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2017

Teaching about economics and business location both have a long tradition in geography.  Planning the optimal site for a business or service in a community, examining the demographics and behavior of a certain target market, studying supply chain management to build a specific product such as a mobile phone or a piece of furniture, examining median income by neighborhood, state, or country, are all inherently geographic problems and tasks.  They all involve considerations of location, scale, and patterns over space and time. These geographic tasks can be understood and solved through the use of today’s web-based maps, data, and tools.  In the hands of geography educators and students, these maps, data, and tools can engage learners in central issues of economics and business using the geographic perspective in tandem with a problem-based approach Web GIS such as ArcGIS Online provides the ability to examine the above issues from local to global scale, using any device, using only a web browser and an internet connection.  Exploring these topics with web mapping tools builds content knowledge, skills, and the geographic perspective; it also fosters numeric competencies and computer fluency.  

 

In conjunction with an article I wrote for The Geography Teacher journal focused on practical resources and approaches to teach economics and business themes in geography, I created a story map of different types of businesses in selected places around the worldshown below.  I invite you and your students to add your own photographs and descriptive text to this map that describe a business in your own community, and place it in its correct location on the map.  

 

Businesses around the world crowdsource story map

Businesses Around the World Crowdsource Story Map.  The image at the top of this blog is a business in downtown Hays, Kansas, which I took while working at Fort Hays State University last year, and it also appears in the story map.

 

Describe how the types and appearance of businesses are similar and are different in selected countries of your choice. Describe the spatial patterns that are shown on the story map at the local, city, regional, and global level.  Ask students to write a one page paper comparing five types of businesses and where they are located in each community.  Include the three most important factors that the owners most likely considered to locate each type of business.  Then, ask students to create a table where they classify 10 types of businesses shown on the map by their function.  This classification could be by product or service offered, and could include such categories as food, vehicles, building materials, home products, clothing, financial services, sports equipment, and so on.   To extend this activity, create your own story map of businesses (using the Story Maps tools and your ArcGIS Online account) in your own community on a specific business type of your choosing; for example, check cashing facilities or coffee shops.

 

There are many other things you could do with GIS, such as mapping specific business types in your community.  See the results of a project where I did this two different business in a metropolitan area (in Oklahoma City) using ArcGIS Online.  What differences and similarities do you notice between the two very different types of businesses, and why?  



What is the purpose for the pole in this picture? Notice that others exist across the street, and indeed, stretch on for blocks in this neighborhood. Yet in your neighborhood, none may exist.Plow Stake
What else do you notice in the picture? What kind of houses do people live in, and what might the inhabitants be like? What does the vegetation imply about this area’s ecoregion? When were the houses constructed, and how has the area changed over time? The term “neighborhood” implies being near residents who are considered “neighbors.” How large of an area do you consider to be your neighborhood? Does the area that we define as our neighborhoods change as we grow older? Do you believe that a neighborhood’s size depends on our primary mode of transportation? What influence does rural or urban have on neighborhood size? What natural or human-made features influence what you consider to be your neighborhood boundaries?

How could you use GIS to examine your neighborhood? Begin by examining topographic maps and satellite imagery using ArcGIS Online (http://www.arcgis.com). Add demographic data to your map and examine variables such as age, income, and ethnicity, as shown below. Examine lifestyle measures online (http://www.esri.com/data/esri_data/tapestry.html). Compare your neighborhood to others nearby or far away. GIS offers a rich toolkit for neighborhood analysis, and your investigation could continue through the examination of spatial statistics in ArcGIS Desktop.

That pole? It is a plow stake, placed there every autumn so that in this area, which lacks sidewalks or curbs, snowplow drivers will know where the edge of the pavement is. Knowing this, and considering your earlier observations, where do you think this photograph was taken? I will post a comment to this blog entry after I have given you time to guess.


Consider asking your students what makes their own neighborhoods unique, and use GIS to investigate the fascinating stories that their replies will lead to.

- Joseph Kerski, Esri Education Manager



Today’s GPS and GIS technologies allow us to quickly collect data in the field, and then quickly map the data in a GIS environment to analyze spatial patterns that the field data reveals. However, just as the ease of digital photography has allowed us to get into and out of the field rapidly, it is often advantageous for us as educators and students to slow down! Numerous teachable moments arise even before data is mapped. Consider the following points that I collected during a recent GIS-GPS workshop for educators in Colorado Springs:

point, lat, long
1, 38.98701, -104.76221
2, 38.98700, -104.76198
3, 38.98701, -104.76176
4, 38.98703, -104.76154
5, 38.98702, -104.76127
6, 38.98702, -104.76103
7, 38.98701, -104.76068
8, 38.98719, -104.76059
9, 38.98739, -104.76059
10, 38.98761, -104.76064
11, 38.98764, -104.76084
12, 38.98763, -104.76103
13, 38.98765, -104.76124
14, 38.98768, -104.76149

Observing how the latitude remained relatively constant while the longitude decreased for the first 7 points, how the latitude increased but the longitude remained relatively constant from points 7 through 10, and how the latitude remained constant and the longitude increased for points 10 through 14. From these points, can students visualize that I must have first walked due east, then due north, and then due west? If not, help them visualize this by starting with paper, pencil, and the Cartesian Coordinate System, and then entering and mapping selected points using the Esri EdCommunity latitude-longitude finderArcGIS Explorer Online, or ArcGIS Explorer Desktop. In addition, can they visualize based on the coordinates that the area traversed is not that large?

Once the students can start to visualize their world as x and y coordinates, then map the data, as I did in ArcGIS Explorer. Did the coordinates map where they had predicted they would be?


I am continually amazed at how accurate even recreational-grade GPS positions can be. Using the measure tool in ArcGIS Explorer, I discovered that the trees I was mapping were between 1 and 5 meters off from their location as indicated by the Bing satellite image.

Try this technique with your students and let the GIS education community know what you discover!

- Joseph Kerski, Esri Education Manager



Like using any technology, using GIS in education involves change. Do you sometimes feel that you are not keeping up well with hardware and software changes that inevitably are a part of our world? Two things have helped me in my GIS career to cope with change. First, one of the things that makes the GIS community special is the open way that everyone shares their knowledge. Even before we had online knowledge bases and Twitter posts, the community was active via telephone, in conferences, and through scholarship, sharing what they knew with others. Realizing that each of us cannot be an expert at everything, but knowing that the community is there to help takes much of the pressure off. Second, with each new version of ArcGIS, the tools are becoming more powerful, and easier to understand, to find, and to use. Yes, it does mean that all of us need to be flexible, but that keeps us moving forward, becoming lifelong learners.

Think of the alternative to moving forward in computer software and hardware. Moving backwards would be worse than the movie “Groundhog Day,” where every day was February 2. Each year, the software would become less powerful and so would my computer. I would lose the cloud. To find data, we would soon be back when all of the web pages were yellow text on a black background. We would then lose the web entirely and rely on gopher, ftp, Lynx, and Archie. Then we would be dependent on telephone calls, spanning floppies with zipping utilities, and 9-track magnetic tapes. At home I would eventually be back on my first PC, an IBM PS/2, using minicomputers and then mainframes at work, restricted to low-resolution imagery and then only vectors. Eventually, I would be sharpening my scribing needle again and unclogging my Rapidograph pen – not a task I would relish.


Image courtesy of USGS.


If time ran in reverse, I suppose it would have a few advantages. I would find those sunglasses I lost. But I would be back to the horrible sink I replaced in the bathroom. But much more importantly, GIS would not be as effective in education and society as it is today.

- Joseph Kerski, Esri Education Manager



I recently wrote about using GIS technologies to analyze one recent event—the toxic liquid spill in Hungary. I used ArcGIS Online (http://www.arcgis.com) to find a map that I could use to analyze the spatial and temporal aspects of the spill, in this case, with ArcGIS Explorer (http://www.esri.com/arcgisexplorer). Have you considered using something like this as part of a GeoNews segment, where you start all or some of your classes by analyzing one current event from a spatial perspective? Have you considered using GIS as a tool to enable you to do this?

Lest you think that such an activity requires a great deal of set-up time, let me assure you that today’s combination of Web GIS and multimedia make this very easy to do. My example from Hungary is only one of hundreds of events that are routinely tied to Web GIS resources annually. And if you cannot find a Web GIS already made, it takes only minutes to create one of your own. Furthermore, the presentation capabilities that are embedded in ArcGIS Explorer and ArcGIS Explorer Online allow you to create interactive slides that help you tell the story. My colleagues and I modelled the GeoNews concept at this year’s T3G institute for educators in Redlands. Each day of the institute, two of us taught a 15-minute segment about events that were unfolding around the world at the time. You can watch examples of this in action via the movie on the T3G site.


After you have modelled GeoNews, assign your students the task of creating and teaching their own short segments. Emphasize critical thinking about these issues and the examination of these issues using the spatial perspective. Students may begin to realize that everything has a spatial component and that, yes, geography matters now more than ever in our interconnected world.

Some educators I know already make heavy use of current events in their everyday teaching. How can you make use of the GeoNews concept to put a spatial context to these current events?

-Joseph Kerski, Esri Education Manager



A reservoir at an alumina factory in Hungary burst in early October 2010, causing a toxic torrent of water to flow through three villages and creeks. People and fish died; livelihoods were destroyed. Yet from a spatial perspective, we all know that the problem did not end with those three villages and creeks. The water had to flow somewhere. But where?

A quick search on ArcGIS Online (http://www.arcgis.com) uncovered a pertinent layer. I opened this layer and found a series of news articles, photographs, and videos linked to the locations where they were recorded on the ground. Analyzing the spill in a GIS environment allowed me to make sense of the scale, landforms, population, and watersheds affected by the disaster. Suddenly, I had a spatial context and perspective that reading disconnected news stories did not provide. ArcGIS Explorer allows you to navigate the landscape in a 3-D environment, changing the base map in order to examine nearby towns, lakes, and ultimately, how the spill reached the Danube, one of the most important rivers in Europe. Like paper maps have allowed us to do for centuries, a GIS helped me to understand, and to tell a story to others. And like most geographic phenomena, I can examine this in other disciplines—for example, in biology to understand the importance of pH, in economics to analyze the importance of alumina, and in mathematics to calculate the distance and time of sediment transport.


As explained in GIM International, hyperspectral and Lidar imagery was collected and used in a GIS and remote sensing environment to model scenarios and to detect future damage to dams. This article points to the critical role that geotechnologies have in every disaster that occurs nowadays to help policymakers and residents in the decisions they have to make.

Another thing to turn into a teachable moment is an observation that struck me in searching for news about the disaster. Almost every news story was published in the first week of the disaster, with almost nothing since then. Recognizing that news is a business and that to sell it, it has to be current, I was sad to consider that this event held the world’s attention for only a brief time, yet the local residents are still dealing with the effects on a daily basis and may continue to do so for years. What are the temporal and geographic aspects to human-environment interactions?

How can you make use of ArcGIS Online to analyze current events?

-Joseph Kerski, Esri Education Manager



At this year’s annual meeting of the Association of American Geographers, Dr. Dawn Wright (Oregon State University) and Dr. Chaowei Yang (George Mason University) organized a session to address: “What are the grand challenges of Geographic Information Science?” Their definition of grand challenges were “questions and directives that: (1) are extremely hard to do, yet are do-able; (2) produce outcomes potentially affecting millions, if not hundreds of millions of people; (3) require multiple research projects across many subdisciplines in order to be satisfactorily addressed; (4) consist of well-defined metrics such that, through creativity and commitment, can be realistically met and [there is understanding when the] end has been reached; (5) capture the popular imagination, and thus political support.”

Running through the session was the theme of the digital earth—to make accessible a wealth of geospatial data and tools that enables people to make everyday decisions more efficiently and wisely based on the spatial perspective. The now-familiar concept of citizens as sensors was mentioned frequently. That the EPA discussed having citizens monitor air and water quality is another indication that citizen science will be increasingly relied upon as part of the geo-monitoring system for the planet. That has enormous implications for standards, quality, and the metadata and databases that will need to be in place for it to be effectively used.

Dr. Peggy Agouris’ report about the recent NSF-sponsored workshop on geospatial and geotemporal informatics was encouraging. The workshop identified new challenges in information extraction and modeling, stated that data collection was still important and needed to be supported in industry, nonprofit organizations, and government agencies, and identified support for cross-discipline discovery using spatiotemporal information.

Tim Nyerges (University of Washington and University Consortium of GIS) reminded us of Keith Clarke’s UCGIS grand challenges from 2006: What is the cost to the nation of geospatial information that is inaccurate, over-accurate, or out-of-date? What role can geospatial technologies play in eliminating geographic illiteracy? In what ways have we yet to exploit the superiority of digital maps over paper maps? Can we complete a digital earth by 2009? (!) By how much can effective use of geospatial information improve human safety and welfare while reducing the associated costs? How can we best articulate GIScience as a core of interdisciplinary science, supporting information integration across multiple disciplines in large research projects? Tim also spoke about developing an assembly of geospatial technical and social components and activities that implement a regional network for disaster preparedness and response for the nation. This seems especially urgent in light of the Gulf oil spill!

Next week, I will put forward some “grand challenges” for GIS in education, and I welcome your thoughts.


Joseph Kerski, ESRI Education Manager



Many of us in the GIS education community recently participated in the annual ESRI International and Education User Conferences (http://www.esri.com/uc and http://www.esri.com/educ).


Two things are clear to me after reflecting on the years I have been attending these events: First, geography is applied daily around the world to solve real problems. The work on display from 13,000 attendees—hundreds of papers presented, a gallery of 1,000 maps, 500 government, nonprofit, industry, and academic exhibitors, make it clear that the geographic perspective and spatial analysis are highly valued skill sets. Understanding how to operate GIS software is not enough—it is the application of the geographic framework within critical thinking and analysis that makes the difference. Second, the variety of disciplines represented—from human health to business, energy, hydrology, seismology, planning, and beyond—show that the geographic perspective is applied far beyond geography.

Are the core themes of geography finally considered important by the workforce and the general population? Scale matters, planning for sustainability is critical, regions endure even in the face of globalization, humans have deep impacts on the environment and the environment continues to impact humans, movement, flow, and patterns have a critical geographic component, and humans and places exhibit wonderful diversity that need to be treasured. The size and viability of these conferences and of the GIS community indicate that the geographic perspective is becoming more valued given the local to global issues we face today.

However, I believe a disconnect still exists between the great respect that the geographic perspective has within the GIS community and the respect that it has in society and with educational policymakers. Geography education is still not connected in most people’s minds to the type of geographic skills that we must have in our workforce. We need to refer policymakers to the new Geospatial Technology Competency Model , which goes beyond technical ability to content knowledge and critical thinking skills. The amount and quality of geography taught and learned is still not what it could be. That’s why I believe that the work of the geography education community is critical. We must continue to support initiatives such as the AAG’s Blueprint for Geography Education, the Geography Map in the Partnership for 21st Century Skills, and geography’s inclusion in the Common Core State Standards movement. We also need to work together on new initiatives to ensure that geography is funded, supported, and tested so that it can be strengthened. We must provide society with individuals who have the geographic perspective. I encourage all of us to work together on this important task.

-Joseph Kerski, ESRI Education Manager



For five decades, the College Board’s Advanced Placement Program (AP) has provided students with the opportunity to take college-level coursework and earn college credit while still in high school. AP courses exist in 30 different subjects, each ending with a rigorous exam. The tireless efforts of many geography educators culminated in the first AP Human Geography (APHG) course, offered in 2001 with 3,272 students taking the exam. In 2010, over 61,000 students took the APHG exam. During the summer of 2010, 39 APHG teacher institutes were held in 24 states. These are encouraging signs that the subject is gaining ground in the secondary school curriculum.


AP Human Geography participation by year. Samantha Ross, National Geographic.

The five major topics covered in APHG courses are based on the National Geography Standards developed in 1994. Upon the successful completion of the course, the student should be able to: (1) Use and think about maps and spatial data. (2) Understand and interpret the implications of associations among phenomena in places. (3) Recognize and interpret at different scales the relationships among patterns and processes. (4) Define regions and evaluate the regionalization process. (5) Characterize and analyze changing interconnections among places. I have personally observed teachers instructing APHG, and have always been impressed with the depth of the topics covered. It truly is the type of college-level course that I believe we need to be teaching more of in secondary education. I only wish we had an AP Physical Geography course as well! Would anyone like to spearhead that effort?

Unfortunately, the mean score for the APHG exam this year was 2.56, the lowest mean score for any AP test (passing is 3). Part of the reason is that most students taking the course are in Grade 9, with perhaps only one semester or one year of geography behind them, several years earlier. The use of GIS can help raise these scores and more importantly, help students understand the spatial patterns that are such an integral part of the course. How? We will explore that in my next blog column.

-Joseph Kerski, Esri Education Manager



In my last column, I discussed the contents and increasing popularity of the College Board’s Advanced Placement Program (AP) Human Geography course.


One of the five major goals in the AP Human Geography (APHG) course is to enable students to “use and think about maps and spatial data.” I like the fact that both the terms “use” and “to think” are included. Using maps and spatial data implies a rich engagement with maps as analytical tools, not just as reference documents as wall maps or atlases to look up locational facts. To really use maps in a critical thinking, problem-solving framework means to classify data in different ways, to use spatial statistics to examine the relationship of, say, literacy rate to life expectancy, or traffic to city size, to ask questions of the data, and be able to incorporate additional map layers to grapple with complex problems. This can be effectively done within a GIS environment. Using ArcGIS from Esri allows students to do all of these things and more, in both 2D and 3D, with the same toolkit that professionals use, analyzing the essential APHG topics such as population, migration, language, agriculture, and land use.

In so doing, students will be addressing two other APHG goals that have to do with understanding and interpreting associations among place-based phenomena, and the changing interconnections among places. And, because GIS and spatial analysis depends on scale, students will meet the APHG goal to “recognize and interpret at different scales the relationships among patterns and processes.”

I believe that for a geography instructor not to be using GIS as one of his or her major instructional tools is analogous to a chemistry instructor not to be using the Periodic Table of the Elements. GIS is one of the fundamental tools of geographers, and students who are exposed to this tool will be better problem solvers and critical thinkers not just in Geography, but in other subjects, both while in school and after they graduate.

What will you do to promote the use of GIS in AP Human Geography and throughout education?

- Joseph Kerski, Esri Education Manager



What do Earth Day and GIS have in common? Earth Day began in 1970, with one of its goals to help people take steps to ensure that sustainable practices are followed to protect the environment. I like to think of Earth Day as incentive for what we should be thinking about and doing the other 364 days of the year. GIS also began around the same time, during the 1960s, and like Earth Day, its disciplinary roots are older. ESRI began the year before the first Earth Day, in 1969, as an environmental and land use consulting firm. Despite the changes that have taken place since then in how Earth Day is celebrated, and also how GIS is used, they both have empowered people to understand Planet Earth and to do something positive as its inhabitants.


How can GIS be used to benefit the environment? Examine a sample of papers given each year at hundreds of local, regional, nationwide, and international GIS conferences (such as at the ESRI User Conference), books, journals, and articles listed on the ESRI GIS bibliography, and the annual ESRI Map Books. Look at how GIS is used daily by organizations from local to global scale, including departments of natural resources, the Nature Conservancy, and the United Nations Environment Programme. Review the “best practices” booklet showing how GIS is green technology, in which GIS is described as helping site optimal locations for wind turbines and roofs for solar panels, maintaining tree inventories, and improving wetland habitat. But dig deeper than simply topics labeled as “environmental”: When GIS makes vehicle routing more fuel efficient or when GIS restructures city operations so that underground cable upgrades are done before the street over those cables is repaved, those operations are also “green” because they save resources.

All environmental issues have a spatial component. GIS is used for these green applications because it provides a unique, spatial perspective on those issues, promoting creative problem solving. Most of us want a career where we can make a positive difference in the world. Using GIS is not only interesting and marketable—it brightens the future for all of us.

Joseph Kerski, ESRI Education Manager



Last week I wrote about what several geographers consider to be the “grand challenges of Geographic Information Sciences.” But to grapple with these grand challenges, we need to have people moving into the field of GIScience in the first place. To do that, we must engage students in thinking about their community, region, country, and world in a geospatial context, beginning at young ages. How can we help students to see that every major current issue—from natural hazards, biodiversity, agriculture, energy, water quality and availability, human health, social justice, politics, migration, climate, crime, and many more—are inextricably linked to geographic processes that occur over space and time? Using GIS is one powerful way of seeing these patterns, processes, and connections.

Students using GIS apply scientific inquiry—ask a question, gather data, understand data, analyze data, draw conclusions, and develop a fuller understanding about a particular issue. One of my favorite aspects of using GIS in instruction is that it helps to understand change. Changes from human and natural causes occur all around us, and if students analyze why and how things change, then they can begin thinking on a deeper level: Should the Earth be changing in these ways? Is there anything that I could or should be doing about it? This captures not only the heart of spatial thinking, inquiry and problem-based learning, but also empowers students as they become decision-makers to make a difference in this changing world of ours. GIS has ties to many disciplines, but a natural home for GIS in education is in geography, which has not seen consistent and high support over the past century in American education. How can we change this?


I stated above that we must engage students in thinking spatially. But before that can happen, we must engage students, period. Too often, students are bored, viewing education as something that ends as soon as they graduate, instead of being a lifelong learning experience. We must allow them the freedom, support, and tools so that they can discover and pursue their interests. This may be the grandest challenge of all.

All of the topics raised here can be debated and expanded. I look forward to your thoughts.

Joseph Kerski, ESRI Education Manager.



Most of us, whether at the beach, in the garden, or in a sandbox, have drawn words on the ground. Have you ever drawn something with your GPS receiver? As you probably are aware, all GPS receivers automatically record a track of your position. A track is analogous to you dropping bread crumbs every so often to mark where you have been. You can walk in such a way as to trace shapes of various kinds that are recorded on your track. These shapes can be letters, circles, squares, or others. Begin by examining websites showing track results, from http://www.gpsdrawing.com/gallery.html to contributions to OpenStreetMap, and others. One of the earliest GPS drawings I ever saw was a decade ago where someone drew the word “IF” in England using a car. Each letter stretched from far north of London all the way down to the English Channel!

When you return from the field, you can upload these shapes into your GIS. Use an image or map from ArcGIS Online as a backdrop for your track.


As you can see in the ArcMap session above, I drew the words “GIS” with my receiver. I often include GPS drawing while working with teachers and students and I encourage you to do the same. Why? Drawing with GPS forces us to think about spatial relationships. We must be aware of where we have walked, noting local landmarks, so that we do not cut across letters that we have already drawn. How can I walk so that each letter is shaped correctly, is distinct from other letters, and is aligned so that the word lies on an east-west axis? In the example above, because the streets on the Colorado Community College System were aligned northwest to southeast, I had to be careful not to follow the street grid, but cut diagonally across lawns for optimal results. How could I have done better? How does changing the track setting from distance to time, or changing the distance or time interval between recorded track points, alter the appearance of the letters? For added interest, have students draw their first or last name.

What shapes would you like to draw with your GPS?

- Joseph Kerski, Esri Education Manager

GIS users are always on the lookout for interesting spatial data. Those who use GIS in education seek data that can be used to teach core concepts in a variety of disciplines. One of the most useful continent-wide spatial data resources is from the North American Environmental Atlas (http://www.cec.org/atlas). It contains data on watersheds, ecoregions, human impact on protected areas, industrial pollution, wetlands, land cover, conservation areas, and base layers including transportation, waterways, and cities. It also contains layers on 17 species of common conservation concern, such as the Burrowing Owl, the Mountain Plover, and the American Black Bear. The atlas was born from collaboration among the national mapping agencies in Canada, the United States, and Mexico, and through the Commission for Environmental Cooperation. Its goal is to provide a foundation to analyze the status of environmental conditions and identify trends across the whole continent.


The atlas is useful because of its rich content, the fact that it is comprised of public domain data, and because you can use it in three different ways. First, you may order up to 5 free paper wall-sized maps from the link on the site. Second, the content is offered as a Web GIS, meaning that you can examine the data interactively with just a web browser, made possible by ArcGIS Server running behind the scenes. What is the relationship between grasslands, rainfall, and elevation? Third, the data from the site is offered as downloadable shapefiles, layer packages, and map documents, ready for ArcGIS desktop. Metadata files are readily available and you can use the web GIS viewer for previewing the data before downloading. Why download the data if you can analyze it online? Both methods are valid approaches to helping students think spatially, but by downloading the data and using it inside ArcGIS desktop, you can dig deeper, analyzing the patterns across space, time, and with spatial statistical techniques. For example, you can assess how much burrowing owl habitat is within 10 kilometers of a pollutant release facility. I also like the atlas because it does not ignore the oceans—marine ecoregions, protected areas, and marine vessel emissions are all included.

What types of analysis will you do with the North American Environmental Atlas?

-Joseph Kerski, Esri Education Manager



One of the consistently valuable concepts in inquiry-based education is cause-and-effect. GIS is an excellent tool to illustrate cause and effect because phenomena on our dynamic planet occur at different scales and over different time periods, and thus can be examined spatially. One of the very first scientific monitoring networks to go online was the data from USGS stream gaging stations. I remember looking up some of these reports on microfiche when I first started working at the USGS in 1989; the data was valuable but already “historical” by the time it was published. Today, ArcGIS Online provides the ability to analyze how current and recent weather affect streamflow in real time.

To do this, visit ArcGIS Online and do a search on “water watch.” Open the US Water Watch in ArcGIS Online in your web browser. You can select from thousands of gaging stations that are broadcasting current flow conditions, including some with real-time data on several water quality variables. I searched and added “US Current Radar” and today I see that the upper Midwest is experiencing some significant areas of precipitation. How does this impact river conditions in the area? I identified a gaging station on the West Fork of the Vermillion River near Parker, South Dakota, station 06478690, and pulled up its information, below.


The identify window allows me to examine hydrographs and tabular data for the stream gage at this location. It reveals that the river is running at over 20 cubic feet per second, far above the mean of 0.7 cubic feet per second. The gate height of 1.5 feet in the lower graph helps students understand how much water this represents. They could wade across the river at this height, although caution near rivers is always a good idea. Students examining other rivers running over 20 times their normal discharge will find that it would be impossible to wade across many of these rivers.


What other phenomena influence streamflow? How could you ask students to uncover the relationship of snowmelt, floods, or hurricanes to streamflow using ArcGIS Online?

- Joseph Kerski, Esri Education Manager



The ArcMap application within ArcGIS allows you to create an amazing variety of fonts, colors, and types of labels that identify point, line, and area features. One of the most useful types of labels is the callout label. This label “calls out” from the label to an off-site location that is typically not on the feature itself, and sometimes helps make maps that are more clearly understood by students. Consider the following example for a lesson I created about the Philippines. Here, if the labels were placed on the islands, they would obscure the data I wanted the students to explore, which was the human development index by administrative area (province). Therefore, I used callout labels so that they would be offset in the ocean.


How did I create these labels? Under the Layer Properties, under Labels, I selected a “Banner” style label. Under Properties for the banner style, I selected Properties once again, and then bumped up the x offset to 45 and the y offset to 30. You will have to experiment with your own data set for the optimal offset, depending on your map units and the feature shapes that you wish to label. I set the colors for the background and for the text.

I did something else to create the above labels. Many provinces are split up into hundreds of islands. To prevent every single island from receiving a label, I accessed the Placement Properties tool under the Label tab in the Layer Properties. Under Duplicate Labels, I indicated that I wanted only one label per feature:


You can also use the label tool in the draw toolbar to create interactive text labels as callout boxes, as shown below:


After remembering sticking sticky-back callout labels on maps way back in cartography’s manual days with an Xacto knife, these ArcGIS tools show the progress that has been made over the past 25 years!

I invite you to explore label placement to help the maps do what they are designed to do—to communicate!

Joseph Kerski, ESRI Education Manager



In a separate blog post at the ESRI Education Community, I investigated a claim that Bouvet Island is the world’s most remote uninhabited island using ArcGIS. At the same time, I mentioned that the definition of “remoteness” is subjective and therefore makes for an excellent classroom discussion and for investigation using GIS.

If you’ve flown to Hawaii, you may have been amazed at long the flight is, and wondered whether Hawaii is halfway across the Pacific Ocean. The Hawaiian Islands is the world’s most remote island chain with a sizeable population, estimated at 1.288 million in 2008 (US Census Bureau). Honolulu is the most remote major city over 500,000 population, because the nearest city of equal or greater size is San Francisco, 3,841 km distant.

Using ArcGIS and data from Book 2 of the Our World GIS Education series from ESRI Press, I set the data frame to Orthographic, centered near Maui at 21 North Latitude and 156 West Longitude so that I could see most of the Pacific Ocean on the map image.


Which is closer to Hawaii—California or southwest Alaska? Using the circle tool, above, I found out that these two are just about the same distance away—3,515 km. This is approximate as the measure tool was used at a small scale.

Is Hawaii halfway across the ocean? A visual assessment shows that this depends on the point at which one measures, for the Hawaiian Islands extend for hundreds of kilometers—over 1,000 including the seamounts. The southeastern inhabited Hawaiian islands are not quite halfway across the ocean: I measured with ArcGIS about 4,800 km from Hawaii to the nearest point on the Asian continent at Kamchatka, and 5,800 to Australia. Vladivostok (5,500 km) and Shanghai (6,400 km) are both farther than Kamchatka, and all are farther than North America.

A discussion about map projections, distances, and error is most appropriate here, because the measurements differ by up to 1,000 km depending on the map projection used. Try these tools to investigate other islands!

Joseph Kerski, Education Manager, ESRI.



Think about two ways you can consume food – at home or away from home. Think about how often you eat at home versus away from home. Food purchased in grocery stores and eaten “at home” is generally less expensive than food purchased and eaten in restaurant. Do you think that the ratio of food expenditure at home vs. away from home varies by country? If so, how and why would it vary? Do you think there is a geographic pattern of the ratio within the USA, by region or even by neighborhood?

new lesson in the ArcLessons library invites you to think spatially using common experiences of food purchasing and consumption, to analyze the relationship of food purchasing versus median age and household income, and to learn how to use ArcGIS Online as an analytical tool.

The lesson uses a standard web browser to access the food expenditure map on ArcGIS Online. The food data represent just two of the hundreds of variables available in the Esri Consumer Spending database. Esri combined the 2005-2006 Consumer Expenditure Surveys from the Bureau of Labor Statistics to estimate these spending patterns.

I wrote the lesson around 10 focal points, including “scale matters,” national patterns, urban vs. rural, patterns within cities, famous foods and cities, university towns, retirement communities, areas with low population density, median age, and median household income. To compare these last two variables to food expenditures requires the addition of two additional layers, which is easily done in ArcGIS Online. The ability in ArcGIS Online of comparing different variables across space is a valuable educational tool.

The web GIS map displays a ratio of the average annual household expenditure on “food at home” to “food away from home.” Areas in red represent areas where households spend noticeably more at home, while blue area households spend noticeably more away from home. Households in an “average” area tend to spend $1.38 on food at home for every $1.00 on food away from home. This ratio of 1.38 does not mean that food at home is more expensive; it means that more money is spent for home consumption of food than money is spent away from home. In other words, most people eat at home more frequently than they eat away from home. Where the ratio approaches 1:1 represents areas where an equal amount of money is spent on food at home versus away from home. Red areas are above this average, blue areas are below this average, and yellow areas are near the average.


Why do many metropolitan areas contain neighborhood where the ratio is high, surrounded by a suburban ring where the ratio is low, surrounded by rural areas where the ratio is high again? Why do rural areas in Nevada and Utah seem to have a lower ratio than rural areas elsewhere?

What spatial patterns of food expenditures can you discover using this Web GIS resource? What implications do these patterns have?

-Joseph J. Kerski, Esri Education Manager



We laugh at the scene in the movie “Vacation” when Chevy Chase’s family finally arrives at the rim of the Grand Canyon, only to snap a few photos for a minute before getting back into the car and driving to their next destination. Yet how much of our fieldwork is brief and limited to just a few of the five senses? Earth Day provides an annual reminder that fieldwork is critical to what the GIS education community believes in, advocates, and analyzes. Nowadays, we have so many map, video, and data sources along with GIS tools at our fingertips that it is tempting to think we can “get by” without doing any fieldwork. Indeed, in these days of educational funding constraints when fieldwork involves high costs, permissions, and effort, these resources are extremely welcome and valued.

We on the Esri education team work closely with the education community to promote active fieldwork. We work with the American Geological Institute on Earth Science Week and with those promoting “No Child Left Inside” initiatives; we make use of the documents on the Place Based Education Initiative, and promote the use of probes, GPS, and other mobile devices to provide primary data to map and analyze within a GIS environment.

But the importance of fieldwork goes far beyond the GIS education community. Sobel’s Beyond Ecophobia: Reclaiming the Heart in Nature Education (1996) makes it clear that children are disconnected from the world outdoors, but yet are as never before connected with endangered animals and ecosystems around the globe through electronic media. He states that essential to helping students to understand environmental issues in distant lands is to cultivate connections to the local environment by teaching about local systems. “What’s important is that children have an opportunity to bond with the natural world, to learn to love it, before being asked to heal its wounds.” This can be done through his stages of empathy, exploration, and social action. His statements such as “Authentic environmental commitment emerges out of firsthand experiences with real places on a small, manageable scale” are expanded in his book Place-Based Education: Connecting Classrooms and Communities. These ideas were brought to the attention of additional educators and the general public by Louv in his book, Last Child in the Woods (2005).

Even if students cannot get away from campus, they can still collect data right on their own school grounds. I taught for a week with Dr Herb Broda awhile back, and his book SchoolYard Enhanced Learning provides excellent ideas on how to do just that.

To support your continued advocacy for fieldwork in your own educational institution, I created a video entitled “Why is fieldwork important?“.

How might you make every day an “Earth Day” in terms of exciting your students about the importance of observing the world around them?

-Joseph Kerski, Education Manager



A principal aim of geospatial analysis is examining and understanding change over space and time. One of the simplest yet most powerful things you can do in ArcGIS desktop (www.esri.com/arcgis) or in ArcGIS Online (www.arcgis.com) is to visualize change over time by studying change based on different basemaps created on different dates.

For example, I recently conducted a GIS workshop for educators at Northeast Junior College in Sterling, Colorado. While on campus, in ArcMap, I added satellite imagery as well as the USGS topographic map. I determined the date of the topographic map (1971) by accessing the USGS Map Store. I found the date of the satellite imagery (2009) by using the Identify tool in ArcMap on the imagery layer. I used the swipe tool so I could scroll back and forth across the map to easily compare the different basemap images.

The nearly 40 years of changes revealed by comparing the topographic map to the satellite imagery indicated that the name and the location of the college had changed. The college had changed from Sterling Junior College to Northeastern Junior College, and had expanded from the northeast to the southwest. The current location of the college is the former Logan County fairgrounds. After mapping the route we took during our fieldwork with GPS receivers that day (shown in dark yellow on the map below), we discovered that we were on the old fairgrounds track. We could trace the fairgrounds track and then walk that same route on the current campus, noting what had changed.


Comparing the two basemaps revealed changes beyond the campus, including the direction that Sterling had expanded over the decades, the expansion of commercial zoning into former residential areas, and even the renumbering of the interstate from I-80S to I-76. In ArcMap, we measured the areal extent of the city in 1971 and today, compared the percentage of expansion to other communities in the area and other communities of a similar size in the region, and examined population data of these communities.

How might you analyze change over time using topographic maps and imagery of an area you are interested in?

-Joseph Kerski, Education Manager



Several types of scale exist in geography. Cartographic scale refers to the size of a feature on a map relative to its actual size in the real world. Cartographic scale can be expressed as a verbal statement such as “one inch equals one mile”, or graphically as in a scale bar, or as a representative fraction, such as 1:24,000 scale. A small scale map (such as 1:1,000,000) shows a great amount of area but not much detail. A large scale map (such as 1:24,000) shows a great amount of detail but not much area. This may seem counterintuitive but it is because the ratio 1:1,000,000 (or 1/1,000,000) is smaller than 1/24,000. A small fraction means a small scale map. Confusion sometimes occurs because when we discuss large scale phenomena, we usually are referring to things operating over a large area, like hurricanes. But if we were to map all of the hurricanes in a year over the North Atlantic, the map would actually have to be at a small scale to see them all at once. To clarify, I often use the terms “fine scale” and “coarse scale.”

Analysis scale refers to the size of the unit at which a particular problem is analyzed, such as on a scale of a watershed or neighborhood. Phenomenon scale, as referred to by UCSB’s Daniel Montello, is the size at which human or physical earth structures or processes exist, regardless of how they are studied or represented. They are interrelated. For example, choices concerning the scale at which a map should be made depend in part on the scale at which measurements of earth features are made and the scale at which a phenomenon actually exists.

Therefore, scale is important far beyond the map. It is important in deciding at what scale to analyze a problem. For example, for analyzing river systems, is it most appropriate to study whole drainage basins, or select a sample of watersheds? For languages, should you study dialect areas or whole language regions? We often use terms such as local, micro, meso, macro, and global in discussing scale. The idea of nesting is also important – blocks nest inside block groups, which nest inside census tracts which nest inside counties for US demographic analysis based on US Census Bureau geography. Sometimes we have to generalize features and phenomena to really see the pattern, simply because there is too much detail at a local level, and so generalization has to do with scale as well.


I discuss all of this in a video on: http://esriurl.com/scalematters. GIS contains many functions that can be effectively used in teaching about scale. How might you use GIS to teach about scale?

-Joseph Kerski, Education Manager



Understanding geography and using GIS as an analytical tool in education and research requires a sensitivity to and an awareness of scale. This provides a framework for understanding how events and processes influence each other. Any phenomena we are studying at one scale can be influenced by phenomena operating on other scales. For example, traffic patterns affect local neighborhood zoning and movement, but also affect regional land use and reflect regional patterns of trade. They also reflect and can be studied in the context of national or international migration, economics, and demographic characteristics. Climate is another complex phenomenon that operates at multiple scales. It affects weather on a local scale but also affects such global phenomena such as ice pack at the poles, sea level, and the location of deserts, rainforests, monsoons, and consequently, human settlement, agriculture, clothing and building styles, and much more. In between, at a regional scale, climate is affected by landforms, such as mountains, prevailing winds, and even eruptions of volcanoes. Thus, to fully understand our complex world, we must look at processes across multiple scales.

Scale is about size. It can be relative or absolute. Scale can be about space, or about time, since things that occur across space almost always have a temporal component. For example, think about wildfires versus glacial advance. They have different spatial scales and different temporal scales. There is also a thematic scale, having to do with the grouping of attributes such as water quality or weather variables.
Scale is a theme that runs through all of geographic analysis, because geographic analysis has to do with trends, patterns, relationships across space and, often, time as well.

 



Consider the different processes operating on this landscape on a local scale, photographed on the ground, versus those operating at a regional scale, photographed out an airplane window of the same location.

Several types of scale exist within geographic analysis. They are interrelated and are equally important. They are also important far beyond geography, in any discipline where spatial aspects are considered, such as in epidemiology, biology, earth science, or business marketing. GIS can be used in a wide variety of ways to teach about each type of scale, which I discuss in a video on: http://esriurl.com/scalematters. I will discuss the different types of scale in the next blog.

How might you use GIS to teach about scale?

Joseph Kerski, Education Manager



Spring in North America brings not only new flowers, but a new crop of tornadoes. The 2011 tornado season has already been horrific, and our hearts go out to all those affected. Like most natural phenomena, tornadoes exhibit a spatial pattern on a global, regional, and local scale, and a temporal pattern depending on season, time of day, and duration. Both the spatial and temporal components can be examined and understood with the use of GIS.

To do this, I have written three lessons and compiled data sets that may help do just that. The first, Investigating Historical and 1 Modern Tornado uses ArcGIS Online (http://www.arcgis.com, search on “Tuscaloosa owner:jjkerski”) to examine pre- and post-tornado imagery that can be toggled on and off or adjusted in terms of opacity. Using these sobering data sets, the width and length of the Tuscaloosa tornado can be examined, as well individual building types affected, and historical tornadoes by decade throughout the USA. The second, “Investigating Historical Tornadoes Using ArcGIS”, allows for further investigation, which reveals that while more common on the Great Plains and interior lowlands, tornadoes have occurred in nearly every state, and are not as uncommon in the mountain west as one might think. Contrary to popular opinion, the data also reveals that Kansas is not the area with the highest density of tornado outbreaks. Do you know what state has the highest density? See below.

Selecting the tornadoes by month shows the seasonal ebb and flow of the outbreak of tornadoes, starting from coastal areas near the Gulf of Mexico in January and increasing to a spatial maximum in July of each year. The numeric maximum occurs in April, three months earlier than the spatial maximum. During which six hour period do you think the most tornadoes touch down—between midnight and 6:00am, 6:00am to Noon, Noon to 6:00pm, or 6:00pm to midnight? Examining the historical data reveals that the tornado causing the most injuries (1,740) occurred in northern Texas in 1979 and the one causing the most fatalities (116) occurred in northeast Michigan in 1953. The lesson also invites you to discover in which elevation range tornadoes are most common, and the difference between tornado touchdowns and tornado tracks.

The third lesson invites students to download and analyze a single day of tornadoes. Using data from the NOAA Storm Prediction Center, the lesson begins with an analysis of 22 April 2011, the day of the tornado that caused damage at the St Louis airport. Analysis reveals that the airport tornado was only one point along a line of tornadoes that day in that region. Wind and hail for that day are also analyzed, including the determination of the mean center and standard deviational ellipse for all storm types. The lesson concludes with the students’ selecting a different day, downloading the CSV files from NOAA, and mapping and comparing them to 22 April’s storms.


-Joseph Kerski, Education ManagerAnswer: According to this dataset, tornado density is highest in sections of Oklahoma.



I recently taught a GIS short course for educators with our colleague Dr. Marsha Alibrandi, where she spoke of four adjectives that seemed to encapsulate some key reasons why we believe that spatial analysis has value in education:

• Actual: Spatial analysis provides hands-on work with the same tools that decision-makers from a wide and expanding variety of professions use every day on the job.

• Virtual: Using GIS, GPS, and remote sensing tools allow for immersive, multimedia-rich experiences that help us understand processes, places, and problems.

• Critical: Using real data to analyze issues provides critical thinking skills about the issues themselves, about the data that we choose to use or not use, about how to communicate the findings, and much more.

• Ethical: Examining real-world issues brings students face-to-face with such ethical decisions as the positive and negative impacts on people and the environment for land use decisions, whether and how to act on a problem, and how to present findings using maps in an unbiased manner.

I would like to expand this line of thought as follows:

• Social: The use of GIS in education is often best done as part of a collaborative project in the classroom, in the community, or with those studying similar problems halfway around the world.

• Psychological: The use of spatial technologies builds on research in spatial cognition, geographic and cartographic education, and other foundations, and takes advantage of multiple intelligences and learning styles.

• Creative: Through symbols, colors, patterns, video, presentations, and other means, GIS fosters inventiveness and creativity.

• Tactical: Using GIS helps accomplish a purpose—to understand something better, to make a decision, to see connections between places, processes, and phenomena.

• Logical: Whether formalized through the use of tools like model builder or not, GIS helps frame problems in a logical manner so that they can be grappled with. Another way to think of the “logical” is through the disciplines engaged, from the geological to the hydrological to the sociological and beyond.

• Practical: From its outset, GIS was created as a toolkit that could be useful in many different disciplines, at different scales, and in many different situations. It forces the user to be organized about how to access, store, and use a variety of different types of data.

• Useful: GIS is useful in many different careers. GIS is useful from a technical standpoint, on mobile devices, desktop and laptop computers, and in the cloud environment.

• Helpful: Not only is GIS used to help people make better decisions, but GIS helps improve the quality of their own lives, through better sanitation, medical care, sustainable development, and in other ways.

• Essential: GIS is essential for grappling with key issues of the 21st Century—energy, water quality and quantity, climate change, natural hazards, political instability, urbanization, sustainable agriculture, and others that grow in importance on a global scale and also increasingly impact our everyday lives. Using GIS in education is essential in order to infuse these tools into societal decision-making.


What other adjectives come to your mind when you consider the “GIS advantage”?

- Joseph Kerski, Education Manager



Linking photographs to maps and saving and sharing those maps can be quickly and easily done using ArcGIS Online. These maps can be used to create a sense of place by telling a story about a community or a region. For example, I created a map of my home state of Colorado using photographs that I have taken at intersections of whole-degree latitude and longitude lines, as part of the Degree Confluence Project. Clicking on the pushpins yields a photograph that I have taken at that location, as determined by the GPS receiver that I carried to that point. Clicking on each photograph calls up a video that I filmed at that same location. Each point was added by entering the latitude and longitude in the search tool, adding a point and a hyperlink, saving the points as a map layer, saving the map to ArcGIS Online, and sharing the map with the world.

What story does such a map tell about a community or region? In the case of my map of Colorado, the photographs clearly confirm the popular image of Colorado as a mountainous state. Yes, the state contains numerous spectacular mountain peaks and ranges, as shown in the image at 39 North Latitude, 107 West Longitude, below. But the map also challenges the notion that some people may have that Colorado is completely covered by mountains. The map shows that this is true only for roughly the central third of the state. The western third of the state is best characterized as canyonlands, while the eastern third of the state is firmly entrenched in the Great Plains. What vegetation, water, landforms, climate, and evidence of human impact are visible at each location? What point best captures the “essence of Colorado?”


As you can see, I have a few more points to visit, but I hope to complete my map someday.

How might you use photographs hyperlinked to maps using ArcGIS Online to describe and tell a story about an area in which you are interested?

-Joseph Kerski, Education Manager



I recently had the good fortune of conducting a professional development GIS institute for educators recently at the new Science Technology Engineering and Mathematics (STEM) center at Overland High School and Prairie Middle School in Colorado. We found out about the center after meeting its director, Dr. Richard Charles, while hosting an Esri exhibit at the International Society for Technology in Education (ISTE) last year. My colleague Charlie Fitzpatrick recently described the connections of GIS to STEM.

The center’s mission states that “The success of the United States in the 21st century – its wealth and welfare – will depend on the ideas and skills of its population. Our nation is facing a crisis in STEM related fields. Because of this, the campus offers a BOLD new approach to education featuring a creative focus in the areas of Science, Technology, Engineering, and Math with a strong liberal arts foundation. […] The courses a student selects in middle and high school can significantly impact his or her options for the future. The student must take responsibility for making informed choices, paving the pathway to success in middle and high school and in life. It is our goal to help our students make informed and wise decisions regarding his/her middle and high school programming.”

The school provides an extensive list of courses where technology is infused, from Grade 6 through 12. Students have the opportunity to select from five career concentrations that include art and technical communication, computer science and applied mathematics, engineering and technical sciences, natural resources and energy, and health sciences. This may sound like a community college or university, but remember that students ages 11 to 18 are taking these courses, which is visionary and inspiring.

The Geographic Information Systems course at the STEM center is described as “an introduction to the concepts and uses of GIS. GIS is a system of computer software, hardware, and personnel designed to visualize, manipulate, analyze, and display spatial data. A GIS can create “Smart Maps” that links a database to a map. This allows individuals to view relationships, patterns, or trends that are not possible to see with traditional charts, graphs, and spreadsheets. Through computer lab tutorials and case studies, students will learn to use ArcGIS from Esri. Some topics include City and Regional Planning, Community and Economic Planning and Development, Housing Studies, Transit and Transportation Issues, Land Use, Historic and Archeological Studies, Crime Analysis and Policing, Emergency Management and Public Works Utilities, Census and Demographic Studies, Public Health, and Business uses including Marketing and Advertising.”
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Double helix, human-powered sundial, and more geographic wonders at the STEM Center!



What’s more, geospatial reminders surround the students and faculty, thanks to Dr. Charles’ careful work with the school’s architects and builders.

Self portrait at the half-second grid etched into the flooring. Above me are the stars of the Northern Hemisphere in their correct relative positions, represented as LED lights, on the ceiling.
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Latitude-longitude lines in the STEM school's floor!



There is even a DNA double-helix statue outside the front door of the building.

How might you promote GIS in STEM education?

-Joseph Kerski, Education Manager



Recently I was invited to give a keynote address at the 2011 GI-Forum at the University of Salzburg, and created a map in ArcGIS Online that I used as my guide to the local physical and cultural geography. I shared it so that the other conference attendees could also use it, on http://esriurl.com/giforumsalzburg. I described this procedure in a recent blog entry but then went one step further: I used the same tool to create the keynote presentation that I gave at the conference. This presentation contains 57 slides and by searching for “GI-Forum” on ArcGIS Online, you can view it and use it to spark your own presentation ideas.


I varied the basemaps and methods throughout the presentation to keep the audience interested, and I found that ArcGIS Online offered a number of significant advantages. First, since ArcGIS Online is map-based, I could tie each of the points in my presentation to points on the maps. Second, the dynamic nature of the tool meant that at any point during the presentation, I could respond to questions from the audience and zoom to any location on the Earth, changing the basemaps or adding new content to respond to the question. After responding, I could easily resume the slides I had set up ahead of time. Third, I can now respond to those who are contacting me to find out if they can view it, simply by pointing them to ArcGIS Online. Fourth, I could easily go back and forth between my presentation and the local map with points of interest that I had created using the same tool.

Fifth, as we all know when working with technology, the unexpected can and will happen. On a practical level, using ArcGIS Online for the presentation saved the day when my computer would not communicate with the projector in the lecture hall at the University of Salzburg. At the last minute, we substituted a computer from one of the faculty, and because the presentation used ArcGIS Online, I did not have to worry about transferring files or whatever presentation software they might have had on the university’s computer. Rather, I was able to access and give my presentation right away!

How might you or your students use ArcGIS Online for an upcoming presentation or report, and how might you assess that presentation in the classroom?

- Joseph Kerski, Education Manager


Many of us in the field of GIS believe that the geographic way of viewing the world and geospatial tools are too valuable and useful to be confined to one discipline. Rather, GIS needs to be embedded into business, planning, environmental science, mathematics, engineering, history, language arts, biology, chemistry, archaeology, and others. We also believe that GIS needs to be included in every person’s formal education from primary to university level and offered in informal settings such as libraries, museums, and in after-school programs. Who will undertake the task of making all of this happen? Educators committed to the value of GIS, who understand its capabilities, and are equipped to train and present the GIS method and framework to a wide variety of audiences and settings, that’s who.

Empowering educators to spread GIS throughout education has been the focus of the Teachers Teaching Teachers GIS (T3G) institutes at Esri headquarters in Redlands, California. Three institutes, co-sponsored each June by Esri and GeoTechCenter, have enabled participants to promote and support GIS in other departments, other educational institutions, in their local community, and in their professional networks. Unlike events that focus on “learning how to do more with GIS,” the T3G institutes focus on “helping other educators use GIS effectively.” Participants work through a series of hands-on activities to improve their technical skills in online and desktop ArcGIS tools. This includes work with geoprocessing, spatial statistics, Landsat imagery, 2D and 3D tools, and ArcGIS Online maps and presentations. Yet the institutes go beyond the improvement of GIS skills to how best to teach with GIS in different educational settings, from online courses to semester-long face-to-face courses to short workshops. Participants create a project where they spatially analyze data they collect at the Gilman Historical Ranch, including elevation, weather, invasive species, bird nests, wildfires, tree health, and more, and presented the results using ArcGIS Explorer, ArcGIS Online, and ArcGIS desktop.

The 30 attendees each year range from 4-H coordinators to university professors and librarians to secondary school instructors. The institute teaching team includes educational consultants Kathryn Keranen and Lyn Malone, Amy Work from the Institute for the Application of Geospatial Technology, Anita Palmer and Roger Palmer from GIS ETC, and Esri education staff Charlie Fitzpatrick, Laura Bowden, and Joseph Kerski. The teaching team models different instructional activities, including gallery walks, instructor-led training, independent investigations, group projects, a “geo-news” broadcast, a game show “Deal With It” competition, and other methods.

Applicants interested in applying for the 2012 T3G institute should have a strong interest in training other educators in the use of GIS in instruction, developing curricular materials that help educators and students use GIS, and promoting GIS to educational administrators and policymakers. Preference will be given to educators from various settings who have demonstrated experience in three areas: Using GIS, teaching with computers, and providing professional development for educators.

Watch http://edcommunity.esri.com/t3g for announcements, and please consider applying to the 2012 T3G institute or telling your colleagues about it.

-Joseph Kerski, Education Manager



I have created a new series of videos on the Esri Education Team’s YouTube Channel and on my geography channel that describes the process of gathering field data with GPS and mapping and analyzing it with GIS in educational contexts. The videos feature explanations and demonstrations not only on the technical procedures involved with gathering data on locations and characteristics of data and then analyzing its spatial patterns, but also the pedagogical advantages to using these technologies within the context of spatial thinking in instruction. In short, they focus not only the “hows”, but also the “whys”.


Topics covered are suitable for all levels of education, formal and informal, in multiple disciplines ranging from environmental studies to geography, history, mathematics, and earth and biological sciences. The videos span multiple tools, from the Minnesota DNR Garmin program to ArcGIS desktop, ArcGIS Explorer, ArcGIS Online, and ArcGIS Explorer Online. The videos span multiple methodologies and discuss the merits of each. For example, one discussion illustrates the advantages of keying in field data and coordinates versus cabling the information to a computer, and the advantages of linking maps to multimedia taken from a standard camera versus that taken from a smartphone. Embedded throughout the series are issues of data and project management, scale, accuracy, precision, metadata, and appropriateness. At present, the videos include the following 25 titles with more to be added in the future:
  1. Introduction and goals of the video series.
  2. Considerations before embarking on a field data collection project.
  3. Collecting positions and attributes in the field with GPS and other devices.
  4. Considerations during and after conducting field investigations.
  5. Advantages to using a combination of GPS and GIS in the educational curriculum.
  6. Reflections on which tools and methods are most appropriate for use in specific educational settings.
  7. Cabling location and attribute data to a computer using the Minnesota DNR Garmin application; software considerations.
  8. Cabling location and attribute data to a computer using the Minnesota DNR Garmin application; hardware considerations.
  9. The difference between GPS tracks and waypoints.
  10. Accessing and using GPS-gathered waypoints and tracks.
  11. Mapping and analyzing field data with ArcGIS Online.
  12. Mapping and analyzing field data with ArcGIS Explorer Online
  13. Mapping and analyzing field data with ArcGIS Explorer virtual globe.
  14. Mapping and analyzing field data with ArcGIS Explorer virtual globe, part 2: Completed project: A Mojave Desert Joshua Tree example.
  15. Mapping and analyzing field data with ArcGIS desktop (version 10).
  16. Mapping and analyzing field data with ArcGIS desktop (version 10), part 2: Symbolizing and linking to multimedia.
  17. Using a smartphone for location, photographs, and video in gathering and mapping data.
  18. Using a smartphone for location, photographs, and video in gathering and mapping data, part 2: How to email photographs and videos from the field via a smartphone to a GIS to map and analyze it spatially.
  19. Using a smartphone for location, photographs, and video in gathering and mapping data, part 3: How to automatically geotag photographs and videos from the field via a smartphone to a GIS to map and analyze it spatially.
  20. Using a smartphone for location, photographs, and video in gathering and mapping data, part 4: Discussion and demonstration of how to automatically geotag photographs and videos from the field via a smartphone and a GeoRSS feed to map and analyze it spatially in a GIS.
  21. The positional accuracy of a smartphone versus a GPS receiver. Results of experiments comparing the positional accuracy of these two devices.
  22. Drawing with GPS, Mapping with GIS. Introduces and demonstrates how and why to draw letters and shapes with your GPS and mapping them with GIS.
  23. Dragging and dropping GPX files into ArcGIS Online locally.
  24. Dragging and dropping GPS files into ArcGIS Online internationally.
  25. Dragging and dropping text files with latitude-longitude coordinates into ArcGIS Online.

 

How might you be able to use these videos, and more importantly, these methodologies, in your instruction?

- Joseph Kerski, Education Manager



In a few weeks, I am giving a webinar entitled “The Top 5 Skills you need to be successful in a GIS career.” Because this is a topic that has been covered by dozens of articles in GIS journals and magazines over the past 20 years, I aim to do something different that stems from my educational work with the GIS community over that time.
I argue that the first skill is curiosity. Successful GIS people are curious not just about geospatial technologies, but they are also curious about the world. They ponder spatial relationships at work in phenomena from the local to global scale, ranging from demographics, land use, and traffic patterns in their own community to natural hazards, biodiversity, and climate around the world. This curiosity fuels the tenacity that is often necessary to solve problems using GIS. This curiosity is also essential because it helps frame geographic questions, and asking the right kind of questions is the first step in the geographic inquiry process that is key to successful work in GIS.

The second skill is the ability to work with data. Those successful in GIS have developed critical thinking skills regarding data. They not only know where to find data, but understand metadata so well that they know the benefits and limitations of working with each type of data. They know the most effective means to gather, analyze, and display geographic data through a GIS.

The third skill is understanding geographic foundations. Successful GIS practitioners know the fundamentals behind all spatial phenomena, including map projections, datums, topological relationships, spatial data models, database theory and methods, ways to classify data, how to effectively use spatial statistics and geoprocessing methods, and more.

Adaptability is the fourth skill essential for success in the GIS field. Now more than ever, as the field of GIScience is evolving rapidly in terms of its consumer audience, sensor network, functionality, the platforms by which it can be accessed on the desktop, mobile devices, and cloud, and in many more ways, successful GIS professionals need to be adaptable and flexible. They need to be not only willing to change but accept and embrace change as an essential and necessary part of the field. They are lifelong learners.

The fifth skill is good communications. Those successful in GIS know how to use GIS and other presentation tools to communicate their results to a wide variety of audiences. They know how to effectively employ cartographic elements, but they also know how to clearly communicate the results of their analysis in oral and written reports, video, face to face, online, and via other means.

Do you suppose these skills will become more important or less important as geospatial technologies grow in their impact on society in the years ahead? Do you agree with this list? If not, which five skills do you believe are the most important? How can the Geospatial Technology Competency Model inform such a list?

- Joseph Kerski, Esri Education Manager



Educational research shows that students can learn both about content and about thinking strategies by working through what are known as “ill-structured” problems. The ill-structured problem is fundamental to problem-based learning (PBL), where students probe deeply into issues, searching for connections, grappling with uncertainty, and using knowledge to fashion solutions. As Stepien and Gallagher (1993) state, “As with real problems, students encountering ill-structured problems will not have most of the relevant information needed to solve the problem at the outset. Nor will they know exactly what actions are required for resolution. After they tackle the problem, the definition of the problem may change. And even after they propose a solution, the students will never be sure they have made the right decision. They will have had the experience of having to make the best possible decision based on the information at hand. They will also have had a stake in the problem.”

In my work with educators and students over the years, I have found that GIS is very well suited to the ill-structured problem. In fact, oftentimes, the best GIS problems are those that fit at least a few of the “ill-structured” criteria above. GIS was created to solve complex problems at multiple scales and from multiple viewpoints. Data in a GIS are imperfect, and are full of uncertainties, and students who work with them become critical consumers of data, an important 21st Century skill.

Students are often so used to a single “right” answer, and are initially baffled by PBL-based strategies and tools that engage those strategies such as GIS. Typically when I work with students using GIS, they ask me, “Is my map right?” In response, I ask them a question: “Does your map help you understand the problem or issue, and help you answer the questions being asked?” But, given time, they begin to understand that the issues they are grappling with are complex, and there might not be a single correct answer. Certainly, their final set of maps is not the end goal, but a means to an end in their inquiry-driven investigation.

For example, in the lesson that I created on analyzing the Hungary toxic flood of 2010 using ArcGIS Explorer, the environmental consequences of the flood are numerous, long-lasting, and occur at multiple scales. I ask the students to compare this incident with other toxic spills around the world, ending the lesson with asking students to analyze sources of toxins in their own community. Student answers will vary depending on where they live and how they judge the severity of different toxic spills around the world. If they can justify their answers, and back up their answers with data, including spatial data analyzed with their GIS tools, then I believe that their answers deserve high marks.

Stepien, William, and Shelagh Gallagher. 1993. Problem-based learning: As authentic as it gets. Authentic Learning 50(7): 25-28.

How can you design ill-structured problems using spatial analysis and GIS?

- Joseph Kerski, Esri Education Manager



Financial analyst David Tiger wrote an article in the LBx Journal this year entitled Visual Financial Analysis documenting his discovery of a new approach to forecasting, business intelligence, and financial analysis. He said, “It’s not a data warehouse and not an elaborate business intelligence system. It’s a map.” Shocking! At Stubb’s BBQ, a small, premium barbeque sauce company based in Austin, David was introduced to business intelligence. Then he found that “those long, tedious spreadsheets of sales, inventory, and store-level data were suddenly fun to work with.”

And useful. David is part of a rapidly growing location-based services community. The subtitle of the journal where I found his article is “Location in the Language of Business,” and the community actively promotes and develops solutions for people to use GIS and maps to make effective business decisions. I believe there are several lessons from this field that are instructive to the GIS education community.


First, according to David, the consumer packaged goods industry “hasn’t even scratched the surface of the potential for using location intelligence to manage the business, but there are endless possibilities.” I think this is true for other business sectors as well. In his view, location intelligence is a “dream” business development, marketing, and management tool.” Who will help show business decision makers the potential of maps and GIS? You, the GIS education community. The need is enormous. Now more than ever, companies need to be competitive through smart delivery, marketing, and reducing costs. GIS can help them do that.

Second, David points out that maps show “patterns and connections revealed in data,” and maps are effective and engaging communication tools. The GIS and geography education community has long placed emphasis on these same principles; it has never been simply on the software tools. We need to hold to that course, but make this message attractive to the university and community college business programs. I know several business professors championing GIS, but they are, in my view, still too few in number to meet the needs of the business community. The demand of the business community is still small, and I believe part of the reason is that the business community literally doesn’t know what it is missing. I can’t fathom teaching a course in business marketing, for example, without GIS, but this happens all the time. Many in the Colleges of Business have either not heard of GIS, or if they have, think it is just something useful “over in the Geography Department.” But Business GIS courses cannot be offered if only one or two students are signed up for those courses. Therefore, we need more professors teaching with GIS and more students demanding the inclusion of GIS in business courses and programs. Books like The GIS Tutorial for Marketing from Esri Press and my business-focused colleagues at Esri and in academia have helped. But we have much work to do.

How can we more effectively promote GIS in university business programs?

Joseph Kerski, Esri Education Manager



A question that is raised frequently on blogs, forums, and listservs is from professionals who are asked to conduct a presentation for a group of students, in a colloquium, after-school program, or in a primary, secondary, or university level classroom. Some school districts and universities have a “visiting scientist program” that matches instructors with outside professionals, while elsewhere it is done more informally upon request. In the GIS field, GIS professionals are often asked to conduct presentations for students, and these requests often peak near GIS Day each November. Given the fact that GIS Day is approaching, I would like to give my philosophy on these presentations, and look forward to hearing your ideas and experiences. Over the course of my career, I have visited over 400 educational institutions to give guest presentations, but the following reflections are by no means “one size fits all”: I am continuously learning as I go.

First, move beyond the phrase “guest lecture” or “presentation.” Particularly in a visual and exciting field such as GIS, approaching it as “lecture” will severely limit your effectiveness. Yes, we have slides on http://edcommunity.esri.com/syfr and elsewhere. But you have wonderful GIS tools at your fingertips and complex, fascinating problems that you are grappling with on a daily basis. Therefore, show what you are working on! Bring your computer and a projector, showing your data or data you have made available to the public on the web. Make it as interactive as possible! Ask questions and show how you use GIS to solve problems. Don’t just show a bunch of slides if you really want to engage the students. If you’re in a lab, even better—have the students investigate your maps for themselves. Some students may consider geographic inquiry to be simply asking where something is. Therefore, you might have to provide some foundation about what spatial thinking and spatial analysis in a GIS is all about.


Second, think about the neighborhood and region where you are giving your presentation. What issues such as natural hazards, graffiti, rapid growth, traffic, or water quality are of concern? What makes this neighborhood unique? Think of the landscape, ecoregion, land use, river systems, climate, ethnicity, history, and other characteristics at work. Sometimes, students consider their neighborhood to be the most boring in the world, so help them consider what sets it apart, showing their neighborhood via GIS and another across town or in another city across the country or on another continent.

Use ArcGIS Online to compare earthquakes around the world to plate boundaries and cities. Examine median age by tract and block group and discuss the implications that the median age has on different service industries. Compare land use and ecoregions and ask why agriculture occurs where it does. Go for the unusual by examining this strange imagery collection. Show 10 satellite images of selected places around the world or around your state and have students guess as to where they are, why, and what the area is like. Investigate landforms or features and ask students to tell you what each one of them is, whether sand dunes, wetland, karst, a golf course, school, office building, or hospital. In ArcGIS Online, you can prepare this tour ahead of time or construct it while you are talking with the students.

Third, if you cannot show any of the data that you are working on for privacy reasons or because your data are too large to go mobile, then use GIS tools that work anywhere, such as ArcGIS Online. Display different satellite images taken in different years to compare land use change in the community, as I did when I was teaching in Nairobi last November. Use the http://www.esri.com/landsat “Change Matters” Landsat imagery to examine changes in the Aral Sea or along the Florida coast over the past 30 years. Choose at least one local issue and one global issue and discuss the “whys of where.”

Fourth, get outside on the school grounds with some cameras and GPS receivers, or with smartphones. Hyperlink the resulting photographs and videos to ArcGIS Online, and then help students tell their stories as I did in Amboseli National Park.

Fifth, tell your personal story about how you blazed your career path in GIS, touching on the importance of staying in school and pursuing a well-rounded education including courses in science, geography, mathematics, computers, and language arts.

Sixth, don’t forget to ask them questions as well. You will be inspired and energized! Seventh, leave a poster describing what you do or what GIS is behind. Other ideas abound on the Esri Edcommunity blog and on the GIS Day resource area.

If you can instill some curiosity about their world, and the value and power of real data, maps, and GIS technology, then you will have succeeded.

What presentation will you give to students this year?

- Joseph Kerski, Esri Education Manager



I have created a new presentation using ArcGIS Online to invite exploration of the spatial aspects of baseball teams, players, stadiums, and the sport itself. The goal of the presentation is to use the familiar and interesting topic of baseball as a starting point for exploring spatial data at a variety of scales, to ask geographic questions, and to use WebGIS in the process.


Baseball is a spatial sport. The bases are a standard “space” or distance apart, the fielders are assigned certain locations on the field, the offense has a prescribed direction to tag and run the bases, and the players, umpires, coaches, and warm-up pitchers have prescribed areas in the stadium in which to work. Even the fans have certain areas in which they can sit, and the proximity to the field and other amenities determines the ticket price. Angles are of crucial importance as the ball is thrown, hit, and fielded.

In short, spatial considerations run throughout the sport of baseball. Baseball stadiums are constructed in certain locations and markets and affect local and regional transportation patterns, local economies, land use, and even local drainage and impervious surface. The birthplace of players and affiliated radio and TV stations also form regional and, these days, even international patterns.

The presentation includes discussion and data on the distribution of radio stations broadcasting major league baseball games, the distribution of the birthplaces of baseball players, population density and neighborhood characteristics, access to and proximity of stadiums, comparing stadiums in different cities, comparing different types of sports stadiums, and much more. A total of 7 videos linked to the presentation invite deeper reflection. Spatial questions are embedded throughout the presentation. Actually, the word “presentation” does not adequately fit the wonderful and powerful capabilities built into ArcGIS Online. This presentation includes 53 slides, but at any point, the user of these slides can exit the presentation mode, zoom and pan, add additional data, change symbology, change the base map, or examine a different issue. The presentation mode in ArcGIS Online can serve as an excellent storytelling tool for students studying biology, chemistry, geography, history, mathematics, as well as a convenient and authentic means for instructors to assess student work.

How might you use this activity, and ArcGIS Online, to promote spatial thinking through sports?

-Joseph Kerski, Esri Education Manager
jkerski-esristaff

Why is GIS Valuable?

Posted by jkerski-esristaff Employee Jun 28, 2017



The advent of another GIS Day provides a good opportunity to reflect upon the value of GIS. GIS is used, according to some estimates, by 1.5 million people each day, and by over 400,000 organizations. Even these estimates are a few years old. The point, though, is that to these people and organizations, GIS adds value. Otherwise, they wouldn’t use it. Why and how does GIS add value?

GIS technology adds value to everyday work because it makes that work more efficient. We can accomplish more in a given workday. This is true for those managing a city’s bus system to those managing wildlife habitats, and in thousands of other situations. It is also true in education. Back when I was an undergraduate student working in the cartography lab, it took me several days to make a dot density map for Iowa counties, inking, for example, one dot for every 1,000 hogs. I did so on a special large format plastic material using various thicknesses of Rapidograph pens and my Leroy lettering kit. Nowadays, with a GIS, creating this type of map takes only minutes. I can change the dot density map to a chart map or graduated color map of the same data. More importantly, I can look at related agricultural data, the same data for a different area, or trends in hog farming over time. But beyond gains in efficiency, GIS has also opened up new possibilities. Reducing the time spent making the map has allowed me and thousands of others to do what we always wanted to spend more time on—analyzing spatial data, examining patterns, relationships, and trends. Don’t get me wrong—we still like making maps, but I don’t relish those hours next to the sink adjacent to the cartography lab, blowing water and air through the 000 pen to get the ink flowing again.

GIS is also valuable because it is not one tool but a system containing hundreds of tools in a single environment. GIS also is valuable because it is an interdisciplinary toolkit. It is used to analyze social zones on a campus, the locations of hazardous chemicals or fiber optic cables, and species of plants in the gardens on that same campus. Globally, this same toolkit can be applied to subjects as diverse as urban planning, epidemiology, demography, wildlife management, and seismology. GIS is also valuable because it helps communicate complex ideas because it uses the powerful medium of the map, which for centuries has helped to explain connections. Today, the communications capabilities of GIS are enhanced with its close integration with other electronic multimedia. Through tools such as ArcGIS Online, it is easier than ever to tell a story through maps, and share that story easily with others. Finally, GIS is valuable because it enables critical thinking—about the data and the issues that the data uncover.


What other reasons why GIS adds value would you add to this list?

- Joseph Kerski, Esri Education Manager



The National Research Council (NRC) has created a landmark report entitled Understanding the Changing Planet: Strategic Directions for the Geographical Sciences, which I believe has key implications for GIS education. Under the auspices of the NRC, the project was co-sponsored by the US National Science Foundation, National Geographic Society, the Association of American Geographers, and the US Geological Survey. Particularly insightful readings are Dr Michael Gould’s article about GIScience grand challengesand Dr Dawn Wright’s interview about the NRC report. The charge to the committee of geographers was to formulate a short list of high-priority research questions that are relevant to societal needs. The 11 resulting questions are squarely centered on many of the key issues of the 21st Century. I also believe that they fundamentally support what the GIS education community has been engaged in these past 20 years. The report can be effectively used as a means of communicating why it is vital that GIS education and GIS in education must be supported, nurtured, and strengthened throughout the educational system. But it is up to us, the GIS education community, to make the ties between our work and the NRC report clear and well known.

The 11 questions deemed “high priority” are as follows:

A. How to understand and respond to environmental change:
1. How are we changing the physical environment of Earth’s surface?
2. How can we best preserve biological diversity and protect endangered ecosystems?
3. How are climate and other environmental changes affecting the vulnerabilities of coupled human-environment systems?

B. How to promote sustainability:
4. Where and how will 10 billion people live?
5. How will we sustainably feed everyone in the coming decade and beyond?
6. How does where we live affect our health?

C. How to recognize and cope with the rapid spatial reorganization of economy and society:
7. How is the movement of people, goods, and ideas changing the world?
8. How is economic globalization affecting inequality?
9. How are geopolitical shifts influencing peace and stability?

D. How to leverage technological change for the benefit of society and environment:
10. How might we better observe, analyze, and visualize a changing world?
11. What are the societal implications of citizen mapping and mapping citizens?

Space does not permit me to discuss all of the linkages between this list and GIS education, but I submit that every one of these questions is tied to what and how we teach with GIS. In addition, the very reason GIS was created was to better observe, analyze, and visualize our world (question 10). Modeling, predicting, and managing change over time and space is what GIS enables people to do easily and effectively. Spatial analysis is critical to understanding environmental change, population and resource pressure, geopolitics and trade, and to promoting best practices and sustainable population, habitat, energy, and much more. As this list and report make clear, GIS is more relevant to society as never before.

How might you use the Understanding the Changing Planet report to communicate the importance of your work in GIS education?

- Joseph Kerski, Esri Education Manager

Seymour Papert, considered by many to be one of the leading figures in the field of educational technology, outlined what he named “The Eight Big Ideas Behind the Constructionist Learning Laboratory.” This technology-rich center was housed at The Maine Youth Center.

The first big idea is learning by doing. Papert says, “We all learn better when learning is part of doing something we find really interesting, and when we learn to make something we really want.” That’s one of the things I like most about teaching and learning with GIS—it is action-oriented by its very nature. One has to sort, select, organize, digitize, add fields, overlay, run spatial statistics, investigate, symbolize, and a myriad of other activities, when using GIS. Take a look at this video of the activity in a typical GIS lab as evidence of the active nature of using this technology.

The second big idea is “technology as building material.” Papert says, “If you can use technology to make things you can make a lot more interesting things.” I think of the countless times that educators and students have beamed when pointing at their GIS output—it is a map that they made, and they are rightly proud of it! But they don’t rest there—they are usually soon building on that map to make others, or to apply what they learned to another problem.

The third big idea is “hard fun.” “We learn best and we work best if we enjoy what we are doing. But fun and enjoying doesn’t mean “easy.” The best fun is hard fun.” None of us in the GIS education field sugar-coat GIS by saying every part of spatial analysis is easy. It often is quite difficult. We say to educators, “allow yourself to walk before you run” when learning GIS. That’s one reason the network of people in the GIS field is so important—we need each other to help us through the difficulties of grappling with putting what we want to do into the language that a GIS can understand.

I will reflect on the connections to GIS of the rest of Papert’s ideas in my next blog entry.

Do you model these ideas in your own GIS instruction?

- Joseph Kerski, Esri Education Manager

Seymour Papert, considered by many to be one of the leading figures in the field of educational technology, outlined what he named “The Eight Big Ideas Behind the Constructionist Learning Laboratory.” This technology-rich center was housed at The Maine Youth Center.

The first big idea is learning by doing. Papert says, “We all learn better when learning is part of doing something we find really interesting, and when we learn to make something we really want.” That’s one of the things I like most about teaching and learning with GIS—it is action-oriented by its very nature. One has to sort, select, organize, digitize, add fields, overlay, run spatial statistics, investigate, symbolize, and a myriad of other activities, when using GIS. Take a look at this video of the activity in a typical GIS lab as evidence of the active nature of using this technology.

The second big idea is “technology as building material.” Papert says, “If you can use technology to make things you can make a lot more interesting things.” I think of the countless times that educators and students have beamed when pointing at their GIS output—it is a map that they made, and they are rightly proud of it! But they don’t rest there—they are usually soon building on that map to make others, or to apply what they learned to another problem.

The third big idea is “hard fun.” “We learn best and we work best if we enjoy what we are doing. But fun and enjoying doesn’t mean “easy.” The best fun is hard fun.” None of us in the GIS education field sugar-coat GIS by saying every part of spatial analysis is easy. It often is quite difficult. We say to educators, “allow yourself to walk before you run” when learning GIS. That’s one reason the network of people in the GIS field is so important—we need each other to help us through the difficulties of grappling with putting what we want to do into the language that a GIS can understand.

I will reflect on the connections to GIS of the rest of Papert’s ideas in my next blog entry.

Do you model these ideas in your own GIS instruction?

- Joseph Kerski, Esri Education Manager



Over the past year, several articles were written and presentations were given about the “education bubble.” Definitions of the bubble vary, but the articles made the case that unlike in the past, many of today’s students are not seeing a sufficient return on their university investment in terms of relevant workforce skills, to the extent that they were not being able to secure a job upon graduation or even to repay their student loans. One of the articles I found particularly interesting was an interview with English professor and Executive Director of the Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), Dr. Trent Batson.

Dr. Batson has designed, implemented, and promoted instructional technology at the University of Rhode Island and at MIT. He believes that innovative uses of educational technology, such as electronic portfolios, or “ePortfolios” can contribute to the learning experience, may help students to consider the higher education investment worthwhile, and will help “keep education relevant.”

All of us on the Esri education team believe that teaching and learning with GIS is an innovative use of a technology that has already transformed decision-making and entire organizations over the past 40 years. GIS provides a context for critical thinking, problem-solving skills, and in-demand technical, discipline-specific, and organizational competencies recognized by the U.S. Department of Labor. Moreover, it also fits in well with Dr. Batson’s notions of effective ePortfolios. Batson states that ePortfolios contribute nothing by themselves—they only are worthwhile if their capabilities help faculty redesign their courses so that students can become active learners. Over the years, I have observed that it is very difficult to remain passive when using GIS in an educational setting. Furthermore, consider the following image, taken from a recent presentation I gave using ArcGIS Explorer Online:agol_presentation_gi-forum-300x228.jpg

Presentations using ArcGIS and ArcGIS Explorer Online help students tell stories, investigate, and explain. ArcGIS Explorer Online presentations can be saved, shared, and returned to later, taking advantage of the “elapsed” time that Dr. Batson claims is valuable. ArcGIS Online presentations are not static; if peers or the instructor ask questions during the presentation, the student can change symbology, scale, region, add or subtract variables, reclassify, and perform other tasks that make the presentation a learning experience for everyone. Indeed, the whole notion of presentation is transformed, becoming an interactive and creative experience, throwing into question even the appropriateness of the term “presentation.” These interactive experiences are therefore a redesign of instruction favored by Batson and others.

Do you agree that teaching and learning with GIS aligns well with innovative uses of technology as defined by Batson? Do you believe that educational GIS provides critically-needed skills for students while in school and upon graduation? How can we as a GIS community leverage research by Batson and others to promote and expand GIS throughout all levels of education?

- Joseph Kerski, Esri Education Manager



I recently wrote about the connections between ePortfolios, innovative technologies, and the use of GIS in education, beginning with an interview with English professor and Executive Director of the Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), Dr. Trent Batson. Besides believing in innovative technology as a vehicle for transforming how education is designed, Dr. Batson had these intriguing things to say about pedagogy:“Pedagogy is the wrong term for educators to be using regarding higher education for two reasons: it refers to teaching and therefore implies a teaching-centered approach to education, and, secondly, it refers to teaching children, not adults. It’s also a loaded term, associated with the behaviorist model that education has unwittingly perpetuated long after it fell out of favor with learning researchers.“

Behaviorism is a developmental theory that measures observable behaviors produced by a learner’s response to stimuli, and one reason for Batson’s statement may be that behaviorism is often associated with rote memorization and drill-and-practice. While these methods have some utility in education, they are often cited as the least effective ways to teach and learn. By contrast, learner-centered approaches to education have gained favor following pioneering work from Rogers, Vygotsky, Piaget, and Bloom, who showed that students actively construct their own learning.

Because GIS was created to be a problem-solving toolkit, it meshes well with problem-based learning and experiential learning that adhere to the learner-centered model. How can we foster this in the GIS based curricula that we develop through such venues as Esri Press, ArcLessonsYouTube Channel, and in our blog posts? We seek to provide hands-on, engaging, sound content that fosters skills, that addresses important issues, and that adheres to curricular content standards at the primary and secondary level and the Geospatial Technology Competency Model and to other vetted higher education models. However, none of these curricular pieces are intended to be the final destination. Rather, we always aim for these curricular pieces to spark ideas, to foster inquiry, to spur further investigations. To be sure, it is often valuable to start one’s journey in GIS education or with a particular task such as geocoding with a lesson that someone else has written. However, don’t get stuck there. If you as the instructor or one of your students wants to change scales, regions, classification, variables, or analytical techniques in these lessons, by all means, change them. Because GIS is an open-ended tool, it would be a shame if the lessons or activities were looked upon as closed!geotechfollowup075-300x224.jpg

One of my all-time favorite moments as an educator came while I was examining ethnicity, median age, and other demographic variables by neighborhood in Denver with a classroom of middle school students using GIS. After a few students said, “what if we looked at New Mexico?” for the rest of the class period, the students were totally driving the inquiry, changing the location and next, even changing the variables! Curiously, since the students weren’t quite used to “driving”, they at first glanced at me often for approval. After I made certain that this was welcomed, the students blazed new ground. We were in terra incognita, outside the “box” of the lesson.

What are ways that you typically modify existing GIS-based curricula? What can we do on the Esri education team to provide you with the curricular pieces that would best foster a learner-centered approach?

-Joseph Kerski, Esri Education Manager



Several documents over the past 20 years have played key roles in shaping GIS in education and remain excellent resources for making the case why the work of the GIS education community is necessary. One of the first and one of my personal favorites was the U.S. Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS) report. This report identified that the “task of learning is the real work of today, whether at school, in the university, on the job…” (1991, page 5). SCANS then stated (1992) that core subjects must be taught and learned “in context.” “In context” means learning content while solving realistic problems. Students are learning software, cartography, and GIS skills while using GIS to study world biomes, a regional watershed, or local community traffic, but they are also learning content.

SCANS identified five competencies important for future work success: Resources, interpersonal, information, systems, and technology. “Resources” include identifying, organizing, planning, and allocating, while “interpersonal” means working with others in a diverse team. “Information” includes interpreting and communicating, and “systems” include understanding complex interrelationships. “Technology” is identified as working with, selecting, and applying technologies, and this too is fundamental to the work done with GIS. When we teach with GIS or about GIS, we typically use multimedia software and hardware, desktop and cloud tasks and data, smartphones and GPS, field probes and sensors, different operating systems, databases, data in many formats, spreadsheets, and scanners, just to name a few technologies, all in an applied fashion.job_ad_geek_wanted.jp_-300x222.jpg

The SCANS report can be effectively used as a means of communicating why it is vital that GIS education must continue. Moreover, it can help justify the case why GIS in education must increase in the disciplines where it is already established and spread to those that are not fully engaging with it. The GIS education community must make clear and well known the ties between our work and the SCANS report. Given the escalation in the importance of such critical issues as food, natural hazards, population, biodiversity, water, and energy in our world, spatial analysis through GIS is even more relevant to education than when these reports were written 20 years ago.

How might you use the SCANS report to communicate the importance of your work in GIS education and gain support for that work?

BibliographyU.S. Department of Labor Secretary’s Commission on Achieving Necessary Skills. 1991. What Work Requires of Schools. Washington DC: U.S. Department of Labor.U.S. Department of Labor Secretary’s Commission on Achieving Necessary Skills. 1992. Learning a Living: A Blueprint for High Performance. Washington DC: U.S. Department of Labor.

- Joseph Kerski, Esri Education Manager



Take a look at this image. Which waterfall is shown in this image? What clues exist on the landscape to help you choose among the three options listed?agol_quiz_waterfall-300x187.jpg

Where is this glaciated terrain located?agol_quiz_glaciation-300x187.jpg

Examining maps and imagery seems to be an engaging activity for many people, young and old, all around the world. Consider the number of maps and images delivered daily by web GIS servers. I contend that the number requested for people who simply enjoy looking at the Earth compares favorably to the number served for wayfinding and research purposes. This interest can be effectively taken advantage in education by engaging students in a series of images or maps as a quiz or a contest. At the Esri User Conference each year, the “Where in the World” sets of imagery on display always attract a crowd.

For nearly 20 years, I have frequently used map and image quizzes in classes I have taught and presentations I have conducted for geography, environmental studies, earth science, and other classes. These quizzes can be easily created and effectively used through the use of ArcGIS Online. Using ArcGIS Online’s presentation mode, for example, I created a 20-question Earth quiz. This quiz includes the images shown above as well as waterfalls, glaciers, deserts, rainforests, volcanoes, cities, and much more.

You can view the quiz in presentation mode.

More importantly, you can also run it inside ArcGIS Explorer Online so that you will be able to change the scale and basemaps, posing and answering questions, and fostering deeper inquiry into places and the processes at work behind those places.

For example, when you engage your students in discussing glaciation using the above slide, you can zoom in to examine south versus north facing slopes and the amount of snow cover on each. You can zoom out until someone recognizes the location. Then you can discuss the effect of latitude and altitude on glaciation. You can change the basemap to topographic to determine the height of the mountains and the depth of the valleys and determine slopes. You can add land cover, climate, and population map layers and discuss how each is affected by the presence of these glaciated mountains along the west coast of this country. Thus, these are by no means static “slides” and calling them slides is really a misnomer.

Even better, instructors can create their own quizzes focused on other processes, specific themes, specific regions, or their own community. Consider a quiz-based presentation focused on a community issue such as an area proposed for rezoning, or a process such as river meanders, erosion, and sedimentation.

Well, how did you score on the 20-question Earth Quiz? How might you use the idea of an Earth Quiz in your own instruction? How might you use ArcGIS Online in your own instruction?

- Joseph Kerski, Esri Education Manager



Analyzing the location of businesses is a powerful way to foster spatial thinking and skills in GIS.  A new activity invites you to compare the distribution of two very different types of businesses—bail bonds and car washes, in the Oklahoma City metropolitan area.

Businesses are located in specific areas to reach specific customers locally, regionally, nationally, or internationally. They are located where they are because of physical or intangible local or regional benefits, such as a skilled labor force, the presence of or lack of competition, access to busy streets or regional transportation networks, or to take advantage of local suppliers or distributors. They are constrained in their location from local zoning laws and costs of doing business. Their locations may reveal specific patterns or exhibit no pattern at all.

This activity uses ArcGIS Online. A web browser is the only software required, with a broadband Internet connection. This lesson can be completed in 2 class periods, but additional investigations can cover multiple class periods. This lesson can be used with secondary or university level students with little or no GIS experience, but does rely upon spatial thinking and the geographic perspective.

To access the activity, visit ArcGIS Online. Search for “car wash owner:jjkerski”. Open the Oklahoma City bail bond and car wash map in the ArcGIS.com map viewer, or go directly to the map at this URL.bail_bonds_car_washes_okc_screenshot_agol-300x160.jpg

Compare the pattern of bail bonds and car washes and discuss the reasons these business locate where they do, and the patterns that exist. What influence does the location of the Oklahoma County detention center have on the location of the bail bond services?

Say you were establishing a new bail bonds service or car wash business. What are the three most important factors influencing your chosen location? Select the three best locations for your bail bonds and car wash businesses in Oklahoma City, and indicate the reasons why you have selected the locations you chose using the presentation mode in ArcGIS Online.

The data were gathered from an online directory, read into a comma-delimited database, and uploaded into ArcGIS Online. Using these techniques, map additional businesses in Oklahoma City, such as stores for flowers, home improvement, bicycles, boutique clothing, gas stations, and even schools or libraries. Compare and contrast the resulting patterns.

Compare the population of Oklahoma City to the population of three other cities and towns of your choosing. Conduct research into the types of businesses in those other towns. Determine how large a town has to be to support specific businesses, such as big box hardware stores, restaurant supply stores, or specific business names, such as Dairy Queen vs. Applebee’s, Ace vs. Home Depot, and the like. Why do certain businesses locate in certain sized communities? Compare bail bonds vs. car washes in different cities that have roughly the same number of people to the pattern and number you discovered in Oklahoma City. Compare the number and pattern of businesses in smaller cities and towns to that of Oklahoma City. Why do the differences exist?

Besides total population, the demographic makeup of the population is also important. These factors include household income, ethnicity, educational achievement, age, and other factors. Find and add some of these variables to your Oklahoma City map or map of another city you are investigating. What influence do these factors have on your investigated businesses? Why? Name a business, for example, where the median age of a city is important, and another business where age is not a factor. Do the same for other variables.

How has the spatial perspective and GIS helped you to understand the location of businesses?

- Joseph Kerski, Esri Education Manager

David Jonassen (1995) described seven qualities of meaningful learning with technology. They are: active, constructive, collaborative, intentional, conversational, contextualized, and reflective. These are valuable not only to keep in mind when teaching with GIS, but to be purposeful, asking before each class, “How can I be active in my teaching with GIS today?” “How can I be conversational?” and so on.


Those I know who teach with GIS are good examples of putting these qualities into practice. Their teaching is never just for the technology’s sake, even when it is with the goal of increasing the students’ GIS skills for career readiness. They teach in context and with a purpose, asking students to reflect on problem-solving, data, scale, critical thinking, and more. Jonassen and others make a strong case for the value of situated learning, or learning in context, which is exactly what teaching with GIS entails.esriexhib2_edited-300x168.jpg
Jonassen’s three assumptions about technology are also instructive. These include the following:
  • Technology is more than hardware; it consists of the designs that engage learners.
  • Learning technology is any environment of a definable set of activities that engages learners in knowledge construction.
  • Knowledge construction is not supported by technologies used as conveyors of instruction that prescribe and control all learner interactions. Rather, technologies support knowledge construction better when they are need-driven or talk-driven, learner-initiated, and when interactions with the technologies are conceptually and intellectually engaging.

Technologies as toolkits enable learners to build more meaningful personal interpretations and representations of the world.

According to Jonassen, learners and technologies should be “intellectual partners”, an intriguing concept in which the cognitive responsibilities for performing are distributed by the part of the partnership that performs it best. Let’s say you are studying the relationship between elevation and rainfall on the windward and leeward sides of mountains. Calculating how much rainfall occurs at different elevations and on the western versus the eastern sides of the mountains through overlay would be something you would let the GIS software do. But your final assessment that incorporates multimedia and a presentation relies more heavily on your own input and reflection—not something that the software can do. This is one of my favorite things about teaching and learning with GIS. The software is the enabler and the GIS user provides the solution.

How are you incorporating elements of Jonassen’s seven qualities in your own GIS-based instruction?

- Joseph Kerski, Esri Education Manager



A question that gets increasingly asked on listservs and forums these days is advice by those who are planning a course at their university that focuses on spatial thinking. These courses may be entitled “Introduction to Spatial Thinking” but there are numerous variations, depending on the goals of the university and hosting department. It is exciting to learn about these new courses and those who are planning them, because it shows that the message that we in the geospatial education community have been sharing for years is at last getting out beyond our own community. That message has consistently been that spatial thinking and spatial analysis are too valuable to be held by a single department, program, or school on campus, whether it is Geography, Natural Sciences, or anything else. Rather, spatial thinking and analysis, and the use of GIS technology and methods as an aid in teaching those concepts, are valuable to the student’s overall education, career skills, and to society. These concepts and skills therefore need to be embedded in all departments on campus as part of a rigorous and innovative 21st Century education. Such courses not only provide theoretical and practical background for GIS courses, but also for any discipline in which the “where” question is important—in business marketing, environmental design, wildlife biology, history, civil engineering, geology, epidemiology, geography, and beyond.workshop_jjk3_web.jpg

How should such a course be planned and built? Fortunately, some good models exist. For example, the course developed by the GeoTech Center provides a checklist vetted by numerous GIS education professionals on what might be included. Dr Bone at the University of Oregon is developing a freshman-level course entitled Our Digital Earth, which will provide hundreds of students annually with an appreciation of the ubiquity of geospatial data and technologies in their everyday lives, and how the geospatial revolution is shaping societies around the world. Dr Diana Stuart Sinton developed courses at the University of Redlands such as Foundations of Spatial Thinking. Other example courses can be found in the “case studies” section of the Esri EdCommunity and in the pages of Esri publications ArcWatch, Esri News for Education, and ArcNews. I will follow this post with my own thoughts about what might be included in such a course in future blog essays.

In the meantime, please share your thoughts: What would you include in a course on spatial thinking?

Joseph Kerski, Esri Education Manager



Soccer fields and playgrounds provide some means of allowing youth to get outside. But, as Richard Louv so well stated in his book Last Child in the Woods, these adult-constructed environments are no substitutes for “wild places” – those places that are untouched or minimally touched by humans. “Wild places” could be a local ridge or hill, a stream or pond, or even a vacant lot.

For me growing up in western Colorado, I loved the riparian zones that were adjacent to local gullies, what the locals called “washes.” In this semiarid landscape, walking down into these riparian zones was like descending into another world. They were sometimes so much lower than the surrounding landscape that sharp cliffs in the shale enclosed them. A different and a greater abundance of vegetation added to their character—indeed, they were a mini-ecosystem, but to a child growing up, like a whole different world. They were filled with sage, willows, yucca, and tamarisk—some native species, some invasive, all fascinating and so different from the alfalfa, orchard fruit, and corn being grown in the fields above. Another adventure awaited every autumn after the irrigation canals were shut off and drained. All sorts of strange things that had been hidden all summer were now in view along the canal beds and underneath the bridges that spanned them. How our senses were awakened to every new sound, smell, and sight in these washes and dry canal beds.wash_in_western_colorado-300x224.jpg

Nowadays, we have a wide variety of electronic means at our disposal, from probes, GPS receivers, smartphones, to other devices, to record phenomena while in local wild places. The data can be easily mapped in ArcGIS Online. Yet I submit that before taking full advantage of learning with these means, three things must first be in place. The first is the ability to use one’s own senses and interpret the results of one’s own observations. The second is curiosity, and from curiosity comes asking questions. The third is the spatial perspective—seeing the world geographically.

These three things sometimes take years to cultivate, and one could argue that this cultivation is a lifelong endeavor. Yet I certainly don’t recommend that instructors wait until all students exhibit curiosity before embarking on a field-based experience. Being purposeful about using all five senses takes practice. In addition, most students will have no idea at first what it means to “think spatially.” And don’t be discouraged if despite your best laid plans, some students appear completely disengaged from your carefully designed field experiences. Go back to Richard Louv’s advice on outdoor education—start early, and do it often.

What are some of your methods of instilling curiosity about the world around us—beginning with your own local wild place?

- Joseph Kerski, Esri Education Manager



Central to the interest of the GIS community is spatial data: Where to find it, how to use it, how to gauge its quality, its scale, format, and resolution, privacy issues, copyright and licensing, the policies that govern the use of data, the role of data in the evolution of spatial data infrastructures, fee vs. free issues, cloud vs. desktop, downloading vs. streaming, crowdsourcing and citizen science, and a host of related issues. I am pleased to report that a book that Jill Clark and I co-authored on this subject has been published by Esri Press, entitled The GIS Guide to Public Domain Data.cover_final_final-240x300.jpg

This book [website] is accompanied by a blog that we update weekly with data sources and news on the issues explored in the book. The book is also accompanied by 10 activities free to use that involve the access and use of public domain data to solve problems. These problems range from selecting the most suitable locations for tea cultivation in Kenya, investigating the Gulf Oil Spill, siting a café in a metropolitan area, assessing citizen science portals, creating an ecotourism map in New Zealand, analyzing sustainable land use in Brazil, analyzing floodplains in Colorado, and much more. These activities are linked to the concepts presented in each chapter, and are accompanied by quizzes and answer keys, designed for easy use by an instructor, students, or the individual GIS practitioner. All of these resources are linked to the Spatial Reserves site and reside on ArcGIS Online. Our goal for the text and the activities is to provide GIS practitioners and instructors with the essential skills to find, acquire, format, and analyze public domain spatial data.

“This book fills a very big gap in the literature of GIS and brings together for the first time discussions of issues users of public domain data are likely to confront,” says Michael F. Goodchild, professor of geography at the University of California, Santa Barbara (UCSB), and director of UCSB’s Center for Spatial Studies. “It will prove useful to GIS practitioners in any area of GIS application, including students anxious to learn the skills needed to become GIS practitioners and data producers who want their data to be as useful as possible.”

How might you use this book and its associated resources in your own GIS journey or instruction?

- Joseph Kerski, Esri Education Manager

cover_advancing-STEM-Education-with-GIS-300x227.jpg

Science, technology, engineering, and math (STEM) education is a multidisciplinary approach to improving education, the work force, and national competitiveness. President Barack Obama noted that “Strengthening STEM education is vital to preparing our students to compete in the twenty-first century economy, and we need to recruit and train math and science teachers to support our nation’s students.” (White House Press Release, September 27, 2010).

Geographic information system (GIS) technology can engage several critical elements in STEM curriculum and instruction. GIS tools and techniques lead to understanding cross-disciplinary phenomena and solving problems rooted in academic and real world concepts. People use GIS to make maps, analyze data, and decide on best solutions. From a curricular perspective, GIS allows us to study climate change, design cities, inventory geologic samples, plan ecological growth models, catalog contents of an archaeological site, and countless other activities. GIS and related geospatial technologies of global positioning systems (GPS) and remote sensing can be used to simultaneously engage students in science, technology, engineering, and math.

To support the ever growing interest in GIS and STEM from teachers, researchers, and administrators, Esri has released a new (free) ebook addressing the multi-faceted supports GIS offers STEM classrooms. Dr. Tom Baker begins the ebook by addressing the core question, “How does GIS enhance STEM learning?” The ebook is filled with rich case studies of STEM in formal and informal environments. The power of STEM collaborations and partnerships and ties to career and workforce development is also a central theme of the volume. The ebook outlines three beneficial tracks for student learning in STEM by integrating GIS technology:
  • Improved declarative knowledge
  • Improved procedural knowledge (critical thinking, problem solving, spatial reasoning, etc)
  • Career skills development


The new ebook Advancing STEM Education with GIS is available now for download in PDF here(right-click to “Save as”), perfect for mobile devices and tablets.

Contributors include:
  • Steve Obenhaus, Olathe North High School
  • Penny Carpenter, Byron Martin Advanced Technology Center, Lubbock Independent School District
  • Matthew North, Washington and Jefferson College
  • Kerry Lagueux, Heather Deschenes, and Maria Elena Derrien
  • Jim Baumann, Esri
  • Nicole Minni, University of Delaware
  • Susan Harp, Esri
  • Daniel C. Edelson, National Geographic Society
  • Karen Dvornich, University of Washington and Dan Hannafious, Hood Canal Salmon Enhancement Group
  • Hans Bodenhamer, Bigfork High School
  • Joseph Kerski, Esri



Those of us on the Esri Education Team have dedicated our careers to promoting and supporting the use of GIS and spatial thinking in education to enhance teaching and learning and to have a positive impact on society. We believe that Esri GIS tools are some of the best means available to fostering spatial thinking and prepare students for 21st Century decision making. Yet we are frequently asked what non-software activities are effective in fostering spatial thinking. Thousands indoor and outdoor activities, games, and lessons serve as excellent resources to prepare students to use GIS and also are excellent where no access to the Internet or software exists. Indeed, one of my favorite stories from the recent International Perspectives on Teaching and Learning with GIS in Secondary Schools book I co-edited came from South Africa, where students studied issues in their community and country using paper maps. I really like what my colleague David DiBiase said to the United Nations in a recent address: “The digital divide is no excuse to ignore geography.” Space doesn’t permit me to expand on the many activities based on paper maps and aerials that are suitable that I and others in the community have used for years, so let me describe just one in this essay. I have used this activity many times from age 6 to university level.devinny_school_photo_map-300x224.jpg
  1. Before you teach the lesson, access ArcGIS Online and change the base map to imagery or Bing aerial (whichever is higher resolution) and zoom the map to focus on school where you will teach this lesson. Make sure the school and the school grounds take up most of the image, but include some of the surrounding neighborhood as well.
  2. Print one of the aerials for each student, leaving space on the right and top for the title, legend, and other information.
  3. Obtain one piece of translucent paper for each aerial, and some clear tape.
  4. Go to the class where you are teaching with your papers and printed aerials.
  5. Ask the students what they think the school looks like from above. Have the students sketch the school on the white board or on paper, noting which way is north. Can they identify the cardinal directions by standing up in the classroom and pointing?
  6. Hand out the aerials and translucent paper. Discuss how well the aerial matches the students’ drawings on the board. What matches, and what doesn’t match, and why?
  7. Have the students tape the paper to the aerial along the top edge only.
  8. Get out colored pencils or markers. Discuss elements that are important for a good map, such as TODALSIGS – Title, orientation, date, author, legend, scale, index, grid, and source. Add name, orientation, title, scale, and source to start with.
  9. Discuss map themes (trees, school building, street, playground, soils, lakes and streams, and so on). Have the students choose one color for each theme for the translucent paper. Trace each theme from the aerial photo onto the translucent paper, lifting up the paper when necessary to have a clearer view of the aerial.
  10. Add each theme to the legend using the same color used for the theme.
  11. Ask students to remove the translucent paper from the aerial photo: Now they have a map! How is the map the same as the aerial image? How is it different?

What paper-based activities have you used to foster spatial thinking?

- Joseph Kerski, Esri Education Manager

A question that is raised frequently on blogs, forums, and listservs is from professionals who are asked to conduct a presentation for a group of students, in a colloquium, after-school program, or in a primary, secondary, or university level classroom. Some school districts and universities have a “visiting scientist program” that matches instructors with outside professionals, while elsewhere it is done more informally upon request. In the GIS field, GIS professionals are often asked to conduct presentations for students, and these requests often peak near GIS Day each November. Given the fact that GIS Day is approaching, I would like to give my philosophy on these presentations, and look forward to hearing your ideas and experiences. Over the course of my career, I have visited over 400 educational institutions to give guest presentations, but the following reflections are by no means “one size fits all”: I am continuously learning as I go.


First, move beyond the phrase “guest lecture” or “presentation.” Particularly in a visual and exciting field such as GIS, approaching it as “lecture” will severely limit your effectiveness. Yes, we have slides on http://edcommunity.esri.com/syfr and elsewhere. But you have wonderful GIS tools at your fingertips and complex, fascinating problems that you are grappling with on a daily basis. Therefore, show what you are working on! Bring your computer and a projector, showing your data or data you have made available to the public on the web. Make it as interactive as possible! Ask questions and show how you use GIS to solve problems. Don’t just show a bunch of slides if you really want to engage the students. If you’re in a lab, even better—have the students investigate your maps for themselves. Some students may consider geographic inquiry to be simply asking where something is. Therefore, you might have to provide some foundation about what spatial thinking and spatial analysis in a GIS is all about.


Second, think about the neighborhood and region where you are giving your presentation. What issues such as natural hazards, graffiti, rapid growth, traffic, or water quality are of concern? What makes this neighborhood unique? Think of the landscape, ecoregion, land use, river systems, climate, ethnicity, history, and other characteristics at work. Sometimes, students consider their neighborhood to be the most boring in the world, so help them consider what sets it apart, showing their neighborhood via GIS and another across town or in another city across the country or on another continent.

Use ArcGIS Online to compare earthquakes around the world to plate boundaries and cities. Examine median age by tract and block group and discuss the implications that the median age has on different service industries. Compare land use and ecoregions and ask why agriculture occurs where it does. Go for the unusual by examining this strange imagery collection. Show 10 satellite images of selected places around the world or around your state and have students guess as to where they are, why, and what the area is like. Investigate landforms or features and ask students to tell you what each one of them is, whether sand dunes, wetland, karst, a golf course, school, office building, or hospital. In ArcGIS Online, you can prepare this tour ahead of time or construct it while you are talking with the students.

Third, if you cannot show any of the data that you are working on for privacy reasons or because your data are too large to go mobile, then use GIS tools that work anywhere, such as ArcGIS Online. Display different satellite images taken in different years to compare land use change in the community, as I did when I was teaching in Nairobi last November. Use the http://www.esri.com/landsat “Change Matters” Landsat imagery to examine changes in the Aral Sea or along the Florida coast over the past 30 years. Choose at least one local issue and one global issue and discuss the “whys of where.”

Fourth, get outside on the school grounds with some cameras and GPS receivers, or with smartphones. Hyperlink the resulting photographs and videos to ArcGIS Online, and then help students tell their stories as I did in Amboseli National Park.

Fifth, tell your personal story about how you blazed your career path in GIS, touching on the importance of staying in school and pursuing a well-rounded education including courses in science, geography, mathematics, computers, and language arts.

Sixth, don’t forget to ask them questions as well. You will be inspired and energized! Seventh, leave a poster describing what you do or what GIS is behind. Other ideas abound on the Esri Edcommunity blog and on the GIS Day resource area.

If you can instill some curiosity about their world, and the value and power of real data, maps, and GIS technology, then you will have succeeded.

What presentation will you give to students this year?

- Joseph Kerski, Esri Education Manager



Cartograms, because they distort our normal view of things, are wonderfully rich research and teaching tools. A distance cartogram shows relative travel times and directions within a network. An area cartogram is a map in which some variable is used instead of the land area in each polygon to compute the size of that polygon. Many of us remember using graph paper to make rectangular area cartograms as undergraduates (but perhaps I am dating myself). Today, one can use Web GIS and desktop GIS to create cartograms. For example, nearly 700 variables can be mapped on www.worldmapper.org, and the data can be downloaded as Excel spreadsheets and analyzed within ArcGIS.

To dig deeper and make your own cartograms, with the ability to do bivariate analysis within a GIS environment, use the ArcScript cartogram tool that Tom Gross in the ESRI Applications Prototype Lab created, on: http://arcscripts.esri.com/details.asp?dbid=15638. How can a GIS, which focuses on the accurate spatial representations of features, be used to create cartograms? Try this script and find out!

Once you install the cartogram tool, inside ArcMap, access ArcToolbox. Create a toolset, add the cartogram tool, and run it. The intuitive interface allows specifying input and output, and even comes with a nice assortment of international population and other variables to practice on. You can distort the base layers so that your cartogram can include the distorted layers for reference. I did this for cities, a 30-degree world grid, and a satellite image of the Earth to see these reference layers overlaid on my cartogram.

In this example, I chose to map the total CO2 emissions by country in 2004, in millions of metric tons, from the US Energy Information Agency. What patterns do you notice?


The cartogram map layer has to be written into a geodatabase, but otherwise, the tool has few restrictions. I am very pleased cartographically with the results, and the methodology of how the cartograms are generated is well documented.

What other variables and scales could you map and analyze as cartograms?

Every year, in preparation for Esri’s annual User Conference, Jack Dangermond asks managers across the company to prepare Questions and Answers of concern to their user communities. The entire set of hundreds of “2017 Esri UC Q&As” in 49 categories was published on June 26th.  

 

The 2017 set includes an expanded Education section, which Jack asked us to circulate directly to our education communities. The Education Q&As follow in this post, under the headings: 

We welcome conversation about these, as well as your suggestions for additional Q&As. You can add a comment below after you log into GeoNet.

 

Introduction

Key Takeaways

We believe that education is key to a brighter future. Hundreds of Esri employees around the world work in education and training. It's in our DNA. We believe that education creates opportunities for people of all ages, and all stages of personal and professional development, to shine.

 

Esri contributes to what the 1st edition of the GIS&T Body of Knowledge calls the global “GIS Education Infrastructure.” Esri specializes in education and training that helps millions of people of all ages and many walks of life apply ArcGIS effectively in their work, their studies, and their community service. In this way, Esri’s education enterprise complements the work of accredited higher education institutions, K-12 schools, professional societies, publishers, government agencies, and other software companies and training providers.

The diverse clientele for Esri’s education and training offerings includes:

 

  • GIS users in hundreds of thousands of public, private, and not-for-profit organizations around the world who need to strengthen their skills and keep up with the evolving ArcGIS platform;
  • College and university students in over ten thousand higher education institutions who seek specialized careers in GIS, or to add analytical skills that benefit many other career paths;
  • College and university educators who teach with and about GIS;
  • Researchers in many fields who use GIS to solve problems and create knew knowledge;
  • Campus administrators who rely on GIS to conduct their operations efficiently, and make their campuses safer;
  • K-12 School teachers and youth program leaders who want to empower their students with geographic inquiry and 21st century technology skills; and
  • Adults of all ages who turn to free online education to expand their horizons and satisfy their curiosity about GIS.

Esri responds to this large and diverse demand with a spectrum of education training and offerings tailored to these diverse needs. The various offerings are described elsewhere in this Education Industry Q&A, and at the Education web presence at Esri.com.\

 

What trends, challenges, and opportunities does Esri observe in the education field?

Esri’s education enterprise serves three constituencies: Higher education, K-12 Schools, and Lifelong learners. In higher education, hundreds of thousands of college and university students, tens of thousands of scholar/educators, and hundreds of campus administrators use ArcGIS every year. Over 2,000 institutions worldwide maintain “site” licenses that provide virtually unlimited access to most parts of the ArcGIS platform for most academic uses. Some 10,000 additional institutions maintain more limited licenses. Slightly more than half of education users live and work outside the U.S. Over 90% of the world’s top 400 universities license ArcGIS, and the lion’s share of all higher education institutions use ArcGIS for teaching, research, service, and increasingly for campus administration. Thus, Esri’s grand challenge in higher education is not just to attract more colleges and universities, but to effect broader and deeper usage of existing licenses across the academy.

 

Trends relevant to this challenge include the U.S. public’s declining esteem for higher education, which is part of a long-term trend of flagging confidence in public institutions generally. An exception is 2-year and community colleges, which recent polling shows a large majority of Americans believe contribute to a strong workforce, are worth their cost, and prepare students for success. These perceptions explain increasing push-back against the cost of university education, declining taxpayer support, and increasing scrutiny by legislatures.

 

Despite these headwinds, GIS in higher education is poised for growth in new disciplines and new use cases, if benefits to student success and cost savings are demonstrated. Esri’s modernized education licensing should hasten that growth by increasing access and flexibility without increasing costs. Beyond the U.S., growth is challenged by the fact that only a few of Esri’s 80-plus international distributors support strong education outreach programs. Exceptions include Esri Canada, Esri UK, and Esri Germany.

 

In primary and secondary (K-12) schools, tens of thousands of pupils, thousands of teachers, and tens of district administrators use ArcGIS – primarily ArcGIS Online – every year. We believe that GIS can be an effective enabling technology that supports inquiry-based education in science, technology, engineering, and math (STEM), as well as in the social sciences and humanities. Esri is committed to empowering every young person with the geographic inquiry skills that modern GIS fosters. Since 2014 that commitment has been expressed in the ConnectED program, through which Esri offers free curriculum resources, technology, and teacher training and mentorship to every U.S. school and every Esri international distributor. To date over 4,600 U.S. schools have responded to the ConnectED offer, and our GeoInquiries curriculum resources attract tens of thousands of views and downloads each month. Several distributors in the European Union, U.K., Australia, and New Zealand have launched ambitious ConnectED-like initiatives of their own. Relevant trends and factors in the U.S. include:

 

  • State and federal school financing policies, which tend to exert downward pressure on public school resources and staffing, often leading to high student-to-teacher ratios and a low availability of up-to-date instructional resources.
  • Curriculum standards and standardized assessment tend to relegate the social sciences, particularly geography, to second-class status.
  • Teacher accountability initiatives tied to student performance from standardized tests tend to put a chilling effect on innovation in the classroom.
  • High teacher turnover – perhaps as high as 50% of teachers leaving the profession in the first five years – requires that teacher professional development be continuous, high quality, and flexible.

 

On the bright side, technology trends, including low-cost Chromebook adoption and cloud-based Software as a Service (SaaS, such as ArcGIS Online) create a condition of possibility for strengthening GIS in schools. Despite persistent challenges, the vision of widespread use of GIS in schools seems more possible than ever.

 

Since learning is a way of life for GIS users, most of the millions of ArcGIS users are lifelong learners. Esri Training Services provides dozens of instructor-led and E-learning courses, recorded seminars, and other resources from Training.esri.com, “your location for lifelong learning.” And Esri’s Learn ArcGIS exercises support self-paced, guided learning through authentic activities that are increasingly integrated with Esri Press publications, and with ArcGIS itself. Esri’s massive open online course (MOOC) program enable sthousands of learners to test-drive the latest Esri technology while discovering or refreshing their knowledge of core GIS topics like spatial analysis, cartography, and geo app development.

 

The trend toward more frequent software releases creates challenges for Esri’s education and training staff as well as for users. And the ongoing evolution of GIS and related information technologies increases the need for lifelong learning activities for both Esri users and employees.

 

What are Esri’s education and training offerings?

Esri supports learners and educators in K-12 schools, higher education, and the ArcGIS user community with a spectrum of educational offerings. Here are the top ten:

  1. Training.esri.com, Esri’s gateway to instructor-led classes, E-learning classes, and many other resources.
  2. Hands-on independent learning activities help users Learn GIS.
  3. Esri’s massive open online course (MOOC) program.
  4. Curriculum solutions for educators, including SpatiaLABS exercises for higher education and GeoInquiries for schools.
  5. Deeply discounted access to the ArcGIS platform and training resources for educational institutions, and free access for students (see Education Licensing, below).
  6. Esri Support helps users learn to be successful with ArcGIS.
  7. A multi-level Technical Certification program that attests to practitioners’ skills.
  8. A Young Professionals Network that builds community among recent graduates and other newcomers to the GIS field.
  9. Esri Press books, ArcNews, ArcUser, ArcWatch, and other educational publications.
  10. And, of course, the Esri User Conference – the world’s largest social learning event for GIS professionals.

 

What’s new in Esri’s Education Licensing Program?

We are modernizing our product offerings to reflect changes in technology as well as changes to educational practices, while ensuring that Esri products remain affordable to educational institutions and customers receive the support and training needed to be successful.

 

The mission of Education Outreach team is to prepare the next generation GIS workforce. We want students to learn modern workflows and technologies, as well as to feel free to experiment and innovate, expanding GIS into new fields. To encourage this, we are removing barriers to broad deployment of ArcGIS within educational institutions and increasing flexibility for license administrators, without increasing license fees. 

 

 Over the years, ArcGIS evolved from a single product (ARC/INFO) to a platform of tightly integrated parts. Our education licenses will reflect this platform orientation, and include all the core components (mobile apps, online, desktop, enterprise) in one package, with options for individual students, departments and labs, and entire institutions.

 

Meanwhile, education has evolved as well. Learning is not limited to the classroom or lab. Online education and flipped classrooms mean many students learn at home and at the coffee shop, not solely on a physical campus. While Arc/INFO once required high-end workstations that could only be found in a university lab, students now own laptops and tablets with more processing power. ArcGIS should be accessible from whatever location students and educators choose to work, on any device.

 

Given these changes, we recognized a need to update both the product contents and the legal framework (license agreement) of the Education Program offerings. We have renovated our offerings to address customer concerns while building on opportunities created by new thinking about education and technology.

 

Specific changes include: 

  1. Increase flexibility for license administrators and users:
    1. Support both centralized and decentralized administration
      • Options for each institution in consortium agreement to manage their own software, training and tech support, while maintaining cost savings that come from consortium agreements.
      • Options for multiple portals within an institution for managing users and content by department or research project. 
    2. Focus on institutions and users instead of physical sites and computers
      • Simplify licensing for institutions that operate in multiple countries, especially online programs and study abroad programs.
      • Include all campuses of an institution for one fee, rather than treat each location as separate entity.
      • Accommodate “bring your own device”, virtualized and hosted computing environments.
  2. Expand access to all components of the platform:
    1. Increase Named User accounts and increase support for single sign-on, making ArcGIS access ubiquitous for students, faculty and staff.
    2. Standardize quantities of licenses per product in institutional agreements so anyone can use any component, even premium apps.
    3. Make ArcGIS free for primary/secondary instruction, along with classroom activities and a guide for creating classroom activities tailored to local curriculum.
  3. Eliminate perceived risks of Software as a Service (SaaS) model:
    1. Provide functionally unlimited service credits for teaching and research. Yearly allocations will increase by an order of magnitude.
    2. Document and share best practices for system architecture, user management, and credit management.

 

Beginning with higher education in 2016, and continuing with primary/secondary schools in 2017, our goals throughout this process have been to make ArcGIS easier to acquire and manage, and to increase the benefits of our offerings without increasing the cost. We believe this enables more people to learn and apply the science of where, providing meaningful career opportunities for individuals and creating positive change for society.

 

 

K-12 Schools

What is Esri’s commitment to primary and secondary schools around the world?

We believe that GIS can be an effective enabling technology that supports inquiry-based education in science, technology, engineering, and math (STEM). To realize that potential, Esri is committed to making our technology accessible to every K-12 student and teacher. In 2014, Esri offered to donate ArcGIS Online accounts to every public, private, and home school in the United States. Since then we have provided free curriculum solutions and teacher professional to thousands of teachers. Our goal is to inspire mainstream adoption of geo-enabled teaching in thousands of U.S. schools.

 

Over 4,600 U.S. schools have requested free ArcGIS Online licenses through Esri’s ConnectED program. Our free GeoInquiries curriculum solutions attract 50-60,000 views and downloads every month. More than 1,000 teachers participate in Esri-sponsored teacher training events every year. Beginning this year, Esri is sponsoring statewide ArcGIS Online U.S. School Competitions across the U.S. And, we’ve teamed with the Association of American Geographers to recruit 1,000 volunteer “geomentors” to assist teachers who wish to adopt GIS in their classrooms.

 

Meanwhile, Esri partner Maps.com provides many resources for teachers, including an exciting new product called Field Trip Library, which levers Esri’s Story Maps to make history and geography come alive. And beyond the United States, content providers like Collins are including Story Maps in educational products like the Geographical Enquiries series. We’re also encouraging Esri’s international distributors to do all they can to support primary and secondary education. Some, like Esri Canada, Esri UK, Esri Australia, and Eagle Technology (New Zealand) have ambitious programs to bring GIS and spatial thinking to schools. And in support of the European Commission's Digital Skills and Jobs Coalition, Esri has launched the GIS School Program Europe to provide no-cost GIS software and resources to primary and secondary schools across the continent.

 

I’m a school teacher. What curriculum materials does Esri provide for me?

Esri has created GeoInquiries™, which are starting points for classroom instruction using ArcGIS Online. Each is a brief intro activity with just two pages of questions and instructions tied to a specific pre-made map. A teacher with grasp of their standard content but no background with GIS can engage these activities with just a single computer and projector, introducing the class to a new way of seeing and thinking about these essential elements, in just 15 minutes, without even requiring a login. Where students have access to desktop, laptop, or tablet devices with just a browser and internet access, they can jump into the maps themselves, examining the patterns and relationships, building key skills and familiarity with ArcGIS Online. Teachers can easily ramp up the content or shave it back as appropriate for their students. Because the activities address significant items in each subject, they make excellent launch platforms for longer investigations and personal projects where students save and share customizations through an ArcGIS Online Organization account. GeoInquiries are available for key areas in science, geography, history, literature, and math, at http://www.esri.com/geoinquiries.

 

Beyond GeoInquiries, Esri has all manner of resources that help people understand how to use GIS in projects, at http://k12.maps.arcgis.com, at http://learn.arcgis.com, and at http://www.esri.com/training. "Blended resources" which mix hardcopy print, digital print, and online mapping, such as The ArcGIS Book (http://thearcgisbook.com) and companion volume Instructors Guide to The ArcGIS Book, give instructors a powerful way to introduce skill-based activities through real-life scenarios.

 

What teacher training and professional development opportunities are available for teachers who wish to use GIS for teaching and learning?

The rise of ArcGIS Online and proliferation of instructional materials for education mean that educators do not necessarily have to travel or even change their schedule to begin learning to use GIS. Many resources exist for building background and experience incrementally. For instance, http://esri.box.com/gettingstartedforeducators scaffolds for educators an intro to basic concepts and skills necessary for using ArcGIS Online effectively. It sequences key resources from http://www.esri.com/geoinquiries, http://k12.maps.arcgis.com, http://learn.arcgis.com, and http://www.esri.com/training, through which educators can easily ramp up their skills. Meanwhile, across the US, and now starting in other countries, educators who have built a background teaching with GIS are providing local opportunities for professional development, in presentations, workshops, and institutes. Events at which educators are presenting about GIS are visible on a frequently changing website, http://esriurl.com/edgisevents. The biggest annual gathering of educators who use GIS (typically over 750) is the Esri Education GIS Conference, http://www.esri.com/educ, where educators can get hands-on practice, hear user presentations, catch plenary sessions, have unlimited conversations with peers, and be part of the full Esri User Conference opening day audience. And, throughout the year, the conversation continues 24x7 on GeoNet, with a variety of groups for educators, based on subject, theme, or region, at http://geonet.esri.com. Assistance is also available from many GeoMentors -- GIS professionals who want to help teachers and students discover the power of GIS; see Map#4 at http://esriurl.com/usk12gis and http://geomentors.net.

 

Which are the most useful Esri technologies for teaching and learning in schools? How can I get them?

The fastest and easiest way to get started working with maps in schools is ArcGIS Online. Think "any device, anytime, anywhere connected." Educators and students alike can explore endless content on arcgis.com even without logging in; thousands of Story Maps, including many with powerful content for instruction, await at http://storymaps.arcgis.com. Scores of pre-built instructional activities for schools, in a variety of subject areas, are ready to choose and use, at http://www.esri.com/geoinquiries. Many resources supporting broad exploration and doing projects are available at http://k12.maps.arcgis.com. But to save content for students, and for them to create/save/share as well, you need an account. Schools can acquire an ArcGIS Online Organization subscription, for instruction, for free, in the US and other countries. (In US, see http://www.esri.com/connected#school; outside US, contact your distributor http://www.esri.com/about-esri/contact#outsideUS.) These accounts can expand learning, with secure storing and sharing, special powers for geographic analysis, additional tools like those for doing field data collection (Survey123 and Collector) or building custom apps (Web AppBuilder), and scores of enhanced and curated data layers in the Living Atlas. ArcGIS Online opens the door to more components in the ArcGIS platform, but even just staying with web browsers (on Windows, MacOS, and Chromebooks) and focused apps for tablets and smartphones, educators and students can start easily, learn quickly, and build essential background knowledge and skills for college, career, and community life. And educators can connect 24x7 with their community members and others online, at http://geonet.esri.com.

 

How does Esri support the business functions of higher education campuses and school districts?

Educational campuses and districts are akin to small cities. Planning, operating, and sustaining them and serving the people associated with them are critically aided by using GIS. Here are some of the ways in which Esri supports education administration.

  1. The Esri Education Outreach Team has staff dedicated to help education users address tasks such as demographic analysis, master planning, transportation, facilities management, safety, and stakeholder communications. Please feel free to contact them, edadmin@esri.com.
  2. There is a growing gallery of DIY templates and apps designed around specific workflows and problems, like field inspections and safety compliance. While not built specifically for education campuses, the issues they address are present there. Additionally, the samples can be modified.
  3. For institutions seeking additional assistance in learning how to build in-house expertise, Esri’s free e-Learning for users on maintenance and its broader training catalog are places to start. Tailored training pathways also are available in consultation with a Training Specialist.
  4. For those seeking direct assistance in implementing GIS to meet their circumstances, Esri’s Professional Services team has a dedicated education practice lead who is ready to help.
  5. Additionally, Esri has a body of business partners that provide user services and/or build tailored ArcGIS-based solutions specifically for education-focused matters such as student transportation, enrollment projections, space management, campus asset management, pre-incident planning, and mobile mapping.
  6. The number of education administration GIS users expands every day. Many of them are becoming lighthouses for others, e.g., the University of Maryland and the University of Minnesota. To discover others, please contact edadmin@esri.com.

 

Higher Education

What does Esri mean by a “spatial university”?

The “spatial university” is Esri’s vision of what a higher education institution would look like if it fully realized the potential of spatial thinking and geospatial technology to enrich teaching, learning, research, and campus administration. The spatial university has four defining characteristics:

 

  1. Spatial thinking across the curriculum. There’s now compelling evidence suggesting that spatial abilities prepare students for success in STEM coursework and early employment. However, no college or university to our knowledge includes such preparation among its overarching objectives for general education. Nor do many institutions have campus-wide programs to prepare students to use GIS in community based service learning projects or internships.
  2. Geospatial workforce development. For nearly a decade the U.S. Department of Labor has highlighted career opportunities associated with geospatial technologies. In 2014 it published an updated Geospatial Technology Competency Model that clearly defines workforce needs. Still, relatively few higher education institutions offer advanced, practice-oriented undergraduate and graduate programs that prepare students for geospatial career opportunities. And many that do offer such programs struggle to attract sufficient enrollments.
  3. Geo-enabled research. Research discoveries too often remain segregated and hidden in disciplinary silos. GIS, and the spatial perspective it embodies, is inherently integrative. The spatial university hosts and disseminates multidisciplinary and interdisciplinary research enabled by the spatial perspective and geospatial technologies. We believe that preparing a new generation of researchers who understand how geo-enablement powers innovation should be an urgent priority for research universities.
  4. GIS for campus administration. The spatial university has an enterprise GIS infrastructure in place to support campus planning, operations, maintenance, and sustainability. Given the proven potential of such infrastructures to save money and increase safety and security, it’s remarkable that more institutions have not yet fulfilled this potential.

 

We promote our vision of the spatial university in frequent visits to universities and colleges around the world. And we support institutions that share our vision by providing low-cost education licensing, educational resources and experience that complement higher education offerings, and opportunities for student internships and careers.

 

I’m a college or university educator who wants to start teaching and doing research with ArcGIS Pro. How can Esri help me?

We salute your desire to engage with ArcGIS Pro. Because of its integration with ArcGIS Online, its 2D and 3D functionality, and its modern and intuitive interface, and its 64-bit performance, using it in your university will better equip your students for the workforce. Two books that are filled with hands-on activities provide teaching and learning resources worth investigating:

 

  1. Getting to Know ArcGIS Pro, from Esri Press, which has been reviewed for educators, here.
  2. Learning ArcGIS Pro, from Packt publishers authored by Tripp Corbin, reviewed for educators here.
  3. In addition, these foundational courses may be helpful:
  4. Existing ArcMap users migrating to ArcGIS Pro: Introduction to ArcGIS Pro for GIS Professionals Instructor-Led.
  5. New ArcGIS Pro users: ArcGIS Pro: Essential Workflows Instructor-Led.
  6. Getting Started with ArcGIS Pro, a three-hour E-learning course.
  7. Automating Workflows Using ArcGIS Pro Tasks, a three-hour E-Learning course.

 

Finally, several of our SpatiaLABS (hands-on instructional activities that you can use with students) have been migrated to ArcGIS Pro, and can be found here.

 

I'm a university student who wants to use ArcGIS on my own laptop. What are my options?

You have several options.  Some require the assistance of your instructor or Esri license administrator, and some are available to you independently.

 

  1. Registered students at colleges and universities with an Esri Educational Site License are entitled to install components of the ArcGIS platform on their personal devices (tablets, laptops, phones, etc.).  This includes many ready-to-use mobile and web apps, as well as ArcGIS Desktop (ArcGIS Pro and ArcMap).  Access to most apps (including ArcGIS Pro) requires a named user account, which your instructor or license administrator can provide.
  2. Alternatively, you can purchase an ArcGIS for Student Use license at a very low cost (no cost to students in select developing countries).  ArcGIS for Student Use includes ArcGIS Pro Advanced and a suite of ready-to-use apps, as well as self-paced e-learning.
  3. Finally, you can join the Learn ArcGIS organization for access to guided lessons and a software trial of the ArcGIS platform (ArcGIS Pro and ready-to-use apps).

 

Can I teach an introductory GIS course with ArcGIS Online?

Yes! Not only is teaching an introductory GIS course with ArcGIS Online possible, but doing so can help foster spatial thinking, provide a way for students to more quickly engage with spatial analysis, enable them to collect and examine their own field data, link to the world of Web GIS and apps, and spark enthusiasm to pursue additional GIS courses. In such a course, students can examine spatial patterns on existing interactive maps from local to global scale, create their own maps and apps, gather and analyze field data, and more, on any device.

 

One way of getting started is to examine a selection of the maps and apps in The ArcGIS Book from Esri Press. This resource is also available in print form, and the companion website contains hundreds of interactive maps that your students can begin examining right away. The Instructional Guide to the ArcGIS Book provides ready-to-go lesson activities built on ArcGIS Online. Additional lessons can be found on the Learn GIS website and in the GeoInquiries collection. Other resource libraries that you can build activities around are the Living Atlas of the World, the Story Maps Gallery, and a selected set of apps with guiding questions about everything from urban demographics to changes in land use around the world.

 

Pinde Fu’s Getting To Know Web GIS 2nd Edition book from Esri Press provides 10 hands-on activities in ArcGIS Online, from mapping spreadsheets to using the Living Atlas to configuring web apps. Educational strategies, resources, maps, and data are shared regularly on the Education Space on GeoNet. Use ideas and activities from the Going Places with Spatial Analysis and the Do-It-Yourself GeoApps 5 week Esri MOOCs, which are entirely based on ArcGIS Online. An example of a GIS-based lesson activity on the history and geography of cholera is here. Ideas on content and activities to include and how to structure courses based on ArcGIS Online can be found here, here, and here. Field experiences can be easily included in such an introductory course, where students can use Survey123, Collector for ArcGIS, Snap2Map, or Mapillary to collect data that they can analyze in ArcGIS Online.

 

I am an ArcGIS Online administrator. How can Esri make my job easier?

ArcGIS Online organizational accounts allow multiple students, researchers, faculty, and staff to use the data, tools, and maps in ArcGIS Online and create their own content. Your job as administrator is an important one! You are likely to create accounts for a short time, for a course or project, and want to clear them out when the course or project ends. And, you want to be sure that one user doesn’t accidentally use up half of the organization’s credits!

 

The most important tools to make your ArcGIS Online administrative job easier include:

  1. Credit Budgeting and Allocation: This feature allows you to set a default number of credits for every account created in the organization. It’s easy to add more credits as users need them. Try to determine a reasonable number for the course or project and use that as a default. You might try two or four times the number of credits needed to do all the expected exercises and explorations. That gives users some freedom to explore but will prevent them from breaking the bank. Also, be sure users know about the “Show credits option” available for analyses. Clicking that link can prevent executing something unreasonable that may eat up 1000 credits!
  2. Roles: Roles are used to assign ArcGIS Online privileges. We offer some templates and the “student” one is a good place to start to create a custom version for specific classes or student projects. To distinguish different student roles, you might name them with a course name, such as “student_geo452.” Assigning students custom roles can also make it easier to delete accounts associated with a single course using batch tools.
  3. Managing Content: To move or copy content between folders in your ArcGIS Online organizational account and between ArcGIS Online organizational accounts or in Portal consider the free ArcGIS Online Assistant. The Assistant also includes viewing/editing of underlying JSON for any item in ArcGIS Online or Portal, so you can modify URLs for services in web maps and registered applications. Another option is GEO Jobe’s Admin Tools which are offered in free and paid (discounts available for educators) versions. These admin tools allow you to copy groups, add multiple users, change permissions, view item dependencies and perform other actions on multiple accounts.
  4. Resources: ArcGIS Online User Strategies for Education details the types of logins and how they might be used in education. This set of slides offers the basics of an ArcGIS Online organization (focused on K-12) as does this two-minute video (more general). The Getting Started with ArcGIS Online documentation details how to configure your organization’s site, invite members, organize and share content, get apps, and monitor usage. A variety of Web courses on administrative tasks are available through Esri Training.

 

Can I teach remote sensing with ArcGIS Pro?

ArcGIS Pro is great for teaching the fundamentals of applied remote sensing. You can work with all types of data, from imagery to scientific datasets to create classified maps, or apply custom algorithms for visualizing change over time. Thousands of students across the globe have used the Earth Imagery at Work MOOC (massive open online course) and the ArcGIS Imagery Book to understand and apply remote sensing concepts. ArcGIS Pro enables users to fuse the vast collections of GIS data with imagery and raster datasets to find timely answers to challenging geospatial problems. In the coming year, with the implementation of the Image Coordinate System in ArcGIS Pro, image analysts will have greater ability to glean the information they need from the imagery they work with.

 

How can I integrate ArcGIS with data science tools?

According to the leading job site Indeed.com, job ads for “data scientist” increased 570% between 2014 and 2017, to over 3,600 open positions. Though some might say that GIS users have been doing “data science” all along, there are good reasons to integrate ArcGIS with other data science tools. Esri’s R-ArcGIS Bridge provides a means to combine the spatial analysis and visualization capabilities of ArcGIS with one of the leading analytics platforms. Besides R, Python has also become a leading scientific programming language. The ArcGIS API for Python lets ArcGIS Online and ArcGIS Enterprise users, analysts, developers and administrators script and automate tasks ranging from performing big data analysis to content management and administration of their Web GIS. The API integrates well with the Jupyter Notebook and the SciPy stack and enables academics, data scientists, and GIS analysts to share programs and reproducible research with others. And then there’s Insights for ArcGIS, the browser-based analytic workbench where you can explore spatial and non-spatial data.

 

I hear a lot about Insights. How is it useful for education and research, and how can I get it?

Insights for ArcGIS is designed to support a different pattern of analysis and visualization through spatial data exploration.  It provides intuitive technology, with a simple drag-and-drop UI, enabling information to be extracted from data, in an experience in which the technology assists the exploration and analyzing of data. 

 

Insights for ArcGIS provides access to many data science methods and, spatial or GIS methods, to analyze data using subject knowledge from a wide range of disciplines without requiring deep domain knowledge of GI science at the outset.  The modern experience can be easily used by GIS and non-GIS professionals alike in teaching and research, across multiple disciplines to analyze spatial and non-spatial data in one place.  Students and staff can easily and quickly create maps, charts and tables to visualize and analyze any data.  Furthermore, Insights records all analysis steps, thereby documenting workflows and providing a convenient way to present and share analysis workflows, which can be re-run by others.

 Insights offers an ideal application in which students can build and solidify subject expertise, while adding to their knowledge a new set of analytical skills.

 

Currently, Insights for ArcGIS is a product available with ArcGIS Enterprise 10.5.  For teaching, various approaches could be taken, for example adding all students as portal users and enabling access to the app.  Alternatively, an approach can be taken where each student has an individual ArcGIS Enterprise deployment along with an Insights license. In the future, there are plans to make Insights for ArcGIS available with an ArcGIS Online organization.

 

 For anyone who wishes to explore the Insights app, this exercise takes ~30 minutes and uses university data.  

 Here are some additional resources:

 

What is the new “named user model”? Why should I adopt it? How do I adopt it?

The apps you use most — email, social media, business systems — require you to log in with a unique ID and password. As ArcGIS becomes a web-centric platform composed of numerous integrated components, it too has begun to rely on identity to enable users to access the platform. With a unique & secure identity you can unlock maps and apps that can be used on any device, anywhere. Your identity opens the door to ArcGIS so that you can join groups, access resources and share maps and apps. Identity in ArcGIS lets you own something and share it with others, you can save items under your name and access them later, store favorites, create special privileges or full administrative privileges, and keep items private until you are ready to share them with other private people and groups or make them public. Your identity (named user credential) associates you with ArcGIS privileges no matter where you are, or what device you use.

 

Named user licensing is required for ArcGIS Online and ArcGIS Enterprise. It is also activated for ArcGIS Pro by default. At version 10.5.1, ArcMap licenses can also be managed with named users so that both ArcMap and ArcGIS Pro can be accessed with the same ArcGIS identity used to access ArcGIS Online and Portal for ArcGIS. Although Single User and Concurrent Use licenses remain available for ArcGIS Pro and ArcMap, we are eager to help higher education institutions transition to Named User licensing, because it is necessary to realize the full benefits of ArcGIS Pro as a “connected desktop.” An additional benefit of the named user model is the ability to implement enterprise logins (single sign-on) by tying into your institutions existing identity management system. In many cases, implementing enterprise logins is the single most helpful best practice for managing users in ArcGIS Online.

 

What is “Web GIS,” and how does it impact higher education?

GIS is evolving from a desktop-centric technology to a web-centric one. What many think of as a complex but monolithic desktop app has become a constellation of apps, servers, and services, all mediated by portals in the cloud or on-premises. One name for this new configuration is “Web GIS." The impact of this technological evolution on professional practice is profound. Dedicated GIS pros continue to create and curate geodata, perform and interpret spatial analyses, and design and disseminate information products for decision-makers. However, they also build and deploy web and mobile geo apps that enable discovery, use, and sharing among a much broader community of GIS users. Many of the thousands of public and private organizations that employ graduates of academic GIS education programs are beginning to adopt this Web GIS paradigm. Job ads commonly reflect expectations that students have IT and coding know-how as well as traditional GIS skills. A survey of Esri’s Young Professionals Network suggests that GIS graduates want more coding, app building, and IT.

 

Why should my campus implement 10.5, including ArcGIS Enterprise?

As part of a distributed GIS pattern, we can work with two portals. One of them is ArcGIS Online, which is Esri’s software-as-a-service. The other one is ArcGIS Enterprise, software in an organization’s infrastructure. ArcGIS Enterprise is how we do distributed GIS in an organization’s infrastructure (which could mean on premises or in a virtualized environment).

 

On campus, in specific departments or for certain projects, we may have requirements to have more control or security over software that is used. Incorporating the university’s security and compliance requirements, and connecting to any enterprise data, and providing high-availability deployments could be a reason to deploy ArcGIS Enterprise.

 

At 10.5, there are many new capabilities that are available, such as GeoAnalytics, Raster Analytics and others that would only work with an ArcGIS Enterprise deployment. These applications give us the ability to take large volume datasets and distribute them across multiple cores of one machine or several machines altogether. These could be big intensive processes that cannot be scaled and managed with ArcGIS Online. Working with Big Data databases and doing Real Time GIS also requires the use of ArcGIS Enterprise.

 

New applications, such as Insights for ArcGIS and Drone2Map require ArcGIS Enterprise to run. In addition, ArcGIS Enterprise offers administrators, faculty and developers a host of well-integrated API’s and SDK’s, and scripting tools, to build custom apps and automate workflows.

 

Furthermore, ArcGIS Enterprise allows us to participate in distributed Web GIS collaborations. If we would like two departments within a university, or departments between different universities and organizations, to collaborate (share content, services, etc.), portal to portal collaboration via ArcGIS Enterprise can be implemented.

 

Further resources include:

 

I teach in a university outside the U.S. Where can I go for help?

Esri has more than 80 distributor offices around the world. To find the office nearest you, go to http://www.esri.com/about-esri/contact. You can also ask your peers at this GeoNet site: https://community.esri.com/community/education

 

 

Lifelong Learning

What does Esri mean by “lifelong learning?”

"Change is the only constant in life." That age-old saying is truer than ever. In today’s world, rapid technological change demands that we rethink the role of education in our lives. Rather than a prelude to adulthood and careers, learning has become a way of life. User Conference participants of all ages and all stages of professional development are actively involved in learning, teaching and mentoring. In fact, lifelong learning is one thing that the diverse community of GIS users has in common.

It’s hard to think of a technology and set of professional practices more changeful than GIS. Recognizing this, the U.S. Department of Labor identifies lifelong learning as a cornerstone of its Geospatial Technology Competency Model. Esri does its part by providing educational resources and experiences that lifelong learners need, and by supporting educational institutions at all levels. These include:

  1. Web-based and instructor-led training and free massive open online courses (MOOCs).
  2. Curriculum solutions for educators, including Esri Press books and SpatiaLABS exercises for higher education, and GeoInquiries for schools.
  3. Hands-on independent learning activities to help users Learn GIS.
  4. Deeply discounted access to the ArcGIS platform and training resources for educational institutions, and free access for students (see Education Licensing, above).
  5. A multi-level Technical Certification program that attests to practitioners’ skills.
  6. A Young Professionals Network that builds community among recent graduates and other newcomers to the GIS field.
  7. The Education GIS Conference and many other Esri-sponsored learning events.
  8. ArcNews, ArcUser, ArcWatch, and other educational publications.

Alongside our education partners, Esri is committed to providing a full spectrum of offerings for learners who wish to broaden their horizons, both professionally and personally. Representatives of Esri’s Training Services, Education Outreach, Learn GIS, Esri Press, and Technical Certification teams will be on hand at the UC Expo. They’ll be ready to advise visitors about how Esri can help learners learn, help teachers teach, help GIS pros advance their careers, and help the GIS community change our world for the better. They’ll also be eager to hear advice about what more we can do to help.

 

What types of training does Esri offer?

Esri offers instructor-led courses, self-paced e-Learning, books on many GIS and ArcGIS topics, and short, live training events.

Instructor-led classes cover ArcGIS best practices and recommended workflows. Class time is devoted to discussion, group activities, and hands-on exercises. All Esri instructors have achieved one or more Esri technical certifications and CompTIA CTT+ certification (which covers core instructing skills). Course content is developed by a team of education specialists who incorporate proven adult learning principles to teach knowledge and skills that can be applied immediately on the job.

 

Instructor-led classes are taught at Esri learning centers around the United States, in the Online Classroom in multiple U.S. time zones, and at Esri distributor locations worldwide. You can view all instructor-led classes at esri.com/il.

 

Self-paced e-Learning provides focused training on GIS and ArcGIS concepts, and has multiple formats including web courses, training seminars, tutorials, videos, assive open online courses (MOOCs), white papers, and teacher resources. E-Learning is designed with learner engagement in mind and provides the flexibility and convenience to learn when and where you want.

 

Our Training catalog includes many freely available e-Learning resources and many more that are available to individuals and organizations who have a current Esri maintenance subscription. To see the complete collection of Esri training resources, visit esri.com/coursecatalog. You can find out more about the e-Learning benefit for maintenance customers on the Training site.

 

Esri Press publishes educational books and award-winning workbooks on a variety of GIS and ArcGIS topics. You can browse all books on the Esri Press website.

 

The Hands-On Learning Lab is a fixture at many Esri conferences, including the User Conference. At the Lab, you can take free lessons on a variety of ArcGIS topics. Each lesson includes a video lecture and a hands-on software exercise and takes about 45 minutes to complete. We encourage you to visit the Lab while you’re in San Diego. It will be open Tuesday through Thursday in the UC Expo. Esri provides all hardware and software.

 

Geodata Academy is a new program that brings in-person, hands-on training to cities throughout the U.S. Topics include web maps, web apps, and field data collection using Survey123 for ArcGIS. A session on migrating from ArcMap to ArcGIS Pro will be starting in September. Each Geodata Academy event is under four hours, with morning and afternoon sessions available. Find out more and view the upcoming schedule at http://go.esri.com/geodata-academy.

 

What’s new from Esri Training this year?

The Training team is working hard on new courses to help you be efficient and productive with ArcGIS, and discover new ways to apply ArcGIS to accomplish your goals. Some of the new course topics we’re excited about are story maps, creating web apps using Web AppBuilder for ArcGIS, Insights for ArcGIS, migrating ArcMap workflows to ArcGIS Pro, and many more.

 

The Training catalog is a curated collection of resources developed by teams across Esri and is a true “one-stop shopping experience” for authoritative ArcGIS learning resources. The catalog now includes over 500 instructor-led and e-Learning resources, with more added each week. We encourage you to visit the catalog and take advantage of its many resources.

 

The Technical Certification team has been developing seven new exams for version 10.5. We expect these exams to be open for registration beginning in July. Find out more about Esri technical certification and all available exams at esri.com/certification.

 

Does Esri offer any training for CIOs?

CIOs who want to learn the capabilities of the ArcGIS platform or explore our powerful new analytics app, Insights for ArcGIS, may be interested in these courses:

 

Do you offer industry-focused training?

Yes! Instructor-led courses that include scenarios and terminology used by the geospatial intelligence and national security, public safety, and water utilities industries are available. We also have e-Learning resources on business analytics, green infrastructure and planning, and more resources on these topics are being developed now.

The complete Training curriculum covers workflows and ArcGIS capabilities that apply across industries. Examples include data collection and management, spatial analytics, mapping and visualization, and more. You can view all training courses by capability at esri.com/coursecatalog.

 

Does Esri offer e-books or digital magazines?

Yes! Esri offers a wide variety of digital newsletters and publications, including ArcUser and ArcNews magazines. You can sign up to receive digital newsletters and publications that match your interests at go.esri.com/subscription.

The Training catalog provides easy access to a variety of digital resources, including documents that help organizations get up and running with ArcGIS. These include:

 

  • Architecting the ArcGIS Platform: Best Practices
  • Launching Your Location Platform: The Esri Guide
  • Administering Your Location Platform: Best Practices and Resources
  • Promoting Your Location Platform: A Change Management Kit

 

From the Training catalog, you can find dozens of Esri Press books and the popular The ArcGIS Book: 10 Big Ideas About Applying Geography to Your World, which is also available as a free PDF download.

 

What are the most important new books coming from Esri Press this year? 

The ArcGIS Book Second Edition by Christian Harder and Clint Brown, Editors

This revised and expanded edition provides a learn-by-doing pathway to all of ArcGIS. Whether you are a long-time user or very new to GIS or a student in K-12 or college, this guide provides an effective and comprehensive way to experience and work with the ArcGIS system, especially the significance and use of Web GIS. The companion website for this book contains over 200 live links to GIS in action in all kinds of organizations throughout the GIS community. This book provides an effective way for everyone to learn why GIS is so significant and relevant to the challenges we face every day. Everyone, regardless of your level of GIS experience can learn from this book. And for GIS practitioners, you can share this book with family, friends, and co-workers to illustrate the power of GIS and the Science of Where.

 

Instructional Guide for the ArcGIS Imagery Book by Kathyrn Keranen and Lyn Malone

This companion textbook to The ArcGIS Imagery Book: New View, New Vision (Esri Press, 2016) builds on the foundational concepts laid out in The ArcGIS Imagery Book. Whether you are a self-learner, currently teaching, or are planning to teach GIS, this guide provides the materials to develop and apply ArcGIS Imagery tools and concepts. Using The ArcGIS Imagery Book’s structure as a starting point, each chapter provides students and teachers with activities, resources, lessons and data that reflect the interaction between components of ArcGIS Online, as well as GIS applications for publishing to the web and mobile devices. A combination of scenario-driven and skill-based lessons (including many that don't require downloading any software), not only offer practice in the use of these tools but also inspire a deeper understanding of the potential and power of Imagery and Web GIS. Includes downloadable instructor resources.

The free e-book will be available for download from the website, Summer 2017.

 

Understanding GIS: An ArcGIS Pro Project Workbook by David Smith, Nathan Strout, Christian Harder, Dr. Steven Moore, and Thomas Balstrom

The first single-project GIS textbook on the market, Understanding GIS: An ArcGIS® Pro Project Workbook is an excellent resource for students and educators seeking a guide for an advanced, single-project-based course that incorporates GIS across a wide range of disciplines. Built and revised by the professors at the renowned University of Redlands, readers progress through nine lessons (35 exercises), using ArcGIS Pro software to find the best location for a new park along the Los Angeles River in Southern California.

Each exercise offers step-by-step instructions, graphics to confirm exercise results, and explanations of key concepts. The book includes access to ArcGIS Pro software as well as project data—downloadable from the book’s resource web page.

 

Imagery and GIS by Kass Green and Russell G. Congalton

The basis for most maps is imagery. Imagery and GIS: Best Practices for Extracting Information from Imagery shows how imagery can be integrated successfully into maps and GIS projects. Readers will learn how GIS can be used to derive value from imagery through enhanced visualizations and extraction and information analysis. Plus, readers will learn how to efficiently manage and serve imagery datasets. The authors share practical considerations and lessons learned from real-world applications. With more than 200 full-color illustrations, this reference guide helps readers use image datasets that best satisfy their requirements to get the job done.

 

Making Spatial Decisions Using ArcGIS Pro by Kathryn Keranen and Robert Kolvoord

Making Spatial Decisions Using ArcGIS Pro is a textbook that provides the user with a broad overview of the capabilities of using ArcGIS Pro to use geospatial tools to solve real-world problems. This book takes full advantage of the integrative nature of ArcGIS Professional and its advanced capabilities to seamlessly unite cloud-based and desktop GIS. The lessons included in this book have been adapted and updated from lessons from Keranen and Kolvoord's popular first three Esri Press books: Making Spatial Decisions Using GISMaking Spatial Decisions Using Remote Sensing, and Making Spatial Decisions Using Lidar.

 

GIS Tutorial 1 for ArcGIS Pro by Wilpen L. Gorr and Kristen S. Kurland

GIS Tutorial 1 for ArcGIS Pro: A Platform Workbook is an introductory text for learning ArcGIS Pro. In-depth exercises that use ArcGIS Pro, ArcGIS Online, and other ArcGIS apps apply the latest releases to show readers how to make maps, create and analyze spatial data, and how to manage systems with GIS. Incorporating proven teaching methods in detailed exercises, “Your Turn” sections, and expanded homework assignments, this book is suited to learning GIS in a classroom. Wilpen L. Gorr and Kristen S. Kurland authored the top-selling GIS Tutorial 1: Basic Workbook, GIS Tutorial for Health, and GIS for Crime Analysis.

 

Cartography. by Kenneth Field

Cartography “Period” – The definitive guide to making maps is a modern, visually compelling, comprehensive cartographic reference book that can be used by anyone required to make a map. By demystifying cartography and explaining the basic tenets of what makes a good map and how to create one, this book focuses on the core question of ‘why design matters’ from a standpoint of ‘clear information.’ The authors debunk the myth that well-designed maps are just ‘pretty maps.’ While several seminal texts on cartography exist, they often fail to adequately capture the changing nature of map-making, and are written in a formal style unsuited to effective implementation and are targeted at those who seek a detailed exposition of cartographic theory; Cartography. is written in an accessible manner, yet it upholds the goal of providing sound advice based on knowledge that translates into practical implementation. Even non-cartographers can take this book and use it to improve their own mapping.

 

What is The ArcGIS Book?

The ArcGIS Book is now available with instructional guides and hands-on activities for teaching and learning ArcGIS.

 

The ArcGIS Book Second Edition

Start with The ArcGIS Book: Second Edition 10 Big Ideas About Applying The Science of Where. Everyone who attends the 2017 User Conference will receive a copy of this book. This is a book that you read as well as do. Visit the companion website for the book, which contains hundreds of live links to ArcGIS in action. Over 70% of these can be done by anyone without the need for an ArcGIS account. When you are ready to begin to create your own maps, analyses, and apps, you’ll need a Learn account. Working on real-world problems is undoubtedly the best way to explain and show GIS at work as well as to generate excitement about your good work!

 

Instructional Guide for the ArcGIS Book

Later in 2017 we will release the Secnd Edition of The Instructional Guide for the ArcGIS Book, by Kathryn Keranen and Lyn Malone. This follows the chapters in the ArcGIS Book and provides a host of useful hands-on learning resources and exercises that any instructor can use at both the K12 and college levels.

 

Learn ArcGIS

This website contains hands-on lessons where you can apply all aspects of ArcGIS to real world problems. These lessons require a login. Join the Learn organization and start to put ArcGIS to work!

 

What instructional resources are available for working with Imagery and Remote Sensing in ArcGIS?

ArcGIS now supports complete and comprehensive image processing capabilities including support for massive imagery collections – the ultimate Big Data source. You can learn and teach about using Imagery in ArcGIS through the following key resources:

 

The ArcGIS Imagery Book

Start with this book and its companion website to explore how imagery and remote sensing add real power to ArcGIS. This is a guide that you read as well as do. The companion website for this book contains hundreds of live examples and lessons for applying imagery and remote sensing with ArcGIS.

 

Instructional Guide for the ArcGIS Imagery Book

To be released this fall, The Instructional Guide for the ArcGIS Imagery Book by Kathryn Keranen and Lyn Malone provides learning resources and lessons for applying imagery in ArcGIS from simple to highly advanced workflows. This follows along with the chapters in the ArcGIS Imagery Book and provides numerous useful, hands-on learning resources and exercises. And like the ArcGIS Book, these resources can be used at both the K-12 and college levels.

 

Learn ArcGIS

This website contains dozens of hands-on imagery lessons where you can apply all aspects of working with Imagery in ArcGIS in the service of addressing several interesting real world problems. This provides an excellent introduction to imagery and a way for existing image professionals to learn more about how these capabilities come to life in ArcGIS.

 

What is Esri’s MOOCs program? How can users, educators and students make the best use of it?

Esri has offered four massive open online courses (MOOCs) since 2014: Going Places with Spatial Analysis, The Location Advantage, Do-It-Yourself Geo Apps and Earth Imagery at Work. These are four to six week long courses offered for free to anyone who is interested in GIS. We offer two courses at a time, four times during each calendar year. The schedule is on the main MOOC page.

 

To date, Esri’s 17 MOOC offerings enrolled 95,000 students. We are pleased that 23,000 students, 25% of those who started a course, finished all the requirements to earn a certificate of completion. That rate compares favorably to other MOOCs with completion rates between 4 and 15%. Further, 82% of survey respondents rate the courses as “good” or “very good.”

 

We invite Esri software users, educators and students to take one or more MOOCs to learn or review spatial analysis, location analytics, no-code app development and image analysis. Those who enroll will learn from experts in the field and gain hands on experience with software including ArcGIS Online, Business Analyst web app and GIS Pro.

 

Educators are welcome to “assign” MOOCs as part of a course or project. We try to choose course dates to align with academic calendars. We are hosting a session at the Esri Education GIS Conference on best practices for integrating MOOCs into existing courses and projects. Educators who want to use MOOC content outside of our course offerings are invited to contact highered@esri.com.

 

What’s new in Esri’s MOOC program?

The MOOC team is currently developing Esri’s fifth MOOC: Cartography. Lead instructor Ken Field and a team of Esri cartographers will share their thinking about map-making to encourage students to make better maps. Students will tackle practical, hands-on exercises using ArcGIS Pro and explore how to go beyond the typical workflows and defaults. The course will launch in November 2017 in conjunction with the publication of Field’s new book, Cartography., to be published by Esri Press.

 

The first Esri MOOC, Going Places with Spatial Analysis, will take a vacation from the course rotation for an overhaul in late 2017/early 2018. The updated version, to be offered in 2018, will incorporate Insights for ArcGIS. Linda Beale will return as course author and instructor.

 

Esri’s MOOC on location analytics, The Location Advantage, is updated for 2017. Updated exercises highlight Business Analyst web app tools to build infographics and explore site suitability and explore story maps to present results of analyses.

 

Esri offers five different massive open online courses (MOOCs). Here’s why you should become a MOOC student.

 

 

  1. You, and most anyone, anywhere, can take an Esri MOOC for free. You need just a computer, browser and an Internet connection.

 

  1. You learn about interesting and applicable topics including spatial analysis, location analytics, building apps without coding, applications of imagery, and cartography.

 

  1. You gain hands on experience with ArcGIS Online, Business Analyst Web App, ArcGIS Pro and other Esri products.

 

  1. You tackle one or more lessons available each week, whenever you have time, at your own pace.

 

  1. You complete a MOOC in four to six weeks.

 

  1. You receive a certificate when you complete a MOOC. It looks great listed on your resume or LinkedIn profile.

 

  1. You meet and interact with experts from Esri and students from all over the world.

 

  1. You experience top notch teaching and learning. More than 95% of students rate Esri MOOCs “very good” or “good.”

 

  1. You can apply what you’ve learned directly to your professional, academic or personal projects.

 

  1. You continue your lifelong learning journey by quenching curiosity and adding to your experience.

This week I had the honor of conducting a presentation at the Society for the Preservation of Natural History Collections (SPNHC, pronounced "spinach").   My presentation, which includes links and live embedded web maps and apps, is here.  I chose to focus on 4 things that you can do in teaching and research with modern geotechnologies:  (1)  Use web maps and applications to teach skills and content.  (2)   Create and use multimedia story maps to teach, communicate research results, and assess student work.  (3) Collect and map your own data.  (4)  Analyze data.  Because the presentation is in Sway with maps and links, you could even use it 'as is' to teach specific units or sections of your own courses on ecoregions, tornadoes, plate tectonics,  field data collection, and story maps. 

 

While the conference and the society is focused on the intersection between museum collections (animals, plants, fossils, rocks, and others), instruction, and research, with a particular emphasis on the digitization of those collections, it is my hope that this presentation will be useful for those inside as well as outside that community.  In so doing, I provide real world examples of how to use maps and apps, to examine demographic patterns in selected cities (via the Urban Observatory), world population density and ecoregions using ArcGIS Online, natural and human-caused change via the Change Matters Landsat viewer, local changes using the historical USGS topographic map viewer, demographics and behaviors from state to neighborhood level, and historical and current tornadoes and earthquakes in ArcGIS Online.   I explained how to create and use Story Maps, and showed examples of a crowdsourced one I set up as well as others on languages, oceans, extinctions, manuscript maps, and BioBlitz.  I showed how to collect and map your own data using crowdsource story maps, the Snap2Map app, a spreadsheeet, Collector for ArcGIS, and Survey123.  I demonstrated how to analyze data in ArcGIS Online, including human health and flood hazards.  

 

I pointed out that all of these activities had several things in common:  1)  They all engage in the scientific and geographic inquiry process.  2)  They show a diversity of themes, scales, data, and ways of teaching with web maps and GIS. 3)  They all use ArcGIS Online as the fundamental platform for engagement and investigation.  


I discussed key resources on how to go further with geotechnologies, including lesson libraries, and how to obtain an organizational subscription to ArcGIS Online.  I closed with these final thoughts:   1.  The technologies and tools will evolve--so embrace the attitude of being a lifelong learner.  2.  It is excellent that you learn these tools and techniques as the instructor, but don't forget to -- give the tools to the students.  3.  Don't focus too much on the lesson, but rather on the inquiry.  4.  Keep moving forward in your use of geotechnologies.  

 

I look forward to your feedback. 

Mapping a spreadsheet of field collected data on soils in North Dakota in ArcGIS Online.

What do iron mines, a flooded town, a national historic park, and public access to state parks have in common? These were topics addressed by students in Esri's 2017 ArcGIS Online Competition for High School and Middle School. These four earned the top prize and honorable mention at high school (grades 9-12) and middle school (grades 4-8) levels, in a competition where everyone was restricted to showing something of interest inside their state.

 

 

The competition had three levels: school, state, and national. Schools could send no more than five entries to the state, and some schools had dozens of entries, so "Level One" was a real challenge for some teachers. At the state level, up to five entries at high school and up to five entries at middle school were awarded prizes of $100 each. All those entries were forwarded to Esri for collating, with each state choosing one high school and one middle school project for the final national competition.

 

Students could work singly or with a partner. They needed to do research and use ArcGIS Online to create a web app, map viewer presentation, or Story Map. Judges at each level looked for careful documentation, analytical thinking, self-generated data, and a compelling story presented well. These skill sets will serve students well going forward, in college, career, and civic life, but they take time and practice to build.

 

 

Many mentors and judges at school, state, and national levels are already looking forward to next year, expecting even more and stronger entries. Start planning now for the 2018 event, by checking out 2017's top four honorees, and all the other state awardees (see Map#2)!

One of the most commonly used themes in GIS instruction over the past 20 years is the mapping and analysis of earthquake data.   There are many good reasons why many of us teach with earthquake data, including that one can easily obtain real time feeds from the USGS in addition to historical data, the fact that spatial patterns as well as those of magnitude and depth are fascinating to examine, and that the teaching of natural hazards touches on so many other pertinent themes and subject areas, including settlement, proximity to oceans, land use, slope, history, Earth Science, geography, and mathematics, and that GIS and spatial thinking skills can be fostered.

 

Core to what many of us in the GIS education community hold dear is the message that "just because a tool exists, that alone is no reason to use it."  That message applies to the 3D Scene Viewer.  Yes, you and your students could make 3D maps of many of the variables you map and the themes you teach--whether it is natural hazards (earthquakes, as I have done for this essay, or tornadoes, hurricanes, wildfires, hailstorms, and others), population change (with population characteristics or changes in neighborhoods, counties, states, or countries shown as extruded polygons), field data (as in the 3D scenes I made recently of student weather balloon launches or paragliding), or many other types of data.  But only do it if it enhances your instruction and better enables you to meet your goals, whether those goals are content, theory, or skills. In the case of earthquake analysis, mapping the data in 3D adds value, and therefore, I do it.  I do similar work from time to time in examining population change, with extruding polygons showing growth or decline, and in other activities.  I don't use 3D in every lesson, but when I have done so in professional development sessions with faculty or teaching university or primary or secondary students, I have noted a greatly increased level of engagement in the content, an increased number of relevant questions being asked, and focused investigations.  Our world is a 3D world, and there is no reason to confine yourself to 2D maps when these tools are at your fingertips and viewable on any device.  


Below is a static view of my 3D scene for 30 days of earthquakes, or you can interact with it here.  How did I create this? First, in ArcGIS Online, in "My Content", I added the USGS real-time earthquake feed CSV file showing all earthquakes over the past 30 days with a magnitude of 2.5 and above.  I created a feature service from this CSV file.  I then started a new 3D Scene and added my new feature service to it.  I then changed the style to map the variable "Mag" for magnitude, selected the thin cylinder, adjusted the size to be a range in meters from 75000 to 600000 on the ground (600 km "high" for the most severe earthquakes), used "absolute height" for the elevation mode, and turned the pop-ups, legend, and labels on (using "Mag" as the label field).  It should be noted that my feature service is no longer "the last 30 days" but static as of the time I created it (May-June 2017), but you can do this monthly and thereby analyze the pattern over time. 

 

Use my interactive 3D scene for earthquakes in your own instruction.  You don't even have to log in to do some powerful things, such as examining aftershocks, turning on the shadow and changing the date and time for a quick lesson about seasonal change, or to navigate to specific areas around the world to analyze the number and the magnitudes of earthquakes.  Be sure to investigate those earthquakes shown "on the horizon" in the image below--what is the name of that island chain to the northwest, and why do so many earthquakes occur there?   If you do log in, you have even more power at your fingertips.  For example, you can add data to the scene, such as plate boundaries, volcanoes, fault lines, or world cities.  This will allow you to extend the inquiry to investigate the proximity of earthquakes to different types of plate boundaries (subduction zones versus mid-oceanic spreading ridges, for example), to specific types of volcanoes, to fault lines, to surficial geology, and to major population centers--which cities are most at risk?  Then, you can save the 3D scene with your added layers to your own ArcGIS Online account and re-use it in the future.  See my video of this essay here. To dig still deeper into the world of 3D, try Esri's CityEngine

 

May-June 2017 Earthquakes mapped using the 3D Scene Viewer in ArcGIS Online.

One month of earthquakes mapped by magnitude using the 3D Scene Viewer in ArcGIS Online. 

 

How are you using 3D scenes in your instruction?

The three new 2017 Esri GeoInquiry collections are now available.  Although the field testing is ongoing, you’ll find the 45 new maps and activities and over 250 new data services supporting mainstream K12 educators posted.  Feel free to share: esri.com/geoinquiries .

 

*****

 

American Literature GeoInquirieshttp://esriurl.com/litGeoInquiries

  • Beyond religion: Scarlet Letter
  • Virus of Fear: Witchcraft in Salem
  • Poe and the Red Death
  • The Red Badge of Courage
  • Twain: Travel Blogger
  • Hurricane Warning
  • Our Town, Your Town
  • Gatsby: Then and now
  • The mockingbird sings for freedom
  • Depression, dust and Steinbeck
  • Hiroshima
  • Dr. King's Road to a Birmingham Jail
  • Finding Mango Street
  • F451: Ban or burn the books
  • Serving the Wild

 

Mathematics GeoInquirieshttp://esriurl.com/mathGeoInquiries

  • Rates and proportions: A lost beach
  • D=R*T
  • Linear models
  • How much rain? Linear equations
  • Rates of population change
  • Distance and midpoint
  • Coordinate plane
  • Euclidean vs Non-Euclidean
  • Area & perimeter at the mall
  • Measuring crop circles
  • Areas of complex figures
  • Similar triangles
  • Perpendicular bisectors
  • Centers of Triangles
  • Volume and pyramids

 

World History GeoInquirieshttp://esriurl.com/worldHistoryGeoInquiries

  • Medieval Europe: Invasions
  • Cradles of civilization
  • Post-WWI and The League of Nations
  • The Reformation
  • Africa's bounty and borders
  • African independence
  • Silk Road: Then and Now
  • The Crusades
  • Russian expansion to the sea
  • The first Industrial Revolution
  • Early European exploration
  • Trade and the Black Death
  • The Age of Napoleon
  • Latin American independence
  • International Cooperation

 

 

                    

 

If the future of GIS is 3D, that future is now.  As I described a few weeks ago in mapping weather balloon data that students had collected, a number of 3D tools make it possible for educators and their students to map, visualize, and analyze data in three dimensions, or four dimension if one considers time.  Certainly, 3D tools have been with us for at least 15 years in the desktop GIS environment, but the advent of web GIS makes these tools easier to use, with the added advantage of sharing them online so that anyone can engage with your 3D data.  

 

One of these tools is the 3D scene viewer in ArcGIS Online.  What if you were to use an adventure or experience that you or your students have had to help them to think in these dimensions? For example, one of my colleagues likes to go paragliding.  He gave me the data he collected on a few of his paragliding runs, and since the data was in an Excel spreadsheet, I could easily bring it in as a CSV file into ArcGIS Online.  From there, I created a service and added that service to the 3D Scene Viewer, shown below, with a link to 3D Scene Viewer so that you can interact with it.  This is on Mount Herman along the Colorado Front Range, and that mountain in the distance is Pikes Peak.  

Mt Herman paragliding adventure in the 3D Scene Viewer

I used the 3D cylinders on altitude to map my colleague's position.  You can adjust the style, color, and size, and the elevation mode (relative to ground, on the ground, absolute height) as needed to make your 3D scene as realistic as possible and to meet your educational goals.  For example, here are the symbols I chose for my colleague's run down the ski slope at Alyeska, Alaska:

Customizing symbology for the 3D Scene

 

The results are shown below.   You can see that I also labeled the cylinders by elevation and color-coded them with the same variable.  The URL is here so that you can interact with it.

 

Paragliding 3D scene at Alyeska Resort, Alaska

 

Here are a few images of my colleague as he started off and as he sailed down the valley:

Launching the paragliding

Paragliding down the valley

I also brought the Mt Herman data into ArcGIS Earth, shown below:

 

Paragliding track in ArcGIS Earth

My colleague likes to go paragliding and collect data during these adventures.  What are you or your students passionate about doing in the field?  It could be scuba diving, hang gliding, sky diving, caving, downhill or cross country skiing, hiking, bicycling, motorcycling, kayaking, canoeing, or something else.  Whatever it is, consider using those interesting and personal experiences to help your students think in spatial and temporal dimensions, and to start them on their journey in using GIS tools.

June 1, 2017, marked the 25th birthday for Esri's program for K12 Schools. That event was overshadowed by the release of ArcView 1.0 for Windows 3. The technology landscape then was infantile: no www, wifi, cell phones, robust computers in all shapes and sizes, galaxies of data, and so on. Esri's software today is vastly different from that of 1992, leveraging all these developments and reaching into almost every industry.

 

In 1992, I knew of two high schools using GIS. In 2017, students in primary school use GIS to explore the neighborhood, map critter locations, or journal a field trip. Middle school students build their history background, investigate earthquake patterns, or track a figure in literature. High school students generate surveys to crowd-source public experiences, analyze community patterns to solve problems, and take courses online to build skills for internships.

 

Despite the changes, much is as before. Users grapple with the three questions that topped the chalkboard of my classroom: "What's where? Why is it there? So what?" Some grand patterns and big relationships of our world are now more easily discovered and displayed, but infinitely many more questions rise to take their place. How do we protect our environment, advance the human condition, and build our collective knowledge base, while preserving and protecting what we hold dear?

 

Esri began our program for schools with one mission: Help students and communities experience why and how to explore the world, by thinking geographically, using GIS, in order to understand the patterns and relationships, make better decisions, and solve problems. You can see it in the eyes and hear it in the questions of even very young minds as they contemplate the many layers of our world … "What… Where… Why…?" Twenty-five years later, Esri remains focused on helping learners of all ages grasp and engage The Science Of Where.

 

Second graders do GIS in bi-lingual classroom. (Note stuffed animal in arm.)

When I arrive on a university or community college campus to conduct a series of invited workshops or presentations, I typically create a story map or web map on my way to the building in which I am speaking.  I create some of these on a tablet or laptop before my presentation begins, and I create others using Snap2Map on my smartphone.  I have compiled some of these maps into a gallery shown here.  I call these "introductory" story maps because the purpose of these maps are to help my audiences realize that these web maps can be created in very little time and yet can tell a compelling story.  Because I want to demonstrate that each took me just 10 to 30 minutes to create, I resist the temptation to edit them later and improve their cartography or content.  It is my hope that in so doing, those I show these maps to when I am on those campuses can think of the issues or themes that they would like to gather data on, to map, and to study.  By the way, you can find out how to create a gallery of your own maps here like the one I created. 

 

Campus Maps Gallery

 

An example of one of a map I created while I was on a campus is shown below (Texas A&M University - Gig' em Aggies!) and is linked here.

 

Texas A&M University Story Map

 

A set of maps for a different purpose that focus on college and school campuses is this set.  This set was compiled to show different uses of story maps at educational institutions, for example, to feature webcams or 3D scenes, to show how campus administrators are using mapping tools for managing campus safety and infrastructure, and to help new students to find their way around campus. As such, they typically require more time to create and maintain than my simple examples above, but even these do not require massive investments of time.  

 

Whatever your goals are in your research, instruction, or administration on a campus, I encourage you to explore the many options available using ArcGIS Online web mapping applications such as story maps.

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