For those of us teaching with ArcGIS Pro (or currently migrating), attached is a training guide from our friends in Esri Training Services, containing a collection of web courses, lessons, tutorials, training seminars, MOOCs, etc.
For those of us teaching with ArcGIS Pro (or currently migrating), attached is a training guide from our friends in Esri Training Services, containing a collection of web courses, lessons, tutorials, training seminars, MOOCs, etc.
I created a new lesson in the ArcGIS Learn Library focused on siting a wind farm using the analytical tools in ArcGIS Online: http://learn.arcgis.com/en/projects/perform-a-site-suitability-analysis-for-a-new-wind-farm/
The lesson will help you or your students build skills in these areas:
What you will need to run the lesson:
The lesson uses tools including filter, overlay (union), proximity, find locations, routing, as well as examining symbology, classification, and tabular information. The lesson uses some wonderfully rich wind power data from the National Renewable Energy Lab (NREL), as well as electrical lines data, population data, and other layers. You could run the lesson as part of your course in GIS, but also in a course on geography, energy, sustainable development, demography, or environmental studies.
Because the lesson uses ArcGIS Online, you could expand the lesson by adding additional layers to consider in your site suitability analysis, and by using additional analysis tools. The lesson uses Colorado as its case study, but you could modify it for another state by accessing another state's wind data from NREL. I thank the Platts company for the use of their generalized electrical data and my colleague Colin Childs on the Esri Learn Team for his help getting the lesson into the Learn format.
Final result after analysis is performed showing some of the layers used in the lesson.
Wind turbine. Photo credit: Joseph Kerski.
GIS Professional Tripp Corbin's book, the "ArcGIS Pro 2.x Cookbook" (2018, Packt Publishing) is new but I believe will quickly become a valued and oft-used resource. Mr Corbin's goal in writing this extensive (694 pages) resource is to help GIS professionals "create, manage, and share geographic maps, data, and analytical models using ArcGIS Pro." The audience for this book includes all who are learning GIS, or learning Pro, as well as those migrating from ArcMap to Pro.
Tripp's "cookbook" theme is evident throughout the book's format, where in each section and problem to be solved, he shows how to get ready, how to do it, how it works, and ... "there's more" (additional resources). That the book is from Packt is excellent, because Packt (www.packtpub.com) offers eBook versions of every one of its books, and also offers newsletters and tech articles. That Tripp is a full time trainer and instructor is evident--he understands the challenges in learning a rapidly-changing and complex technology inherent in GIS with just enough tips to keep the reader engaged. He also encourages the reader to think about how to apply each tool and method to his or her own work. He offers the reader the ability to download the sample data for the book, and the data bundle is also on GitHub. He also includes PDFs of all images of screen shots and diagrams.
I like Tripp's approach because, similar to my own instruction, he starts with data. He's not hesitant to discuss the benefits but also the limitations of each data format such as shp, gdb, and CAD files. He spends quality time in the book helping the reader understand how to convert data to the format that best fits his or her needs. His sections on linking tables from outside sources to existing data, on editing (in particular, a focus on topologies to improve data accuracy and increasing editing efficiency), and on 2D and 3D analysis are very helpful. I was pleased to see much attention to what I consider to be a chief advantage of Pro--the ability to more easily share content from Pro to ArcGIS Online and hence the wider community. Another wonderful new function in ArcGIS Pro is also included in the book--writing and using Arcade scripts, applied to symbology, classification, and analysis.
As a GIS book author myself, I know the challenges faced in writing such a book--what should be included, and what should be left out? Tripp does a nice job here as well, including the fundamentals that most users will touch. The book's chapters include: 1: Capabilities and terminology. 2: Creating and storing data. 3: Linking data together. 4: Editing spatial and tabular data. 5: Validating and editing data with topologies. 6: Projections and coordinate systems. 7: Converting data from one format to another. 8: Proximity analysis. 9: Spatial statistics and hot spots. 10: 3D maps and 3D analyst. 11: Arcade, labeling and symbology expressions. 12: ArcGIS Online, 13: Publishing your own content to ArcGIS Online. 14: Creating web apps using ArcGIS Online.
These chapters cover a great deal of ground. In the editing chapter, for example (Chapter 4), configuring editing options, reshaping existing, splitting, merging, aligning, creating new point line polygon features, creating new polygon feature using autocomplete, and editing attributes using attribute pane and in the table view, are all examined. The examples in the book are interesting and relevant, and not without some humor (Trippville is a community that is often studied). In my view, the book contains just the right amount of graphics. Tripp provides answers to the questions he poses, and then gives the explanation for each answer. Despite the "recipes" provided in the cookbook, not all of them require the previous recipe to be used, which is excellent for all of us in GIS who have limited time and want to select sections in a non-sequential order.
I highly recommend using this book in conjunction with Tripp's other book on this topic, "Learning ArcGIS Pro." The Learning book focuses on installing, assigning licenses, navigating the interface, creating and managing projecrts, creating 2D and 3D maps, authoring map layouts, importing existing projects, creating standardized workflows using tasks, and automating analysis and processes using modelbuilder and python. The Learning ArcGIS Pro book ideally should be used first, before the ArcGIS Pro 2.x Cookbook, but if you are pressed for time, these two books could be used in tandem. Keep both of them handy--they will be very useful to you.
The cover of Tripp Corbin's ArcGIS Pro Cookbook, left, along with his earlier book, Learning ArcGIS Pro.
An example of the detailed screenshots that Tripp Corbin's ArcGIS Pro Cookbook contains.
Additional examples of the details that Tripp Corbin's ArcGIS Pro Cookbook contains.
The best teachers share a few characteristics. First and foremost, the students as individuals are more important than the subject, so you have to know and understand each kid deeply to help them. You need to know your subject matter intimately to engage different kids in different ways. You need to organize activities that challenge kids at a reasonable level, and kids don't handle all challenges equally. There are often ways to meet irksome rules while still meeting more important missions. And you must remain adaptable. In today's education parlance, the first three elements are generally called "differentiated instruction" or "whole child education." But the teachers who stand out grasp and implement the last two elements as well. And because of those, the teachers are sometimes called "mavericks." Retired but tireless teacher Randy Raymond, from Detroit, is a "maverick."
Randy got his BS and MS degrees in science in the early 70s, then did research on Isle Royale, the big island in Lake Superior. "We took the first boat out in May, and the last boat back in October." He did some teaching in northern Michigan, and ran a landscaping business. "But my first real teaching began in 1981, with 6th grade science in Detroit Country Day School, where I started addressing kids' needs, especially those needing something other than typical classes. I began an 'outdoor field study' program. All day every Friday, no matter the weather, every class period was outside field study for that hour. Kids liked coming to school." Prominent people liked the special projects underway, and found ways to support these with money or technology. And Randy made more connections with people in business, government, and nonprofits who could make things happen. "I saw GIS in 1987, ARC/Info on Unix, but didn't have the technology or time to cope with it, but knew it would be important."
With a reputation for success, Randy shifted to Cass Technical High School in 1991, teaching older kids. He earned more grants, and in early 1993, at the NSTA (National Science Teachers Assoc) Conference, Randy saw me in a booth, showing ArcView 1.0 for Windows. "I have money! I need to buy a school license!" It took Esri months to set up the mechanism, but Randy became the first teacher to buy this license, and his next 25 years became a blur.
With a special grant, "I got hardware and built a lab, and had students explore and tinker during the day, and taught adult ed classes in the evening." His students began doing projects. One group studied lead in the water in Detroit, mapping lead pipe water service; Randy had wondered if the problems some students exhibited with certain content, and thus on some critical tests, might be influenced by lead in the water. "Four good chemistry kids spent one year doing research, and the next year working out ways to relieve lead loading in the water that happens overnight." Available health data was not pinpoint geography, but showed over 6800 kids with blood lead poisoning. Randy and his students were set to present this at the opening of Esri's 1995 User Conference, but were diverted to the White House to receive the grand prize from the Seiko Environmental Youth Challenge.
Meanwhile, projects for Ford Motors and the City of Detroit earned even more attention, as seen in Esri's "GIS in K12 Education" video (1995) and Esri's book "Zeroing In" (1998). "Some kids and I worked on the city's $100m Empowerment Zone grant, downtown for four weeks every day after school, with our computer and printer there. On the day they had to submit it, I was putting the booklet together and they were holding a police car to get things to the airport and then to DC before the 5pm deadline. President Clinton said that, of all the proposals, ours was the most informative, especially in the first pages, with the maps."
Because of his GIS skills, Randy was moved in 1998 from Cass Tech to Detroit Public Schools Executive Services. "I did data and analysis, not politics." That made him extremely valuable, and students of any age with GIS skills very attractive. Randy taught GIS at colleges and Saturday academies at local high schools. "As a school administrator, I came with the background of a teacher who was accustomed to doing things that met needs, solved problems, and were possible even if not typical." Entrepreneurial associations grew, providing more kids experience with GIS, through collaborations between a mix of governmental, educational, non-profit, and private partners.
"In 2008, the city asked to collaborate on a lead study. We got 300,000 records from 1992-2008, with real addresses; 169,000 were really good, and 80,000 of those were currently in schools, across 13,000 blocks of the region. We published an article in 2013, showing 54% with lead damage when they were young. The results were so obvious that people asked if we rigged it, but we had a number of kids with tests from two or three different years, and we were clearly failing them. They were not being engaged in the special ways needed given the things that had happened to their bodies." (See Education Week's related article.) For publishing a study that exposed damage, Randy got in trouble, and retired in June of 2013.
For a quarter century, Randy has talked passionately, with anyone who would listen, about "purposeful applications of technology in school … It's what you do with the kids, that's more important than any subject you're teaching. Doing something good with them is always my goal… [GIS] is like a whirlwind, and some see the endless opportunities and dive in, while others just avoid it because they don't get it and just can't see the value … It's not magic. The longer they are involved with GIS in real world work, the more they get engaged in what they need to know and how interconnected things are, and they're iterating and editing constantly, making decisions to make something better. You don't just give an answer and have someone tell you that you got it right or wrong, you get the chance to investigate … Kids working with GIS get smarter even if you don't see it on a test … We want them to know that learning is a lifelong process and sometimes we stumble, and things change so we have to adapt … School is meant to be a 'terminal' thing, but learning is not; the more school is an end in itself, the less learning becomes the goal; we need to get people invested in learning rather than in school …"
And now? "The joy of retirement is that I'm only out of [a given project] if I want to be." His current mission is showing school and district administrators how to use GIS to enhance school safety. There are always new people waiting to be exposed and, fortunately, mavericks doing whatever they can to help people of all ages and roles grasp the power of GIS.
Luc Anselin, a Fellow of the University Consortium for Geographic Information Science, recently remarked that "GIScience [is] morphing into spatial data science” (Anselin 1027).
Is it really?
Depending on the origin stories you choose, both GIScience and Data Science began to take shape in the 1960s and 70s. Stanford professor David Donoho traces the origins of Data Science to the work of the maverick statistician John Tukey, then Donoho’s undergraduate thesis adviser at Princeton (and one of my own scholar-heroes; hence my choice of stories).
Donoho’s definition of data science as “a superset of the fields of statistics and machine learning which adds some technology for ‘scaling up’ to ‘big data’” belies his skepticism about the hype that surrounds the “contemplated field.” Indeed, Gartner reports that data science and machine learning began reaching the peak of their “hype cycle” in the past year.
Beyond the academy, there is evidence of convergence in the occupations as well. A search on “data scientist” at O*NET Online – the U.S. Department of Labor’s database of occupations – produces "Geospatial Information Scientists and Technologists" and "Remote Sensing Scientists and Technologists" among its top ten search results.
"Workforce" is a prominent topic for state governors; every state is concerned about employability of young people after school … and even during school. And, every year, at Esri's User Conference, some GIS-using professional at a business, non-profit group, or government agency will mention to me the challenge they face "finding people with the right skills … even the beginning skills needed …" to work for them. Digging deeper, with governors and with GIS professionals, two skill sets appear: (a) job-specific fundamentals, and (b) "soft skills" of being a reliable worker, collaborating, working independently, communicating, making decisions and solving problems, being adaptable, thinking creatively, and seeking help when needed. I smile because all of these can be developed with "long-term" experience with GIS.
How do you document these things? A lot of schools run "Career and Technical Education" (CTE) courses that help students learn fundamentals in a line of work … cosmetology, public safety, diesel engines, biomedicine, network administration, GIS. Many of these courses involve independent tests on established principles, latest patterns, and current technology.
Esri offers certification about Esri software. But even the most basic -- "ArcGIS Desktop Entry Level" -- is no slouch of an exam. It is designed for GIS users with up to two years of applied experience. I can vouch for the breadth of its coverage; I took the Desktop Entry 10.5 exam a couple of weeks ago. The published info shows that it includes content about ArcMap, ArcGIS Pro, ArcGIS Online, and even ArcGIS Enterprise. The Certification Team has presented enough for someone to do a critical self-check about their readiness. Given the $225 cost of each exam, scouring these materials is time well-spent.
Should secondary students take this exam? It is absolutely not designed for them. There are significant legal and logistical challenges to overcome before one can take the exam. Minors must complete additional paperwork weeks ahead. Still, some educators have steered their students toward it. There is a frightfully low likelihood that a high school student even with two years of hour-per-day classes will pass. (Again, the course was designed for the entry-level professional with up to two years … 4000 hours … of applied experience.)
Should educators take the exam? This makes much more sense, especially in a CTE class. Just as high school teachers get "content certified," it makes sense to earn a software certification if one is teaching what would represent entry-level GIS jobs. It may help the educator (re-)discover the lightning pace of software evolution, the breadth of the ArcGIS platform, and the difference between "just a map" and "a tool for analysis, communication, and problem solving."
So, does GIS even belong in schools, and especially CTE? Absolutely. The combination of "job-specific fundamentals" and "soft skills" can be built starting even in elementary school. Developing capacity to understand maps, create and analyze data, communicate powerfully, collaborate, solve problems, and so on, cannot develop sufficiently high in a single year of hour-per-day class. GIS has a home in every situation involving data and locations, whether learning U.S. history, analyzing local community situations, or modeling global threats. Educators need always to design appropriate and realistic measures of student capacity and achievement, clarifying student responsibilities, and building in their students scholarship, artisanship, and citizenship. (Thank you, Michael Hartoonian.) Documenting this with a digital portfolio, perhaps via a Story Map Journal, might be a useful model.
Huge thanks to Marjean Pobuda (Esri), Product Engineer for Spatial Statistics and R-Bridge on the excellent presentation on R-ArcGIS integration!!!
Please post any questions or further follow up here.
I recently gave a presentation focused on providing guidelines for those who are seeking a career in GIS or a related career that will include GIS in some significant way (such as in city planning, wildlife biology, health informatics, and so on), and have posted it here. The guidelines includes strategies on networking, resumes vs. CVs, interviewing, writing a cover letter, online presence, creating a storymap of your CV, and much more. I am grateful to my colleague Nick Kelch at Esri for some of his words of wisdom and slides as I prepared this presentation. In the presentation, I include links to videos and other presentations I have created on this topic. I am very excited about the future for anyone involved with geospatial technology, as it becomes a fundamental part of 21sdt Century decision making.
I hope it is helpful and I look forward to your feedback.
The Esri Development Center (EDC) program confers special status and benefits upon a select few leading university departments that challenge their students to develop innovative applications based upon the ArcGIS platform and related elements of the geospatial technology ecosystem. One benefit of the program is a cash prize, certificate, and Esri Press book awarded to a Student of the Year named by each EDC. Here I’ll share brief profiles of 10 outstanding award winners, including the one student selected as Esri's 2018 International Student of the Year.
Susanna is employed as a Cartographer at the Ministry of Mines and Energy in Namibia
Some enhancements to ArcGIS Online are big and others are very small. My favorite one from the September update is very, very small. It’s a tiny checkbox that only ArcGIS Online administrators would ever see. Here it is in all its glory:
If you’ve not run into it yet, log in as an administrator of your organization, and have a look at Edit Settings, and choose the Credits tab. If checked, the "Show each member's available credits on their profile page" will allow users to see how many credits they have when they visit their profile page.
Sometimes, we ArcGIS Online administrators, who are often educators, want to be stealthy. We don't want students to know about or worry about credits. Most of the time in the Esri MOOC program, that's the case. But in The Location Advantage, when students have access to all the GeoEnrichment tools in ArcGIS Online and all of the wonders of ArcGIS Business Analyst Web App, they tend to get excited and run lots of analyses as they learn about location analytics. We want them to do that! But we also want them to understand what credits are and how they work. So, for that MOOC, we are enabling this feature for our students starting with the April 2018 offering.
What is GIS?
It may seem odd to still be discussing “what is GIS” nowadays, given the fact that GIS has now passed its 50th birthday. But, considering that GIS has evolved in many ways and will continue to do even more rapidly in terms of its functionality, platform, data, application areas, audience, and social context, perhaps we continually need to revisit what it is. In addition, GIS is also at the same time, a set of tools, an approach to understanding the world, a discipline, and part of other disciplines such as geodesign and GIScience. Furthermore, new audiences are continually discovering GIS and applying it to new fields and problems. Yes, it does make sense that such a topic needs to be defined and understood.
As is most likely the case with you reading this essay, I so firmly believe in the power of GIS to make our world more efficient, healthier, and happier, and I never tire of talking with people about what GIS is. I do so wherever I have the opportunity—in workshops, presentations, courses, books, and even in everyday life such as on airport shuttles, community functions, and on elevators. I encourage you to work on your “elevator speech” if you don’t already have one, as I have here and here.
Another way of introducing people to the definition of GIS is through a video. These videos have been important teaching resources going back to Roger Tomlinson’s Data for Decisions films from 1967 through today. Besides that of Dr. Tomlinson, some of my favorites are those from Esri, Rebekah Jones, GIS Videos TV, and Esri Ireland. but I also recently created my own video on the topic with my own interpretation of what GIS is, and why it matters to education and society.
Many of us remember the core GIS definitions from our university textbooks, which usually included the following: GIS is composed of hardware, software, data, methods (tools, models, and procedures), and people. Another useful and oft-cited definition is, “GIS is a system for collecting, management, manipulation, analysis, and presentation of spatially referenced data.” Still another definition is that a GIS enables us to help capture, model, store, manage, and present complex systems.
Another way to conceptualize GIS—Geographic Information Systems—is to break apart its three words: The “G” or “Geographic” component refers to the location-component that GIS has—everything in a GIS is referenced to real-world coordinates. These coordinates can define a single point, or a line or polygon. They can also define the starting point and extent of a grid, or image. The “I” or “Information” component refers to the informational database behind the spatial data; a geo-database, usually stored as a table or set of related tables, containing spatial fields (such as latitude-longitude or street address or city names), and aspatial fields (such as housing type or number of people between 10 and 19 years old). The “S” or “System” component ties the “G” and the “I” segments together—one can select a feature via using the map, or via a row in the data table. The “S” component ensures that a GIS is not just a set of graphics floating around in cyberspace, but that the attributes are always linked to the mapped feature.
By combining the spatial with the aspatial data, we create a holistic view of the world. GIS data are analyzed in layers, which can cover such themes as land use, land cover, hydrography, zoning, ecoregions, transportation, elevation, climate, and more.
The process-oriented definition of GIS is that: A GIS is a computer-based system that provides for the collection, storage, analysis, and display of georeferenced data. A problem-solving definition of GIS is: A GIS is a decision support system involving the integration of spatially referenced data in a problem-solving environment.
GIS is sometimes defined in terms of the questions it can answer, including:
Location: What is at………….? This question seeks to find out what exists at a particular location. A location can be described in many ways, using, for example place name, post code, or geographic reference such as longitude/latitude.
Condition: Where is it………….? The second question is the converse of the first and requires spatial data to answer. Instead of identifying what exists at a given location, one may wish to find location(s) where certain conditions are satisfied (such as an unforested section of at-least 2000 square meters in size, within 100 meters of road, and with soils suitable for supporting buildings).
Aspatial Questions: "What's the average number of people working with GIS in each location?" is an aspatial question - the answer to which does not require the stored value of latitude and longitude; nor does it describe where the places are in relation with each other.
Spatial Questions. "How many people work with GIS in the major neighborhoods or centers of Delhi" OR " Which centers lie within 10 km of each other? ", OR " What is the shortest route passing through all these centers". These are spatial questions that can only be answered using latitude and longitude data and other information such as the radius of the Earth. GIS can answer such questions.
More recently, some presentations have focused on GIS moving from a system of record to a system of engagement.
Each of these definitions has its place—they all help us conceptualize what GIS is and contribute to the richness of its evolving nature. My own definitions as I speak about in this video are as follows:
GIS is part of the geotechnologies. Back in 2004, the US Department of Labor identified three hot, key, growing fields for the 21st Century: Nanotechnologies, biotechnologies, and geotechnologies. GIS, along with GPS, web mapping, and remote sensing, are part of the geotechnologies. Some people and programs prefer the terms geodata, location analytics, geoinformatics, or geomatics.
GIS is all about solving spatial problems in our world from local to global scale. Thus, it is an application of geography. Spatial problems all have to do with the “where” question. Where are the fire hydrants in my community? Where do natural hazards occur and how do they affect communities? How could sea level rise impact coastal lands? Energy, water, migration, biodiversity loss, sustainable agriculture, human health, city planning, and other issues of our 21st Century world can be better understood and solved using GIS.
GIS is composed of several key elements—hardware, software (which is increasingly on the web), spatial data (also increasingly on the web) including real-time feeds, tools, methods, and people. People apply GIS in decision-making environments, in nonprofit organizations, private industry, academia, and government organizations to make a positive difference in our world by solving problems.
GIS is a key technology for our world, as increasing pressure exists on the environment through resource use and population. GIS is all about critical thinking, spatial thinking, and making our world more sustainable, healthier, and happier.
A few of my other videos about GIS include its application to education and geography, and reflecting on GIS at a giant cube, why GIS is better than paper maps, my TED talk on mapping, and making every day GIS day.
What is the definition of GIS that you find to be most useful? How do you think GIS will change in the coming years?
Some people are natural teachers. Kids (and even adults) flock to them because they are friendly, helpful, knowledgeable, hard workers, and effective communicators who deal with the people first and tasks second. They stand out like neon lights, and are found in all grade bands and subject areas. Science teacher Erika Klose, of Winfield (WV) Middle School, is one of those. But Friday was Erika's last day teaching her cherished kids. She is stepping up.
As a middle school student, Erika became obsessed with the just-rediscovered Titanic, helped her father restore old houses, and expected to study art in college. After a geology course captivated her during first semester of college, she got a BA in earth science, then an MS in geology and geophysics … which included a class in GIS. That one GIS class (1999, command line ArcInfo) got her an internship at USGS Woods Hole. It was a "trial by fire" project on coastal vulnerability for the whole US, managing huge amounts of inconsistent data, with a presentation to give at a big international conference in just six weeks. It led to six years of seafloor mapping and data crunching. "I had two Macs, two PCs, and two Linux machines running constantly in my office … just me and six computers," she laughs.
"But one of my tasks was outreach, and I began going into middle schools … and LOVED it. I knew I had to make a change. I went to West Virginia, got my Masters in teaching, and the day I finished student teaching, my cooperating teacher resigned." She took over in January 2008, and has spent the last decade teaching science to students in grades 6-8, mostly 7th grade. "I have kids for a semester, about 160 per year. And last Thursday, I stood in the hall, and 147 kids got in a line one by one and hugged me. It was great, and awful, and I just came back in the room and cried." Because Erika is stepping up, for teachers across the state.
At an "Intro to ArcMap" training in 2010 for teachers exploring GIS, reluctant participant Erika was discovered in the back row quietly building the periodic table atop a map of West Virginia, in GIS. One of the leaders looked at her and asked "Who ARE you?" Since then, Erika has attended Esri's Teachers Teaching Teachers GIS Institute and led GIS instruction of teachers across WV (and other states), first in desktop and then online GIS. She has helped update some state standards to include use of GIS. She earned certification from the National Board for Professional Teaching Standards, is incoming president of the West Virginia Science Teachers Association, earned a $10,000 prize for her school via the Day of Code challenge, and was Esri Teacher Video Challenge awardee in September 2017. Then, in October 2017, she was a Milken Family Foundation award winner, one of 47 nationally (with a great surprise video).
So now? "Starting Monday, I am 'Coordinator for STEM and Computer Science' for the WV Dept of Education." She has to work on redesigning standards, upgrading current teaching, growing the pipeline of well-trained teachers, and bridging diverse communities. "I think my ability to solve problems is one of my greatest strengths. I'm not afraid of things, like breaking software (just uninstall it if you kill it), or building stuff, or getting dirty. My parents gave me that. They let me DO a lot of things … and, I'll have a lot to do here."
So what of teachers and kids and GIS? "They are different as learners. Teachers come in with the idea they need to be expert to present it in their class, and that's a barrier that is really hard to break thru, because teachers are also coming at it from the logistical side … software, controls, data, institutional barriers. Really, they just have to learn just this much" [cupping her hands together as if to enclose a baseball] "and just let kids go. Kids just do it. They're not afraid. They focus on the contents and yell 'Look at this!', and don't care about the software. They just do it, and LOVE GIS!"
Will this new job be a challenge? "I'm ready for the challenge. I've said 'I'm a teacher' for so long that that's what I still am. My heart hurts leaving, but one of my friends said 'You're the one that should go and do this, for us, and for the kids.' So I'm ready. I'm there to make a difference, for all of 'em out there."
I recently wrote about my experience giving a TED talk about the Whys of Where--the importance of digital maps, GIS, and geography in education and society. Let's say you want to use some of the text of my presentation in your own advocacy and promotion efforts, and let's say you also wanted that text in Spanish (El Por Qué de Dónde). I have provided them both below and provided a video version in English and in Spanish. The translation may not be perfect and certainly my narration es muy mal, but I hope they inspire you to be a champion for spatial thinking and GIS in education in a wide variety of settings.
Huge thanks to our presenters, Orhun Aydin (Esri) and Kimani Mbugua and Brian Hilton (Claremont Graduate University) for sharing their knowledge, projects and examples of AI/ML.
Please post any questions or further follow up here.