Communities of Inquiry in crisis management exercises

Lena-Maria Öberg, Christina Amcoff Nyström, Allison Littlejohn, Emmy Vrieling - Teunter

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

Abstract

Employees working in diverse settings such as schools, shops and government organisations have to be prepared for crisis situations, for example a school shooting, extreme weather flooding, a health pandemic and so on. In these situations they have to deal with the unexpected which makes it difficult to anticipate what they need to learn and how. This chapter examines how employees learn to deal with crisis situations, specifically focusing on whether a crisis management exercise could contribute to the development of a community of inquiry (CoI). The CoI model is chosen as the underpinning theory because it is assumed that learning communities create awareness, trust, and support knowledge sharing, which are necessary pre-conditions for collaboration in crisis management situations. The study uses a combination of quantitative and qualitative data to analyse a simulated crisis exercise. The first round of analysis evidences that the exercise does not contribute to the development of a learning community. Digging deeper into the data in a second round, the results show that the CoI model does not reflect the various types of learning communities that develop within a crisis management exercise, such as home communities, cohort communities, specialist communities and local working groups. A key recommendation is that the CoI model should be expanded to include these four community types. Four additional key concepts appear important for community development in crisis management exercises: adoption of the various group, considering important partnerships, value creation and visibility. The extended CoI model could help to plan, monitor and evaluate professional learning of learning communities in future crisis management exercises.
Original languageEnglish
Title of host publicationNetworked Professional Learning
Subtitle of host publicationEmerging and Equitable Discourses for Professional Development
EditorsAllison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, Femke Nijland
Place of PublicationCham
PublisherSpringer
Chapter4
Pages55-68
Number of pages14
ISBN (Electronic)9783030180300
ISBN (Print)9783030180294
DOIs
Publication statusPublished - 2019

Publication series

NameResearch in Networked Learning
PublisherSpringer
ISSN (Print)2570-4524
ISSN (Electronic)2570-4532

Fingerprint

Exercise
Crisis management
Learning communities
Employees
Cohort
Value creation
Qualitative data
Visibility
Weather
Government
Knowledge sharing
Flooding
Health

Cite this

Öberg, L-M., Amcoff Nyström, C., Littlejohn, A., & Vrieling - Teunter, E. (2019). Communities of Inquiry in crisis management exercises. In A. Littlejohn, J. Jaldemark, E. Vrieling-Teunter, & F. Nijland (Eds.), Networked Professional Learning: Emerging and Equitable Discourses for Professional Development (pp. 55-68). (Research in Networked Learning). Cham: Springer. https://doi.org/10.1007/978-3-030-18030-0_4
Öberg, Lena-Maria ; Amcoff Nyström, Christina ; Littlejohn, Allison ; Vrieling - Teunter, Emmy. / Communities of Inquiry in crisis management exercises. Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. editor / Allison Littlejohn ; Jimmy Jaldemark ; Emmy Vrieling-Teunter ; Femke Nijland. Cham : Springer, 2019. pp. 55-68 (Research in Networked Learning).
@inbook{d921ce9e391e4ef4918aa0d43148e4d1,
title = "Communities of Inquiry in crisis management exercises",
abstract = "Employees working in diverse settings such as schools, shops and government organisations have to be prepared for crisis situations, for example a school shooting, extreme weather flooding, a health pandemic and so on. In these situations they have to deal with the unexpected which makes it difficult to anticipate what they need to learn and how. This chapter examines how employees learn to deal with crisis situations, specifically focusing on whether a crisis management exercise could contribute to the development of a community of inquiry (CoI). The CoI model is chosen as the underpinning theory because it is assumed that learning communities create awareness, trust, and support knowledge sharing, which are necessary pre-conditions for collaboration in crisis management situations. The study uses a combination of quantitative and qualitative data to analyse a simulated crisis exercise. The first round of analysis evidences that the exercise does not contribute to the development of a learning community. Digging deeper into the data in a second round, the results show that the CoI model does not reflect the various types of learning communities that develop within a crisis management exercise, such as home communities, cohort communities, specialist communities and local working groups. A key recommendation is that the CoI model should be expanded to include these four community types. Four additional key concepts appear important for community development in crisis management exercises: adoption of the various group, considering important partnerships, value creation and visibility. The extended CoI model could help to plan, monitor and evaluate professional learning of learning communities in future crisis management exercises.",
author = "Lena-Maria {\"O}berg and {Amcoff Nystr{\"o}m}, Christina and Allison Littlejohn and {Vrieling - Teunter}, Emmy",
year = "2019",
doi = "10.1007/978-3-030-18030-0_4",
language = "English",
isbn = "9783030180294",
series = "Research in Networked Learning",
publisher = "Springer",
pages = "55--68",
editor = "Allison Littlejohn and Jimmy Jaldemark and Emmy Vrieling-Teunter and Femke Nijland",
booktitle = "Networked Professional Learning",

}

Öberg, L-M, Amcoff Nyström, C, Littlejohn, A & Vrieling - Teunter, E 2019, Communities of Inquiry in crisis management exercises. in A Littlejohn, J Jaldemark, E Vrieling-Teunter & F Nijland (eds), Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. Research in Networked Learning, Springer, Cham, pp. 55-68. https://doi.org/10.1007/978-3-030-18030-0_4

Communities of Inquiry in crisis management exercises. / Öberg, Lena-Maria ; Amcoff Nyström, Christina ; Littlejohn, Allison; Vrieling - Teunter, Emmy.

Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. ed. / Allison Littlejohn; Jimmy Jaldemark; Emmy Vrieling-Teunter; Femke Nijland. Cham : Springer, 2019. p. 55-68 (Research in Networked Learning).

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

TY - CHAP

T1 - Communities of Inquiry in crisis management exercises

AU - Öberg, Lena-Maria

AU - Amcoff Nyström, Christina

AU - Littlejohn, Allison

AU - Vrieling - Teunter, Emmy

PY - 2019

Y1 - 2019

N2 - Employees working in diverse settings such as schools, shops and government organisations have to be prepared for crisis situations, for example a school shooting, extreme weather flooding, a health pandemic and so on. In these situations they have to deal with the unexpected which makes it difficult to anticipate what they need to learn and how. This chapter examines how employees learn to deal with crisis situations, specifically focusing on whether a crisis management exercise could contribute to the development of a community of inquiry (CoI). The CoI model is chosen as the underpinning theory because it is assumed that learning communities create awareness, trust, and support knowledge sharing, which are necessary pre-conditions for collaboration in crisis management situations. The study uses a combination of quantitative and qualitative data to analyse a simulated crisis exercise. The first round of analysis evidences that the exercise does not contribute to the development of a learning community. Digging deeper into the data in a second round, the results show that the CoI model does not reflect the various types of learning communities that develop within a crisis management exercise, such as home communities, cohort communities, specialist communities and local working groups. A key recommendation is that the CoI model should be expanded to include these four community types. Four additional key concepts appear important for community development in crisis management exercises: adoption of the various group, considering important partnerships, value creation and visibility. The extended CoI model could help to plan, monitor and evaluate professional learning of learning communities in future crisis management exercises.

AB - Employees working in diverse settings such as schools, shops and government organisations have to be prepared for crisis situations, for example a school shooting, extreme weather flooding, a health pandemic and so on. In these situations they have to deal with the unexpected which makes it difficult to anticipate what they need to learn and how. This chapter examines how employees learn to deal with crisis situations, specifically focusing on whether a crisis management exercise could contribute to the development of a community of inquiry (CoI). The CoI model is chosen as the underpinning theory because it is assumed that learning communities create awareness, trust, and support knowledge sharing, which are necessary pre-conditions for collaboration in crisis management situations. The study uses a combination of quantitative and qualitative data to analyse a simulated crisis exercise. The first round of analysis evidences that the exercise does not contribute to the development of a learning community. Digging deeper into the data in a second round, the results show that the CoI model does not reflect the various types of learning communities that develop within a crisis management exercise, such as home communities, cohort communities, specialist communities and local working groups. A key recommendation is that the CoI model should be expanded to include these four community types. Four additional key concepts appear important for community development in crisis management exercises: adoption of the various group, considering important partnerships, value creation and visibility. The extended CoI model could help to plan, monitor and evaluate professional learning of learning communities in future crisis management exercises.

U2 - 10.1007/978-3-030-18030-0_4

DO - 10.1007/978-3-030-18030-0_4

M3 - Chapter

SN - 9783030180294

T3 - Research in Networked Learning

SP - 55

EP - 68

BT - Networked Professional Learning

A2 - Littlejohn, Allison

A2 - Jaldemark, Jimmy

A2 - Vrieling-Teunter, Emmy

A2 - Nijland, Femke

PB - Springer

CY - Cham

ER -

Öberg L-M, Amcoff Nyström C, Littlejohn A, Vrieling - Teunter E. Communities of Inquiry in crisis management exercises. In Littlejohn A, Jaldemark J, Vrieling-Teunter E, Nijland F, editors, Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. Cham: Springer. 2019. p. 55-68. (Research in Networked Learning). https://doi.org/10.1007/978-3-030-18030-0_4