2.3. Building Understanding of Build Back Better

And this is where how the tools; the digital tools are also conditioning your thinking and your understanding process and also your design ability as well.

In this chunk, the speaker introduces how digital tools are influencing our thinking, understanding, and design skills. The tools we use shape the way we perceive information and solve problems. Digital tools can help us process information more effectively, streamline complex tasks, and enhance creativity in our designs.

Consider how using platforms like Google Earth allows urban planners to visualize land use from a global perspective, improving their understanding of spatial relationships and helping them make better planning decisions.

Now, the one of the useful tools which have come up with the geographic spatial information technology; the GIS tools where you can see from one of my students work of the hazard landslip because the satellite imagery plays an important role...

This chunk elaborates on Geographic Information System (GIS) tools, highlighting their utility in education related to urban and regional planning. GIS tools can analyze physical geography and hazards like landslides by utilizing satellite imagery. Students at the Bachelor of Architecture level can benefit from this technology as it provides insights into larger-scale projects essential for effective city planning.

Imagine using a map app that not only shows you where you are but also assesses nearby hazards like flood zones or landslide areas. GIS tools serve a similar purpose in urban planning, guiding decisions with real data.

Also, the GIS is one of the useful tool but one has to know that what scale you have to apply...

This part discusses the importance of scale in applying GIS tools. It emphasizes the necessity of understanding when to use macro-level data versus micro-level data. When working on site-level projects, the relevance and applicability of certain information can change dramatically, which is a critical consideration for planners.

Consider a doctor diagnosing an illness. They need to look at the patient (micro-level) and at broader statistics about diseases (macro-level) to make informed decisions. Similarly, urban planners must balance detailed site-specific information with broader geographical data.

So that has given, which is very indigenous but one has to learn that skill...

In this section, a real-life example of indigenous architecture is mentioned, where students participated in building a shelter quickly using local materials. This hands-on experience allows students to learn practical skills and understand the importance of local techniques in architecture and disaster management.

Think of how learning to cook can be influenced by regional cuisine. Just like a cook tries local recipes, architecture students experience building local structures, gaining insight into feasible solutions when faced with real-world challenges.

Also, when I was doing my research, I used to engage some of the B. Arch students along with me...

This chunk describes the value of students interacting with local communities. Engaging with villagers exposes students to real-life challenges they face, building empathy and understanding of local contexts. It enhances their educational experience, providing them with perspectives they might not gain in traditional classroom settings.

Consider volunteering at a food bank. You may learn about hunger issues firsthand from those affected, which deepens your understanding and compassion, similar to how students learn from direct community engagement.

And similarly, some of the things what I also developed is; we have so much of information to read...

The speaker points out the importance of not only having plentiful reading resources but also knowing how to synthesize information effectively. Creating reading materials tailored to specific disaster risk reduction (DRR) topics can significantly enhance student comprehension and retention of knowledge.

Think of preparing for an exam. You could read all your textbooks, but without summarizing the key points and concepts, it's easy to forget important details. Synthesis helps solidify learning.

So, here for B plan students in SPA, Bhopal, what we did was we given them a task of a disaster context...

This section outlines a role-playing exercise in which students assume various roles related to disaster management. By acting as community members, engineers, and planners, they gain a better understanding of the decision-making processes involved in disaster recovery, making learning more interactive and practical.

Imagine a mock trial in school where students take on roles to learn about the legal system. Similarly, this role-playing exercise immerses students in disaster management scenarios, promoting active learning and application of knowledge.

There is another concept, which I have used for teaching build back better is; I used to give them 2, 2 people in a group...

The speaker describes a method of teaching where students critically review literature related to 'Build Back Better'. By summarizing their readings and identifying key concepts, students develop a deeper grasp of the material while actively engaging with the subject matter.

Consider a book club where members discuss a novel—each person shares insights, and it deepens their understanding of the story. Here, students do something similar with academic texts.

So, and more importantly, I try to cover different geographical positions like Kenya, Pakistan,...

In the closing section, the speaker emphasizes the importance of employing various teaching methods to address cognitive, affective, and psychomotor skills. They highlight their approach of integrating diverse geographical examples to provide students with comprehensive knowledge about disaster management and resilience.

Think of a cooking class that teaches various cuisines from around the world. Just as understanding diverse dishes enriches culinary skills, exposing students to different geographical contexts enriches their education in disaster resilience.

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