Learning lab on disaster risk management for sustainable development (DRM-SD)

Abstract

Purpose-A series of "learning lab" projects on disaster risk management for sustainable development (DRM-SD) have been accomplished from 2014 to 2016 in Malaysia, Vietnam, Lao PDR and Cambodia by the Centre for Global Sustainability Studies. The project is designed for professionals from the disaster risk management field to encourage integration of sustainable development (SD) concerns into the larger planning framework for DRM. As a case study for capacity building (CB) evaluation, the central purpose of this study is to explore the approaches, feedbacks and implications of the DRM-SD CB project that have been developed and carried out. Design/methodology/approach-Three methods have been used which are participation observations, surveys and document analysis. The results show that the project had successfully applied seven different tools to enhance analytical skills and professional knowledge of development practitioners in specific areas of DRM-SD. Findings-Based on the survey, the project received positive response and valuable information from participants for future project development. Regarding the perspective of outcomes, the result indicates that south-south, ASEAN regional and triangular cooperation and role of higher education in DRM-SD are significant impacts from this project which can bring several benefits and should be promoted as an approach for the DRM-CB project as a whole. Originality/value-It is hoped that this study will serve as a transfer learning initiative to provide approach guidelines and innovative mechanisms for DRM practitioners who will have the know-how and potential for leadership in DRM-SD.

What do you mean by learning lab?

“…Thus, a learning lab is either a method of intervention, a program (Bal et al, 2018), a physical (Carron et al, 2018 or digital (Zinger et al, 2017) space, often located in the library of the university (Cartier, 2014). In terms of objectives, we found the same diversity: a learning lab is dedicated to address educational or social challenges such as racism and equity (Bal et al, 2018) and natural hazards (Shabudin et al, 2017). Some researchers consider that a learning lab aims at training students in general or improving the students' (Brehm & Guenzel, 2018;Kift, 2017) or teachers' (Zinger et al, 2017) digital skills.…”

A model of collaborative management in disaster relief

“…Moreover, it less considered about time planning for operations and less of experience of humanitarian aids collaboration. Altay and Labonte summary integrated complexity-information flow impediment in humanitarian information management and exchange [14].…”

Designing a Resilient Waterscape Using a Living Lab and Catalyzing Polycentric Governance

“…动型创新转变的工作方式 [58] [59] 。因此，"生活实验室"常被应用于行业 市场评估领域，以使产品和服务实现快速商业化 [59]~ [62] 。 然而，"生活实验室"的出现和发展恰好可以协调各利益相关方 之间复杂甚或充满矛盾的诉求。于是，"生活实验室"概念逐渐扩展 到了包括可持续能源和医疗在内的其他领域 [63] 。在社会科学领域，"生 活实验室"概念最早出现在20世纪90年代的一门大学课程概述中，修 读这门课程的学生会在市中心附近开展实际落地项目 [64] 。由此可见， "生活实验室"包含技术和社会两个层面 [65] 。 近年来，"生活实验室"作为一种参与过程被应用于景观规划领 域，以使利益相关者参与到景观解决方案(如NBS)的共同规划、设计 和验证过程中 [65] 。不同于传统的多方参与，"生活实验室"在整个规划 过程中仅赋权于一个相对稳定的利益相关者团体 [66]~ [68] 。桑德拉•福梅 斯特等 [69] 发现，迄今为止，大多数利用"生活实验室"进行景观规划的 研究均通过所谓的"城市生活实验室"解决城市问题 [70] 。尽管"生活 实验室"的要素(如合作生产 [71] 或合作学习 [72] )已被用于减灾预警中， 但其应用潜力尚未被充分挖掘。尽管"生活实验室"拥有丰富的外延 (表2)，但它们都呈现出某些一致的核心特征(表3)。 "生活实验室"包括几种不同的参与步骤(表4)，如萨坡•利米 宁 [73] 将其分为4个步骤(框架一)，汉斯•谢弗等 [74] 和哈维尔•加西 亚•古兹曼等 [75] 提出5个步骤(框架二)，克里斯•施特恩等 [68] 列出8个…”

“…Sandra Fohlmeister et al [69] found that to date, most studies using the Living Lab for landscape planning to address adaptation and mitigation in urban settings using so-called "Urban Living Labs" (ULLs) [70] . While elements of the Living Lab, such as co-production [71] and co-learning [72] , have been applied in the context of disaster risk reduction, full applications of the Living Lab are lacking. Despite these diverse definitions (Table 2), the Living Lab presents consistent core characteristics ( Table 3).…”

“…表3："生活实验室"的核心特征 Table 3 A wide range of stakeholders are engaged, including citizens, public institutions, private organizations, and academia [59][66] [70] "生活实验室"终端产品、服务，以及解决方案由不同的利益相关者共同产出 [60][65] [76] The Living Lab's end-product, service or solution are produced collaboratively amongst different stakeholders [60][65] [76] 基于现实环境开展 [57][59] [61] A real-life or realistic setting is used [57][59] [61] "生活实验室"的结果具有创新性 [54][61] [78] The Living Lab's result is innovative [54][61] [78] "生活实验室"终端产品、服务和解决方案由各方共同检验 [57] [77] The Living Lab's end-product, service or solution are tested collaboratively [57] [77] "生活实验室"可促进利益相关者之间互相学习 [57] [72] The Living Lab allows for learning amongst the stakeholders [57] [72] 监测、评估"生活实验室"造成的影响 [57][60] Impacts of the Living Lab's results are monitored and evaluated [57] [60] 对"生活实验室"方法及其各个阶段进行持续的迭代改进，直到完全满足利益相关者的要 求 [59] [80] Living Labs and their various phases can be used iteratively until the full satisfaction of the stakeholders is reached [59] [80] √ 市民、公共机构、民间组织，以及学者参与了"生活实验室"从目标设定到 Starting with a consultative process, the Isar-Plan participative process naturally evolved to a complex Living Lab structure. Public concern about the loss of urban quality of life related to the deterioration of the Isar River goes back to the 17th century [43] .…”