Monthly Archives: June 2016
We have had the capability to create story maps (multimedia-rich, live web maps) for a few years now, and also the capability to collect data via crowdsourcing and citizen science methods using a variety of methods in the field or in the classroom. But now the capability exists for both to be used at the same time! That is because the crowdsourcing story map app is here!
The crowdsource story map app joins the other story map apps that are listed here. To get familiar with this new app, read this explanation. Also, you might explore a new crowdsourced story map that asks for your location, photograph, and a sentence or two about why you are excited to attend the Esri User Conference. If you are attending the UC, feel free to post your name, your location, and why you are excited about attending. If you are not attending, examining the application will give you a good sense for what this new app can do.
It’s not just this story map that has me interested. It is that this long-awaited capability is now at our fingertips, where you can, with this same app, create crowdsourced story maps for gathering data on such things as tree cover, historic buildings, noisy places, litter, weird architecture, or something else, on your school campus or in your community. It is in beta, but feel free to give the crowdsourcing story map app a try!
Since our first offering in Fall 2014, Esri’s MOOCs have attracted over 50,000 students from around the world. More than a quarter of these students earned certificates of completion – a rate three times higher than most other MOOCs.
In response to that enthusiastic reception, Esri will increase the number and frequency of our MOOC offerings in 2017. A new, fourth MOOC - Earth Imagery at Work - will debut on September 7, 2016, and will be offered twice in 2017. Later this year we’ll announce a fifth MOOC title that will launch in 2017.
Here is our schedule of offerings for 2017. Our MOOCs last 6 weeks, except as noted.
Q1 term: February 1-March 14
- Earth Imagery at Work
- Do-It-Yourself Geo Apps (4 weeks)
Q2 term: April 12-May 23
- Going Places with Spatial Analysis
- The Location Advantage
Q3 term: September 6-October 17
- Do-It-Yourself Geo Apps (4 weeks)
- Earth Imagery at Work
Q4 term: November 1-December 12
- The Location Advantage
For information about Esri’s MOOCs, and to sign up to participate, visit http://www.esri.com/mooc. There you’ll also find MOOCs offered by university partners that use Esri technology.
I recently heard some memorable words which stated that “wise people have recognized the importance of what it is like to not know”. This is different from the wisdom of “Socratic ignorance” but may be even more applicable to the use of GIS in education. What it is like to not know in my view means that we as GIS educators understand the challenges that exist in embracing a new set of tools and methods that the use of geotechnologies entails in teaching and learning. In other words, “we’ve been there!” and can empathize.
I think this empathy is part of the reason why the online and face-to-face professional development workshops and courses (such as the T3G institute) have been so positively received by the education community over the years. Because the instructors have “been there”, as instructors, we approach each of these professional development events with sensitivity and humility. As leaders of these institutes, we very purposefully model what we are teaching–we know what it is like to not know about GIS.
We understand what it is like to be immersed in new technology with its associated new terms and new tools. We know what it is like to be simultaneously grappling with new ways of thinking, teaching, and learning. I think back to the first time I took an ArcGIS Server course where all of the other students were systems administrators, who regularly used terms I only had vague notions of. I am reminded on a daily basis how much I still have to learn about GIS, despite having used it since 1984. It’s very humbling to be taught new skills by someone who, for example, has “only” been using GIS for a few years. But veteran and new GIS educators alike have much to learn from each other.
GIS has become much easier to use over the past 25 years, though challenges remain. However, for the good of the planet and for the good of our students, I believe that the challenges are worth grappling with. And for those of us who have instructor roles–remember what it was like to not know!
More tears for more families and friends. We stare in shock, we weep, we burn with anger at senselessness. But it is not enough just to curse the darkness. In our search for answers, we must agree that only one thing could have interceded: Education … understanding the world … understanding human dignity … understanding pluralism … understanding the causes of pain and suffering, among those in our midst, or in distant lands. Only with education can hardship be understood, anticipated, prevented. What will we do to build understanding, support holistic views, foster critical thinking, promote free expression, value life, and become a sustainable world? We can take a moment to grieve, and heal, but must keep going, and never give up.
Charlie Fitzpatrick, Esri Education Manager
Dr Damian Gessler of Semantic Options recently gave a keynote address in which he stated, “transformational change is enabled as past technologies simplify.” Immediately, I thought of the many presentations and papers where a few of my colleagues and I have applied Everett Rogers’ diffusion of innovations theory to GIS in education. Rogers theory focuses on how innovations are adopted, at first by innovators and then by early adopters. Rogers says that for real change to occur with any technology, the early majority of users, representing one standard deviation below the mean, will need to adopt the technology. Some of us are arguing that with the advent of web based GIS and the resulting lowering of technological and learning barriers, we are beginning to see an “early majority” of educators using GIS in their instruction.
Gessler’s point perfectly applies to the use of GIS in education: First, GIS has 50-year roots, so while one can argue that it is changing more rapidly now than ever before, it qualifies as a “past technology” as identified by Gessler. Its methods and models have been tested, vetted, and refined. Second, it has simplified in many ways–through the advent of the graphical user interface around 2000, web based services through the Geography Network of the early 2000s and on through the modern ArcGIS Online platform, and its ability to incorporate real-time data, multimedia (via story maps and other mapping applications), and field data through crowdsourcing and other methods. As it has become easier to use, it has simultaneously become more powerful.
These two simultaneous trends are attracting people in a widening diversity of disciplines to the use of GIS. As they do, decisions are increasingly made using the geographic perspective, and transformational change is enabled, to put it in Dr Gessler’s words. In the classroom at the primary, secondary, and university levels in formal and in informal settings, the use of the technologies and methods are beginning to effect transformational change in how skills, content knowledge, and perspectives are taught and learned.
Do you agree that we are seeing a transformational change with regard to the use of GIS in education? What do you recommend that we as the community need to do in order to further encourage and hasten these developments?
ArcGIS Earth, which arrived earlier this year, is a free, powerful tool to visualize the Earth in 3D. ArcGIS Earth runs via a program that you install on your computer (at the present time, Windows-only) and streams spatial data over the web. You can add data that you or your students create, or data that local, regional, national, and international organizations have created on a wide variety of themes. These themes include natural hazards, demographics, hydrography, ecoregions, energy, health, and much more. Indeed, because ArcGIS Earth can access data in the ArcGIS Online cloud, the number of layers available are vast, and expanding daily. Educators and students can also visualize data collected and stored on their own computers. Let’s explore five activities that you can quickly and easily use in the classroom, at a wide variety of educational levels and disciplines.
1. Study your community or region, or others around the world, using satellite imagery. Not long ago, my colleague in geography gave me a tour of Yangmingshan National Park in Taiwan, which contains sulfur deposits, fumaroles, venomous snakes, and at least 20 volcanoes. I can use ArcGIS Earth to teach about the physical geography of the park (shown in part, below).
2. Teach about watersheds. In the example below, I added the World Hydro Reference overlay to ArcGIS Earth, changed the base map to a topographic base map, and highlighted the boundary of a watershed in western Colorado. Using this technique, you can teach students the relationship between watersheds, river drainage, and topography.
3. Investigate population density and world demographics. In the example below, I added the world population density layer. I can then add demographic data by country, location of major world cities, and other map layers to teach about world settlement patterns and why these patterns are important.
4. Teach about the shape and size of the Earth. Using the measurement tool in the example below, you can teach about Great Circle routes and much more about distances and the physical geography of the Earth.
5. Study real-time data. In the example below, I am using the oceans base map and earthquakes from the last 90 days to study the relationship between tectonic activity and the ocean trench northeast of New Zealand.
Much more can be done, but I hope that these examples help you think about how you might use ArcGIS Earth in your own instruction or research.
The public field-testing of the fifth geoinquiry collection, GeoInquiries for Advanced Environmental Science and Biology is now open. This collection is targeted at high school biology classrooms and includes 15 cross-curricular activities with ArcGIS Online. Activities include:
- Population dynamics
- Down to the last drop
- Dead zones (water pollution)
- The Beagle’s Path
- Primary productivity
- Tropical Deforestation
- Marine debris
- El Nino (and climate)
- Slowing malaria
- Altered biomes
- Spinning up wind power
- Resource consumption and wealth
The authoring team includes: Brandon Gillette, Perri Carr, and Roger Palmer. Maps were created by authors and Maps.com.
You can explore the collection here: http://edcommunity.esri.com/Resources/Collections/APES_geoinquiries
A short story map for easy review of the collection is available at: http://arcg.is/1Ux3mpJ
If a teacher chooses to field test an activity, they need only submit their comments to the URL at the bottom of page two (on each geoinquiry). That URL is: http://esriurl.com/GeoInquiryFeedback