You have likely seen information about the new User Types coming out in the December 4th release of ArcGIS Online. Some of you have asked how these new User Types will affect Education program offerings, therefore we wanted to provide an update.
Overall, not much will change immediately for those of us with Education program licenses, such as Site/Institution licenses, Lab Kit/Academic Department licenses, or Schools bundles. However, these changes lay the groundwork for streamlining ArcGIS administration even further and we will see additional changes in the coming months.
What is changing in this December 4th release:
Additional information on changes in this December 4th release can be found here.
What does the introduction of the new User Types mean over the coming months (i.e. future releases):
In summary, this December release introduces some exciting new changes, and will see additional changes over the coming months. In the meantime, we continue to recommend enabling enterprise logins, if you haven’t yet, and following these best practices for administering ArcGIS.
Please let us know if you have any questions, feel free to post here.
A true craftsman uses skill developed deliberately, with attention to detail, and often with signature elements. Lyn Malone is a craftswoman. A teacher of social studies in grades 7-12 from 1970-2002, and provider of professional development since, Lyn designed lessons, activities, and projects used by thousands that covered key content, but did so with the eye of an artist and mind of an analyst. Even her casual conversation uses complete sentences that vary in structure.
"My Bachelors degree was in history, and my Masters in American Civilization, which is much more interdisciplinary than straight history." Her early teaching career spanned the breadth of the social studies, all in senior high. "But I always loved geography, always loved maps. I went down to Middle School in 1983, and started going in evenings to Rhode Island School of Design," building over the years a certificate in scientific and technical illustration. She started doing maps, and illustrations of historical artifacts, but that industry shifted to digital faster than could a full-time teacher who was also working with the new Rhode Island Geography Education Alliance.
As with many educators in the 1990's, GIS did not come easily for Lyn. "I went to at least three full-day workshops introducing GIS, and loved them, but couldn't make anything happen. That's why the 1998 institute" [an intense, two-week, day-long, GIS boot camp for teachers] "was such a huge boost." What followed were new activities, interdisciplinary, sometimes in concert with colleagues in other departments, schools, and even states, and built always from the perspectives of both designer and analyst. "I loved working with data, especially about population. Not so much building it, but finding and discovering what could be done with data others had assembled."
In 2000, Barrington Middle School won the first "Esri Community Atlas" contest, which challenged students to craft a website with simple but powerful maps portraying the community. Lyn and three students from grades 7-8 were invited to present their work on stage at the 2000 Esri User Conference. It was so well crafted and delivered that Roger Tomlinson ("the father of GIS") stood in line to talk with them, General James Clapper congratulated them and handed each student a commemorative coin, and Esri president Jack Dangermond whispered "We have to do this again," launching what has become a regular UC Plenary highlight.
With signature panache, Lyn models the latest in GIS vocabulary at T3G,
and dons foul weather gear to model GeoNews for a class.
Those attributes earned Lyn a spot co-authoring a ground-breaking curriculum package, Mapping Our World (in several versions), followed by Community Geography. In 2009, Lyn helped launch Esri's educator institute, Teachers Teaching Teachers GIS (T3G). Numerous events in New England and far beyond, for educators and the wider public, have featured her activities and presentations, always models of focus, detail, and elegant design.
Eventually, though, even artisans slow down. With almost five decades of instruction behind her, Lyn is looking forward to a little more leisurely travel, reading, art, and maybe classes, with fewer deadlines. But the many thousands who have engaged with her lessons stand a chance of seeing a complicated world more clearly, with geographic patterns and relationships illuminated through GIS. Thank you, Lyn!
Greetings all and, if you are in the USA, Happy Thanksgiving. This “where does Thanksgiving dinner come from” story map: https://storymaps.esri.com/stories/2017/thanksgiving-dinner/ could be useful for many reasons:
1) Like many good maps, it is great for examining spatial patterns, and also for challenging some preconceived notions (did you know that Wisconsin was so prominent in growing green beans, for example?).
2) The excellent use of symbols and other cartographic techniques might be useful discussion points in geography, GIS, and cartography courses.
3) Examine the metadata--this map was created from data from the USDA Census of Agriculture. How did the data get compiled?
4) How can you create a series type of story map like this one, on your own topic of interest?
5) Use this map to spark some “spatial” discussions with your friends and family. Enjoy. And thank a farmer!
At the 2018 Esri User Conference, two teachers received the "Making a Difference" award. They teach social studies and English at the Math, Science, and Technology Magnet Academy of Roosevelt High School, in Los Angeles. Watching the 11-minute award video, which included the premier of a brief video about the research project, provides a quick glimpse of the power of GIS in instruction and the impact of a meaningful project. But for those of us who watched class after class engage in this fashion, this video is the proverbial tip of the iceberg.
Students engage deeply, powerfully, in a justice-based topic they choose. They conduct authentic research, seeking patterns in the data, and relationships between the topic and the lives of those around them. These "maptivists" invest many hours learning GIS technology, struggling with data, establishing time management habits, designing effective presentations for public display, growing team sense while gaining a sense of self, becoming empowered.
A new YouTube playlist presents a quartet of videos (shortcut: esriurl.com/maptivists): (1) the quick synopsis from the 2018 Esri Conference, (2) a profile of a single student a year after the experience, (3) an interview with entertainer and entrepreneur will.i.am who introduced Esri to the school, and (4) a deep dive into the design and conduct of the research project. Watching the full award ceremony video and then playlist segments 2, 3, and 4 will show the immense power of good tools and methods in the hands of good teachers.
Any school can have these GIS tools for free. Any teacher can learn these approaches. Every student deserves the chance to immerse in such rich learning, often. Please watch, learn, and share.
Welcome to this series of GIS Workshops! These are designed to help you become excited about and enabled to use web GIS tools to solve problems and analyze spatial patterns, relationships, and trends.
(1) Telling your story with Esri Story Maps - concepts and hands-on activities:
Digital Humanities Collection: Story Maps and the Digital Humanities
(2) 5 Converging forces catapulting spatial thinking to the world stage, 5 trends in geospatial technology, and 5 skills important in your data science career.
(3) The Power of ArcGIS Online
(3a) Spatial Joins to the ArcGIS Online Living Atlas of the World
(3b) Cholera investigation:
1--Style data on number of cases.
2--Create heat map.
3--Buffer wells by 500 ft.
4--Summarize within - cholera cases within buffer.
5--Calculate route to each water pump.
(3c) Use Arcade expressions on the following data set to enhance your capabilities in ArcGIS Online:
(4) Survey123 Workshop:
(5) Careers in GIS
(with Python, the Python Imaging Library, and the ArcGIS Online API for Python)
Using geotagged images can be a great way to capture verifiable data in a project-based learning or citizen science exercise. Students can collect data with photographs, share their images to a common folder, and then use this script to map the pictures.
Geotagged images are taken constantly, usually by people with smartphones, perhaps even by people unaware that latitude-longitude information is embedded in the header of the images. For many casual users, seeing these images in a smartphone’s built-in Photo app with a simple map feature is all the mapping they’ll want. But, for the carto-literati ...
Simply sharing 3D/Lidar resources - huge thanks to Geoff Taylor (Esri) and Christine Wacta (SCAD) for their inspirational presentations in a webinar focused on 3D and Lidar workflows and tools, and for their willingness to share content. Below are the resources we discussed: