case in Australia, although there were examples of gaming and role plays provided by emergency agencies. The use of social media in the classroom providing cognitive, affective and social DRR learning (Dufty, 2013) was also found in some states and territories. Schools in Australia use emergency evacuation drilling as part of the implementation of their emergency management plans. Learning Theory/Pedagogy Relevance Some DRR activities Behavioural Programmed Rehearsing behaviours Drilling, exercising, instruction required prior to a training disaster Cognitive Information Disaster information Warning messages, processing needs to be processed social media to trigger appropriate releases, signage, behaviours crowdsourcing Gestalt Risk perception, Awareness-raising decision-making, documents and web attention, memory and (e.g. risk, preparedness problem-solving are all actions), role plays important requirements related to disaster for appropriate disaster scenarios, maps behaviours Constructivist People construct Oral histories, social learning from disaster media, diaries, personal information and research experience Experiential Prior or learned Gaming, simulations, Affective experience is an virtual reality training, important factor in exercising people’s disaster preparedness and resilience Social and emotional Emotional factors play Workshops, SEL an important part in programs in schools,
case in Australia, although there were examples of gaming and role plays provided by emergency agencies. The use of social media in the classroom providing cognitive, affective and social DRR learning (Dufty, 2013) was also found in some states and territories. Schools in Australia use emergency evacuation drilling as part of the implementation of their emergency management plans. Learning Theory/Pedagogy Relevance Some DRR activities Behavioural Programmed instruction Rehearsing behaviours required prior to a disaster Drilling, exercising, training Cognitive Information processing Disaster information needs to be processed to trigger appropriate behaviours Warning messages, social media releases, signage, crowdsourcing Gestalt Risk perception, decision-making, attention, memory and problem-solving are all important requirements for appropriate disaster behaviours Awareness-raising documents and web (e.g. risk, preparedness actions), role plays related to disaster scenarios, maps Constructivist People construct learning from disaster information and experience Oral histories, social media, diaries, personal research Affective Experiential Prior or learned experience is an important factor in people’s disaster preparedness and resilience Gaming, simulations, virtual reality training, exercising Social and emotional Emotional factors play an important part in Workshops, SEL programs in schools,
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