CAS Digital Learning in Emergencies (2022-23)/module4-Mugabifred

Module 4 - Fred's page

Module 4 Assignment (copy pasted from a word document and unformatted because of the problem with the WYSYWIG editor)

Strengthening Information Management through OER

Learning outcomes By the end of this course, participants will be able to: • Explain what information management is and how it supports decision-making in humanitarian contexts • Describe key concepts in information management including principles, data literacy and the difference between data, information, and knowledge • List key IM tools and resources and explain how and when they can be used in the OER era. • Describe the purpose and function of an IM strategy and IM workplan • Reflect on your own familiarity with the IM essentials and identify areas for further learning • Describe how OER facilities information management

== Project Course Overview == === Project Audience === This project is suitable for anyone who is interested in developing or advancing their knowledge and skills for information management in humanitarian contexts, including those who need to engage with coordination and humanitarian architecture on this topic.

Background

Within the dynamic context of humanitarian operations, the need for timely, relevant and reliable information is widely recognized by the humanitarian actors in the field as well as by the remote headquarters of their organizations. Information management covers entails the various stages of information processing from production to storage and retrieval to dissemination towards the better working of an organization; information can be from internal and external sources and in any format” (AIM 2005). Increasingly, information technology is playing a key role in enabling effective and efficient information management. This, in turn, creates the main challenge of integrating the technology within the established work processes of the humanitarian actors, in order to create a working system. A work system is a system in which human participants and/or machines use information, technologies, and other resources to perform processes for producing products and/or services for internal or external customers” (Alter 2002). Information systems then constitute a special case of work systems in which the processes performed, and products and services produced are devoted to information. The activities in these processes are limited to six types of computerized or manual activities information capturing, transmitting, storing, retrieving, manipulating, and displaying. Information systems consist of information technology (hardware, software, networks) obviously, but also include infrastructure (technical infrastructure such as telecom or even electricity, as well as human infrastructure or people capable of working with the system), participants (those who operate or contribute to the system), processes, and ultimately customers or end-users. In addition to information processing, activities in these larger work systems also include communication, sense-making, decision-making, thinking and physical action (Alter 2002). Track-and-trace systems for example are information systems, yet the users also take part in a larger work system, for instance sending medical staff and medicine to disaster-stricken areas. Information management is today widely recognized in the humanitarian community as fundamental yet extremely delicate. The information that is being collected, processed and analysed may indeed contribute to improving the livelihoods of people affected by a disaster, but can also endanger the lives of those people if the information is inadequate, misleading or gets into the hands of malevolent groups. Information professionals in the humanitarian community have therefore formulated a number of basic principles, which amplify the central role of information for effective humanitarian action. The information systems that are built to support these information processes must take these principles into account so that they effectively support humanitarian work processes.

Project Overview

Despite the above-shared background, there are challenges facing the field and this in turn has limited the quality of humanitarian operations. While some of the contexts are faced with a shortage of human resources, others lack the required technology. With this, the Information management capacity development is an initiative designed to support national education information management staff to develop competencies to effectively support the coordination and implementation of quality EiE Interventions. Blending theory with practice, the course will help participants understand the fundamentals of information management in education in an emergency (EIE) and cluster coordination and develop competencies to become a more effective Information managers. The program aims to equip participants with the required knowledge, skills, and attitudes to effectively deliver an evidence base, coordinated and harmonized EIE response (GEC, 2018).

This program was designed following a mapping exercise that provided knowledge gaps in information management and coordination, limiting the capacity of staff to deliver coordinated and quality EiE responses in the emergency-affected countries. Whereas this training is drawn from a six-modular programme, this phase will only focus on the three-information management related modules. 
The modules are based on the elements in the centre of the Humanitarian Programme Cycle (HPC) diagram (Humanitarian Architecture, context and nexus, accountability, partnership, Coordination, and information) with a focus on key 1) theoretical knowledge, 2) practical skills and 3) the sector’s foundational tool, the INEE Minimum Standards, that all information management officers working in humanitarian settings should know, regardless of context and particular role within the coordination structure. This content is delivered predominately through online eLearning, with assigned readings, video tutorials, webinars, and practical exercises (GEC, GEC Training Package_Conceptual Framework Core 1 and 2, 2018)

== Introduction to OER == According to UNESCO, Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under the copyright that has been released under an open license, that permits no-cost access, re-use, repurpose, adaptation and redistribution by others. The open license refers to a license that respects the intellectual property rights of the copyright owner and provides permissions granting the public the right to access, re-use, re-purpose, adapt and redistribute educational materials. Although learning resources are often considered key intellectual property in a competitive higher education world, more and more institutions and individuals are sharing their digital learning resources over the Internet openly and for free, as Open Educational Resources. This so far has provided the humanitarian community that often struggles to mobilise adequate resources with an opportunity to use such OER in human resource development.

Use of OER in promoting information management

As the ability for people around the world to help disaster victims was enabled by modern technologies, several new types of groups and organizations began to form, including the Cluster system. However, many of the formal, traditional organizations were not sure how to access and collaborate with this capacity. So, in 2012, the Digital Humanitarian Network (DHN) was created to raise awareness of these new organizations, provide a 'connecting service', and develop guidance on how to work together Digital Humanitarian Network (digitalhumanitarians.com). While systems were created, the development of tutorials, guidance and training materials was important. However, this also required some level of training and personal learning which has been made possible through OER. Today, there are a lot of resources on different platforms, including YouTube that aid such learning. Moreover, with constant staff turnover in agencies, the existence of the OER has promised continued capacity development and thus the capacities in information management which is key in the humanitarian community.

Benefits of OER in information management

In the program, OER will aid both access to resources and promote sharing and enable the strengthening of the capacity of the participants. More specifically, OER will benefit in the following ways OER provide benefits communities beyond college and university campuses, allowing for knowledge creation and sharing outside the bounds of the traditional class and campus settings. It can be difficult for those outside of scholarly communities to access and participate in learning materials or research, and the creation of openly licensed research and teaching materials helps break down such barriers. This allows broader access to information and research, and broader participation which is an important consideration in the humanitarian community. Given the dynamism in OER, there is support for networking and sharing of information that creates synergies and enhances the building capacity of stakeholders to create access, re-use, adapt and redistribute OER. Given that there are similarities in some of the humanitarian contexts, the creation of these networks across different contexts allows for sharing of knowledge as well as good lessons. OER also promote mentoring, which is promoted by the community of practice within the information management community. OER also promotes access to open license software and materials. This provides permissions granting the public the right to access, re-use, re-purpose, adapt and redistribute educational materials that may be relevant.

Challenges to use of OER

Although the idea of OER is thriving currently, it is immune to some challenges that might stifle the further growth of the movement. Three challenges would include the lack of awareness among the public regarding copyright issues. Although some people release work under the public domain, it is not unusual that authors would like to retain some rights over their work. The other challenges relate to how to assure quality in open content; and how to sustain OER initiatives in the long run, as some of these are temporary projects. Robust internet connectivity and good access to ICT are essential to accessing and adapting OER.

Delivery of the program

This programme is composed of single short self-paced animated modules, including various examples and activities. It is aimed at developing basic theoretical knowledge of information management and coordination fundamentals. Upon completion of the course, the participants will strengthen their basic information management competencies in folder, file and education cluster contact list management, education cluster monitoring tool and analysis and visualization. Participants will be provided with reading materials, links to activities Relevant tools for production and publication The participants will have the opportunity to use a combination of tools to produce, publish and share their products. This will include both open-source soft wares and common ones such as Microsoft office packages (Excel, google forms, and PowerPoint). Open-source software such as QGIS could be used for maps, while PowerBI can be used to produce the dashboard. Microsoft packages: excel, word and PowerPoint can also be used in the production of the outputs. In circumstances where discussions are required, participants can use social media platforms like WhatsApp, Skype etc to form discussion groups. They can also use collaborative tools like google forms for real-time coordination.

Recommended session and tools that are aided by OER

1. GIS and GIS Fundamentals This intensive course provides the foundation for: Understanding and appreciating GIS, What it can do, and How others are using it. Participants shall learn the basic functions of a GIS, GIS Terminology, Data analysis, retrieval and visualization, creation maps, query a GIS database, and perform spatial analysis. By the end of the training, participants can use their data to create maps, perform analysis, and share information with their audience (colleagues, donors, government, non-GIS users etc)

2. Advanced GIS This course is intended for users already familiar with the basics of QGIS and who wants to improve their skills. The course will focus on Advanced Analysis regarding the management and manipulation of raster data, and spatial analysis, and using PostGIS and relational databases. The course is structured in units with different levels of difficulty to help the student learn to handle the advanced QGIS tools.

3. Mobile GIS & Mapping This course aims at providing a complete field-to-office mobile mapping workflow to the participants. Participants shall use their mobile devices (Mobile Phones, Tablets and GPS) to collect data, load the data into GIS and create maps from the data collected. The course will enable the participants to also edit existing databases in the field and create new data using field data collection techniques (Kobo and ODK).

4. Qualitative Data Management & Analysis using NVivo (Big Data Analytics) Statistical Package for Social Sciences (SPSS) is a comprehensive and user-friendly statistical software for researchers providing visualization and data analytical tools. Participants shall explore the statistical capabilities of SPSS ranging from simple percentages to complex analyses of variance, multiple regressions, and general linear models as well as to generate tabulated reports, charts and plots of distributions and trends. Participants will review several statistical techniques, gain an understanding of when and why to use these various techniques as well as how to apply them with confidence, interpret their output, and graphically display the results.

Common tools in information management based on OER platforms
Tools	Description	Strengthens	Weaknesses	Relevancy
Contact list	This is one of core Cluster tools normally established in the initial days following an onset emergency. It enhances the Cluster’s ability to communicate, coordinate and consult with the partners. the tool can be built on excel or other web-based tools like kobo, google forms, Mailchimp, etc. important fields in the tool include, name, acronym and type of organisations, name of the staff, title, telephone, email address, etc.	If well maintained, it allows communication with Cluster partners. Include organisation types, therefore allowing analysis to understand how many local, international, government agencies, etc are part of the response.	Can easily get outdated if not properly managed especially in L3 emergencies where staff turnovers are often high.	It enables the participant to understand where the partners are, including particular details of organisation staff in specific locations.
SDR	Secondary Data Reviews – this involves the consolidation of existing information. This can be done in excel or recently in DEEP. This results into an analysis that provides a snapshot of the emergency situation, helping in the initial response planning.	Provides information needed for the initial response Helps in identifying information gaps, the type of information needed, geographical areas where data gaps are prevalent as well as methods and targeted responses. This aids primary data collection.	The process is labour-intensive and therefore may not be possible in the initial days of the emergency. At times some sources of information may not be trusted as the documents are not validated and may therefore result in misinforming data.	Would involve the participant ensure the gathered sources are relevant based on the key information needs and sourced from relevant and trusted agencies such as partners with active presence in the areas, government authorities, etc.
Response monitoring tools (3/4/5WS	The tool is commonly built on excel, with the assumption that excel is part of the Microsoft Office package and therefore available on every computer and partners have some basic skills in its application. The initial phase of the response, mainly it is designed to collect information on WHO is doing WHAT and WHERE. As the response grows and stabilises, other information on WHOM and WHEN is collected. Nonetheless, depending on the context, other tools like Activity info, e-tools, etc are used for the same purpose	Helps the Cluster to avoid/minimise duplication and to identify gaps by including information such as (Geographical, donor name per project/agency, Implementing agencies, location, etc).	Oftentimes, information/data is inflated especially in the 4/5Ws If the 4/5Ws is built on excel, often partners break the functions in the template and the data cleaning process is time-consuming.	It is important for mapping partner operational presence. Would ensure the tool is updated with the information from the Nutrition Cluster response framework (indicators, targets, etc) Would provide training and coaching to the partners to ensure they understand the importance and application of the tool.
Assessment registry	These are tools used to collect information on assessments completed and planned.	Helpful in improving the efficiency of analysis by bringing data from several surveys into one tool.	May be time-consuming to gather the completed and planned assessments are not many partners are usually keen to share their information	This is relevant to the situation as it aids the analysis of where assessments that have been conducted and where they were planned.
Assessment tools (surveys)	These are tools used to collect primary data. Can be built on paper or on online tools like kobo, google forms, etc.	Helpful in gathering updated/newer and contextual information to inform decision making	May be time-consuming to come to a consensus as usually many partners are involved.	Example
Google drive, box or drop box	These are online tools important online collaborative tools. They are also important for storage/archiving and sharing of files (especially large files)	They aid sharing of information, files, and folders They help in organizing all documents to ensure backup of the data for future use Also, help in collaboration as every member of the team has access to relevant files/folders	Some of the tools require a subscription Some organisational policies do not allow the staff to have access to these tools	Their relevance is in the safety of documents and sharing of the folders. Would use tools like google drive that are accessible and mandated by the organisation
Example	Example	Example	Example	Example

Programme structure |- ! Lesson !! Time !! Activity !! Product !! Evaluation method |- | Background to information management || 1.5hrs || Reading materials and listening to inspirational materials || Example || Example |- | The information management cycle || 2hrs || Reading materials and Quiz || Example || Automated quize |- | Overview of the IM tools and resources || 3hrs || Identify relevant tools relevant for an onset disaster response – their strengths and weaknesses || 2 pager reports || Formative feedback |- | How OER influences information management || 1.5hrs || Reading materials and case studies || Reflection- Summary report || Formative feedback |- |}

Programme Evaluation Criteria

Each module will have a quiz and assignment for the participants to complete. There is a minimum mark the participant will be required to attain in order to pass the module. The assignment will be scored, and feedback provided to the participants. The participants will be required to complete all quizzes and assignments in each module before they can proceed to the next. Suggested further learning • Engaging partners with credibility • Stakeholder management and inter-cluster coordination • Primary data collection • Collating and Cleaning • Data Data Analysis

Some Resources

- Guidance to the Country Cluster Box Repository - Humanitarian Response Website: What is it and how do I use it?

References

1. Walle, Bartel & Van Den Eede, Gerd & Muhren, Willem. (2008). Humanitarian Information Management and Systems. 12-21. 10.1007/978-3-642-00440-7_2. 2. IASC Reference Module for the Implementation of the Humanitarian Programme Cycle, Version 2.0 - July 2015 3. UNESCO (nd) Open Educational Resources: Open Educational Resources | UNESCO 4. OER Africa (nd) Understanding OER https://www.oerafrica.org/understanding-oer/1-benefits-and-challenges-oer 5. INEE (2010) INEE Minimum Standardshttps://inee.org/minimum-standards