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practical exercise, it is desirable that the participants of the exercise have a solid
knowledge of each part of staff work.
A staff within the crisis management team in Germany consists of up to 6 dis-
ciplines and if necessary the associated consultants: Personal management(S1),
situation management (S2), action (S3), materials and food (S4), public rela-
tions (S5), communication structures (S6), Psychosocial support (S7) and sifter.
The allocation of staff units is related to the extent of the crisis but the mini-
mum cast consists of S1, S2, S3 and S4. This proposal described in this paper is
related to the special training unit of S2.
The responsibilities of S2 extends over, reading, interpreting and processing
the incoming messages up to the final presentation of the information on the
situation map “Lagekarte”. So that each staff member can easily acquire infor-
mation about the situation. Unfortunately, the mediation of the work flow in
its current form is only in theory, therefore not suciently possible to visualize
it. In other words, the learner must have not only declarative knowledge about
facts but also procedural knowledge to use the learners declarative knowledge [6].
To improve this situation, we would like to propose an interactive training pro-
gram for the situation map, called MiLK (Medientechnologie fr die Interactive
Lage-Karte).
One of the targets is to improve the teachers opportunities of assembling new
tasks for the students by providing interactive software. After the students solved
a task, the teacher gets a message that the task is solved successfully and the
collected statistic data about the action sequences during the solution process
of the student. The generated tasks can be saved and reused or adapted if the
teacher later wants to expand an existing scenario. After an initial phase the
workload of the teacher can be reduced to a minimum. The second target is to
improve the knowledge of the learner. This is to be achieved in that way that
the student applies the knowledge about the duties of S2 and the tools available
to him, which they have gained in the lessons and also on the online learning
platform [7] in an first practical way. Through the repetition of the different
tasks, learners will deepen their knowledge about the meaning of the symbols
and the work flow. Similarly, this allows to generate procedural knowledge about
the connections of the individual tools with the work process. This ensures that
the student later in the practical exercise is familiar with the work process and
not thus fail at the basic questions. As a result the students gain an increased
growth of knowledge through practical exercise. In addition it is an easy way to
practice work flows in realistic scenarios with the better preparation for seminars.
Moreover a better cost benefit ratio for both sides will be reached.
2.2 What Is the Emergency Situation Map?
For a successful management of incidents, a solid information base of the crisis
team is essential. The collected information is converted into a standardized form
on the “Lagekarte”, so as to be available for every individual staff members in the
 
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