4:45 PM - 5:00 PM
[G01-06] Disaster prevention education through on-demand classes at universities
Keywords:Disaster prevention education, On-demand class, Natural disaster, Online class, COVID-1
1) COVID-19 and Akita University
On January 16, 2020, the first person infected with COVID-19 by the new coronavirus was found in Japan. Since then, COVID-19 has spread rapidly, and on April 16th, a state of emergency was issued to all prefectures in Japan. In response to this, classes were rapidly brought online at many universities.
At Akita University, to which the speaker belongs, classes using the online conference system and class system (Zoom and WebClass in the case of Akita University) began on May 11. Akita University's 2020 classes can be divided into three types: time-space shared face-to-face classes, space-non-shared time-shared online conferencing systems, and time-space non-shared on-demand classes. Of these, especially in on-demand lessons, teachers and students do not share time and space, so it is necessary to devise ways to interact with students.
2) On-demand "natural disaster and disaster prevention education"
The class of "Natural disaster and disaster prevention education" (Hayashi, 2020) in the latter half of 2021 was offered as an on-demand class that does not share time and space. The class consists of four parts, STEP1,2,3 & 4.
The short lecture (STEP 1) is a explanation of basic knowledge that conveys only the main points in a compact manner. In the exercises (STEP2), exercises related to the theme of the lesson were given. We performed tasks such as reading through the relevant page of the designated textbook, investigating on the Internet, and making the situation of the disaster site considered from the prediction data of earthquake damage. These tasks were used by slightly revising what was done in group work until last year. The mini test (STEP 3) is a quiz-style four-choice question for confirming knowledge. Ask about 5 questions to strengthen the knowledge gained in the lecture. In Reflection (STEP4), we looked back on the learning tasks and made them think about their use in disaster prevention education at school.
3) Interaction with students in on-demand lessons
Of course, the diligent response to students was done online. There are two main methods: a) commenting on the assignment submitted to the lesson system, and b)summary of sudent answers were presented at the short lecture. a) Add simple comments to exercises and reflections at the same time as scoring. Students have seen this comment quite a bit, so it functions as a reaction from the teacher. It's much easier to comment than a paper-based submission. Here, we took the action of "praising" as much as possible and controlled the students to be active in disaster prevention education. b) We selected excellent answers from the exercises and reflections submitted and introduced them at the beginning of the short lecture. Since group work cannot be used, the interaction between students had to rely on this part.
4) Class results
I will describe the impression that these classes were given (the lecture will give concrete examples of student reactions). Hayashi (2020) cited "knowledge about disaster factors," "knowledge about disasters," "quick judgment," "independent judgment," and "ability to respond before a disaster occurs" as the results of face-to-face lessons. Among these, I have the impression that they learned more about "quick judgment," "independent judgment," and "ability to respond before a disaster occurs" than in face-to-face lessons. In the final exam of this lecture, the question is how to act in a situation where a doctor who was hit by a direct earthquake calls for help from a collapsed house along the road on the way from his home to the clinic. It is a problem that must be solved in about 30 minutes, and of course there is no correct answer. In the student's answer, I could read the process of imagining the situation realistically, seriously imagining how to worry, and coming up with countermeasures. In the lecture, concrete examples of answers will be given for other problems.
On January 16, 2020, the first person infected with COVID-19 by the new coronavirus was found in Japan. Since then, COVID-19 has spread rapidly, and on April 16th, a state of emergency was issued to all prefectures in Japan. In response to this, classes were rapidly brought online at many universities.
At Akita University, to which the speaker belongs, classes using the online conference system and class system (Zoom and WebClass in the case of Akita University) began on May 11. Akita University's 2020 classes can be divided into three types: time-space shared face-to-face classes, space-non-shared time-shared online conferencing systems, and time-space non-shared on-demand classes. Of these, especially in on-demand lessons, teachers and students do not share time and space, so it is necessary to devise ways to interact with students.
2) On-demand "natural disaster and disaster prevention education"
The class of "Natural disaster and disaster prevention education" (Hayashi, 2020) in the latter half of 2021 was offered as an on-demand class that does not share time and space. The class consists of four parts, STEP1,2,3 & 4.
The short lecture (STEP 1) is a explanation of basic knowledge that conveys only the main points in a compact manner. In the exercises (STEP2), exercises related to the theme of the lesson were given. We performed tasks such as reading through the relevant page of the designated textbook, investigating on the Internet, and making the situation of the disaster site considered from the prediction data of earthquake damage. These tasks were used by slightly revising what was done in group work until last year. The mini test (STEP 3) is a quiz-style four-choice question for confirming knowledge. Ask about 5 questions to strengthen the knowledge gained in the lecture. In Reflection (STEP4), we looked back on the learning tasks and made them think about their use in disaster prevention education at school.
3) Interaction with students in on-demand lessons
Of course, the diligent response to students was done online. There are two main methods: a) commenting on the assignment submitted to the lesson system, and b)summary of sudent answers were presented at the short lecture. a) Add simple comments to exercises and reflections at the same time as scoring. Students have seen this comment quite a bit, so it functions as a reaction from the teacher. It's much easier to comment than a paper-based submission. Here, we took the action of "praising" as much as possible and controlled the students to be active in disaster prevention education. b) We selected excellent answers from the exercises and reflections submitted and introduced them at the beginning of the short lecture. Since group work cannot be used, the interaction between students had to rely on this part.
4) Class results
I will describe the impression that these classes were given (the lecture will give concrete examples of student reactions). Hayashi (2020) cited "knowledge about disaster factors," "knowledge about disasters," "quick judgment," "independent judgment," and "ability to respond before a disaster occurs" as the results of face-to-face lessons. Among these, I have the impression that they learned more about "quick judgment," "independent judgment," and "ability to respond before a disaster occurs" than in face-to-face lessons. In the final exam of this lecture, the question is how to act in a situation where a doctor who was hit by a direct earthquake calls for help from a collapsed house along the road on the way from his home to the clinic. It is a problem that must be solved in about 30 minutes, and of course there is no correct answer. In the student's answer, I could read the process of imagining the situation realistically, seriously imagining how to worry, and coming up with countermeasures. In the lecture, concrete examples of answers will be given for other problems.