We are fortunate at Esri to have a wide array of business partners that are helping us achieve a more sustainable and resilient planet. One of these business partners is EarthViews. EarthViews vision is to connect people to critically important aquatic and terrestrial ecosystems. EarthViews works with land, water managers and others to help achieve this mission. To accomplish EarthViews' vision, they have developed technology to bring waterways to the desktop, mobile or VR device via easy-to-use, publicly available, 360 interactive virtual tours. These reality based maps have many uses for waterway safety, recreation, science, and conservation.
Does what you did in 7th grade affect you today? To software developer Nate Ebel, that's a "no-brainer." In July of 2002, after 7th grade at Jenifer Junior High in Lewiston (Idaho), Ebel was at Esri's User Conference, with a classmate and their veteran teacher, Steve Branting. All year, they had looked at real world situations, including the history of their community. The class won an Esri competition for schools to map and analyze their community, earning a trip to San Diego, and the chance to present on stage to thousands of GIS professionals.
Esri User Conference 2002. L-R: Nate Ebel, Ian Coleman, teacher Steve Branting
"We'd had a computer but I had never used it for more than a little typing and playing some games," said Ebel. "This was my first exposure to doing cool things, including GIS, on the computer. That sent me down the technologist path. I remember thinking I would be some kind of engineer, but didn't know what. From that work with Steve, I wanted to be technology focused, more GIS. Up until my senior year of college I planned to go fully into GIS, and was already in that role. In summer before junior year of college, I got a job as a GIS intern with Lewiston Public Works." It went well, so Ebel worked 10-20 hours per week during the school year and full-time in summer for two years.
Ebel was a geography major with GIS emphasis. He had tried but didn't like a general computer science and programming class. But he took a GIS programming class and realized "Here's how we can write code to make these GIS projects at work easier to solve. Solving real world problems clicked in a way the general CS instruction didn't. It was just like back in our original work with Steve." Applying these new skills, he showed up at work, two weeks into a GIS project that was expected to consume two people full-time for 6-9 months, and said "Hey, I think I've pretty much finished this project." It worked, saving a huge amount of time and money. "This is where I thought 'THIS is what I want to do now.' I was in school for two more years to get a masters in computer science, and then got a software developer internship at Esri in 2013. I spent the summer at Esri, finished up one last year of school, and worked for Esri again, for two and a half years on the Android development team."
Having started with GIS in 7th grade using ArcView 3, when Ebel began work at Esri he had already had ten years of GIS experience. "That really gave me a leg up. I had domain knowledge, and could contribute to discussions and decisions." Changes led Ebel beyond Esri to different companies. "I wanted to teach. I started doing some public speaking. I'm an engineer first, but went out of my way to host meetups, and help people learn to write Android apps. I really enjoy meeting people, sharing information, creating tutorials. Through all of this was the thread of GIS and computers."
As we talked, we looked at the project from 2002. "There! That DEM [digital elevation model], that's mine. I still really enjoy DEMs; doing the map probably piqued my interest. And seeing the marker that the town put up in the park after our work was so formative. Out of the 7th grade activity came this bigger project with Steve that kept me interested and active; every year we would work with Steve, to follow up on this, do more research, then travel places to speak. There are so many different skill sets beyond just sitting down at the computer and processing data."
That 7th grade class was not a GIS class per se, but "something like 'Learn to solve problems.' He got us to look at a problem from different perspectives. He trained us to look at things from all these different angles, to make inferences, to use data. The whole first part of the course was training us to think about solving problems. When I talk with people today, one piece of advice I give is that tools and libraries are not as important as they seem. There's all this attention to inputs and outputs, but I try to teach people that how you think about the problem is much more relevant, and more challenging than being able to sit down and write the actual code. That's what Steve was doing with us."
Tripp Corbin’s new book Learning ArcGIS Pro 2, Second Edition, from Packt Publishing, is a resource that I will be using long into the future and I know many in the GIS professional community will be doing the same. As ArcGIS Pro replaces ArcMap in government, nonprofit, academic, and private industry, and as ArcGIS Pro continues to evolve, this book is an extremely useful resource either to follow along in its entirety, or to tap into specific chapters to hone specific skills. University and college professors and students will also find this book very useful.
I have long been an admirer of the instructional style of Tripp’s books, and wrote a review of his ArcGIS Pro Cookbook here in our data blog. Learning ArcGIS Pro 2 follows Tripp’s excellent balancing of theory and application and enables anyone regardless of how much background they have in GIS to be using this powerful set of geospatial tools quickly. Tripp’s deep and rich background with the GIS community over many decades is manifest in the book’s careful attention to the things he knows will cause users the most difficulty.
Tripp covers the spectrum from technical requirements, installing the software, managing licenses, starting projects, editing, performing analysis, creating maps, 3D scenes, and layouts, automating processes with ModelBuilder and Python, using Arcade scripts, and, appropriate to today’s cloud-based workflows, how to share results with others via layers and maps in ArcGIS Online. Germane to this blog, Tripp also touches on data issues. Plus, the data for the hands-on activities in the book is easily accessed and interesting to use, covering parcels, floodplains, and much more, at a variety of scales.
As a GIS instructor, I appreciate the graphics the author has included—they’re not in color, but they are large and legible, and that’s I think even more important. He also has the right number of screen shots—not too many, but just enough to keep the learner moving forward. In short, you won’t get “tripped up”—you will be able to keep making progress. Packt does a very nice job with their digital editions, which for GIS professionals might be the most useful format, though the printed version is nicely laid out as well. I salute Tripp Corbin and Packt Publishing for this excellent resource for the community.
A few pages from Tripp Corbin's new Learning ArcGIS Pro 2, Second Edition, book.
The ArcGIS Online Competition for US HS+MS Students challenges students in grades 4-12 to engage deeply with a local topic of individual interest, research it, and present findings in a StoryMap. At the launch of the 2019-2020 event, we dared to expect more states, more entries, and more profound work than ever. Students hit a big speedbump in March 2020 when Coronavirus interrupted school. Still, it was just late enough in the year that many students were well underway, and enough persisted to craft some very impressive Story Maps.
Tumult continues into the 2020-2021 year, but students already have to be more independent learners than ever. The competition permits only solo or single partner work (see https://esriurl.com/agoschoolcomp), so students with even moderate technology access and skills but driven by a question can have a field day, exploring options, tinkering with data, building crucial skills and understanding.
Esri encourages teachers to seize this chance to expose students to ArcGIS Online and start them on a long-term journey of their own design. This is ideal for those keen on physical, natural, and social sciences, but any student can pursue a local matter of interest. Addressing classroom content using ArcGIS Online (such as with GeoInquiries) in repeated experiences over months is a solid strategy for teachers to build curiosity and foster student skills in investigation, analysis, and presentation. Opportunity for a monetary prize or even a travel award should pale in comparison with building essential lifelong attitudes, skills, and knowledge.
But states hold a key for participation: states need a formal leadership team working with Esri to conduct the competition. This is the one challenge students alone can't beat, because it depends on a few GIS-savvy adults committing in advance to a little extra work on behalf of an unknown number of participants … from none to platoons. But just a few GeoMentors and education leaders willing to collaborate can launch a network exposing great opportunity to students (see https://esriurl.com/agoschoolcompinfo).
Esri challenges US high school and middle school students (whether onsite, online, or hybrid) 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 2021 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 storymap or web app.
Esri offers to all states 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 2021 Esri Education Summit in San Diego, CA (if appropriate).
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 2019 User Conference
2020-21 Contest Details
IV. State Registration, Mentoring, and Judging
V. Design/Judging Criteria
VI. Personally Identifiable Information (PII)
VII. State Leadership Teams
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. Entry level is determined by student's grade (MS= gr.4-8, HS= gr.9-12), not by school name (e.g Lincoln High School students in gr.7-8 participate in the MS competition). Student teams of two from different schools will be counted according to the school of the first student listed.
Entrants may work on the challenge through a school, a club, an "educational pod," or independently, but entries must be submitted to the state from their primary school of record (a recognized school or home school), in case of engaging in activities at more that one location.
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 January 2021.
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 12, 2021. States must submit data to Esri no later than 5pm Pacific Time on Wed May 19, 2021.
Esri will announce its awards decision by 5pm Pacific Time on Tue June 1, 2021
If circumstances permit holding the 2021 Esri Education Summit as a physical public event, and if circumstances permit national awardees attending, 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 10, and staying through at least 4pmPT Tue July 13, 2021. 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 1HS+1MS nominees from a state will be considered for the final national competition, in determining nominees for the national competition, states may consider, to the degree practical, the willingness and ability of awardees to attend in person the EdUC.
Because it is impossible to foresee all circumstances, awards are subject to change or elimination.
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 19, 2021. Entries submitted to the state leadership group by the state deadline would go to state mentors 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 mentors 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 mentors.
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.
V. Design/Judging Criteria
Account: Entries must be from an ArcGIS Online Organization account, not a "public account." This can be an Org operated by, e.g., the student's school or club, the district, the state GIS Education Team, or similar group. The entry must be able to remain visible publicly without login through at least June 2022 (one year past the close of this event), ideally longer.
Login: Entries must be visible without requiring a login. Entries engaging "premium data" (login required, such as premium content from 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, use of "non-map visuals" (images and videos) is limited. Exceeding the limits means a "progressive reduction in judged score." The limits are:
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. "https;//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 of a shared app will require a login if the Org does not permit anonymous access and the link uses the form "<my_org>.maps.arcgis.com/etc;" to avoid 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. The element by element analysis in the 2020 national results presents good examples of what is sought in a project."
Look at previous national winners and honorable mention projects, and especially the 2020 results. This is a "map competition." Entries should address an identified issue/ puzzle/ challenge, not just documenting what's where, but looking at "why it's there, and so what." 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 easily consumable. These popups can include formatted text, key links, images, data presented in charts, and so forth.
Document the project thoroughly. The 2020 awardees highlighted for documentation, and preceding national winners, show good documentation: organized and thorough.
VI. Personally Identifiable Information (PII)
Schools should consider issues around exposing PII. See https://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 does 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 should 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 Tue Dec.1, 2020. States submitting a complete application by Fri Nov.13, 2020, will get an "earlybird" 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. (See this blog for a good example.)
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, or not (see MN 2020 and CA 2021 examples); even just a single page of text works, as long as it is publicly visible and provides all the relevant info. (Good options are traditional websites, ArcGIS hubs, storymaps, etc.)
Let schools, clubs, educators, and students across the state know about the competition, website, and email with active marketing. (Good marketing differentiates successful states from others. It is a process, not a single event; producing the web page is necessary but not sufficient.)
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 complete information about participation and awardees from the state.
I wanted to explore scale and how it affects maps and share that with my kids. So we got out some white paper, drew some maps, and had some fun playing with how it worked. I've written about our exploration and encourage you to try it with your littles!
Of all the remarkable collections of maps and apps Esri offers for exploration, one of my faves for a teacher is the Policy Maps collection. (See Fun with GIS 259 for background.) Not just a grab bag of maps, it is an environment in which users can study deeply, discover quickly, and share widely, exploring key patterns in their community, and do it all without login. Most maps have scale-dependent data and rich info waiting to be exposed by clicking on an area.
Wanting to create a resource for teachers in various conditions to use, I assembled a set of 28 from the hundreds available. Educators can explore, re-center to their region, subset, and distribute to their students via shortURL or email, all in under 10 minutes, giving students hours of investigation and discovery.
In a single click, you have those 28 maps at your fingertips, without login (navigate using the panel at left or "<" and ">" arrows at top right). In seconds, you can recenter the map to your location in the 50 states, then export a different shortURL (for Twitter) or full email with contents and link.
Households who spend more than 30 percent of income on housing
Emergency Expense Risk Index
Ratio of People Living Above vs. Below the Poverty Line
Children in Poverty
Where are disconnected youth?
Are Youth Learning, Earning, Both, or Neither?
Where are young adults living with their parents?
Where are the people who started college but did not finish?
Population 25+ with Bachelor's Degree or Higher Education Level (ACS)
People in Households with No Internet Access
Where are households using a Smartphone as their only computing device?
Where are the most socially vulnerable populations in the U.S.?
Where are those aged 65 and older?
Where are adults with limited English ability?
Unemployment in the United States in 2018
Where do People Have Medicaid/Means-Tested Healthcare?
Where are the Uninsured?
Females with Disabled Status
Males with Disabled Status
Supermarket Access Map
Job Accessibility by Walking and Transit (selected cities)
Where are the Households with No Vehicle Available?
Where didn't people self-respond to the 2020 Census?
How could you teach with your version of this? Here are some ideas:
Pick any 4 maps. Summarize some key patterns noticed. What highs and lows are visible? Are there factors which seem to vary directly or inversely?
Challenge students to create their own subset (e.g. 5, which could include maps I did not choose) that highlight salient features of your region relating to a current issue.
Ask students to explore a distant target community of note (regionally or nationally) and highlight differences between your home and the target.
Explore local discussions about equity and how the data does or doesn't match what is being described publicly.
Have students take on the roles of residents, mayor, or community planner, and identify some targets to explore more deeply, and even some strategies for building solutions.
If a picture paints a thousand words, a single map tells volumes of stories, and the combinations of content have limitless potential, for uncovering the impact of yesterday's events and policies, or discovering ways to build a better world today. Where will you explore?
I am frequently asked by the education community, "How can GIS be used to create quizzes that are interesting, that foster spatial thinking, that provide benefits to students and instructors?"
Let me begin by stating that I am especially keen on using quizzes if their primary benefit is to help students learn and provide students with a way to reflect upon their own progress. I am less keen on quizzes that only benefit the instructor. Research in a wide variety of disciplines from physiology to geography affirms the value of quizzes that enhance student learning as the objective.
The kind of teaching and learning that working with GIS fosters is best measured, I believe, by such means as (1) evaluating a portfolio of student work, which could include story maps, reports, and other documents that they assemble into a story map collection or other set of digital documents; (2) evaluating student asynchronous or synchronous presentations using a variety of media in a face-to-face or online course environment, where the student presentations may include you, the instructor, but also their peers, and even other students in a “colloquium” type of session; (3) map-based assessments that may or not include a rubric (such as these examples from the University of Minnesota).
That said, quizzes still have their place in education. Research affirms the value of quizzes that use interactive and engaging multimedia, which is exactly what GIS offers. With some creative thinking, GIS tools and spatial data can be effectively used to create and administer quizzes. These quizzes can be used in teaching about GIS, such as in a GIS, remote sensing, or GI Science course, or in teaching with GIS, in geography, sociology, environmental studies, history, mathematics, or other disciplines. You can either screen shot specific map content and use those shots in your Learning Management System, PDF, PowerPoint, or other means, or you can create them in an interactive mode that takes advantage of web GIS technology such as ArcGIS Online. In this essay, I provide examples of both. I welcome your comments and look forward to seeing what you have created.
1. Quizzes About Content and Skills. The attached "week 3 quiz" document is an example of the type of quiz that I have found most effective over the years in instruction. In multi-week courses, I give one of these types of quizzes at the end of each week. I have found such quizzes effective because (1) they are short, (2) they include a few questions on skills (GIS, presentation, data), a few questions on content (in this case, it is part of a cartography and geo-visualization course, so the content includes color theory, classification methods, and the like), and 1 question on "what was the most significant thing you learned this week, and why?", and (3) they are designed so that the student can focus on the important elements of that week and reflect on their own learning and progress.
2. Landforms Quiz using Esri Base Maps. Let's a traditional quiz that is based on a resource that I and other earth science instructors used for decades, the Set of 100 Topographic Map Features. See attached for this quiz. Using the USA Topo maps layer in ArcGIS Online, which are derived from USGS topographic maps, you can capture any landforms that you wish to quiz students on. See the attached matching exercise focused on some really fascinating landforms—tombolos, karst, drumlins, and more. Another wonderful aspect about the topographic maps layer is that you have access to three scales: 1:24,000-scale, 1:100,000-scale, and 1:250,000-scale. A natural extension of this activity is to use the 3D scene viewer in ArcGIS Online as you give a geomorphology quiz.
3. Imagery. Imagery captivates and inspires, and makes excellent basemaps from which you can create quizzes about issues, current events, phenomena, places, past processes, and current processes active on the landscape. These include hurricanes, volcanism, fluvial processes, agricultural expansion, glacial retreat, urbanization and urban forms, coastal and soil erosion, and much more. The ArcGIS platform, including the ArcGIS Living Atlas of the World, gives you access to a wide variety of imagery—UAV, Lidar, Sentinel-2, Landsat, high resolution current and historical visible imagery, and much more.
4. Pattern Recognition. Another type of quiz is to ask students to identify the pattern where they have to make a hypothesis of the variable that is being mapped. I created the following choro-quiz (choropleth quiz) as an example: https://community.esri.com/community/education/blog/2015/05/15/the-choro-quiz Given the vast number of maps in ArcGIS Online, including, again, the ArcGIS Living Atlas of the World, there will be no shortage of maps you can use, for your country or for the world. You can start with world countries and then include some choropleth maps on administrative units (states, provinces, regions) within your own country. To make the quiz more challenging, consider zooming to your own city and mapping certain variables at the census tract, enumeration district, block group, or other statistical area appropriate for your part of the world. Business Analyst Web, with its hundreds of variables including fascinating data on consumer behavior, makes another excellent source for such a quiz. See if you can identify the variable among the three choices given in each; for example, the quiz begins with this question:
Part of the choro-quiz. Do you know what the answer is?
5. Using the ArcGIS Online Presentation Mode. ArcGIS Online includes a presentation mode that is simple and effective at creating quizzes. In a matter of minutes, you can create your own, using your own maps, or maps already in ArcGIS Online, with text for the clues and answers. Here are several examples that I created that I hope provide some ideas: Name That Place includes natural places (such as famous waterfalls) and human-built places (such as cities with famous river and street patterns). I created another quiz using this presentation mode focused on world islands, as well as this one focused on fun and interesting facts about 10 state capitals in the USA. In each of them, I provide the answers. A variation on this theme is my presentation quiz entitled Weird Earth, and as the name implies, it is designed to test student knowledge as well as foster curiosity about our amazing planet. Again, answers are provided.
Part of the World Islands quiz, using the ArcGIS presentation mode.
Part of a quiz asking participants to match the correct-photo to the correct location, in Wyoming, as part of a story map.
I occasionally use Street View images for these types of quizzes, asking students to identify the place based on what they can observe on the physical and cultural landscape. However, I don’t have permission from Google for the images yet, and if I developed additional ones similar to this, I would seek permission or use Mapillaryor my own images for the source.
A section of the Port of Tacoma’s quiz about famous ports of the world, with a survey embedded inside a story map.
9. Treasure Hunts. As another example, with the help of the story maps team, I created a quiz on the pioneers of Geography and GIS, for GIS Day and beyond. I provide the quiz here to spark ideas, but keep in mind that this was a custom application and is not replicable in exactly this same way. Each question focuses on a geography or GIS pioneer and hints at a location somewhere in the world where the pioneer was born or worked. To answer the question, you must frame the solution within the map viewfinder using the map's pan/zoom functions.
As the academic year begins in many countries, we want to provide updated recommendations for installing ArcGIS on student and employee-owned devices. This is particularly important now that many students are learning remotely using their own devices.
The Esri Education Program offerings allow deployment of any product on student-owned devices; these offerings include the Education Institution Agreement, Academic Department License, and ArcGIS for Student Use. We now recommend that institutions provide access to students and employees following these best practices for sharing ArcGIS executables and license files.
To meet increasing demand for online learning and to provide the flexibility expected of cloud computing, we updated our offerings in 2017 to permit any software licensed to a college or university to be deployed (installed and used) on student-owned devices and in hosted environments as well as on institution-owned and employee-owned devices.
The previous method of ordering separate 1-year Student Licenses (EVA codes) is now redundant and obsolete. Thus, we will retire the pages www.esri.com/slpromo and www.esri.com/EducationEdition at the end of the year. They will not be updated for ArcGIS Desktop 10.8/ArcGIS Pro 2.6.