Programmed instruction (PI) has been around for decades – probably 50 years. It’s designed to provide bite-sized chunks of information that the reader must read and then answer a short question about. Ideally, if the reader is correct they progress and if wrong, some mitigating instruction is applied. The example with Survey123 checks the major pedagogical boxes of PI.
If you like YouTube and love maps, subscribe to the Mapping Hour content onYouTube. You'll be the first to know when new content is posted - oftentimes getting a sneak peak at videos before they even post to the home page at http://esriurl.com/mappingHour.
Besides, subscribing to the channel helps us better understand the value of the content to you!
As we create more GeoProject starters, we are creating demonstrations of the technology as examples. To help seed our newest geoproject, consider completing our survey "My Happy Place". The complete geoproject will be available soon for teachers to replicate. Explore the map data submitted to the demonstration survey.
With schools everywhere now out of physical classrooms for weeks or months, educators and parents alike are looking for learning materials that can be used with their students. We encourage classroom educators to consider the materials below or where appropriate, share the materials with parents.
GeoProjects are short tutorials and demonstrations designed to help educators envision and create their own project-based learning (PBL) experiences. GeoProjects use Survey123, Collector, or QuickCapture so that students can collect and submit data on a topic of teacher or student interest - from the field or from the safety of home.
The GeoProjects hub contains two key areas:
GeoProject starters – short tutorials and pre-built demos using Esri data collection tools, on a range of disciplinary topics. We are currently adding more starters. If you would like to create and share a starter, please email it to firstname.lastname@example.org
Registry and idea explorer – a place for educators to share ideas about projects that involve data collection. The projects can be real, just a dream, or anywhere in between. Share you geoproject now.
Using GeoInquiries in a virtual course or self-directed learning space
Esri GeoInquiries are designed to be simple, frictionless instructional activities and maps for teachers to deliver verbally - to whole classes of students.Most teachers don’t teach with GeoInquiries this way, at least not after their first or second use.
What many don’t know is that GeoInquiries are now available in two forms: the educator PDF with answers and the student worksheets in Google Docs.The student worksheets don’t contain answers, but they do contain the map link and instructions.The student worksheets can be ideal for homework or for plugging into an online or virtual course.For those that want to spend the time, the worksheets could even be put into a Google Form – sending student answers directly to the teacher.
If your school or district is one of the many making plans to rapidly move to online instruction as a result of an expected corona virus (COVID-19) impact, these resources can be very useful compliments to your other instructional resources.
Note: the title and focus of this webinar has shifted to better support the shifting education landscape due to COVID-19. Click the "Register" link below to learn more about the webinar.
Join the Esri K12 Education Team as they discuss creating student research projects with Survey123, ArcGIS Online, and Story Maps. Hear from educators and gather new ideas for springtime outdoor work with students and GIS tools.
There’s a bright future for students who are interested in careers in STEM, an acronym for science, technology, engineering, and mathematics. Additionally, STEM professionals who hold advanced degrees in their fields, like a master’s or doctoral degree, have been reported to earn $20,000 or more than counterparts who hold similar degrees in non-STEM fields. Even for workers not in a STEM field, college-educated workers who have completed some sort of STEM lessons and training often earn more than those who have not. Over 95 percent of speech-language pathologists are women, and 75 percent of health-related jobs are held by women as well. The STEM benchmark, comprised of both math and science scores, is 26.
In 2015, fewer than 50 percent of high-poverty high schools offered any physics courses, according to ACT. Less than 80 percent of teachers who responded to the survey believed students in high-poverty schools had the necessary education materials available. If a lesson is focused on engineering, a teacher could instruct students to build a replica of something that exists or operates outside the classroom. Referring back to the toothpick tower example earlier, if a teacher doesn’t clearly state that the tower must be built with as few toothpicks as possible or that it needs to reach a certain height, students might misunderstand the objectives and not perform to expectations. ASCD recommends teachers set clear learning goals, provide scales and rubrics, track student progress, and celebrate student success.
A goal of a STEM lesson plan is to try and spark a new interest in this field or subject among students. Taking breaks in between STEM lessons and activities can help students recharge while staying excited about a particular subject. With extensive curriculum aides and resources as well as engaging content, the Smithsonian Science Education Center is an exemplary, robust resource that can help teachers better provide strong STEM education to students. For example, searching biology lessons for grade nine yields eighteen helpful results that teachers can use.
This graphic is intended to help new educators sort out the GIS tool most applicable for a given part of the typical student research cycle. These tool recommendations are not absolute; in the hands of an experienced student or educator, there can be a great deal of fluidity. This chart may be considered a starting point.
Educators interested in complimentary evaluation book copies from Esri Press, may now request ebooks. Esri works with VitalSource, a powerful digital textbook delivery platform that enables qualified educators to examine books with ease.
· If you do not have an account with VitalSource, you can get a free account here:https://www.vitalsource.com/sign_up (Because the platform collects name and email address, this is not meant for minors such as K12 students.)
· After establishing an account, college instructors can get access to books directly through VitalSource. K12 instructors just need to send an email to email@example.com and request a code for a specific Esri Press title (or titles), then "redeem" the code within your VitalSource account … simple! You can access your VitalSource Bookshelf library via multiple devices, including mobile devices, and your progress and notes sync. It's awesome!
· To view titles and descriptions, you can do it on VitalSource (which will expose books from publishers other than Esri Press, but Esri can provide codes only to Esri Press titles) or check on the Esri website, http://www.esri.com/books (which shows just Esri Press titles).
Talking and working with teachers around the country, I commonly hear ideas and suggestions. Today, I've explored building a proof-of-concept out of a few of those ideas.
Schools are heavily using Google Docs (and Google Forms), the hands-down standard in K-12 education.
Many teachers have asked about making GeoInquiry questions digital (form-based).
Still others have recommended putting the questions and map on the same webpage.
One way to achieve this is to place the questions in a Google Form and share it publicly - embedding it, along with the GeoInquiry map into a storymap. The results aren't too bad and the data collected by the form would ideally flow into a spreadsheet on the teacher's Google Drive.
Of course, Survey123 could replace the Google Form and perhaps another story map template (gen 1) would work better in this case.
Check out the new "GIS in CTE" Learn path! This new path is intended to help educators and students in general GIS CTE classes get an understanding of the broad, technical landscape of GIS. If you have feedback about what is or is not in the path, send an email to firstname.lastname@example.org
Esri challenges US high school and middle school students to create and share projects about something in their home states, striving to be among the best in the school, state, and nation. Esri's 2020 ArcGIS US School Competition is open to high school ("HS," gr.9-12) and middle school ("MS," gr.4-8) students in the US who can analyze, interpret, and present data via an ArcGIS web app or story map.
Esri offers to all states (and districts, territories, and DoDEA) the chance to participate, with grants to states supporting ten equal prizes of $100, for the five best HS and five best MS projects in the state. Schools can submit up to five projects to the state, and states submit to Esri up to ten awardees (up to 5 HS, up to 5 MS), with one project each at HS and MS tagged for a final level of competition. From across the nation, one HS project and one MS project will each earn a trip to the 2020 Esri Education Conference in San Diego, CA.
State Leadership Teams: Esri seeks state leadership teams to conduct each state's competition (limit of one team per state, covering all 4th-12th graders in the state). The team may consist of geo-savvy adults from schools, higher ed, informal ed, government, business, and non-profit realms; different types of expertise are important.
2019 HS+MS Competition Winners at 2019 Esri Conference
L-R: HS teacher Russell Columbus and HS winner Donovan Vitale, from Monroe, MI,
and MS winner Abby Ziehl and MS teacher Laurie Bohn, from Bloomington, MN
Click the pic to see their 8-min video interview from the Map Gallery at the Conference
Entrants must be pre-collegiate students, registered in grades 4-12 at the time of project submission, from public schools or non-public schools including home schools, who have not yet received a high school diploma or equivalent
Entrants must reside and be in school in the United States, including districts or territories, or attending a Department of Defense Education Association school: 50 states, District of Columbia, Puerto Rico, Guam, Northern Mariana Islands, US Virgin Islands, American Samoa, and DODEA sites. (Thus, "state" in this document means one of these 57 units.)
Students can work singly or in a team of two, but can participate in only one entry. Teams with one student in middle school (gr.4-8) and one in high school (gr.9-12) must be considered as high school.
Entrants may work on the challenge through school, via a club, or independently, but entries must be submitted to the state from a recognized school or home school, their primary school of record in case of engaging in activities at more that one school.
Any school or home school program can submit to the state a maximum of five (5) entries total, counting the sum of middle school and high school entries.
Entry forms (student/s to school, school to state, state to Esri) will be made available to state leads in fall 2019.
Entries must be in the form of a StoryMap ("new" template), or a Story Map (any of the "classic" templates), or an ArcGIS web app (via template or builder).
Entries must focus on content within the state borders. States may choose to refine the focus further, but the geographic scope of the project must be within the state. The project may reference data outside the state "for context," but may not extend the focus of the study beyond the state borders. For example, broader patterns of environmental characteristics or demographic movements may be referenced for context, but the focus must be on phenomena within the state.
Schools must announce their own internal deadlines, in time to complete judging and provide information to the state by its deadline. States must announce their in-state deadlines, but can be no later than 5pm Pacific Time on Wed May 13, 2020. States must submit data to Esri no later than 5pm Pacific Time on Wed May 20, 2020.
Esri will announce its awards decision by 5pm Pacific Time on Mon June 1, 2020
Esri will provide a travel grant to one HS team and one MS team, each team consisting of the student(s) and at least one parent/guardian (could be teacher/rep). Awardee teams must agree to attend the Esri Education Summit ("EdUC"), arriving by 10amPT Sat July 11, and staying through at least 4pmPT Tue July 14, 2020. Awardees will be responsible for handling any tax implications, be personally identified including name and photograph, and post a graphic in the Esri User Conference ("UC") Map Gallery on Mon. Awardees will be recognized at EdUC and UC Map Gallery on Mon, and may have additional attention.
Because only the top 1HS+1MS nominees from a state will be considered for the national competition, states must ensure that, if selected, their top nominees are willing and able to accept the award and attend.
IV. State Registration, Mentoring, and Judging
States may determine but must announce in advance if they will require any form of "pre-registration" by schools as potential participants, and any cutoff date. Any such exclusive operation must be clearly announced and applied equitably.
States are encouraged to establish an "Early Mentoring" option. In this scenario, states set an "Early Mentoring" deadline, recommended as no later than Fri March 20, 2020. Entries submitted to the state leadership group by the state deadline would go to state judges for review and comment (but not scoring), so students might benefit from learned guidance. States would be responsible for constructing and implementing their own submission/comment/return process, ensuring adequate opportunity for judges to review and respond, and students to consider and revise. Any such process should require "transparency," to foster good instruction and prevent inappropriate communication; only a student's parent/guardian/teacher/leader should be communicating with the student; all other communication should be between adults. In considering this model, states are encouraged to seek early commitments from many judges.
States using an "Early Mentoring" process may determine but must announce clearly in advance if entries must have gone through the formal "Early Mentoring" process to be accepted for final state judging, and must apply the policy equitably.
Login: Entries must be visible without requiring a login. Entries engaging "premium data" (login required, such as Living Atlas) must set the display to permit access without needing a login. See helpful note.
Originality: Entries must be "original work by students," conceived, created, and completed entirely by the student(s) submitting the entry. Class projects turned into an entry by one student, and teacher-directed projects, are not acceptable. Projects may use data generated by outside persons or institutions, within guidelines of "fair use." (Students are encouraged to use appropriate professionally generated GIS data, but these must be documented, and the integration, treatment, and presentation must be original.)
Visual Supports: Because this is meant to be a "map-centric" exploration, analysis, and presentation of a geographic phenomenon, "non-map visuals" (images and videos) are limited to
total up to 60 seconds of video, and
total up to two images not created by the project author (e.g. 1 historic portrait photo plus 1 historic landscape photo), and
total up to five images created by the project author (replication of project maps as smaller/thumbnail images, and items visible as popups within interactive maps, do not count against these limits).
Short URL: Entries must provide to the school/state/Esri two links in "short URL" format (e.g. "http;//arcg.is/1A2b3xyz"), where
one link goes to the primary display page (the app or storymap), and
one link goes to the item details page (the metadata page for the app or storymap). (A link to the item details page will require a login if the Org does not permit anonymous access and the link uses the the form "<my_org>.maps.arcgis.com/etc;" to work around this, change the link to the form "www.arcgis.com/etc" before creating a short URL. Ad hoc short URLs can be generated at http://bitly.com.)
Scoring: The state can vary this, and even use different systems for HS and MS, but must apply the same system to all entries in a single grade band, and the system must be clarified for the entrants at the start. The national competition will use this system, and recommends it or something similar: "We look for a clear focus/topic/question/story, good and appropriate data, effective analysis, good cartography, effective presentation, and complete documentation."
Look at previous national winners and honorable mention projects. This is a "map competition." Entries should be analytical in nature, map-centric rather than photo-centric or relying on too much text. Use of videos or static images generated by anyone other than the team members must be carefully documented, and such media should be used sparingly; outside content generally detracts in national judging. The project must emphasize student work; professionally generated GIS data generally does not detract from national scores this way. A good way to judge project balance quickly is to identify the amount of time a viewer would spend consuming the entire project; map-based time and attention should be at least two thirds.
Good projects gently help even a viewer unfamiliar with the region know quickly the location of the project focus. Requiring a viewer to zoom out several times to determine the region of focus detracts from the viewing experience. (Pretend the viewer is from a different part of the country, or a different country.)
Maps should invite interactive exploration by the viewer, not be static ("images"). The presentation should hold the attention of the viewer from start to finish.
Maps should demonstrate "the science of where" -- the importance of location, patterns, and relationships between layers. There is an art to map design; too much data may feel cluttered, but showing viewers only one layer at a time may limit the viewers' easy grasp of relationships.
Care should be taken to make "popups" useful, limited to just the relevant information. They should add important information, and be formatted to make the most critical information be easily consumed. These popups can include formatted text, key links, images, data presented in charts, and so forth.
VI. Personally Identifiable Information (PII)
Schools should consider issues around exposing PII. See http://esriurl.com/agoorgsforschools for strategies for minimizing PII. Teachers and club leaders should help students minimize exposure of their own PII and that of others, including in map, image, and text.
States must help potential entrants understand the level of PII required. Entries submitted to Esri for the top national prize (i.e. 1-HS and 1-MS) must agree in advance to expose student names, school names, and school city/state (homeschool students would be identified to closest city/town name).
Esri will not seek, collect, or accept student names for any entrants other than the national prize entrants (1-HS and 1-MS per state). These and only these will have names exposed by Esri.
VII. State Leadership Teams
Team leaders can apply using a form downloadable below. (There should be only one entry per state. Communicate with your in-state colleagues; collaboration is key.)
State application deadline is Dec.13, 2019. States submitting a complete application by Nov.1, 2019, will get an email promotion from Esri to our connections in the state advertising the state's participation.
The state leadership team is the key to student participation in a state. All students in grades 4-12 are eligible to participate if a state has submitted an application to and been recognized by Esri. If there is not a formal state leadership team, no students from the state may submit entries.
State leadership teams can include anyone who is willing to help develop the state rules and apply things fairly for all students in the state. Team members can be teachers, education leaders, college instructors, GIS practitioners, nonprofit or for-profit groups, or any adults interested in students across the state being able to participate.
The tasks that must be handled by the leadership team are these:
Decide state customizations: particular themes, dates, and participation policies.
Submit appropriate paperwork to Esri, including the address of the state website and active email to which state participants may submit questions. The paperwork defines whom Esri will deal with on rules, participation, and grant funds.
Post the necessary information, including state customizations, to a publicly accessible website. This can be quite elaborate (see MN 2019 example), but can also be just a single page of text, as long as it provides all the relevant info.
Let schools, clubs, educators, and students across the state know about the competition, website, and email.
Recruit and organize judges, and coordinate any "early mentoring option" communication.
Post the state's official versions of Esri's template entry forms.
Ensure the entries from school to state carry complete information.
Submit to Esri proper information about participation and awardees from the state.