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Day one of this year's Education Summit will feature a panel discussion with three experienced online educators discussing techniques for keeping students engaged during online classes.  But you do not have wait for the session on August 6th to share your questions or offer your own suggestions for the panel.  Help get the conversation off to an early start by completing this very brief survey.  Your answers will help our panelists better prepare and provide insight for our audience.

 

Screenshot of survey with hyperlink

For those looking for Spatial Deep Learning and GeoAI Resources, the following provides beginner-to-Pro list for different Imagery Deep Learning, GeoAI, ArcGIS Notebooks examples and other resources in the format of quick overview, videos, articles and sample notebooks. 

 

Part 1: Quick overview (8 – 12 minutes):

Video: Deep Learning Powered by Raster Analytics (11.5 minutes):
https://bit.ly/2WxzYZy

Blog Post: Introduction to Deep Learning (6 minutes):
https://bit.ly/3cCBrmK

Blog Post: Integrating Deep Learning with GIS (8 minutes read):
https://bit.ly/3bCz7uR

Part 2: Deeper Dive (~1 hour):

Webinar: Imagery Deep Learning Made Easy:
https://bit.ly/3byazDm

Tutorial:
https://bit.ly/2WVlul8

Part 3: Sample Notebooks:

Detecting Swimming Pools using Satellite Imagery and Deep Learning
https://bit.ly/3cE96Nc

Land Cover Classification using Satellite Imagery and Deep Learning
https://bit.ly/2zDVpPy

Extracting Building Footprints From Drone Data
https://bit.ly/2z2I3wd

Detecting settlements using supervised classification and deep learning
https://bit.ly/3dRiq02

Part 4: Related Topics:

Which is better for deep learning, ArcGIS Pro or ArcGIS Enterprise?
https://bit.ly/2Z6Fa8d

From Experimentation to Production: Building Enterprise Scalable GeoAI Systems
https://bit.ly/2yZPQLlhttps://bit.ly/2yZPQLl

 

Additional 

 

Past GeoAI webinar on-demand recording links:

 

GeoAI Series #2:  The Birth and Evolution of GeoAI - by Esri Canada

 

Join the GeoAI LinkedIn Group, a place for discussions, resources, and news related to artificial intelligence (AI) and location Intelligence: https://bit.ly/2CBe5RB.

 

Contact Canserina Kurnia (ckurnia@esri.com) if you need assistance in integrating GeoAI and Deep Learning in teaching and research.

If you are interested to teach with ArcGIS Notebooks, the Esri Learn ArcGIS Team has released a new learn path with the title Teach with ArcGIS Notebooks, This learn path is intended for Educators who would like to incorporate ArcGIS Notebooks in their teaching/courses.  

This learn path consists of 6 sequential modules:

  1. Enable ArcGIS Notebooks in your organization (PDF lesson – 15 min).   This PDF lesson is intended for the Administrator of your ArcGIS Online, describing how to enable ArcGIS Notebooks capability in the organization. 
  2. Hello Notebook! (PDF Lesson – 15 min).  Learn how to create the first notebook in ArcGIS Notebooks, basics operations, create a map, add a layer and save the notebook.
  3. Teach Web GIS with ArcGIS Notebooks (PDF lesson – 30 min).   Teach web GIS workflows in ArcGIS Notebooks using python scripting methods.  Learn how to perform analysis in both ArcGIS Online and ArcGIS Notebooks.
  4. Convert ArcGIS Notebooks to slides (Video – 2 min).   This video shows how to convert an ArcGIS Notebook into a slideshow for teaching.
  5. Deliver a class assignment as an ArcGIS Notebook (Video – 2 min).  This video shows how to use an ArcGIS Notebook to deliver a class assignment.
  6. Linking Blackboard LMS to ArcGIS to share Notebooks (Video – 2 min).   This video shows how to share ArcGIS Notebook assignments via the Blackboard LMS.  

This new learn path helps to easily adopt the Notebooks in your course(s).  In near future, we also plan to write another learning path targeted more for students to learn to use ArcGIS Notebooks.

If you need more info on enabling ArcGIS Notebooks in your organization,  read this related blog.

We welcome your feedback! .  Feel free to contact me at ckurnia@esri.com, if you have any questions or need more assistance.   

One benefit of moving the Esri UC online is that sessions are now available for on-demand viewing. Here's a rundown of what's available and how to access it.

 

Plenary Sessions

 

The Plenary Sessions are available now to everyone on the Esri Events YouTube channel. Here's the playlist: www.youtube.com/playlist?list=PLaPDDLTCmy4YwK56yHaEdtRgNUoPBiZTz.


User presentations and Technical sessions

 

User presentations, technical workshops, and demo presentations are available exclusively to registered attendees until September 1, 2020. After September 1, 2020, the content will be open to the public and be available until at least the 2021 UC.

 

Registered attendees can access session recordings through the site uc2020.esri.com. You will need to login under the account you used to register for the event.

 

If you did not register for UC 2020, you will have access to session recordings after September 1 on the Proceedings site, proceedings.esri.com.

 

The proceedings also are available for purchase on a USB drive, which may be helpful for those with limited internet connectivity. For more information, see store.eventcapture.com/collections/esri-online.


Map Gallery

 

The Map Gallery is now available to everyone at www.esri.com/en-us/about/events/uc/esri-uc-map-gallery#/.


Esri Education Summit - August 6-7

 

And although registration for the UC is now closed, you still can register for the Education Summit for more sessions focused on the needs of educators and administrators at www.esri.com/educ

[[Updated Aug 3, 2020 inline]]

Esri's 2020 User Conference was online and, while not quite the same as past events, was still a powerful learning experience that more than four times the normal audience attended for free. We hope Esri's 2020 Education Summit will also attract many more than usual!

 

EdUC schedule(All times are listed in Pacific time zone. See the online agenda for details.)

[[UPDATE: SAVE THE HOUR, Fri Aug 7 10:30-11:30amPT for K12 ZOOM MEETUP!]]

 

The whole event will span three days, and registrants may attend any portion of the three days. Higher ed will consume the morning hours (Pacific time) of Wed-Fri, and the portion dedicated to K12 schools will be Thu-Fri afternoons (PT).

 

Each segment of the K12 sessions will include content for new users and for more experienced users. We'll do our best to keep it from being a one-direction experience, with encouragement to chat and tweet, fill out surveys, engage in polls, and of course text your socially distant colleagues.

 

Join your many peers and meet us online at the Education Summit for a fast recharge of ideas during this remarkable time.

Earth is round and there are globes in many classrooms. But when we talk about maps we are often talking about flat maps (either on paper or on a screen). How does something round become something flat? Grab an orange and explore projections!

 

ArcGIS StoryMaps > Flattening Earth 

Deep learning when applied to video and oriented imagery can be groundbreaking and great value is realized when location is added to this equation.  

 

Join webinar:

 

Title: GeoAI with Video and Oriented Imagery

Date: July 28, 2020

Time:9:00 - 10:00 am PDT

 

Registration link

 

In this webinar, we will explore how to use ArcGIS GeoEvent Server with NVIDIA's DeepStream to build an enterprise-wide video analytics workflow, that is able to analyze massive amounts of real-time video surveillance feeds for deep traffic analytics. We will also cover how to build an end-to-end oriented imagery feature extraction pipeline using custom computer vision networks and ArcGIS for a variety of use cases such as road sign extraction, optical character recognition, and road condition classification.

 

Past GeoAI webinar on-demand recording links:

I had the pleasure of recently interviewing Professor Chris Carter, professor of geography from Long Beach City College, about his book for Esri Press entitled Introduction to Human Geography Using ArcGIS OnlineThe interview is posted here as a video.  I found it wonderful to chat with Professor Carter about why he wrote the book, the reactions of his students to using ArcGIS Online in a human geography course, and his recommendations for using the book in your own courses and classrooms.  I recommend that you watch the video and consider using the book in your own instruction.

 

Click image for a larger image of Introduction to Human Geography Using ArcGIS Online cover

Chris Carter's book is available from Esri Press.

 

Interview with Professor Chris Carter. 

With the June 2020 update of ArcGIS Online, ArcGIS Notebooks are now available to everyone in your ArcGIS Online organization. There is nothing extra to buy nor an app to assign to start using ArcGIS Notebooks – it’s just there. However, your members do need the right privileges before they can hit the ground running.

(Note: the information below is updated from the blog introducing the ArcGIS Notebooks public beta.)

Here’s how to enable your community to use ArcGIS Notebooks

If you are an administrator of an ArcGIS Online organization, you will notice a new Notebook option in the top ribbon navigation of ArcGIS Online.

Administrators and people with notebook privileges will see a new Notebook option in the top navigation of ArcGIS Online.

Administrators and members with notebook privileges will see a new Notebook option in the top navigation of ArcGIS Online.

If, as an administrator, the idea of members of your organization suddenly creating Python notebooks sends waves of worry down your spine – don’t panic. The flood gates are not open. For non-administrators to create notebooks they will need to be granted a new set of privileges as part of a custom role.

There are two privileges associated with ArcGIS Notebooks: a basic privilege for “Create and Edit Notebooks” and an advanced privilege that allows you to use arcpy or GPU enabled notebooks called “Advanced Notebooks”.

Any notebook user must have the Create and Edit Notebooks privilege enabled.

Any notebook user must have the Create and Edit Notebooks privilege enabled.

 

The Advanced Notebook Privilege is required if you want to create notebooks that use ArcPy or access the GPU-enabled notebook runtime. Remember, Advanced notebooks will consume credits.

The Advanced Notebook Privilege is required if you want to create notebooks that use ArcPy or access the GPU-enabled notebook runtime. Remember, Advanced notebooks will consume credits.

 

To assign these privileges to a user you will need to use a custom role. (If you need to create a custom role, go to Navigate to Settings > Member Roles > Create Role).  Assign the users that you wish to have notebook privileges a custom role that has one or both of the notebook privileges.

We recommend that you use this same custom role in the New Member Defaults so all new users will have these capabilities available. Advice for configuring New Member Defaults is available in this blog and this video.

Do ArcGIS Notebooks Use Credits?

Within ArcGIS Notebooks in ArcGIS Online there are three options for creating notebooks: Standard, Advanced, and Advanced with GPU support. These options differ in what Python libraries are included and the underlying compute resources that are provided.

Standard includes open source Python libraries and the ArcGIS API for Python. It includes a smaller amount of CPU and memory than the other two options. It is ideal for web GIS administration automation and any analysis that uses the built-in tools of ArcGIS Online. Using Standard notebooks (which are enabled by granting users the “Create and edit notebooks” privilege) will not cost any additional credits to create or run, as everything included in the notebook is either open source or already built-in to ArcGIS Online.

Advanced notebooks include everything that is in Standard and also includes arcpy. Advanced notebooks provide a moderate amount of CPU and memory and are a good choice for almost any workflow. Advanced notebooks will consume credits, as they provide unlimited access to geoprocessing capabilities of arcpy.

The third option is Advanced Notebooks with GPU Support, these notebooks include the same Python libraries as “regular” Advanced notebooks. The only difference is that this option provides dedicated GPU infrastructure under the hood allowing you to do computationally intensive workflows such as machine learning. Due to both the access to arcpy and GPU resources, these notebooks will also consume credits.

Keep in mind that you can control credit consumption by restricting who has been granted the “Advanced Notebooks” privilege and through the per-user credit budgeting system that already exists within ArcGIS Online.

Where can I get more information?

If you used ArcGIS Notebooks during the beta period and have questions what happens to your notebooks and content now, see this announcement from Shannon Kalisky, Product Manager for Analytics and Data Science.

To learn how ArcGIS Notebooks can be used in teaching, read Coaching the Next Generation of Spatial Data Scientists or view the webinar Teaching with ArcGIS Notebooks.

For lessons and ideas for using ArcGIS Notebooks in your courses, see the new Learn Path Teach with ArcGIS Notebooks.

For details about using ArcGIS Notebooks, see the topic Get started creating notebooks in the ArcGIS Online documentation.

 

Join us Thursday morning (July 16) for the UC Higher Education Special Interest Group Meeting, 9:15 am – 10:15 am PDT.  We’ll share updates and resources to help you serve your community whether they’re working online or on campus, and provide information about updates to Education Program licenses.

 

We also want to hear from you – what are your concerns and what additional support can we provide?  We’ll start the session with a brief survey, which you can submit ahead of time at https://arcg.is/1n5OOT.

 

Registration for the UC is complimentary and you can register at www.esri.com/uc.

 

The session will be recorded and you will need to be registered to access the recording. If you can’t attend in person, you’ll still want to register for access to this and all the other wonderful sessions, including the Science Symposium, Tech Sessions, User Sessions, and other Special Interest Group Meetings.

At the User Conference Plenary session, Jack Dangermond briefly announced a new program, the Learn ArcGIS Student Program, designed to provide access to software and lessons to higher education students who are learning ArcGIS independently (outside of a formal course), and who don’t have access through their institution. The program provides access to ArcGIS and self-paced learning resources for self-initiated learning anywhere and at any time. 

 

The program will have a global reach. It is designed for students in fields such as data science, public health, business, journalism (and many others!) who know the value of GIS to their work but lack access to software and training. It provides motivated students a way to acquire additional skills that expand their career options in the digital economy.     

 

This program builds on the success of the program launched in March to support students and educators amidst COVID-19 college/university closures.  That program offered free software access and learning resources via extended Learn ArcGIS membership to students globally until August 31st, 2020. 

 

The new program will launch September 1, 2020 and will offer qualified students free access to ArcGIS Online and ArcGIS Pro for one (1) year through a membership in the Learn ArcGIS organization. 

 

Higher education students whose institution already has education licensing should seek access to ArcGIS via their institution. For learning as part of a formal course/degree program, research, or operational/administrative use, access should be provided by the institution.

 

Many of you are implementing these best practices for enabling access to ArcGIS for all students, faculty and staff via your institution’s license. Please continue to follow these best practices; this program should not change existing workflows.    

 

For further details, here is an FAQ explaining who this program is for, eligibility, what is included, verification process, and what happens after the 1-year ends.

Do you remember how big and exciting Esri UC in San Diego was?  And how easy it was to get lost in many different events and activities?  Moving the UC to a virtual format will have a similar experience.  There will be many sessions, plenary and technical workshops, a virtual expo showcase, sponsors and exhibitors, Map Gallery, networking opportunities, and lots more! 

 

Following are some recommendations to help you plan ahead and save you time.

 

To get started, please take a moment to open:

To navigate sessions in these focused topics:

Activities that may interest you:

Higher Education team will be at the Esri Showcase – Education.  Please come and visit us. 

 

Don’t forget the Networking feature among attendees and also join fun activities like Esri UC Virtual Run/Walk 2020 or visit Esri merch store.

 

Finally, here is the link to  UC full agenda.  If you have not yet register, it is not too late. Here is the info for educators and students on how to register

 

Enjoy the Esri UC!  While we miss meeting you in person, we hope to virtually see you there.

Coordinated by Esri's international distributors and Esri's international and education teams, the Esri Young Scholars Award program was launched in 2012. Winners are honored each year at the Esri User Conference. The program recognizes the exemplary work of current undergraduate and graduate students majoring in geospatial science disciplines at international universities. Winning entries are selected by a university panel formed by Esri's distributor in the recipient's respective country. Award winners typically travel to San Diego to present their work and join 20,000 GIS professionals in a week-long program of presentations, workshops, and social events,  This year, the students will be recognized virtually. This year, 27 Young Scholars were awarded from 6 continents, and their work spans covers topics ranging from traffic and safety, indoor navigation, hydrology, augmented reality, historic districts, school graduation rates, bicycling, and much more, in studies spanning local to global scales.  To accomplish their work, they performed some deeply insightful spatial analysis using Esri GIS software, incorporating existing data sets along with their own generated data, created web mapping applications, conducted a wide range of field work from water quality monitoring to interviews, used UAV and other new tools, and more. The scholars honed their communication skills by creating graphs, charts, maps, story maps, and posters, many of which are visible below.  

 

See for yourself! Use this story map that features the work that these fine Young Scholars have done that my colleagues here at Esri and I created.

 

  • Study the Young Scholar's posters and explore the methods, data, and tools that they used.
  • Show your students, colleagues, and others how GIS helps make wise decisions and build a better world.
  • Use the story map to get a sense for the diversity of scales, themes, and problems that can be addressed with GIS.
  • Use the story map as an idea of one of the story map templates (a slideshow) that you could use to highlight students, or issues, or projects in your own work. 
  • Think of the Young Scholar program and be inspired that the future of GIS is in good hands!

 

Selection of 2020 Esri Young Scholars and their work!

Selection of 2020 Esri Young Scholars and their work.  For more detail, see this story map.

What do you want to see in society?  This may seem like a question too deep for an essay in a geospatial technology community platform such as GeoNet, but I submit it is one worthy of consideration.  I submit that in this pivotal and disruptive time, we, the GIS education community, will have a major role to play in helping shape education.  Hence it is appropriate for us to ask, "What are our educational and societal goals?", and therefore, "How should education be structured so achieve these goals?"  


Re-inventing Education to Remain Viable
Most of the people I have interviewed and worked with over the past 25 years in this field state that the ultimate goal in using GIS in education is to foster spatial thinking, critical thinking, and problem solving to empower decision-makers in the workforce to build a more sustainable, economically vibrant, healthier, happier, society with opportunity for all.  Thus, teaching with GIS has never been just about the tools.  The tools, and even the data, are just means to a greater goal.  There's no doubt that education will in many respects look different in 2030 than today, and indeed, I would argue that education should continue re-inventing itself to remain viable.  Even so, I believe that education will continue as a powerful means to achieving a vibrant society.  Furthermore, despite a few 1990s articles saying that GIS would "disappear" in the 21st Century, GIS has not only endured, but prospered, despite changes in Information Technologies and community needs, as a relevant set of tools, data, and methodologies.

 

The time is Now for Geospatial Thinking

This is undeniably a pivotal time for GIS.  At no time in history have maps, dashboards, and infographics been so depended upon by so many, as over the past year's crises around COVID-19, wildfires, and societal issues.  Many educators believe that spatial thinking is critical not only to geography, environmental science, and city planning, but also to civil engineering, history, language arts, business, health, economics, data science, and other disciplines.  They believe that the infusion of spatial thinking and mapping tools can be done and needs to be done at all levels, from primary school through university level, in after-school clubs and lifelong learning environments.  Educators can use GIS tools, data, and skills to provide a focused, professional, affordable education that (1) reflects and (2) anticipates workforce demands.


Five Forces Important to GIS in Education
What do we want the GIS education landscape to look like in 2030?   How can educational institutions lead the way?  One way is to recognize the forces that have brought us to this pivotal moment in geospatial technology education.  These forces include geoawareness (awareness of Earth issues such as urbanization, energy, health, climate, natural resources, and others) is at an all time high), geoenablement (the general public empowered with web based maps), cloud-based geotechnologies (which improve access and engagement), citizen science, and storytelling with maps.  

I submit that these are the 5 forces that bring us to a pivotal moment in geospatial technology in education and society.  Your list may include different forces, and I welcome your comments below.

 

Five Trends in GIS Technology
It may also be instructive to recognize five trends that have brought us to this point:  I submit that 3D analytical tools, the blurring of the lines between BIM (Building Information Management), CAD (Computer Aided Drafting and Design), and GIS, real-time data enabled by the Internet of Things, enterprise and web GIS, and automated intelligence and machine learning tools and algorithms (AI-ML) are the five most important trends.  A key component in AI-ML is image recognition using remotely sensed imagery such as from UAVs (drones), Lidar, and even ordinary webcams and in-vehicle dashboard cameras.  Make certain that you teach components of the manifestations of these trends in your programs.  

 

Five Skills Useful in the GIS Profession
I also believe it is instructive to recognize and nurture the top 5 in-demand skills for graduates versed in geotechnologies:  (1)  Be curious.  Asking good questions is a key part of the process of scientific inquiry.  It also helps students to be tenacious in learning tools and practicing new methods.  (2)  Be able to work with data and be critical of it.  Recognize the benefits of each data set as well as its limitations, and the ethical implications of mapping.  This is the focus of the data book and weekly blog that Jill Clark and I co-author, Spatial Reserves.  (3)  Learn key geographic and geotechnical foundations.  Scale, systems thinking, symbology, classification, geodesy, and map projections--these still matter!   (4)  Be adaptable and flexible, willing to go outside your disciplinary (or regional) comfort zone.  (5)  Develop good communications skills.  Learn how to build a variety of web mapping applications and be able to present orally and visually with them.  Learn how to write peer-reviewed articles.  Despite the rise in geo-awareness that I described above, you will need to give your "elevator speech" to stakeholders, your provost, your deans, your board of directors, your community, and others.  Therefore, have different lengths of this speech (your 30 second, your 1-minute, your 5 minute, your half hour, and so on) at the ready.  Recognizing these forces, trends, and skills can help us to construct the types of programs and courses necessary to teach Modern GIS methods and workflows.

 

Changes in the Workforce
The tools in GIS are changing, but the workforce is also changing.   Rapid technological innovation, globalization, demographic shifts, climate change and geopolitical transformations are having an unprecedented impact on the work and skills landscape.  On the one hand, technologies bring exciting opportunities, both for businesses in terms of their productivity, and for the workforce in terms of replacing dangerous and repetitive tasks with high-skilled work.  On the other hand, as cognitive abilities and tasks that were once thought to be reserved for humans are increasingly being carried out by machines, there is growing concern about the impact on jobs and the subsequent risks for government, business, and people. The World Employment and Industry Outlook found that automation and digitization look different across different industries, there is a net positive outlook for jobs – amid significant job disruption, the division of labor between humans, machines and algorithms is shifting fast, new tasks at work are driving demand for new skills, and that everyone needs to become lifelong learners.   All of this brings opportunity for educators to build programs that will educate the future workforce.  

 

Recent reports from the World Economic Forum have recommended building communities of action, including industry-specific task forces, comprised of senior executives, educational and reskilling experts, and representatives from government and trade unions, to identify common challenges and opportunities and align on an action-oriented agenda.  These communities develop guiding insights and recommendations, curating action for systems change. Four essential components were common in the report's examples of successful transitions for workers:  (1) Competitors in the same industry chose to work with each other to create a new pool of talent. (2) Government provided proactive support, (3) A third party with cutting-edge information on skills and jobs provided a coordinating function. (4) Relevant training and skilling services were available locally and online.  

 

Changes in Education
GIS instruction is rapidly changing, in the larger dynamic of education.  One thing is clear about modern GIS instruction:  There are many pathways, approaches, and tools.  Increased choices admittedly brings some uncertainty in the community.  This lends itself to the perfect time to re-examine goals for our courses, programs, and campuses.  Educational forces that were gathering steam in education have been augmented by the COVID health crisis.  What should be taught face to face versus online?  What is the proper mix in each discipline between teaching theory and practice?  What should the balance be between individual versus group work?  Hence, the tools, the workforce, and education are all changing.  What and how should students learn in geotechnologies in the 2020s?  Who needs to know which components?  My contention is that some students need to know a lot of GIS. All students need to know some GIS.  Are traditional GIS tools and workflows such as overlay, buffer, and geocoding important?  If so, how can these be melded with skills in sharing, using field data collection apps, creating web mapping applications, and integrating models with Python?  Initiatives such as the GeoTech Center have provided peer-reviewed course outlines, and documents such as the Geospatial Technology Competency Model provide frameworks to keep us focused on what matters. 

 

Selected Instructional Strategies
We are living in times that many of us dreamed about only a few years ago--a time of instant data, powerful tools that are easy to use, and the ability to share our research results in mapped form, just to name a few.  If your GIS is not becoming simultaneously more powerful and easier to use, then you need to ask serious questions of your GIS provider.  Given the plethora of graphics-laden help files, videos, and lessons, some instruction has shifted to helping students "learn how to learn", and emulating the kind of resource gathering, networking, and problem solving that they will use in the workplace.  You have choices on creating your own instructional activities, using someone else's, or a combination of the two.  If you are using your own, get used to curating them often.  But, use that curation as an opportunity for improvement.  Given the above array of tutorials and other resources, modern learning styles, and wizard-driven GIS workflows, I recommend that any lessons you create should avoid including long how-to directions or screen shots. 

 

Building Campus Support
Don't go it alone.  In your GIS work on campus, hold hands-on workshops (virtually now and later, face to face) that demonstrate the benefits of GIS for faculty and students in business, history, health, economics, and other fields.  My colleagues and I on the Esri education industry team have resources to help you in this endeavor.  I also encourage you to work with your campus facilities staffs.  This could provide internship positions for your students as they work on mapping campus infrastructure and on campus safety initiatives.  Field apps such as Survey123 and Collector could help facilities management (FM) operations.   In turn, embedding GIS in your campus FM could build additional support and stakeholders in your arguments for why GIS is essential on campus.  Consider using ArcGIS Hub and partner with local agencies for student projects.  Don't neglect the coding side of modern web GIS:  Use Arcade, the lessons on the ArcGIS Developers site, and Jupyter Notebooks to teach these skills.  I also encourage you to work closely with your data librarians--make them your allies, and even consider building a geospatial center in your library as some campuses have done.  Consider enrolling in the Esri community maps program and build maps of your campus, such as what Cal Poly San Luis Obispo has done.  You'll have a real client--the ArcGIS Online worldwide community, and a product the students can look back on and be proud of. 

 

Stick With It
2030 is not that far away--let's get busy! I encourage you to stick with this endeavor of instruction with GIS and about GIS.  Teaching with any inquiry-driven rapidly changing tool such as GIS is challenging.  But, it is infinitely worthwhile for the sake of our students and the planet.  This decade will be exciting for geotechnologies, and you have a key role in achieving the aforementioned goals in education and society.  For a deeper look into the points I raise here, see my story map on this subject, and the recorded video of a selection of this content. I welcome your comments below.

So you've registered for the Esri UC and you're wondering what happens next... You'll receive a check-in email this week (probably Thursday) with all the details you need.  It will include a UC Video Tour and a UC Attendee Guide along with the access link for the event.  You'll login with the same account info used to register.  

 

The Plenary Session will begin at 10:00 am PDT.  We recommend logging in a few minutes early to make sure everything is working smoothly.  After the Plenary Session ends, the Sessions, Expo, Map Gallery, and Networking will begin.  See the Agenda for the schedule of Tech Sessions.

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