The purpose of this learning module is to help students understand the demands of crisis management and leadership in highly complex global settings. The module is organized around a number of case studies and videos that highlight concepts and themes that are central to understanding factors that can facilitate or prevent catastrophe and impact the response efforts.
Management, Leadership, Crisis, Catastrophes, Globalization, Communication skills, Risk assessment
The purpose of this learning module is to help students understand the demands of crisis management and leadership in highly complex global settings. The module is organized around a number of case studies and videos that highlight concepts and themes that are central to understanding factors that can facilitate or prevent catastrophe and impact the response efforts, such as:
Our interdependent world is increasingly vulnerable to systemic risk. There is a vital need to understand it, plan for it, and mitigate its fallout. A financial crisis that began in the United States in 2008 rippled around the world due to the complex web of the global financial system, for example. It is in these contexts that it has become critical to learn the lessons of catastrophes, to understand challenges that make them similar and different, and to codify and spread this knowledge. This course is designed to make a contribution to students' thinking and capabilities about all these issues.
This module has been adapted from an existing campus-based course that is no longer being taught. As the teaching and research assistant to the professor who created and taught the course, I was deeply involved with the course for the seven years it was taught, including writing portions of some of the cases and writing and teaching the portion of the course on digital humanitarianism. With the permission of the course instructor, I am providing a new format grounded in new learning theory that could potentially allow the course to be offered online. I have added two new sections focused specifically on communication and leadership, which were taught with specific cases in the original version of the course rather than as standalone topics. The module is built using the Learning by Design pedagogy.
As stated above, the purpose of this learning module is to help students understand the demands of crisis management and leadership, as well as to help students develop their own thinking about these topics. The module is designed for graduate level students with the intention of it being offered as a fully online half-semester graduate level course with one one-hour synchronous class session per week.
There will be a case-study research project due in the fourth week of the semester. In addition, students will be required to peer review two works and complete a review of their own work before submitting a final version in week six. Students will also be required to make one five-minute oral presentation during a class session on their update for that week's topic. A majority of the weekly class sessions will be used for the oral presentations so that students may contribute to one another's knowledge and share information laterally consistent with New Learning theory rather than a traditional didactic teacher-student flow of information.
Students will be assessed using Scholar's built-in learner analytics. Students will be able to go to the Analytics page of their profile at any time to see how they are meeting the performance expectations. Students will be expected to:
Key areas in the learner analytics:[1]
The length of time to complete the module is eight weeks. Students will need a computer with internet access (preferably broadband) in order to participate in the course and complete the assignments. Additionally, students will need a microphone in order to take part in class sessions. A set of plug-in headphones or separate microphone will suffice. A web camera is not required but is recommended.
Learning Objectives
There are no specific governing standards for studying global catastrophes. However, this learning module will use the International Society for Technology in Education Student Standards, which align well with the course format and objectives. The link to the complete standards can be found here. Specific standards will be identified for each week's course work. The relevant standards and their descriptions are listed below:
1. Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
1a) articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes
1c) use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways
2. Digital Citizen
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:
2c) demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
3a) plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b) evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources
3c) curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d) build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions
6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:
6b) create original works or responsibly repurpose or remix digital resources into new creations
6c) communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations
6d) publish or present content that customizes the message and medium for their intended audiences
7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:
7b) use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7c) contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal
7d) explore local and global issues and use collaborative technologies to work with others to investigate solutions
Note: You should have received a link to take the pre-course survey. Please complete the survey before proceeding with this week's content.
The purpose of this course is to help you understand the demands of crisis management and leadership in highly complex global settings. It is organized around a number of case studies and videos that highlight concepts and themes that are central to understanding factors that can facilitate or prevent catastrophe and impact the response efforts, including:
Why Study Global Catastrophes?
Analyzing a Catastrophe
We will be examining four disaster/crisis case studies throughout the course. When analyzing a catastrophe or crisis, the following questions should be kept in mind to provide basic template for how to approach these complex events:
Key Concept: Systemic Risk
Our interdependent world is increasingly vulnerable to systemic risk. There is a vital need to understand it, plan for it, and mitigate its fallout. A financial crisis that began in the United States in 2008 rippled around the world due to the complex linkages of the global financial system, for example. Understanding systemic risk allows you to see the bigger picture and consider how the social, financial, and geopolitical relationships in our world are intertwined, where the vulnerabilities are, and what the consequences could be if one part of a system breaks down.
Systems Innovation. (2019, August 24). Systemic risk [Video]. YouTube. https://www.youtube.com/watch?v=AtA97hyVG20
In its most recent Global Risk Report, the World Economic Forum ranked the top ten global threats by likelihood:
Make a Comment
Make a comment below this update stating why you took this course and what you hope to learn from it.
Post an Update
Post an update stating which of the top ten risks identified by the World Economic Forum you feel is the biggest global risk, and why. Try to ground it in a specific example and address how it relates to the concept of systemic risk. Try to incorporate media, such as a video or image, to present your thinking in more than just text. Also address if there was anything on the list that surprised you, or anything that you thought would be but wasn't. Be sure to comment on the updates of at least three of your peers.
Method
Distribute the survey to the students before the course begins. The survey is informational and is designed to provide the teacher with data on students' opinions on various major topics and concepts related to the course. The teacher should review the survey results and discuss any observations during the first class. Pay particular attention to the responses to the groupthink and normalization of deviance questions as these were meant to gauge student understanding of these two fundamental concepts that can be applied to many disaster cases. These concepts should be discussed during the Challenger update.
At the end of each Administrator update, there will be a comment prompt that directly reflects on the material and an update prompt designed to help students apply their new learning. Additionally, students are directed to respond to at least three of their peers' updates on a weekly basis. For purposes of assessment students will be required to make a minimum of five of their own updates, and a total of fifteen comments on peer updates. This allows a greater degree of learner autonomy consistent with New Learning theory.
Since this will be the first Administrator update and class session, the teacher may want to spend a few minutes at the start of the class session making sure students are comfortable with navigating the program. It is not recommended that any time be devoted to training in class, but rather to make training resources available to students to pursue outside of class time if they need them. The instructor should go over the course format and general expectations. The remaining class time should be devoted to discussing the results of the survey and focusing on a broader discussion of globalization and how that has affected the impact of catastrophes beyond where they actually occur. The teacher should also review the basic analysis framework. Finally, the teacher should remind students to sign up for their oral presentation using the provided Google spreadsheet, which will be made available via a link on Scholar.
The teacher should gather the learning goals identified by the students in the Comment. These should be used to help guide the ensuing class discussions.
The Administrator updates for the first two weeks should be released at the same time before the course begins. Subsequently, the Administrator updates should be released after the current class session for the following week.
Pedagogy
Experiencing the known and analyzing critically: The comment requires students to consider their reasoning for taking the course and articulate their learning goals.
Experiencing the new: Students read the text about globalization, watch the video on systemic risk, and view the image outlining the top ten global risks.
Analyzing critically: Students are required to comment on peer updates, which requires them to evaluate others' work and perspectives.
Analyzing critically and applying appropriately: The update requires students to consider their own perspectives on the top ten risks, the concept of systemic risk, and apply their thinking to a real-world example.
Standards
1. Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
1c) use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
3a) plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b) evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources
3c) curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d) build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions
7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:
7b) use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7d) explore local and global issues and use collaborative technologies to work with others to investigate solutions
Introduction
The earliest cases of SARS originated in November 2002 in Guangdong Province, China. At the time, it was not known that there was a serious new disease that could be easily spread through coughs and sneezes. The international public health community received reports and chatter over the next month or so of some kind of outbreak, eventually prompting the World Health Organization (WHO) to issue a query to China about what was going on ("Overview," 2004). The initial response of the Chinese government was that it was an outbreak of atypical pneumonia ("Overview," 2004).
Then in February 2003, a doctor who had treated victims of the disease in Guangdong traveled to Hong Kong, where he stayed in a hotel and unknowingly spread the sickness to other guests, who in turn spread the virus to Toronto, Hong King, Vietnam, and Singapore (World Health Organization, 2003a). By March 2003 the disease was identified by the Centers for Disease Control (2013) as a new coronavirus named Severe Acute Respiratory Syndrome (SARS). The SARS epidemic spread rapidly and within a matter of a few months cases were reported in 30 countries and six continents (World Health Organization, 2003a).
The disease was transmitted through coughs, sneezes, and other close contact. Symptoms were a sudden high fever, chills, muscle aches, headache, and a cough. SARS progressed rapidly from fever to serious pneumonia after an average four-to-six-day incubation period. The disease killed people of all ages and health conditions, though it affected the elderly the worst. Death typically occurred several weeks to months after initial symptoms.
SARS' rapid spread highlighted the double-edged impact of globalization on today's public health sphere. On one hand, infectious diseases spread more rapidly than ever through transportation hubs as world transit speeds increase. On the other hand information was freely shared and efforts coordinated across borders, public sector and private sector in a concerted effort to contain the disease.
The role of the WHO in coordinating a global response network to contain the outbreak set unprecedented levels of global coordination in the public health sphere and helped catapult the WHO’s credibility to contain and manage future global pandemics. Three initiatives by the WHO particularly stood out: criticizing a country (China’s) government, issuing stern travel warnings and setting up a global information sharing network. Because of the WHO and each individual country’s efforts, by July 2003, SARS had ceased spreading (World Health Organization, 2003b).
In addition to health impact, SARS had major economic and political impacts. The worldwide economic impact was estimated to be between $30 and $100 billion dollars, affecting travel and tourism the most (Smith, 2006). Second, political: top officials in Hong Kong were forced to resign for their alleged slow response to the crisis. Hong Kong's secretary for health, welfare, and food, Dr. Yeoh Eng-kiong, and the chairman of the Hospital Authority, Dr. Leong Che-hung resigned in the wake of a report criticizing their response to SARS (Parry, 2004).
It was with SARS that the WHO truly announced its arrival on the world stage.
Key Concepts
Case Curation
SARS Response Timeline
Contemporaneous news update, April 25, 2003:
Washington Week. (2014, October 21). From the vault: The SARS epidemic [Video]. YouTube. Original air date: April 25, 2003. https://www.youtube.com/watch?v=kq4OD7y6lII&feature=youtu.be
Lessons Learned
iBiology Techniques. (2013, November 1). Lesson learned from SARS outbreak - Lucy Shapiro (Stanford) [Video]. YouTube. https://www.youtube.com/watch?v=WrFKM6yJ7WM&feature=youtu.be
Tan Tock Seng Hospital. (2013, March 25). SARS - A crisis that bonded a nation [Video]. YouTube. https://www.youtube.com/watch?v=K-QiTrPcw4g
AFP News Agency. (2013, March 29). Ten years on, the SARS outbreak that changed HK [Video]. YouTube. https://www.youtube.com/watch?v=JBagOaneLeo
One of the major positive outcomes of the SARS epidemic was the creation of the Global Outbreak Alert and Response Network (GOARN). GOARN is a collaboration of exisiting institutions and networks that can quickly band together to pool resources and share information when there is a suspected disease outbreak. This capacity can be surged quickly, making identification and response time much faster than if scientific groups were working independently.
World Health Organization. (2019, October 10). WHO: Global Outbreak Alert and Response Network (GOARN) [Video]. YouTube. https://www.youtube.com/watch?v=IFYueB_Dy9I
Readings
SARS 'Stopped Dead In Its Tracks
Ten Years After SARS: Five Myths to Unravel
SARS: How a Global Epidemic Was Stopped
The SARS Epidemic and Its Aftermath in China: A Political Perspective
Make a Comment
Make a comment below this update on the following question: If you were the mayor of a major city and received a call from the CDC informing you of a significant risk of a major outbreak of an infectious disease, what would be the top three or four items on your agenda to ensure the safety of your city? Keep in mind the lessons of SARS.
Post an Update
Make an update introducing a policy, organization, or technology that is helping to prevent the next big outbreak. Provide an example of how it has been effective with consideration of the global aspect. Try to include at least one media element in your update. Comment on the updates of at least three of your peers.
Method
Students should read the text, watch the videos, read the linked articles, respond to the comment, write an update, and respond to at least three of their peers' updates.
Oral presentations will begin this week and should constitute the majority of the class session.
The teacher should release the Administrative update for the following week after the class sessions ends.
Pedagogy
Experiencing the new: Learners read the overview, watch the videos, and read the articles in order to gain new knowledge about the SARS case.
Conceptualizing by naming and with theory: Learners are provided with a list of key issues to think about as they absorb the new material.
Analyzing functionally and Applying appropriately: The comment requires students to apply their learning to an imagined real-world scenario where they must make a determination about which issues are most important.
Applying creatively: The update requires students to research and evaluate a policy, organization, or technology that is contributing to preventing the next big disease outbreak, and create a knowledge artifact with their work.
Analyzing critically: Students are required to comment on peer updates, which requires them to evaluate others' work and perspectives.
Standards
1. Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
1c) use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
3a) plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b) evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources
3c) curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d) build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions
7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:
7b) use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7d) explore local and global issues and use collaborative technologies to work with others to investigate solutions
Instructions
Create a case study on a topic related to the course. You could write about a disaster or crisis, the response effort by a specific organization or government to a specific disaster or crisis, or an innovative technology that is being used in the humanitarian sector. These are just a few ideas: choose something that resonates with you or that you would like to learn more about. Your case study should be at least 2,000 words and you must include at least five media elements.
Your projects should include:
Your case studies will be submitted for peer review during the fourth week of the course. Peer reviews will take place during the fifth week. You will be expected to review the projects of two of your peers and provide constructive feedback to help them improve the quality of their project. When your peer-reviewed work is returned, you will have one week to revise it based on the recommendations of your peers. You will also review your peer reviewers, providing them with feedback on their review of your work. Finally, you will conduct a self-review using the case study rubric and submit that along with your final revised version. The rubric below should be used to evaluate the projects.
Peer reviews and self-review guidelines
Method
The case study project update can be published after the second week. At the beginning of class in week two, the teacher should spend a few moments discussing the project. Students may begin their project as soon as they receive a notification from CGScholar to start their work. For more information on how to facilitate this, please see: http://info.cgscholar.com/tutorials/tutorials.
The rubric will be embedded in the student project in Creator.
Pedagogy
Students will incorporate all eight knowledge processes of the Learning by Design pedagogy in their project.
Experiencing the Known and the New: Students have been asked to select their own topic (the new) but also explain why they chose it and what connection they have to it (the known.) Students will also be experiencing the Known as they apply what they have learned in their research and analysis.
Conceptualizing by Naming and by Theory: Students will need to define terms and concepts as they are incorporated into their project. Students will demonstrate understanding of theory and concepts in the way they explain their thinking about their topic.
Analyzing Functionally and Critically: Students will perform a critical analysis of their chosen topic in an actual incident, including major players, what worked and what didn't work. They will also include their own views in a Lessons Learned section.
Applying Appropriately and Creatively: By grounding their project in an actual incident, the learners will apply their learning to a real-world situation. The multimodal format of the project affords students the ability to present information in a creative and dynamic way.
Standards
1. Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
1a) articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes
1c) use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways
2. Digital Citizen
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:
2c) demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
3a) plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b) evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources
3c) curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d) build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions
6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:
6b) create original works or responsibly repurpose or remix digital resources into new creations
6c) communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations
6d) publish or present content that customizes the message and medium for their intended audiences
7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:
7b) use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7c) contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal
7d) explore local and global issues and use collaborative technologies to work with others to investigate solutions
Introduction
In January 1986, the Space Shuttle Challenger exploded mid-flight shortly after liftoff from its launchpad at the Kennedy Space Center in Florida. The launch was attended by dozens of people and it was broadcast live on network television. The tragedy shocked the nation, especially the many schoolchildren who had been watching the broadcast excited to see schoolteacher Christa McAuliffe blast into space. McAuliffe had been selected for NASA's inaugural Teacher in Space program. The entire crew of seven astronauts perished in the accident.
There was an extensive inquiry into the accident. The cause was eventually determined to be a faulty O-ring that allowed pressurized gas to escape from one of the rocket boosters. The failure of the O-ring was attributed to the exceptionally cold weather on the day of the launch.
The decision to proceed with launch by management at Morton Thiokol and NASA against the recommendation of the Morton Thiokol engineers has become an iconic example of the dangers of groupthink. The tensions surrounding the decision-making process also highlight the challenges inherent in a high technology industry where the objectives of management and the responsibilities of expert technical staff may not always align.
Key Concepts
One of the major lessons to take away from the Challenger disaster is the danger of groupthink, especially when there is the potential for a catastrophic failure that could result in loss of life. Learn more about groupthink in the video below. Have you ever experienced groupthink?
McKinsey & Company. (2016, August 5). Adam Grant: Avoid groupthink (in a real way) [Video]. YouTube. https://www.youtube.com/watch?v=2p-uY_i-wvc
Case Curation
Vintage Space. (2018, January 26). How the Challenger disaster changed NASA [Video]. YouTube. https://www.youtube.com/watch?time_continue=24&v=KlpOYLJAGqA&feature=emb_logo
Retro Report. (2019, October 29). Lessons from the Challenger tragedy | Retro Report on PBS [Video]. YouTube. https://www.youtube.com/watch?v=Ds6ie8IV-LI&feature=youtu.be
Lesson Learned?
On February 1, 2003, STS-107 (utilizing the Columbia orbiter) ended in disaster as the orbiter disintegrated during re-entry into the Earth's atmosphere. All seven crew members were killed and debris fell across Texas and Louisiana.
Mission STS-107 was the 113th space Shuttle launch. The technical cause of the loss of Columbia was a result of damage sustained during launch when a small briefcase-sized piece of foam insulation from the external tank broke off and struck the Columbia's left wing. The impact caused a hole that allowed the extreme temperature experienced by the orbiter during re-entry to burn-up the left wing and cause structural failure of the entire craft.
Dr. Sally Ride, who served on the Rogers Commission and the Columbia Accident Investigation Board, observed that there were “echoes” of the Challenger accident in the Columbia failure (Columbia Accident Investigation Board, 2003, p. 195). The Columbia Accident Investigation Board (2003) concluded that "Risk, uncertainty, and history came together when unprecedented circumstances arose prior to both accidents" (p. 199) and that both accidents were "failures of foresight" (p.196) in which history, normalization of deviance, and organizational culture played a role.
Reading
Make a Comment
Make a comment below this update that addresses how you would think about reconciling differing objectives of various constituencies as a manager. What would be your decision-making process? Would you think about it differently in a high-impact/low-probability scenario than you would in a scenario where the chances of impact are lower but higher probability?
Post an Update
Explore one of the major concepts highlighted by this case. Explain how the concept was at work in a situation you have experienced or find an example of a disaster or crisis incident and analyze the scenario with the concept in mind. Be sure to include personal reflection in your update about how you would address the concept in a crisis scenario. Try to include at least one media element in your update. Comment on the updates of at least three of your peers.
Method
Students should read the text, watch the videos, read the linked articles, respond to the comment, write an update, and respond to at least three of their peers' updates.
Oral presentations will continue this week and should constitute the majority of the class session.
The teacher should release the Administrative update for the following week after the class sessions ends.
Pedagogy
Experiencing the new: Learners read the overview, watch the videos, and read the articles in order to gain new knowledge about the Challenger case.
Conceptualizing by naming and with theory: Learners are provided with a list of key issues to think about as they absorb the new material.
Analyzing functionally: The infographic of what caused the explosion allows learners to physically see the cause and effect.
Conceptualizing with theory: Students have been provided with a video on the phenomenon of groupthink, which delves further into how it works, enhancing their understanding.
Analyzing functionally and Applying appropriately: The comment requires students to apply their learning to an imagined real-world scenario where they must make a determination about which issues are most important.
Experiencing the known, Conceptualizing by naming, Analyzing critically, and Applying creatively: The update requires students to explore a concept highlighted by the case and either relate it to their personal experience or reflect on their own thinking about how they would address it in a crisis scenario.
Analyzing critically: Students are required to comment on peer updates, which requires them to evaluate others' work and perspectives.
Standards
1. Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
1c) use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
3a) plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b) evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources
3c) curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d) build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions
7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:
7b) use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7d) explore local and global issues and use collaborative technologies to work with others to investigate solutions
Introduction
On April 20, 2010, during the final phases of drilling the exploratory well at Macondo in the Gulf of Mexico, a gusher of hydrocarbons escaped from the well and rocketed up the riser along with mud and cement from the well. By the time the rig workers realized a blowout had occurred, it was too late. An attempt was made to activate the blowout preventer, but it failed. That much gas flowing into the mud and gas separator system quickly overwhelmed it and at approximately 9:49 p.m., the first explosion occurred, claiming the first of the eleven victims of the Deepwater Horizon catastrophe (National Commission, 2011). After burning for approximately 36 hours, Deepwater Horizon sank on April 22, 2010. The resulting oil spill continued for nearly three months, when it was temporarily closed by a cap on July 15. Relief wells were eventually used to permanently seal the well. The well was declared "effectively dead" on September 19, 2010 (CNN, 2010).
As the event evolved, the efforts of both BP's management and the federal government were challenged by media and local leaders. BP was legally responsible, but as events unfolded, the media emphasized that BP did not have the skills to manage the leaks, the environmental risk, or the public relations. President Obama and the federal government emphasized BP's responsibility for the spill, and in the eyes of many observers waited too long before taking over the massive cleanup.
The live feed of oil gushing into the Gulf of Mexico was on the news constantly for weeks while BP attempted to cap the well. It's a familiar and iconic image of the incident that you may remember seeing.
Blue Ocean Productions. (2010, May 13). Underwater video of the BP gulf oil spill [Video]. YouTube. https://www.youtube.com/watch?v=zZKAQDieI5Y&feature=emb_logo
The BP case highlights a number of important dimensions of crisis management in today's world. The BP spill illustrates the trade-offs we constantly face in trying to secure a necessary resource while preserving individual, public and environmental safety. Reconciling these two needs is much easier said than done in a world of multiple political pressures. This case also illustrates the increasingly complex challenges involved in sharing the management of highly sophisticated technology between companies--often multinational consortiums--and governments. What is perhaps most poignant is the tension between the responsibility of companies in a capitalist market system to maximize shareholder value, and the responsibility of the government to protect the public interest and safeguard the environment. It is impossible to achieve the perfect balance, public and political memories are short, and as we have seen in the Gulf, it often takes an unprecedented disaster for the shortcomings of private management and public oversight to become apparent.
Key Concepts
Case Curation
An animation of the blowout:
USCSB. (2014, June 5). Deepwater Horizon blowout animation [Video]. YouTube. https://www.youtube.com/watch?time_continue=12&v=FCVCOWejlag&feature=emb_logo
TIME. (2018, June 18). The oil spill by the numbers [Video]. YouTube. https://www.youtube.com/watch?v=_tq91E9WRRY
Contemporaneous news update:
ABC News. (2010, June 6). Interview with Adm. Thad Allen [Video]. YouTube. https://www.youtube.com/watch?v=fKHv_4SLmC4&feature=emb_err_watch_on_yt
Investigation and Conclusions
Quoting the investigation report of the Challenger disaster, the members of the National Commission on the BP Deepwater Horizon Oil Spill and Offshore Drilling (2011) remarked that "Complex systems almost always fail in complex ways" (p. viii). Offshore oil drilling employed technology that was among the most complex for any engineering system. The Macondo well had safety regulations from a variety of sources, standards for materials and procedures, and complex protective systems including blowout preventers and multiple layers of instrumentation to detect problems. However, in spite of protective devices and rules, failure still occurred. Observers asked how much was the risk increased by management decisions at all points in the process; could regulators have done more to reduce the risk; and given the blowout, how adequate was the response of the company and the various government entities involved in the cleanup?
Since the 2010 Gulf spill, there have been many reports analyzing the events and decisions that led to the Deepwater Horizon blowout, which parties are to blame, and what lessons and policy changes should be adopted in its wake. Among these reports, there are three that encapsulate the majority of core observations and recommendations.
1. Deep Water: The Gulf Oil Disaster and the Future of Offshore Drilling (2011)
The report by the National Commission on the BP Deepwater Horizon Oil Spill and Offshore Drilling (2001) cited "failure of management" (p. vii) by BP as a key contributing factor in the Deepwater Horizon incident. The report noted BP’s poor safety track record. It also pointed out that there were additional pressures on the project, since the well was six weeks behind schedule and $58M over budget.
The report Foreward summarized the conclusions the Commission reached following its investigation (pp. vii-viii):
Failures of Government Regulation
The National Commission on the BP Deepwater Horizon Oil Spill and Offshore Drilling report also noted the failure of the Minerals Management Services (MMS) in regulating offshore drilling, describing it as a "serious, and ultimately inexcusable shortfall in supervision of offshore drilling" (p.xiii).
The MMS personnel responsible for reviewing the permit applications submitted to MMS for the Macondo well were neither required nor prepared to evaluate the aspects of that drilling operation that were in fact critical to ensuring well safety. The regulations did not mandate that MMS regulators inquire into the specifics of rupture disks, long string well designs, the cementing process, the use of centralizers, lockdown sleeves, or the temporary abandonment procedures. And, no doubt for that same reason, the MMS personnel responsible for deciding whether the necessary drilling permits were granted lacked the expertise that would have been necessary in any event to determine the relative safety of the well based on any of these factors.
2. Report regarding the causes of the April 20, 2010 Macondo Well blowout (2011)
The joint report of the Bureau of Ocean Energy Management, Regulation and Enforcement, and the Coast Guard was issued September 14, 2011. The report placed much more blame on BP than had earlier findings, citing knowledge that BP knew and did not share, which should have led them to change their drilling approach.
The report cited a number of root causes:
3. Deepwater Horizon accident investigation report (2010)
In its own investigative report, BP (2010) stated that "a complex and interlinked series of mechanical failures, human judgments, engineering design, operational implementation and team interfaces came together to allow the initiation and escalation of the accident" (p. 11). The main findings of the report are summarized below.
Make a Comment
Make a comment below this update discussing your view of the government's responsibility to manage a public good. Did the Deepwater Horizon spill case make you think differently about the intersection of government, industry, and the public good?
Post an Update
Identify an incident that has occurred (or could occur) that is similar to the Deepwater Horizon Oil Spill. Focus on areas where an accident by a private company has had or could have a major impact on a public good. Examine risk, responsibility, impact, and highlight areas where lax oversight or a poor culture of safety are a factor. Choose a specific example rather than writing generally about an industry or company. Try to include at least one media element in your update. Comment on the updates of at least three of your peers.
Some areas to explore for examples:
Nuclear power
Oil pipelines
Drilling in ANWAR or other areas of environmental concern
The financial industry (think about the causes and effects of the 2008 crisis)
Method
Students should read the text, watch the videos, read the linked articles, respond to the comment, write an update, and respond to at least three of their peers' updates.
Oral presentations will continue this week and should constitute the majority of the class sessions\.
The teacher should release the Administrative update for the following week after the class sessions ends.
Pedagogy
Experiencing the known: The introduction includes a video of the underwater oil leak, which was on television for weeks during the incident. It will likely be a familiar image to most students.
Experiencing the new: Learners read the overview, watch the videos, and read the articles in order to gain new knowledge about the Deepwater Horizon case.
Conceptualizing by naming and with theory: Learners are provided with a list of key issues to think about as they absorb the new material.
Analyzing functionally: The video of what caused the blowout allows learners to physically see the cause and effect.
Conceptualizing with theory, Conceptualizing by naming, and Analyzing critically: The comment requires students to evaluate their thinking and provide an opinion on a major concept of the case: the intersection of the private sector and the public good. They will have to define what constitutes a public good.
Applying appropriately and creatively: The update requires students to apply their learning appropriately and creatively by creating a knowledge artifact from their research on a real-world scenario of potential disaster in the public sector caused by a private business.
Analyzing critically: Students are required to comment on peer updates, which requires them to evaluate others' work and perspectives.
Standards
1. Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
1c) use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
3a) plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b) evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources
3c) curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d) build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions
7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:
7b) use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7d) explore local and global issues and use collaborative technologies to work with others to investigate solutions
Introduction
Our world is facing an unprecedented crisis of global migration which has created a tremendous strain on the global humanitarian system as well as the governments and citizens of the many host countries absorbing refugee populations. According to the latest figures from the United Nations (2018), there are nearly 71 million people displaced worldwide due to conflict, persecution, violence, and human rights violations. This represents an increase of 2.3 million from the prior year. More than half that number are internally displaced people who remain in their home country under dire circumstances, often unable to receive aid or assistance due to dangerous circumstances for aid workers or being outright blocked by the faction in power. 16% of global refugees live in developed countries, but approximately one-third of the global refugee population live in the Least Developed Countries.
How to accommodate refugees has become a prominent issue both internationally and domestically. Host country leaders face pressures from their citizens about the impact of absorbing refugee populations. Beyond the politics and public sentiment, there are a multitude of challenges involved in helping refugees integrate into cultures which may be very different from their own. Refugees need access to essentials -- meals, shelter, health care -- but they also need a pathway to establish a living for themselves and their families.
There is also a crisis within a crisis unfolding as children are missing out on education for the months and sometimes years it takes to be resettled from the time they initially left their home country. Save the Children (Graham et al., 2019) reports that nearly one-fifth of the world's child population live in a conflict zone. About half of the world's refugee population are children. Save the Children reports that 3.7 refugee children are out of school entirely, 50% of refugee children in low income host countries have access to primary education, and only 22% of refugee teens attend secondary school. Both the primary and the secondary school access figures are well below the comparative global levels.
The underlying issues causing the migration are perhaps the most difficult aspect of the crisis. The civil wars and violent regimes prompting the movement of so many people show so signs of ceasing. In addition, the World Bank (Rigaud et al., 2018) predicts that by 2050, 143 million people from Sub-Saharan Africa, South Asia, and Latin America could be forced to move due to slow-onset climate change effects on water, sea levels, and ability to produce crops. The global migration crisis represents the complexity of a truly global catastrophe and calls for leaders capable of facilitating the intense cooperation and coordination among nations and non-governmental agencies that will be needed to begin to mitigate this crisis.
Key Concepts
Case curation
Key definitions:
Internally displaced person: An internally displaced person is forced to move typically for the same reasons as refugees, but do not leave their home country. They are an especially vulnerable population because they are not guaranteed the same protected status as refugees and because they remain in the troubled environment.
UNHCR Teaching About Refugees. (2017, October 23). Who is an internally displaced person? [Video]. YouTube. https://www.youtube.com/watch?v=DCzpVQkencw
Refugee: Refugees are persons fleeing their home country due to armed conflict or persecution. They are protected under international law and are eligible to receive assistance from states, the United Nations High Commissioner for Refugees (UNHCR), and other organizations. Refugees may not be forcibly returned to their home countries if doing so will put them at risk.
UNHCR Teaching About Refugees. (2017, October 23). Who is a refugee? [Video]. YouTube. https://www.youtube.com/watch?v=GvzZGplGbL8
Asylum-seeker: People who have requested protection from another country but whose claim has not yet been processed. Asylum-seekers typically remain in their host country while awaiting the decision and are usually provided with essentials - meals, a place to sleep, and health care. If their request for asylum is denied, they must return to their home country, though sometimes asylum-seekers appeal the decision. If the request for asylum is accepted, then the asylum-seeker is granted refugee or another protected status.
UNHCR Teaching About Refugees. (2017, October 23). Who is an asylum-seeker? [Video]. https://www.youtube.com/watch?v=E1E_tiagn8Q
There is a fourth category: Persons who leave their home country due to natural disasters, climate change, or environmental factors. People migrating due to these circumstances are not considered refugees and do not have legally protected status, nor are they eligible for aid and assistance programs.
Key figures:
Major sources of refugees:
Major host countries of refugees:
The UN Humanitarian Refugee Agency is the lead international organization for refugee affairs.The video below provides an overview of their latest report on global trends in forced displacement. This can help give an idea of the magnitude of the crisis.
UNHCR. (2019, June 18.) UNHCR’s global trends in forced displacement – 2018 figures [Video] YouTube. https://www.youtube.com/watch?v=ax5f9KsGfv8&feature=youtu.be
This TED Talk is by David Miliband, chief executive of the International Rescue Committee and former British politician. He is an expert on refugee affairs.
TED. (2017, June 20). The refugee crisis is a test of our character | David Miliband [Video]. YouTube. https://www.youtube.com/watch?v=PgCmT0qkfQM
Readings
The Refugees the World Barely Pays Attention To
The World's 5 Biggest Refugee Crisis
Germany Rolls Up Refugee Welcome Mat to Face Off Right-Wing Threat
Migrants Are on the Rise Around the World, And Myths About Them Are Shaping Attitudes
Turkey Can't Host Syrian Refugees Forever
Make a Comment
Make a comment below this update discussing something from the material that stood out to you. What do you see as the most important, or one of the most important, issues pressing on this crisis? What should leaders be thinking about in terms of resolving this issue?
Post an Update
Post an update about an organization (business entity, non-profit, or non-governmental organization) or a government program that is focused on the refugee/migrant crisis. Who are the major players and what do they do? What is working or not working? Provide a specific example of a project or initiative. Try to include at least one media element in your update. Comment on the updates of at least three of your peers.
Some ideas:
The International Rescue Committee
U.S. Office of Refugee Resettlement
European Commission Department of Migration and Home Affairs
Method
Students should read the text, watch the videos, read the linked articles, respond to the comment, write an update, and respond to at least three of their peers' updates.
Oral presentations will continue this week and should constitute the majority of the class session.
The teacher should release the Administrative update for the following week after the class sessions ends.
Pedagogy
Experiencing the new: Learners read the text, watch the videos, and read the articles in order to gain new knowledge about the Global Refugee Crisis.
Conceptualizing by naming and with theory: Learners are provided with a list of key issues to think about as they absorb the new material.
Conceptualizing by naming: Students are provided with key definitions and accompanying videos that explain the terms internally displaced person, refugee, and asylum seeker.
Analyzing functionally and critically: The comment requires students parse what they have learned and evaluate their thinking on a standout issue as well as think about what issues would be important from a leader's perspective.
Applying appropriately and creatively: The update requires students to apply their learning appropriately and creatively by creating a knowledge artifact from their research on a real-world organization or program that is operating within the refugee/migrant humanitarian sector.
Analyzing critically: Students are required to comment on peer updates, which requires them to evaluate others' work and perspectives.
Standards
1. Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
1c) use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
3a) plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b) evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources
3c) curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d) build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions
7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:
7b) use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7d) explore local and global issues and use collaborative technologies to work with others to investigate solutions
Introduction
As in most other sectors and institutions, technology is making an impact in the humanitarian sector as well. Over the past ten years, a new trend has emerged, "Digital Humanitarianism," which embraces the use of technology in disaster response, mitigation, and planning. One of the unique features of Digital Humanitarianism is that it has significantly lowered the barrier of entry for humanitarian work. It is now possible to sit at your computer in the United States and participate in response efforts for an earthquake in Japan. With the rapid advances being made in artificial intelligence, machine learning, and neural networks, we have only just begun to explore the possibilities of how technology can be used to significantly reduce the impacts of a major disaster.
Key Concepts
Case Curation
Put simply, digital humanitarianism is the bridge between the humanitarian and technology communities. Digital humanitarians use technology to capture, process, and classify big crisis data. The data comes from social media, aerial imagery, and traditional news sources. By filtering and classifying the data, they are able to generate nearly real-time “crisis maps” which show areas of greatest need, areas where roads or other access is blocked, where buildings are collapsed, etc. These maps are used by the United Nations, non-governmental organizations, and government agencies to help them determine how to best allocate their resources in a response. Digital Humanitarians are focused on giving humanitarian responders good data in a timeframe in which the data is useful.
At its core, it is the combining of artificial and human intelligence to maximize asset allocation in order to execute an efficient and rapid response and recovery effort. The data and technology used by the digital humanitarian community is also being applied to longer-term resilience planning, such as the landslide-mapping effort in New Zealand where a University of Michigan-led team of geologists and engineers are creating an inventory of recent landslides, using data collected by drones, satellites, helicopters, and on foot, in order to determine where future landslides are likely to cause the most damage.
University of Michigan. (2016, December 13). University of Michigan researchers use drones to map landslides from New Zealand earthquake [Video]. YouTube. https://www.youtube.com/watch?time_continue=1&v=NCXdtlSPRuw&feature=emb_logo
Digital Humanitarianism as an identifiable sector began with the Haiti earthquake in 2010. This was the first time a collection of volunteers came together, in a very fluid and organic manner – typical of how this sector operates – because one person, Patrick Meier, a PhD student at Tufts Fletcher School, wanted to know if his wife, who was doing research in Port-au-Prince, was ok.
Using the digital mapping site, Ushahidi.com, he began aggregating and parsing tweets and adding relevant information to a digital map. He quickly realized there was too much for him to handle on his own however, and so called a few friends to help. They set up chat rooms on Skype and worked together, collecting and processing tweets, Facebook updates, and inputting relevant information from news sources. One day in, they had tens of thousands of tweets – still far too many for a few people to deal with. So Patrick called more friends and classmates to help. Those people, in turn, leveraged their own international networks. Since all the work was accessible online, anyone could pitch in after connecting with the Boston-based group on Skype for a crash course. (They had trained over 100 volunteers by the 4th day after the quake struck.)
Over the next couple of years, digital volunteers worked on several major catastrophes. With each one, they became more organized and refined their processes, systems, and technologies, developing new platforms and enhancing existing ones in direct response to assessments over what worked, what didn’t, and where the holes (needs) were that couldn’t be addressed.
Digital humanitarians provide:
Unlike traditional non-governmental organizations, these groups are free from bureaucracy; nimble and able to scale rapidly; they can quickly leverage world-wide networks; and they have the ability to work around the clock, anytime, anywhere (as long as an internet connection is available).
Today, technology is being used in a variety of ways to enhance and improve disaster response, resiliency initiatives, and humanitarian work. Below are some examples.
Aerial Imagery
Aerial imagery encompasses the imagery gathered from satellites and unmanned aerial vehicles (UAVs, often referred to as drones.)
Aerial imagery itself is not a new technology. Satellites have been providing information about the earth’s surface and environmental conditions and hazards since the launch of the first NOAA satellite, TIROS, in 1960. Since 1972, the USGS-NASA joint Landsat program has provided data for global change research, agriculture, forestry, geology, resource management, and water and coastal studies. More recently, Landsat imagery has been used to track oil spills and waste pollution generated by mining operations. It was also a key source of information for disaster management teams who were analyzing the damage and impact (immediately and then months later) of the 2004 Indian Ocean Tsunami.
Today, there are over 1,000 satellites in operation, deployed by public and private entities for a variety of purposes including communications, intelligence, navigation, meteorological observation, and optical imaging (Union of Concerned Scientists, 2016). What is new is crowd computing and use of artificial intelligence as means to parse large amounts of imagery, as well as the effort to promote information sharing and accessibility.
The video below provides additional detail about how collecting and parsing aerial imagery is used after a disaster.
InsuranceCrime. (2018, November 5). Geospatial Intelligence Center imagery is transforming catastrophe response [Video]. YouTube. https://www.youtube.com/watch?time_continue=145&v=v3QszGHiB4U&feature=emb_logo
In addition to be used to collect imagery for damage assessment after a disaster, drones are being used to collect data for environmental conservation and mapping initiatives. They are also delivering medical cargo in isolated areas, as described in the video below.
CNET. (2018, April 4). New Zipline drones can deliver medicine faster [Video]. YouTube. https://www.youtube.com/watch?v=nnKnMgWy_tM
Open source mapping
Open sourced mapping is a big part of the digital humanitarian sector. Because these maps are open to all for viewing and editing, they make an effective tool for disaster response and mitigation. For example, as volunteers and AI parse social media and aerial imagery for damage, this data is fed into a map that can be provided to responders on the ground to help them determine where to direct their resources, as seen in the example below:
The line across the island represents the path of the hurricane. Each dot on the map represents a tagged damage report from social media (including a series of aerial imagery that were uploaded to Facebook) and traditional media sources.
The Humanitarian OpenStreetMap Team is working on a variety of projects at any given time. In addition to providing information to responders, they are continually working to create very detailed maps that include roads, footpaths, and buildings in communities all around the world for which much of that information is not available. When events such as floods or disease outbreaks stike these often isolated communities, having detailed information available about precisely where people are and where buildings and other infrastructure is located help aid workers and responders target their efforts and efficiently allocate resources.
Advanced computing and artifical intelligence
There are many potential applications for artificial intelligence to enhance humanitarian technology. However, it is very important to emphasize the importance of the human component in all of this. AI is not envisioned to be a replacement for human cognition, but rather, a complement to reduce the workload where possible. For example, the AIDR (Artificial Intelligence for Diaster Reponse) platform sifts through vast amount of data generated on Twitter during a disaster to filter out the most pertinent information. A similar platform is used by the Joint Research Center (the European Commission’s science and knowledge service) to help classify aerial imagery.
AI is also being used to advance disaster response and planning capabilities, as seen in the video below by a new organization called OneConcern.
Their innovative program:
One Concern. (2018, June 19). Why One Concern is different: One Concern testimonials [Video]. YouTube. https://www.youtube.com/watch?v=O8MP_4yYt-k&feature=emb_logo
There are some major challenges that come with the use of technology in humanitarian work, though, many of these can be translated to any other sector where technology is disrupting the way things are done. The most fundamental challenges include:
Dealing with the sheer volume of big crisis data
Verification of the data itself
Employing an accurate but rapid verification process
Ethics and privacy
Technical infrastructure
The rapidly-changing nature of technology
Make a Comment
Make a comment below this update reflecting on something that stood out to you from this week's material. Do you find any of the issues or technologies mentioned particularly interesting, and why? Do you perhaps have concerns about some of the challenges that were mentioned?
Post an Update
Post an update about a technology being used in the humanitarian sector. Parse a specific example: who was involved, where it was deployed, what was its effectiveness, and provide your views on its long-term potential given the many challenges outlined in this week's material. Try to include at least one media element in your update. Comment on the updates of at least three of your peers.
Some ideas:
ESRI
GISCorps
Missing Maps Project:
Google PersonFinder
Planet
Landsat
UN Centre for Humanitarian Data
Digital Humanitarian Network
WeRobotics
There are lots of possibilities, so please don't limit yourselves to this list!
Method
Students should read the text, watch the videos, read the linked articles, respond to the comment, write an update, and respond to at least three of their peers' updates.
Oral presentations will continue this week and should constitute the majority of the class session.
The teacher should release the Administrative update for the following week after the class sessions ends.
Pedagogy
Experiencing the new: Learners read the text and watch the videos in order to gain new knowledge about the the role of technology in disaster response and humanitarian work.
Conceptualizing by naming and with theory: Learners are provided with a list of key issues to think about as they absorb the new material.
Conceptualizing by naming: Students are provided with key definitions and accompanying videos that explain the terms internally displaced person, refugee, and asylum seeker.
Analyzing functionally and critically: The comment requires students parse what they have learned and evaluate their thinking on a standout issue or concern.
Applying appropriately and creatively: The update requires students to apply their learning appropriately and creatively by creating a knowledge artifact from their research on a real-world technology that is being used in the humanitarian sector.
Analyzing critically: Students are required to comment on peer updates, which requires them to evaluate others' work and perspectives.
Standards
1. Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
1c) use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
3a) plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b) evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources
3c) curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d) build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions
7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:
7b) use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7d) explore local and global issues and use collaborative technologies to work with others to investigate solutions
Introduction
Communication style is a major element of crisis management. Leaders must be able to accurately convey facts while displaying empathy and a command of the situation. This balance can be difficult to maintain in the face of a crisis when, especially in the immediate hours, there is much confusion and conflicting information coming in from multiple sources or, when the facts simply aren't yet known.
Crises are grueling and exhausting for everyone involved, and successful leaders must be able to manage themselves as well as those around them. Consider the fatal flaw of Tony Hayward, the former CEO of BP:
CNN. Hayward - Life back [Video]. YouTube. https://www.youtube.com/watch?v=EZraCNZZ7U8
This statement was made approximately one month after the incident occurred. Approximately two months later, BP announced that Hayward would be replaced as CEO effective October 1 of that year. The infamous "I'd like my life back" comment was not the only misstep he made. He also downplayed the impact of the spill and the amount of oil flowing into the Gulf. Rightly or wrongly, Hayward's comments and demeanor made him the public villain.
There is not a definitive list of the qualities and characteristics that constitute a good crisis communicator, but here is a list to consider:
This video from King's College London provides some additional insight on how to think about communications in a crisis:
kingscollegelondon. (2017, December 5). Communication in a crisis: understanding the public response [Video]. YouTube. https://www.youtube.com/watch?v=1edkOUa6Q6U
Below are some examples of political and business leaders communicating in a crisis. What do you think? Consider the context of the incident and the intended audience. How does the speaker look and sound? Are they conveying appropriate emotion? Do they seem trustworthy? What role does culture play in a leader's messaging?
President Regan's Address to the Nation after the Challenger Accident, January 1986
C-SPAN. (2016, January 28). President Reagan on Space Shuttle Challenger explosion (C-SPAN) [Video]. YouTube. https://www.youtube.com/watch?v=66mGwws7EEw
After the terrorist attack on September 11, 2001, President George W. Bush delivered a speech on the ground to first responders. It became known as the "bullhorn speech."
Fox 35 Orlando. George W. Bush’s bullhorn speech still echoes, ‘I can hear you! The rest of the world hears you’ [Video]. YouTube. https://www.youtube.com/watch?v=zi2SNFnfMjk
Prime Minister Teresa May's response to the terrorist attack in Manchester on May 22, 2017.
10 Downing Street. (2017, May 23). PM's statement following terrorist attack in Manchester [Video]. YouTube. https://www.youtube.com/watch?v=penFd68FmSM&feature=youtu.be
President Trump's response to the shooting that occurred in Las Vegas on October 1, 2017.
CNN. (2017, October 2). President Trump responds to Las Vegas shooting [Video]. YouTube. https://www.youtube.com/watch?v=pY4K4U9TtX8
In April 2018, two African-American men were arrested at a Starbucks in Philadelphia for refusing to leave after the manager asked them to for not ordering anything. (They were waiting to meet a third person.) The incident went viral, and prompted the CEO of Starbucks to shut down all of its locations nationwide for a day of racial-bias training.
CNN. (2018, April 17). Starbucks CEO: I'm going to fix this [Video]. YouTube. https://www.youtube.com/watch?time_continue=341&v=wUhQ_TGc0rg&feature=emb_logo
In March 2017, Facebook became embroiled in a scandal over allowing a third party company, Cambridge Analytica, to harvest user data and sell it without the knowledge or consent of the users. It became an iconic incident that brought to light significant concerns and issues around data privacy. Below is a video of Mark Zuckerberg, the CEO of Facebook, testifying before Congress.
NBC News. (2018, April 10). 'I'm sorry': Facebook CEO Mark Zuckerberg delivers opening statement at Senate hearing | NBC News [Video]. YouTube. https://www.youtube.com/watch?v=UofMQ8EGmSc
Reading
Crisis Communications: When to Talk to the Media
Make a Comment
Make a comment below this update evaluating the effectiveness of the communications conveyed in the various videos. It's not necessary to discuss all of them, but choose one or two that stood out to you and explain why. How did the speaker look? Sound? What vocabulary words stood out? What was the tone? Did the speaker seem empathetic? Honest? Authentic? What audience was the speaker addressing? What other qualities did you notice?
Post an Update
Make an update parsing an example of crisis communications. Do you think it is a poor example or a good one, and why? Be sure to include a video of the speaker. Comment on the updates of at least three of your peers.
Method
Students should read the text, watch the videos, read the linked articles, respond to the comment, write an update, and respond to at least three of their peers' updates.
Oral presentations will continue this week and should consitute the majority of the class session.
The teacher should release the Administrative update for the following week after the class sessions ends.
Starting this week, the focus of the remaining Administrator updates shift from specific case studies to the general themes of communications and leadership in a crisis.
Pedagogy
Experiencing the new: Learners read the text, watch the videos, and read the articles in order to gain new knowledge about crisis communications.
Conceptualizing by naming and Analyzing critically: The comment requires students evaluate the example videos of various real-world communications by leaders facing a crisis. Students were provided with some concepts and definitions of what makes a leader effective in crisis communications, and are asked to apply those in their evaluation.
Applying appropriately and creatively: The update requires students to apply their learning appropriately and creatively by creating a knowledge artifact from their research on a real-world example of crisis communications.
Analyzing critically: Students are required to comment on peer updates, which requires them to evaluate others' work and perspectives.
Standards
1. Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
1c) use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
3a) plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b) evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources
3c) curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d) build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions
7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:
7b) use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7d) explore local and global issues and use collaborative technologies to work with others to investigate solutions
Introduction
What does it take to be a successful leader in a crisis? As we explored last week, one important quality is being an effective communicator. It is also important to be able to lead in all directions as well as manage your own emotions, behaviors, and state of mind. Leading in all directions means leading up -- managing the expectations of your supervisor; leading down -- managing those under your authority; and leading across -- being able to bring together constituencies over which you do not have authority but who are critical to the situation. Taken together, this is known as meta-leadership.
Meta-leadership has five dimensions:
The following videos explain meta-leadership in further detail.
HarvardCPL. (2011, November 23). NPLI: Meta-leadership [Video]. YouTube. https://www.youtube.com/watch?v=Rj2assQiltw
HarvardCPL. (2018, June 29). NPLI: Meta-leadership overview [Video]. YouTube. https://www.youtube.com/watch?v=b6j-UF9Ip7g
HarvardNPLI. (2017, December 19). Eric McNulty on the person of the meta-leader [Video]. YouTube. https://www.youtube.com/watch?v=oO3h3cd1Wmk&feature=youtu.be
AFCEA International. (2014, August 18). Adm. Thad Allen, USCG (Ret.) - AFCEA leadership 5 questions [Video]. YouTube. https://www.youtube.com/watch?v=KnJZ8KJvhn4
Readings
Leading Through a Major Crisis
Adm. Thad W. Allen: Leadership in a Crisis
Make a Comment
Make a comment below this update discussing your thoughts about meta-leadership. What stood out to you from the videos or readings?
Post an Update
Create an update that parses an example of meta-leadership, or lack therof. Describe the situation and how the person exemplified the qualities of meta-leadership and the impact their actions had on the situation and those around them. This can be an example from your own experience, one that the course has covered, or one that you would like to bring in to the discussion. Comment on the updates of at least three of your peers.
Method
Students should read the text, watch the videos, read the linked articles, respond to the comment, write an update, and respond to at least three of their peers' updates.
This is the final week for oral presentations and they should consitute the majority of the class session.
There are no more Administrator updates to release as this is the final week of the course.
Pedagogy
Experiencing the new: Learners read the text, watch the videos, and read the articles in order to gain new knowledge about leadership in a crisis.
Conceptualizing by naming: Learners are provided with the definition of what constitutes meta-leaderhip.
Conceptualizing by theory: Learners are introduced to the concept of meta-leadership through the series of videos.
Conceptualizing by naming and Analyzing critically: The comment requires students to analyze their perspective on the concept of meta-leadership. In doing so, they will also be naming the various components of meta-leadership.
Applying appropriately and creatively: The update requires students to apply their learning appropriately and creatively by creating a knowledge artifact from their research on a real-world example of crisis leadership.
Analyzing critically: Students are required to comment on peer updates, which requires them to evaluate others' work and perspectives.
Standards
1. Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
1c) use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
3a) plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b) evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources
3c) curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d) build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions
7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:
7b) use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7d) explore local and global issues and use collaborative technologies to work with others to investigate solutions
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