Tag Archives: Projects
Among the US 50 states, Nebraska ranks #37 in population, with about 1.9 million, or not quite 0.6%. But knowing about US population distribution and looking at the USK12GIS map, Nebraska stands out, with the sixth highest rate of “ArcGIS Online ConnectED Orgs per 100 schools.” How did this happen? Persons and policies matter, certainly, but so does timing, working along multiple fronts, and geography — matters of local significance.
Visionary educators had presented to colleagues about the potential of GIS in Nebraska since before 2000, but saw little yield before 2013. Then, longtime geography teacher Harris Payne became the state social studies coordinator, and collaborations with many (including Geography Alliance leader Randy Bertolas, GIS instructor Leslie Rawlings, and state GIS coordinator Nathan Watermeier) lit rockets. A year-long push yielded a K12 state license for Esri software. Payne participated in Esri’s T3G Institute for educators, immediately on the heels of Esri launching its ConnectED effort (providing free ArcGIS Online to any US K12 school). And the Nebraska Environmental Trust provided a 3-year grant supporting summer workshops for “Educating the Next Generation of Nebraskans About Soil Conservation Using the Power of GIS.”
Numerous teacher workshops later, the impact is clear. Concerned about its place in the world’s breadbasket, Nebraska recognizes the need for soil conservation. Today’s learners require a holistic understanding to avoid “treating the soil like dirt,” in Payne’s words. Two-day workshops involved instruction about soil, gathering data, and building Story Maps with which to teach. But the learning grew into other fields: career guidance, mapping 9-1-1 calls, fire station coverage and travel time, restaurant maps, daily traffic and that after “Big Red football games,” diseases, tourism, personal history, and beyond. “It’s not about clicking but about improving the community,” said Payne.
GIS can make its way into school instruction when savvy leaders identify good opportunities. Just as New Hampshire spread GIS through a coalition of tech-savvy leaders in multiple arenas, and Arkansas spread GIS through its tech-based service learning, and Virginia spread GIS through statewide and district efforts, Nebraska saw that fertile ground was its fertile ground. When educators and influencers identify missions of local importance, the synergy offered by the power and flexibility of GIS yields great results.
Charlie Fitzpatrick, Esri Education Manager
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
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
As we have frequently noted in this blog, GIS is rapidly becoming a key tool for research and instruction in an increasing variety of disciplines. These include business, mathematics, health, and sociology, just to name just a few. Equally encouraging is that in disciplines where GIS has long been used, such as geography, environmental science, urban planning, and wildlife biology, GIS is now being used in deeper and more meaningful ways. One of these disciplines–archaeology–is featured in a new book from Texas A&M University Press entitled The Archaeology of Engagement: Conflict and Revolution in the United States, edited by Dr. Dana L. Pertermann who teaches at Western Wyoming College, and Dr. Holly Kathryn Norton, who is the State Archaeologist for Colorado. Conflicts in the book include the 1836 San Jacinto battle in Texas, Robert E. Lee’s mid-1850s campaign along the Concho River, the battles of the River Raisin during the War of 1812, and others.
The book focuses somewhat on the physical artifacts that archaeologists uncover, but even more so on the human side–the people involved in conflicts and their social mores and understanding of power. It is a significant step forward as I believe it represents a weaving of cultural geography and spatial thinking into archaeology.
Readers of this blog will find Chapter 7 particularly interesting: This chapter, Georeferencing Maps and Aerial Photos for the San Jacinto Battlefield Analysis, by Peter E. Price and Douglas G. Mangum, goes into great detail, but in understandable language, about how to bring geospatial data and analysis to archaeological studies. While the chapter is focused on how to bring historical aerial photographs and maps for the San Jacinto battle near Houston Texas, the methodology they describe will be helpful for others preparing data sets for their own instruction and research. Educators can use this and other San Jacinto chapters in conjunction with the story maps gallery of historical maps, which include Civil War and other historical battles.
Nifty idea, Minnesota! They are running a map competition for the state’s middle school and high school students! Build a “finished product map” — a presentation, app, or Story Map — using ArcGIS Online. Five entries each for the two divisions (grades 6-8 and 9-12) will receive equal awards.
Mapped content must be inside the borders of the state — perhaps a region, a watershed, a city, a neighborhood. This limits the students’ possible content to a somewhat “known universe,” while permitting an unlimited array of topics from which to choose.
This is a nice model for states or even school districts that want to nudge students toward thinking of geography as more than “states and capitals,” and promoting futures in the geospatial tech arena. In fact, students in MN must have a “personal learning plan,” so building maps into their future is a good strategy.
Since any US K12 school can acquire an ArcGIS Online Organization account for instruction for free, and since many classes suffer from spring fever as the weather warms, this new opportunity to acquire and apply skills may spark some extra focus. (The judges may have their hands full!) Kudos, Minnesota!
Charlie Fitzpatrick, Esri Education Manager
Got interesting student-made maps? Share them! You can, via ArcGIS Online Organizations, while controlling exposure of personally identifiable info (“PII“). Success depends on students minimizing PII in the content, Org admins creating a login for sharing, and having a location to share.
Orgs can use a single login to host the Org’s best content for sharing. (See “Showcase Logins” in AGO Orgs for Schools.) Such “showcase logins” need a well-designed and publicly visible profile that tells about the Org’s users. Org admins can then transfer into this login ownership of “completed content.” By helping students minimize use of PII during construction, good content can be shared safely.
A new GeoForm lets Org admins share a single map or app, a special collection, or the public parts of an entire Org. Follow the guidance on the GeoForm details page and you can safely share content beyond the school. Content nominated here for sharing may become accessible via the US K12GIS Story Map.
Let the world see student work! Keep the students and the work safe, while making them proud to share their best.
Charlie Fitzpatrick, Esri Education Manager