and follow-up should focus on relevant improvement measures. Evaluators observe and provide guidance during exercises, and report back to exercise leaders to facilitate continuous learning between exercises.
This document discusses the experience and background of Tony Whittingham in digital media and learning. It outlines his 23 years of experience in ICT work and 15 years experience teaching computer science. It also lists some of the digital tools he has used in teaching like wikis, blogs, YouTube and games. It discusses some of his projects from 2000 onward using digital tools to enhance learning for students in subjects like math and social informatics. The overall point is about utilizing popular digital tools students already use for entertainment to enhance learning when assessed appropriately by teachers.
SPO1510 covered two main focus areas: social media tools and ethics. Students were required to complete mandatory tasks using Twitter, SoundCloud, and Paper.li. They also wrote an essay analyzing video games through an ethical lens, discussing perspectives on killing in games and whether certain games violate the Geneva Convention. The exam would consist of students' curated portfolios and an essay on a topic of their choice relating to the course material.
Video games are a form of cultural expression and art, similar to movies and comics. They tell stories and evoke emotions through interactive gameplay [SENTENCE 1]. Like films, games have evolved from early kinetic recordings with no narrative to incorporating sophisticated storytelling techniques [SENTENCE 2]. Comics and games both use the concept of closure between panels or gameplay to drive the narrative forward [SENTENCE 3].
Social media refers to online services that allow users to create and share content through audio, video, images and text. Common social media platforms include Facebook, Twitter, YouTube, and LinkedIn. Social media is an important communication tool because it allows users to reach a large audience at low cost and share information quickly. Effective social media use requires posting engaging content on a consistent basis and using hashtags and trends to expand reach. Common mistakes to avoid include having an obscure profile, only self-promoting, not checking links before sharing, and inconsistent or outdated posting strategies.
The document discusses pervasive games, which involve mixing gameplay with reality using mobile devices and location-based elements. It notes that pervasive games include alternate reality games and location-based games. The document raises ethical questions about organizing horror games in public spaces and the responsibilities of designers to avoid legal and psychological dangers for unaware bystanders. It concludes by questioning whether pervasive games are actually popular and who the players are.
This document discusses ethics and perspectives in the context of computer games. It presents two perspectives - a child perspective which is egocentric and an adult perspective which is more critical. It discusses ethical theories like utilitarianism and Kantianism in relation to software piracy and killing in computer games. It analyzes specific examples from games like GTA 3 and Ghost Recon in more detail using virtue ethics, duty ethics and consequentialism. Student survey results are presented showing gamers often make ethical choices in games like The Walking Dead. The conclusion questions whether computer games truly desensitize kids or make them more violent given the survey results.
SPO1510 covered two main focus areas: social media tools and ethics. Students were required to complete mandatory tasks using Twitter, SoundCloud, and Paper.li. They also wrote an essay analyzing video games through an ethical lens, discussing perspectives on killing in games and whether certain games violate the Geneva Convention. The exam would consist of students' curated portfolios and an essay on a topic of their choice relating to the course material.
Video games are a form of cultural expression and art, similar to movies and comics. They tell stories and evoke emotions through interactive gameplay [SENTENCE 1]. Like films, games have evolved from early kinetic recordings with no narrative to incorporating sophisticated storytelling techniques [SENTENCE 2]. Comics and games both use the concept of closure between panels or gameplay to drive the narrative forward [SENTENCE 3].
Social media refers to online services that allow users to create and share content through audio, video, images and text. Common social media platforms include Facebook, Twitter, YouTube, and LinkedIn. Social media is an important communication tool because it allows users to reach a large audience at low cost and share information quickly. Effective social media use requires posting engaging content on a consistent basis and using hashtags and trends to expand reach. Common mistakes to avoid include having an obscure profile, only self-promoting, not checking links before sharing, and inconsistent or outdated posting strategies.
The document discusses pervasive games, which involve mixing gameplay with reality using mobile devices and location-based elements. It notes that pervasive games include alternate reality games and location-based games. The document raises ethical questions about organizing horror games in public spaces and the responsibilities of designers to avoid legal and psychological dangers for unaware bystanders. It concludes by questioning whether pervasive games are actually popular and who the players are.
This document discusses ethics and perspectives in the context of computer games. It presents two perspectives - a child perspective which is egocentric and an adult perspective which is more critical. It discusses ethical theories like utilitarianism and Kantianism in relation to software piracy and killing in computer games. It analyzes specific examples from games like GTA 3 and Ghost Recon in more detail using virtue ethics, duty ethics and consequentialism. Student survey results are presented showing gamers often make ethical choices in games like The Walking Dead. The conclusion questions whether computer games truly desensitize kids or make them more violent given the survey results.
2. Hovedtema
I Bakgrunn
II Beredskap og krisehåndtering (prinsipper, ansvar, organisering
mv)
III Sivilforsvaret (oppgaver/ansvar, organisering mv)
IV Varsling vs Informasjon, krisekommunikasjon
V Sosiale medier
Spørsmål, kommentarer og refleksjoner under veis
3. Styrende prinsipper for
samfunnssikkerhet og beredskap
Ansvar
Den som har ansvar i normalsituasjonen, har også ansvaret i en
krisesituasjon
Likhet
Normalorganisasjonen skal være mest mulig lik
krisehåndteringsorganisasjonen
Nærhet
Kriser skal håndteres på et lavest mulig nivå
Samvirke
Aktørene har et selvstendig ansvar for å sikre best mulig samvirke med
andre relevante aktører
4. Den norske
redningstjenesten
Den offentlig organiserte virksomhet som
utøves i forbindelse med øyeblikkelig innsats
for å redde mennesker fra død og skader som
følge av akutte ulykkes- eller faresituasjoner
Utøves av politi, brann og helse (nødetatene)
i det daglige
Forsterkes av Sivilforsvaret, frivillige,
Forsvaret og andre ved behov.
5. Andre krisesituasjoner
(hvor liv/helse ikke er
direkte truet)
Ansvarsprinsippet
Kommunene
Fylkesmannen
Regjeringen/Justis- og beredskapsdep.
Andre
– Akutt forurensning
– Atomulykkesberedskapen
6. Sivilforsvaret
Statens forsterkningsressurs i fred, krise og krig
Skal bistå når nødetatenes ressurser ikke strekker til, eller det
ikke finnes andre egnede ressurser
Uniformert og beskyttet
Landsdekkende ressurs med lokal tilstedeværelse
Basert på tjenesteplikt – kvinner og menn mellom 18 og 55 år
kan pålegges tjeneste i Sivilforsvaret
Virksomheten er regulert i egen lov (sivilbeskyttelsesloven av
25.06.2010)
7. Sivilforsvarets organisasjon
Sivilforsvaret
inndelt i 20 distrikter (inkl 1
kompetansesenter)
Ca 200 fast ansatte
8000 operative tjenestepliktige fordelt
på ca 300 avdelinger
8000 i krigsreserve – ikke
utdannet/øvet i fredstid
8. Sivilforsvarets rolle og viktigste oppgaver
Sivilforsvaret er statens forsterkningsressurs og skal bistå med å bekjempe
skader som følge av ulykker, kriser/katastrofer eller krig.
Fire hovedoppgaver:
Utvikle Sivilforsvaret som statlig forsterkningsressurs
• Rekruttering og forvaltning av personell
• Opplæring og øvelser
• Materiellforvaltning
Beskyttelse av befolkningen
• Varsling
• Tilfluktsrom
• Bistand ved evakuering
Bidra til økt samvirke i redningstjenesten
• Samvirke med nødetatene og andre beredskapsaktører
• Initiativtaker til felles øvelser og opplæring
Utenlandsoppdrag
9. Roller/ansvar:
KKrriigg
Samfunns-sikkerhets-utfordringer
Samfunns-sikkerhets-utfordringer
Pandemi, flom,
Pandemi, flom,
ekombortfall, telebrudd
ekombortfall, telebrudd
etc
etc
Kriminalitet
Terror
Kriminalitet
Terror
Liv/helse
redning
Liv/helse
redning
Forsvaret Politi
Nød- og
samvirkeaktørene
Politiet leder
redningsressursene
Det sivile samfunnets
aktører i bred forstand
45000 12000 8000 (+ 8000)
10. Krig
Væpnet
konflikt
Normal
Større uønsket
hendelser
Uønsket hendelser
Må kunne bistå med relevante kapasiteter i hele skalaen, fra de
små hendelsene til krig
Beskyttet
Forutsigbart
11. Samvirke og samarbeid
FYLKESBEREDSKAPSRÅD
SSIVIVILILFFOORRSSVVAARREETT
ATOMBEREDSKAPSUTVAL
G
LOKAL REDNINGSSENTRAL
IUA
KOMMUNALE
BEREDSKAPSRÅD
REGIONALE
TOTALFORSVARSFORUM
POLITI
FORF
BRANN HELSE
FM
KYV
MAT-TILSYN
KOMMU-NER
FOR-ENINGER
HV
12. Varsling
Definert målgruppe
Utsteders ansvar
ofte definert
Tydelig budskap –
sikre mottak
Flere ledd i en kjede
Mottaker forventes å
handle
Lukkede kanaler/
systemer
Informasjon
Diffus målgruppe
(publikum)
Mange utstedere og
kanaler
Liten kontroll på
mottaker (antall,
forståelse, handling
osv)
Åpne kanaler
13. Informasjon og krise-kommunikasjon
En sentral og vesentlig del av
selve krisehåndteringen – etterlatt inntrykk
Mennesker, miljø og materiell (3M)
Svært ressurskrevende å håndtere (overvåkning,
verifikasjon, samordning)
Ønsket om å styre info/kommunikasjon i kriser er
sterkt…
Autoritet bygges i ”fredstid”
Evig eies kun et dårlig rykte
14.
15. Sosiale medier og
krisekommunikasjon
Kommunikasjon fra informasjon til dialog
Må ha troverdighet og taleverdighet
Fordeler: Enkelt, hurtig og potensielt stor
spredningskraft (også utenfor ”menigheten”)
Ulemper: Personvernhensyn, varierende målgruppe,
krever oppfølgingskapasitet
Befolkningen vil uansett bruke sosiale medier i sin
kommunikasjon…
16. Sivilforsvaret og sosiale medier
• I all hovedsak Facebook
• Sentralt nivå (DSB) også på twitter, flickr,
youtube
• En liten (primær) målgruppe i hverdagen, men
stor målgruppe ved kriser
• Benyttes som info-kanal
• Andre kanaler/systemer for varsling
• Så langt få innlegg av andre/eksterne
• Stor spredningskraft !
• Erfaring etter store hendelser
Hva er unikt ?
Laget for store hendelser (forsterkning)
Anvendes også i ved mindre hendelser (holder det hele gående trimmer og gir god erfaring for de større hendelsene)
Lav kostnad
Lokalt engasjement
Viktig ved væpnet konflikt
Øvelseplanlegging
Samvirkeøvelser Kan anvenes av alle nødetatene, flere brannvesen f eks – (Sparer nødetatene for å bygge opp egne reserver hver for seg)
Må justere oppdragsportefølgen oss ettersom samfunnet endrer seg.
Operativt konsept
Grenseoppgang mot hva vi kan bruke tjenesteplikten til.