Action Research on Disaster Reduction Education: Building a “Community of Practice” through a Gaming Approach

Yamori, Katsuya

doi:10.2328/jnds.30.83

Cited by 44 publications

(24 citation statements)

References 7 publications

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“…Na et al 2009;Shiwaku and Shaw 2008;Watanabe 1999;Yamori 2009). Given this trend, my team and I have developed a disaster prevention game called Crossroad (Yamori 2007(Yamori , 2008 for use in local disaster prevention programs.…”

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confidence: 99%

Using Games in Community Disaster Prevention Exercises

Yamori

2011

Group Decis Negot

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Currently, there is a growing interest in disaster prevention exercises such as games, debates, workshops, and "town walks" that involve the active participation of community members as an alternative to seminars in which disaster prevention experts simply share their knowledge and skills. We have developed a disaster prevention game called Crossroad for use in local disaster prevention programs. It is a group learning game, in which players read cards with a scenario written on each card. The scenarios were derived from extensive, focus-group interviews with disaster veterans of the Kobe Earthquake of 1995 that killed more than 6400 people and described the dilemmas faced by these veterans. To deal with the dilemma, each player was required to make a "Yes" or No decision on two conflicting alternatives. We used Crossroad as a part of tsunami disaster prevention, community-building workshops for citizens of Kishiwada city in Osaka, Japan. The results suggested the importance of motivating local people to find a socially "viable" solution through their own strength, rather than forcing a community to accept a universally "correct" solution prescribed in advance by outsiders. It is concluded that the Crossroad game can be used effectively as a new communication medium to promote the active participation of community members.Keywords Disaster prevention · Game · Workshop · Community · Socially viable solution This study discusses the use of games in community disaster prevention exercises. As an alternative to seminars in which disaster prevention experts simply share their knowledge and skills, there is growing interest in Japan and Asia in disaster prevention exercises such as games, debates, workshops, and "town walks" that involve the

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confidence: 99%

Using Games in Community Disaster Prevention Exercises

Yamori

2011

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“…The ''Cemaden microlocality'' came alive during the participatory workshops of an EWS educational project based on an action research methodology (Yamori 2008) and turned students into young researchers. This is an open methodology and each school is free to devise its own ways of implementing its activities.…”

Section: Fieldwork and Participant Observation At The Research Sitesmentioning

confidence: 99%

Participatory Early Warning Systems: Youth, Citizen Science, and Intergenerational Dialogues on Disaster Risk Reduction in Brazil

Marchezini

Trajber

Olivato

et al. 2017

Int J Disaster Risk Sci

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Building national people-centered early warning systems (EWS) is strongly recommended by the United Nations International Strategy for Disaster Reduction (UNISDR). Most of the scientific literature is critical of the conventional view of EWS as a linear model with a topdown approach, in which technological features are given more attention than human factors. It is argued that EWS should be people-centered, and used for risk prevention, with an emphasis on resilience, rather than only being triggered when a hazard occurs. However, both the UNISDR and the literature fail to say how a people-centered EWS should be built, and what steps are needed to put EWS into effect. This article examines the obstacles and measures required to promote people-centered EWS, with a focus on the situation in Brazil. After assessing the institutional vulnerability of EWS, we analyze some measures that can be taken to reduce institutional vulnerability, based on experiences with a participatory citizen science educational project that involved high school students. Some guidelines are developed for adopting a bottom-up approach towards achieving the four elements of EWSrisk knowledge, monitoring, communication of warnings, and response capability-with the help of school curricula.

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“…15 L'expérience partagée par les joueurs participe à construire et consolider la communauté de pratique (Lave et Wenger, 1991 ;Yamori, 2009). Toutefois, l'évaluation de la qualité de l'apprentissage liée à un jeu de rôle reste controversée (Sitzmann et al, 2010 ;Linderoth, 2012) Dispositif spatial et temporel du jeu 17 Le dispositif spatial et temporel, ainsi que le procédé de scénarisation du déroulement du jeu permettent de donner corps aux objectifs participatifs et ludiques de LittoSIM.…”

Section: Simulation Participative Et Apprentissage Collectifunclassified