Fun with GIS 202: Roots & Shoots

Jane Goodall. The name conjures images of science, documentaries, jungles, crowded auditoriums, and visions for a better world. Jane’s work and passion have captured minds and hearts across the globe. For 25 years, young people have engaged in community projects through her “Roots & Shoots” organization, learning that they can make a difference, at home and across the globe.

Roots & Shoots makes it easy to start, with a 4-step formula: Get engaged, make a map, take action, and celebrate. This year, Roots & Shoots added ArcGIS Online to the mapping alternatives, so now projects can combine digital mapping, collaboration, and analysis. Is it powerful? See the video featuring teachers and students of the Math, Science, & Technology Magnet Academy of Roosevelt High School (Los Angeles, CA). See also the youth leader blog on the Jane Goodall Institute page; leaders from across USA visited Esri and learned about adding ArcGIS Online in their work and outreach.

Projects are not just the most powerful way for people to learn GIS. They are also the best way for people to see that they can make a difference in the world, no matter their age. Roots & Shoots projects epitomize “service” — something done for the benefit of another. Roots and shoots help plants spread out and grow, and Roots & Shoots projects can allow young people to shape their world and their future.

Charlie Fitzpatrick, Esri education manager

Posted in Education | Tagged , , , , , , | Leave a comment

Start your engines! Analyzing car race data in ArcGIS Online

Analyzing car race data in ArcGIS Online

Analyzing car race data in ArcGIS Online!

One of my colleagues at Esri has a hobby that is quite exciting – she races cars.  Timing is everything.  During her first race at “nationals”, she won by 9 thousands (.009) of a second!  But besides timing, a wide variety of other data are collected during each race.  These data can be mapped in ArcGIS Online and used in education to foster spatial thinking in geography, physics, mathematics, and other disciplines.  For her recent race at Auto Club Speedway in Fontana, California, where she was driving a Mitsubishi Evolution Lancer, I created a web map based on the data she generously provided.   Use the map with the following guiding questions, or make up your questions.   Investigate the data while fostering spatial thinking using this engaging topic!  Be sure to show your students this video of the first time my colleague drove this type of car and a more recent video here (but be sure to hold on while watching!).

Here is the race car!  A Mitsubishi Lancer Evolution.

Here is the race car! A Mitsubishi Lancer Evolution.

Each racing event uses a custom course, which is marked off with pylon cones.  What do you notice about the spatial pattern of this course?  How many sharp curves did it include?  Go to the bookmark “Best Scale”.  Use the measure tool and measure the distance that the car drove between the start and finish line using the “Track of Race Car” layer as your guide when measuring.  Compare that distance against the straight line distance between the two locations.

Turn on the other map layers and open their tables to investigate the following questions:

Examine the Speed MPH layer.  What was the speed achieved around the first curve?  Where did the vehicle achieve its maximum speed?  What is the relationship of speed to the curvature of the track?  What was the speed across the finish line?

Turn on the acceleration layer.  What is the lateral acceleration around the first curve?  What was the range of acceleration around the race course?  What is the relationship of acceleration to speed?  Examine the oil pressure PSI layer.  What is the relationship of the oil pressure to speed?  Why?

Each of the data points was resampled for a reading every 0.12 seconds. For additional math and physics integration, measure the distance between two adjacent data points in feet or meters, determine how long it took my colleague to cover that distance, and calculate speed in kph or mph based on your measurements.

Change the style of one of your map layers to ‘gear.’  What gear was the driver in most of the time?  Why do you suppose this was the case?

Examine the steering wheel angle layer.  The Steering_P is given in angles from 0 (due north) with positive numbers to the right (+90=sharp right turn) and negative numbers to the left (-270=sharp left turn).  What is the relationship of the steering wheel direction to the curves?  From the steering wheel position, can you determine where the quick left-and-right motions occurred, indicating where a slalom was set up and requiring the driver to go back and forth around cones?  Run statistics on the attribute Steering_P and you will see the range, and that the average (just over the value of 1) is just about “straight ahead”.  In other words, all of the curves average out!  Try using one of the rotational symbols in ArcGIS Online to visualize the direction of the steering wheel more effectively.

What other variables and tools could you use to analyze the data using ArcGIS Online?  Try investigating the g-force (vector), braking velocity, and lateral force.  Try some of the analysis tools in ArcGIS Online to determine hot spots of understeer angle or other variables.  Have fun and think spatially!

Car Race Data Mapped in ArcGIS Online

Posted in Education | Tagged , , , , | 3 Comments

Teaching and Learning about the Olympics using ArcGIS Online

ArcGIS Online and story maps make it easy to explore geographic themes using the Rio Summer Olympic Games.  This story map entitled “Ready or Not, Let the Games Begin” explores the socioeconomic, environmental, and other challenges of holding the games in Brazil, the geographic setting for the Games, the displaced residents, and much more.   It uses the new Cascade story map app.

Another rich source of content is this story map about French athletes entitled “Equipe de France Olympique 2016“.  This map from our colleagues at Esri France uses the Shortlist story map app.

How much of the human-built landscape changes for an Olympics event?  This 2016 Summer Olympic Games story map focuses on the stadiums and other facilities in Rio de Janeiro.  This map of the Sochi 2014 Olympic Venues allows for a comparison between a winter event and a summer event (such as Rio).    This Swipe story map of Sochi uses imagery to show how construction progresses for 11 stadiums built for the Olympics that year.

This map and story focuses on the Top 21 Olympics Scandals of All Time, providing a fascinating and at times disturbing look at some Olympics history.

One of my personal favorite maps in ArcGIS Online about the Olympics is this one depicting the National Anthems of each participating country.

Looking for something unusual to spark conversation in your classroom?  Try this Gastner-Newman cartogram of Olympics medals by country.  There are more to be explored; start here and use the past and present Olympics to foster critical and spatial thinking using ArcGIS Online!

A few of the many maps available in ArcGIS Online to teach and learn about the Olympics.

A few of the many maps available in ArcGIS Online to teach and learn about the Olympics.

Posted in Education | Tagged , , , | 2 Comments

Map and Guide to Geography Programs for 2015-2016 Now Available from AAG

The 2015-2016 edition of the AAG Guide to Geography Programs in the Americas is available freely online from our good friends and colleagues at the American Association of Geographers.

Once again, the guide includes an interactive map of geography programs, which allows users to filter programs by province/state, country, degree types, program specialties, and more.  This guide was created using Esri web application tools in ArcGIS Online.

On the map, you can click on the diploma icon to select your desired degree level, or use the Africa icon (regional specialty) and/or the magnifying glass (field of interest) to filter academic departments that match your interests.  Your searches are automatically saved as map layers that can be toggled on or off.  Data can be exported for later use.

We salute the AAG for making the guide and map such a useful resource for the entire community!

Interactive map accompanying the AAG Guide to Geography Programs in the Americas

Interactive map accompanying the AAG Guide to Geography Programs in the Americas.

Posted in Education | Tagged , , | 1 Comment

Crowdsourcing, story maps, and location privacy

We have had the capability to create story maps (multimedia-rich, live web maps) for a few years now, and we have also had the capability to collect data via crowdsourcing and citizen science methods using a variety of methods.  But now the capability exists for both to be used at the same time. One way is with the new crowdsourcing story map app from Esri.  To get familiar with this new app, read this explanation and explore a new crowdsourced story map that, after selecting “+ Participate”, prompts you for your location, photograph, and a sentence or two about attending, in this case, the Esri User Conference.  If you did not attend, examining the application will give you a good sense for what this new app can do.

We have also written about location privacy concerns in the book that Jill Clark and I wrote about GIS and public domain data.  The story Map Crowdsource app is different from the other Story Maps apps in that it enables people to post pictures and information onto your map without logging in to your ArcGIS Online organization.  Thus, the author does not have complete control over what content appears in a Crowdsource story.  Furthermore, the contributor’s current location, such as their current street address or locations they have visited, can be exposed in a Crowdsource app and appear with their post in these maps as a point location and as text. This may be fine if your map is collecting contributions about water quality, invasive plant species, or interesting places to visit in a city, where these location are public places. But it may not be desirable for other subject matter or scenarios, especially if your students may be posting information from or about their own residence.

Thus, it is up to you as the author of a Story Map Crowdsource app to ensure that your application complies with the privacy and data collection policies and standards of your organization, your community, and your intended audience.  You might wish to set up a limited pilot or internal test of any Story Map Crowdsource project before deploying and promoting it publicly in order to review if it meets those requirements. And for you as a user of these maps, make sure that you are aware that you are potentially exposing the location of your residence or workplace, and make adjustments accordingly (generalizing your location to somewhere else in your city, for example) if exposing these locations are of concern to you).

Thus, the new crowdsource story map app is an excellent example of both citizen science and location privacy.

ccc

Example of the new crowdsourcing story map app.

Posted in Education | Tagged , , | Leave a comment

Hands-On Mapping and Analysis at the National Conference on Geography Education!

Esri is pleased to offer three days of hands-on workshops as part of a Mapping Lab at the upcoming 101st National Conference on Geography Education.  Staff from the Esri education outreach team as well as some of our dear friends and colleagues in geography education will be on hand to teach a series of first-come, first-served free 75-minute workshops!   These workshops will demonstrate the ease and power of visualization and spatial analysis that is possible on the web within ArcGIS Online.  The workshops will be held in Room 7 at the Marriott (conference hotel), 28-30 July 2016, and for more details see the online program.

Never used web mapping tools?  We’d love to see you.  Experienced with ArcGIS Online? We promise something for you, too!

Why are we doing this?  Because we firmly believe in the connections between web mapping and rigorous geography education, and its connections to inquiry, fieldwork, community, 21st Century skills, STEM.  Furthermore, we believe that a hands-on approach is the best way to engage in these tools and methods.  The contents of the workshops will include mapping your own data, creating multimedia story maps, GeoInquiries, examining AP Human Geography themes such as land use and population change using live web mapping tools, investigating physical geography such as natural hazards and ocean processes, using ArcGIS Online for citizen science field activities, and much more.  We will not have computers there so you are encouraged to bring your own device. We will also be hosting an exhibit at the conference that will be perfect for longer discussions about these mapping tools, lessons, new textbooks, and other resources.

We look forward to seeing you there!

Mapping Lab at National Conference on Geography Education

Mapping Lab at National Conference on Geography Education.

Posted in Higher Education, Schools | Tagged , | Leave a comment

Geomentoring for Geoliteracy

I recently had the opportunity to discuss Geomentoring at the Esri User Conference.  In response to the comments I received at the conference after the presentation, I created a presentation on strategies for geomentors to use in fostering geoliteracy through the of mapping and spatial thinking.

The presentation covers these tenets:

  1. The issues we face on the planet can be solved with increased engagement in geography.
  2. Five converging forces make this the ideal time to engage students with geography.
  3. Geographic mentoring should involve content knowledge, skills, and the geographic perspective.
  4. Geomentoring involves work with students and educators, and even with the community.

Following the tenets, I describe three ways of geomentoring and three success stories.  Next, in a section entitled “Don’t put them to sleep!”, I describe six tips for engaging students while geomentoring.  I show examples of crowdsourcing as one of the activities that can be effectively used, as well as story maps.   These tips and strategies can be used with primary, secondary, university, and informal levels of education.  

By using Sway for my presentation tool, I was able to embed ArcGIS Online maps and story maps into the presentation.   In this essay, I describe how to embed these maps.

I hope that you find this document useful and I look forward to hearing your comments. 

Mentoring for Geoliteracy

Mentoring for Geoliteracy

Posted in Education, Higher Education, Informal Education, Schools, Youth Programs | Tagged , | Leave a comment

Fun with GIS 201: Instructional Guide for the ArcGIS Book

The ArcGIS Book offers “10 Big Ideas” about mapping, in hardcopy, free downloadable PDF, and free online in multiple languages. Equal parts coffee table book, text book, and workbook, some educators began teaching with it immediately after its release at Esri’s 2015 User Conference. It worked well having students reading on one screen (even a phone) and mapping on another.

The Instructional Guide for The ArcGIS Book now makes it even easier for educators to leverage the original. The Instructional Guide works like an outrigger, matching the concepts and technology of each section, speeding solid comprehension thru carefully designed activities. Linked movies launch chapters with an easy hook. Step-by-step guidance thru a bank of scenarios ushers even novices steadily into the power and flexibility of online mapping, via generic tools in browsers, browser-based apps, and mobile apps. End-of-chapter tasks summarize the fundamental ideas and skills. Many activities can be done without logging in, but many valuable ones require the powers of an ArcGIS Online organization account, and the Guide shows how educators in different situations can acquire such an account.

Coupled with the original volume, the Instructional Guide for The ArcGIS Book is a terrific resource for educators who want to see and employ true GIS power with online tools. And, especially for educators in Career/Technology Education (CTE) programs, or anyone who wants to see STEM in GIS, this demonstrates powerfully how online GIS can be engaged in day-to-day scenarios relevant to many different industries.

Charlie Fitzpatrick, Esri Schools Program Manager

Posted in Education | Tagged , , , , , , , | Leave a comment

Adding Audio to Story Maps

I wrote an essay about creating a story map that made extensive use of audio files, the result of which was a tutorial about names of landforms in the Lakota language.  Since the essay was published, I have had inquiries about the specifics of how to encode the audio links in captions of photos in Story Map tours.   This essay explains how to do this.

First, save your audio files.  In my case, I had a long interview as one file, and used Camtasia to cut it into individual audio files.  You could use Audacity or other audio or video editor to do the same thing.   Then, move your audio files to a website.  Story maps need to point to online content, not content that is stored on your local computer.

Then, edit the captions section for each of your stops on your map tour.  These stops can be photographs or videos.  Note that my “lake” stop is a video and the rest of the stops  are photographs.  The HTML code that I used for one of my captions was as follows:

<audio controls=”">
<source type=”audio/mpeg” src=”http://josephkerski.com/storymaps/lakota-sound/lake.mp3″type=”audio/mpeg”></source>does not support?</audio>On this and the following: <font color=”#FFFF00″>click Play </font>above to hear the sounds in English and in Lakota.

That’s it!  The beauty of HTML 5 is that my code above helps the browser know that an audio file will be played, and the browser knows how to configure an audio player without any extra coding on my part.   Here is more information on how the HTML audio tag works.

This illustrates that (1) story maps are truly multimedia, and audio can be an effective part of these maps.  Think of the audio you and your students could be using in their story maps, comparing the calls of different birds, the sounds of the ocean on different days in different weather conditions, narrations of all kinds, and much more; and (2) knowing just a bit of coding, as I did with HTML in this example, allows you to extend the capabilities of story maps and ArcGIS Online in simple but powerful ways.

Adding audio to captions in a story map

Adding audio to captions in a story map.

–Joseph Kerski, Education Manager, Esri.

Posted in Education | Tagged , , , | Leave a comment

Fun with GIS 200: Alternatives Matter

Education means freedom, the chance to learn and grow and change. Unfortunately, life can include roadblocks. Many public school districts support “alternative schools” for students who may not have stayed on schedule at a “traditional school.” At Esri’s 2016 User Conference, students from such a school — San Andreas High School (Highland, CA) — with only a few months of GIS experience, presented their work to over 10,000 GIS professionals from around the world.

Working with educators skilled in teaching with technology (but still new to GIS), the students learned to ask geographic questions, acquire relevant data, analyze it, interpret it, and present it, to their peers at school, and before a massive crowd of professionals. The school had let them do, and you can see the results.

From the first click, GIS offers the chance to do — to engage and explore, to puzzle and ponder, to tinker and tweak, to reflect and perfect. With boundless data available, users can dive deeper, focusing on matters of personal interest, whether topical or technological. GIS offers alternatives: ArcGIS Online provides easy access and quick success, and the broader ArcGIS platform means limitless opportunity. At all experience levels, users must make decisions constantly, and learn incessantly. New tools, strategies, and data appear endlessly, and at an accelerating pace, yielding ever more choices.

At San Andreas, one teacher heard about the opportunity of GIS via Esri’s ConnectED offer, investigated on her own, brought in her colleagues, engaged the students (with pioneers becoming leaders of succeeding waves), sparked a revolution, and presented to the world, in under 18 months.

Alternatives matter. Students in alternative schools are typically just as bright, capable, driven, engaging, feeling, and thirsty for opportunity as elsewhere. The endless capacity of GIS means those most open to and supportive of engagement, critical thinking, and fostering the opportunity for students to make a difference (for themselves, the community, and the planet) will succeed. All students can succeed with GIS; San Andreas showed it.

Charlie Fitzpatrick, Esri Schools Program Manager

Posted in Education | Tagged , , , , , , , , | 1 Comment