I live in the Twin Cities and I started this blog just weeks after the Minneapolis I-35W bridge collapse. So it seemed only fitting to me to post something about how technology was deployed urgently and creatively, right during the peak of the crisis. The main communication problem that night was with the cellular network coming to its knees within 30 minutes of the collapse. Those keeping their eyes on technological solutions immediately wanted to unclog the network so it could be used for first responders.
From some very brief Internet research, it appears that the use of municipal Wi-fi networks for emergencies and disasters had been discussed and scenario-planned but had not really gone prime time, until this. Here’s what happened that night.
A recently but partially completed Wi-fi network in Minneapolis was opened up the night of the disaster so anyone could use it. Stats showed the number of concurrent users grew quickly to 6,000. Besides immensely helping communications by moving traffic off the cell network, the opening of the wireless network allowed movement of large GIS mapping files right to the recovery site and supported webcams for rescue workers.
The man who co-founded US Internet, the municipal Wi-fi network for Minneapolis, Joe Caldwell, tried to use his cell phone to contact city officials within minutes of learning about the disaster, but to no avail. But he had a solution; US Internet could open the Wi-fi network and people with Wi-fi enabled laptops or other devices could send instant messages, video, photos and email. And those with Wi-fi enabled phones could make voice calls. And so it happened.
GIS software was used to help the responders set up staging areas for families and the media as well as to identify where to put debris. It was also used to identify secure areas for the President and Secret Service when they arrived a few days later.
So what does community media and technology infrastructure have to do with teaching and learning? The skills needed for many future jobs have very much to do with knowing how to use spatial and virtual technologies. When faculty teach courses that utilize imaging and 3D modeling solutions, GIS mapping software, or interactive virtual environments, they are firstly teaching students how to use those technologies for later employment. But they are also in the process fostering inquiry and problem-based learning , scaffolded learning, and constructivism, allowing for very rich learning experiences.
I am proud to be a part of a system of colleges and universities where creative faculty are thinking up new ways to use these technologies in everything from automation and motion control to emergency preparedness and law enforcement. I’ve come across outstanding innovation occurring throughout our system of campuses and look forward to seeing what other ideas emerge.
(Sources: Computerworld, Aug 2007, Government Computer News, Sept 8, 2007)
