Latest Contributions by BrianBaldwin

As always – there are already a ton of blogs and documentation published around the recent ArcGIS Online and ArcGIS app updates that took place this June (on the evening of June 26h). The goal with this blog is not to repeat all of the news/updates that have been published, but to call out a few of the updates that I found the most exciting and pertinent for the education audience. To ensure I don’t crush everyone with the full list of updates, I’ll keep things to just 2 of the updates that excited me the most. To dive into all of the 'What's New' - please see the following blogs/doc: The full ‘What’s New’ documentation can be found here: https://doc.arcgis.com/en/arcgis-online/reference/whats-new.htm You can also refer to the ‘updates blog’ penned by Bernie here: https://www.esri.com/arcgis-blog/products/arcgis-online/announcements/whats-new-arcgis-online-june-2024/ There is also a specific ‘What’s New in MapViewer’ blog: https://www.esri.com/arcgis-blog/products/arcgis-online/mapping/whats-new-in-map-viewer-june-2024/ Let’s get right to it! Web Tools! One of the updates that I am still trying to wrap my head around… because it seems too good to be true, is the ability to create custom web tools that can be used in the ArcGIS Online Map Viewer. The capability that was just added at this release, allows users with access to ArcGIS Notebooks and the ability to ‘Publish Web Tools’ (If you are looking at the ArcGIS Online role settings, you can find the new privilege under the Administrative privileges, Content, and Publish Web Tools) to create notebooks with parameters that can be shared/published as ‘web tools’. You can find the full web tools documentation here: https://doc.arcgis.com/en/arcgis-online/create-maps/publish-a-notebook-as-a-web-tool.htm While the analysis tools in the Map Viewer are great, they are a little limiting when it comes to more advanced analysis. The web tools update enables users to leverage the majority of the ArcPy library (which is included in ArcGIS Notebooks) with data and layers in a web map, making it really powerful. Students, researchers, or power users can design custom tools that can then be added into a web map and shared, to allow for ‘non-power’ users to leverage these custom tools. A great example of this is the Designate Bike Routes sample notebook that can be found here: https://developers.arcgis.com/python/samples/designate-bike-routes-for-commuting-professionals/  With the new web tools functionality, you could publish this entire workflow as a tool, instead of forcing users to work through the notebook. Take a look at the full list of ArcPy libraries that are included in ArcGIS Notebooks, they include Image Analysis, Mapping, Spatial Analysis, and others. Full documentation here: https://doc.arcgis.com/en/arcgis-online/reference/use-arcpy-in-your-notebook.htm There are not a lot of samples that I could locate for users to get started, but I was able to locate a detailed sample/walk-through that provides a tool that returns vehicle charging stations along a route. It utilizes one of the newer functionalities of the analysis tools as well, the ability for a user to interactively add locations as inputs for the analysis. You can find the sample notebook here: https://arcgis.com/home/item.html?id=fc5252df5b804eed8ca9f939e6d1f7fe Map Viewer: No need to leave! A few of the enhancements with the Map Viewer might not seem groundbreaking, but I think they will help with a lot of different teaching workflows. I for one was thrilled that you can now edit data (if editing is enabled) directly in Map Viewer tables. In the past – you could edit data in the feature layer’s details pane, but if you are working in a map and just wanted to make a few updates… that was a pain.   Also – and maybe more exciting, you can now add fields directly to a feature layer from Map Viewer. Rather than going to the item details page and adding fields, etc. – you can simply add the field right from the ‘fields’ pane. Now let’s turn the volume to 11 (triple exciting… ) because after that field is added, you can then run field calculation tools.   Some of these enhancements will really help faculty teach and instruct a little bit more easily from one location. If you are trying to introduce field types and field calculations, you can now do all of this right from Map Viewer. In my opinion, it moves Map Viewer another step closer to being a ‘true’ data management and manipulation tool. Close The June 2024 update of ArcGIS Online (and all of the related apps) contains a ton of new functionality, performance enhancements, and more. I only touched on 2 specific items that excited me the most for the education community. Please refer to the blogs/documentation that I posted at the top of the blog so that you can check out all of the other updates that took place. Also – let me know in the comments if I missed something. Was there an update that we haven’t ‘shouted from the rooftops’ that others should know about? ... View more

We recently held a webinar: Teaching Introductory GIS with ArcGIS Online: A Faculty Panel, where we had a number of fantastic quetions come in the from the audience. The problem was... we had too many to answer during the webinarl. If you would like to view the webinar recording, please visit this link. As a follow-up - we promised that we would work on getting answers to your questions posted via a blog. The questions were answered by both Tara Vansell (webinar panelist) and myself. You can find Tara's responses in blue and my responses (Brian - Esri Solution Engineer) in green. I've been using Dashboards & WebApps in my intro course but was informed that ESRI plans on deprecating these in the near future to focus on Experience Builder. Has anyone run into this topic yet? There are no plans to deprecate either ArcGIS Dashboards or InstantApps. The one application that users/teachers should move away from is Web App Builder (as it has plans for deprecation).  ESRI GIS requires a license, is it easy to acquire one? Esri offers free licensing for all K-12 schools globally (for academic use) and deeply discounted licenses for higher education. If you need help getting connected to the right people (if you are outside the US), please just contact us at highered@esri.com   Does the panel think GIS should continue to be taught in Geography/Geology departments or is it now better suited as data science? Yes, but ultimately this depends on the resources of your institution.  Not all have a Geography/Geology department.  It then often becomes “who is the coalition of the willing” - the professor/instructor driven to provide the resource based on need for student success or the professor/instructor driven to have the resource for their research.    What is most important to include in short-term workshops or continuing education courses (say for interested publics or practitioners, as well as non-degree students) versus students who are in a GIS/geography degree path. Story Maps There are a wide-range of configurable applications that learners with any focus should be familiar with. I always stress that analysis and data manipulation is important… but if learners don’t know how to share their results they will struggle when they are looking for professional positions. If I was to pick one application, I would say that the ArcGIS Dashboards are a ‘can’t miss’ technology for continuing education students to be fluent with. I was asked to prepare a wishlist for a GIS lab for my University to be sponsored by the government. Can I have a link to a list with Hardware and Software specs, online resources, books, etc. It all depends on what you want to accomplish with the lab. As many of the panelists discussed in the webinar, equipping students with lab computers that have modern browsers and internet connections can accomplish a lot. If you want students to be exposed to the latest analysis and imagery capabilities, then they should be familiar with, and have access to more robust lab computers.  A good place to start with any of these inquiries is a search for ‘ArcGIS Specs’ - you can then find the minimum specification for ArcGIS Pro, ArcGIS Enterprise, CityEngine, Drone2Map, and many other software titles. ArcGIS Pro Specs: https://pro.arcgis.com/en/pro-app/latest/get-started/arcgis-pro-system-requirements.htm We cannot put away ArcGIS Pro in GIS education. Agreed, ArcGIS Pro is essential for Remote Sensing, Spatial Analysis, and Advanced GIS courses.   Agree as well! The focus of the webinar was on ArcGIS Online because it is still under-represented/used in many GIS courses, even though it’s capabilities are well suited to introductory GIS. Has anyone worked with their academic library or librarian for GIS resources for teaching online? If so, can you please describe?  Great question, there are great examples at a wide-array of universities where ‘GIS Librarians’ help to play a central role that provides access to training, data, workshops, licensing, etc.  Take a look at this great story about Clemson: https://www.esri.com/about/newsroom/arcnews/universitys-interdisciplinary-geospatial-science-center-fosters-innovation/ Or this one related to Tufts: https://www.esri.com/en-us/lg/industry/conservation/stories/how-tufts-university-professor-blended-gis-conservation-medicine  A common question I receive from non-GEOG faculty are one-shot instruction sessions for AGOL and StoryMaps. Oftentimes the objectives of these sessions are introducing GIS as a tool (general exposure), and/or using GIS for a specific project. What are your thoughts on adapting GIS instruction for contexts such as this? Esri as well provides lessons, labs, and learning material in a variety of formats, those that are more focused on learning specific software, and those that are more focused on ‘how’ the software or tools are being applied to solve a specific problem.  I'm in a support role and we struggle a lot with preserving student projects (such as a senior thesis project) after the semester is over. Any thoughts? One potential avenue for preserving student projects is to shift final projects (map, layers, app) over to a ‘university user’ - to ensure that it can be preserved if the student graduates. Thinking about non-GIS courses and non-GIS research projects that incorporate GIS, where neither the students nor instructors are GIS professionals (or plan to be), what web GIS components and concepts do you view as reaching a level of maturity at which they can easily and successfully be used to support such scenarios, without the need for the direct involvement of a GIS professional? What should geographers be ready to "let go" of? Story Maps Not so much about letting go as recognizing that some lessons that took a long time to teach in the past should now just be part of a larger workflow lesson.  For instance, performing an attribute join should not be the whole lab exercise, it should be one step introduced during the data set-up for the project.   Which topics would be better suited for advanced GIS?   Personally, I think a lot of the ‘fundamentals’ and the ‘how’ could be shifted to more Advanced coursework. Not that students don’t need to understand what a projection is… but do they need to understand how to build a projection? Do they need to understand how and geoid and a GCS are related? Also - while an introductory program might be a good place to get familiar with analysis tools, the ‘how’ and ‘why’ of these tools are better left to advanced courses. As a social work faculty member I would like your thoughts on how best can GIS skills be integrated into social work practice? There are so many fantastic datasets and layers that relate directly to the important research that social workers conduct. Just starting with data discovery and exploring correlations between mental health services along with demographic characteristics or environmental factors would be a great starting place, and all of these datasets are available through Esri’s Living Atlas.  What textbook does Tara use for her introductory GIS course(s)? Is it integrated to Esri Ed. Program? I use all Open Educational Resources Intro GIS - Geographic Information Systems and Cartography - https://slcc.pressbooks.pub/maps/ Remote Sensing - The ArcGIS Imagery Book - Esri Advanced GIS - The ArcGIS Book - Esri There are no introductory textbooks that Esri has ‘integrated’ into the Esri Education Program, but we work closely with Esri Press to identify topics or content that the education community sees as a need. Where and when can we get updates on the OpenSource project that Trisalyn Nelson is working on? Stay tuned! There will be some sessions at this year’s Education Summit and User Conference, from which there will news/updates published. Do any of you have any suggestions to teach high school students GIS? I currently teach a dual enrollment physical geography class and would like to include GIS in a couple of the labs for the high school students.  Earth Science Geoinquiries - https://storymaps.arcgis.com/collections/700a99bf63a34b62abc0887f35c64c05 There are also a number of other great resources put together by Esri’s K-12 team: GeoInquiries: https://www.esri.com/en-us/industries/k-12-education/geoinquiries  Teach GIS: https://teach-with-gis-uk-esriukeducation.hub.arcgis.com/  National Geographic MapMaker: https://www.esri.com/en-us/industries/k-12-education/mapmaker  I need to know if the following objectives are taught in the introduction to GIS pre-built course: Utilize maps and map layers such as searching for, opening, and saving maps, basemaps, and layers; managing content, and/or creating and using metadata Construct maps using advanced mapping techniques and share map content such as feature services, spreadsheets, multimedia, and other content, and making maps from that content.  Sharing layers, maps, models, and web mapping applications Manipulate maps such as navigating maps, changing scale and map projection, finding locations and places, measuring, bookmarking, and selecting map features Utilize Symbology, Classification, and/or Filtering by changing symbology (style), classifying, clustering, filtering, and rendering imagery Manage attributes by working with tabular data such as selecting, creating fields and tables, sorting, summarizing, creating charts, and creating and using popups Analyze and interpret geographic patterns and relationships In short, yes. Each of the ‘modules’ in Esri’s Modern GIS tutorial series do not have defined learning objectives, as a full-fledged course curriculum would, but they do include lessons, labs, videos, and readings that cover each of these objectives. We have criminology and firefighter/EMS programs that would like to use GIS. Are there pre-built lessons to incorporate these disciplines? Esri offers a range of lessons and materials on a lot of different subjects and domains. A great location where you can search for ‘applied’ lessons by discipline is the ArcGIS Learn Gallery: https://learn.arcgis.com/en/gallery/  With just a quick search on this page for ‘fire’ I found lessons on monitoring wildfires, calculating landslide risk, analyzing & sharing fire incident data, and more! ... View more

UPDATE 5/24/24: A new 'credit/storage monitoring' solution is coming to ArcGIS Online with the June 2024 release - this page/video will be updated at that time to reflect the new workflow. Running out of storage space in your ArcGIS Online organization? I can almost guarantee that 80% of that content... could be deleted. There are probably dozens of feature services that are 20 GB in size, with 0 views, that were published 4 years ago. While this might be an exagerration... it's probably closer to the truth than you think. With students uploading random datatsets or researchers working with "SUB_SAHARA_HOUSES_FINAL5", there is definitely a lot of wasted space. The following video gives you a quick walk-through how you can generate an ArcGIS Online item report - and then use that information to narrow in on some of the top offending items. Also - please do not delete items unless you are 100% sure that they can be removed. There may be StoryMaps or other applications that depend on some of those 'troublesome' feature services.  Thanks and let us know if you have any questions. ... View more

This is the 3rd blog in a 6-part series highlighting the core concepts of a Modern GIS. To view the other blog posts – please visit this page Modern GIS Core Concepts Over the past few years, Esri’s Education team have been discussing the technology shift and the need for GIS coursework to move from desktop-centric patterns to those that include the web. Desktop GIS is still an integral part of the story – but it is no longer the focus of the story. Desktop GIS is vital for data management, advanced analysis, and cartographic production – but many of those workflows are now part of a web-based context. Desktop tools can now seamlessly consume web-based services published by authoritative geospatial agencies and individuals across the globe. Desktop GIS can publish map services and layers to the cloud – to be consumed by web-based applications and tools, and desktop GIS can edit and manage web-based data and layers. Through this series, we are asking: So, what does a course look like that focuses on the fundamentals of GIS but adjusts to a more web-centric paradigm? In this blog, we will be looking at spatial analysis. Pentax Digital SLR 4 Life! The first generation of the iPhone included a 2 MP camera. At the time, I scoffed at the fact that a ‘phone’ could replace a fully featured Digital SLR. With my trusty Pentax in tow... I could capture low-light shots, adjust the film speed for ‘action’, and set a wide aperture to capture nice ‘blurred background’ portraits. Well, as long as I had the right lens, remembered what an f-stop is, and didn’t forget any manual settings. Sorry to break it to you 1st Gen iPhone… but you’re not a ‘real’ camera. More than 17 years later and my Pentax is collecting dust in the corner.   When it comes to GIS, the same can be said about spatial analysis. Around 10 years ago, desktop GIS was the ONLY option. If students were going to be exposed to the basics of why spatial is special – they had to dive headfirst into ArcMap, hundreds of toolboxes, and SQL. It was a lot, but it was the only The real ‘aha’ moment of GIS for many new learners is often related to spatial analysis. What is the best location to build the park? Where are food deserts located and why? Why is wildfire more prevalent there? Understanding a spatial pattern in a new way is the ‘magic sauce’ of GIS, and for years – these inquiries were only possible in desktop GIS, which many times, were only earned through a lot of pain. With the rapidly advancing capabilities of web-based GIS, spatial analysis is now possible via python notebooks, the ArcGIS Online Map Viewer, API’s, as well as desktop GIS. There are simply more options available to users, the technology has advanced to the point that spatial analysis conducted on the web is a viable option for many. I can remember all too well – staring at SQL syntax in the ArcMap field calculator with an error that I had no understanding of. All I wanted… was to see what houses might be impacted by floodwaters. “Please computer, please just let me update some attributes, run a buffer, and make a selection.” Just like the next GIS professional, I love trading war stories over Avenue, VB Script, or 8 hour edit sessions that I forgot to save… but was an intro GIS course the right place to start earning those stripes? Buffers, Joins, and Overlays Just as it does for mapping and cartography, it comes back to the fundamentals. Forgetting about the software and tools for a minute… what do we want learners to actually take away from the limited time we have to spend on spatial analysis in an introductory course? What are the course objectives? Do we want to inflict scars and pain? Or inspire them to enroll in follow-up courses that allow them to dig deeper? At its most basic, we want students to understand that ‘spatial is special’. That asking a spatial question involves a different type of inquiry than that found in statistics or data science. The UCGIS Body of Knowledge provides a fantastic set of topics – especially when we look at the ‘Building Blocks’. (Analytics and Modelling Body of Knowledge: https://gistbok-topics.ucgis.org/AM-02) Areal Interpolation Classification & Clustering Boundaries and Zone Membership Buffers Overlay Grid Operations and Map Algebra Looking through the full list of ‘Building Blocks’ from the UCGIS Body of Knowledge these are (not surprisingly) many of the core topics that we want students to not only understand, but to apply, and evaluate in a meaningful way. So – are there any of these ‘building blocks’ that can not be accomplished in web-based GIS? To put it simply… no. With recent additions to the ArcGIS Online Map Viewer, it’s now possible to run any of these fundamental spatial analysis operations. While ArcGIS Online can be a fantastic location for introducing these concepts and running a great deal of real analysis, there is obviously an important place for desktop GIS. One of the fun aspects of the classroom is letting learners find that line, poke it, and discover when and where an analytical approach makes more sense in a different tool. Beyond just the ‘building blocks’ – there are also hosted tools that cover network and location analysis, spatial statistics, spatial autocorrelation (local and global), cluster analysis, kernal density, and more. Making It Real for Students As a student – we want to understand how this course relates to us. Learners want course content to be meaningful, impactful, and relevant. Teaching analysis methods and approaches and then letting students dive right into applying them is frictionless in ArcGIS Online.   One of the most important aspects of ArcGIS Online is the ability to quickly search for and use data. Thousands of layers are available from non-profits, government agencies, corporations, researchers, my crazy Uncle Larry (look at the data sources!), and more. The best sources of information also contain detailed metadata which anyone can read through. Rather than spending time trying to find data, students can spend their time asking questions and analyzing information. In this example, the following dataset includes state, county, and tract level attributes for Race and Hispanic origin from the US Census Bureau’s American Community Survey (ACS). Looking at this dataset – there are spatial clusters related to race – but what do they really mean? Do the clusters of Hispanic or Latino populations (shown in green) represent a statistically significant cluster? What does it mean at different spatial resolutions? Not only can students find this authoritative data quickly, but they can also start to use analytical tools within ArcGIS Online to ask those questions.   The default symbology that is presented to learners is just a starting place. Students can use different attributes, colors, symbology schemes, class breaks, etc. Leaners can also use select and filter tools to work with the data they are interested in. In our example, this ACS dataset contains over 67 attributes that can be used for visualization and analysis.   In the ACS dataset, there is a field for ‘Hispanic or Latino Population’, but what does that mean? With the metadata just a click away, it’s easy to encourage students to explore what values the field contains by sending them to the layer properties (which defines this as an ‘integer’ field showing the total population). In the analysis tools pane, students can then search and find the tools that they want to run. In this case, we selected the ‘Find Hot Spots’ tool, which is using the Getis-Org Gi* statistic. What distance band settings should I use? Should I normalize my data or divide it by another attribute? What do these settings mean and how do they influence my results?   The output of the tool is a new layer, with a Z score, P value, and the total count of neighbors that were evaluated. This layer comes with a pre-defined symbology… which can be easily overridden. The analysis tools now include a 'history', to let learners look at prior model runs, adjust parameters, and then create a new output. In about 5 minutes, a learner could generate 3 results with varying parameters, and create a simple swipe app to compare them.   With the hosted analysis tools, students can discover data that they care about, ask questions related to that data, and test their hypotheses. The hot spots tool is just one of the dozens of other tools available in ArcGIS Online. ArcGIS Online has a lot of analytical capability, but it does not come close to the array of tools and analysis that are available in ArcGIS Pro (the incredible Suitability Modeler, GeoAI tools, spatial statistics, 3D analysis, field calculator, and hundreds of others). When it comes to large datasets, complex analyses, imagery workflows, chained model processes, and other specialized needs… desktop GIS is the required tool. Yet, the world of web-based analysis has come a very long way and offers a great deal that students and faculty can utilize. In Summary To be honest, a few weeks ago I dusted off my Pentax, changed the lens, and loaded in some fresh batteries. In a few weeks, a total solar eclipse was going to take place and I was going to attempt to get some photos of it. I would only have a few minutes to try and capture the moment and I needed some fine-grained control as this was a fairly specialized use case. After the 5-hour drive to Vermont… it was over in 3 minutes – and I had a handful of photos that weren’t too bad to show for it. The camera definitely did a better job than my phone. But, as I folded up the tripod, took off the 300mm lens, and put my camera in its case, I took out my phone… because it can do everything else. Resources The following is a small subset of resources that you can use as lessons, labs, or supplemental material for a course. Please explore any of these locations further, as there are hundreds of fantastic resources available for spatial analysis in ArcGIS Online. Esri Academy Spatial Data Science MOOC: https://www.esri.com/training/catalog/5d76dcf7e9ccda09bef61294/spatial-data-science-the-new-frontier-in-analytics/ Analysis in ArcGIS Online: https://www.esri.com/training/catalog/64dbc9f56e1a611a7491c66c/analysis-in-arcgis-online/ Interpolating Points Using ArcGIS Online: https://www.esri.com/training/catalog/5ecd6a6ddbabbe0afc9feb64/interpolating-points-using-arcgis-online/ Learn Use map analysis tools to develop parks equitably: https://learn.arcgis.com/en/projects/use-map-analysis-tools-to-develop-parks-equitably/ Find patterns in fire incidents: https://learn.arcgis.com/en/projects/find-patterns-in-fire-incidents/ Generate travel areas for charging stations: https://learn.arcgis.com/en/projects/generate-travel-areas-for-charging-stations/ Book/Texts Top 20 Essential Skills for ArcGIS Online: https://www.esri.com/en-us/esri-press/browse/top-20-essential-skills-for-arcgis-online Spatial Statistics Illustrated: https://www.esri.com/en-us/esri-press/browse/spatial-statistics-illustrated Introduction to Human Geography Using ArcGIS Online, second edition: https://www.esri.com/en-us/esri-press/browse/introduction-to-human-geography-using-arcgis-online-second-edition Documentation/Tutorials Perform analysis: https://doc.arcgis.com/en/arcgis-online/analyze/perform-analysis-mv.htm Join Features: https://doc.arcgis.com/en/arcgis-online/analyze/join-features-mv.htm How Calculate Composite Index works: https://doc.arcgis.com/en/arcgis-online/analyze/how-calculate-composite-index-works-mv.htm Other Spatial Statistics Resources: https://spatialstats-analysis-1.hub.arcgis.com/ Use H3 Hexagons for spatial analysis in ArcGIS Online: https://www.esri.com/arcgis-blog/products/arcgis-online/analytics/use-h3-hexagons-for-spatial-analysis-in-arcgis-online/ Draw input features for Map Viewer analysis tools: https://www.esri.com/arcgis-blog/products/arcgis-online/announcements/draw-input-features-analysis-tools/ Earthquake impact analysis using ArcGIS Online and ArcGIS Living Atlas: https://www.esri.com/arcgis-blog/products/arcgis-online/mapping/analysis-using-living-atlas-earthquake-map-part-ii/     ... View more

Question I was curious to know if anyone has built a custom filter to solve the 'apply action' with Experience Builder. This post on another location lays out the problem pretty well: https://community.esri.com/t5/arcgis-experience-builder-questions/many-to-many-relationship-in-experience-builder/m-p/1342167#M8968 Basically - I have a relationship that is like the following: Car - CAR_PERSON - Person Where I have a M:M relationship setup and I want to filter all of the 'Persons" based on a 'Car' selection - But - after selecting the 'Car' - I then need to manual a manual selection in the intermediary table. Are there any tools/custom filters that have already been created to apply that 'selection' action to a filter result?  ... View more

Modern GIS: Mapping & Cartography This is the 2nd blog in a 6-part series highlighting the core concepts of a Modern GIS. The first post can be found here: Modern GIS Over the past few years, Esri’s Education team have been discussing the technology shift and the need for GIS coursework to move from desktop-centric patterns to those that include the web. Desktop GIS is still an integral part of the story – but it is no longer the focus of the story. Desktop GIS is vital for data management, advanced analysis, and cartographic production – but many of those workflows are now part of a web-based context. Desktop tools can now seamlessly consume web-based services published by authoritative geospatial agencies and individuals across the globe. Desktop GIS can publish map services and layers to the cloud – to be consumed by web-based applications and tools, and desktop GIS can edit and manage web-based data and layers. Through this series, we are asking: So, what does a course look like that focuses on the fundamentals of GIS but adjusts to a more web-centric paradigm? In this blog, we will be looking at mapping & cartography. Mapping & Cartography What is a map? What do students need to know when they create one? Have the required skills and knowledge changed with the advent of ‘web-based GIS’? Or not? Maps have been created for thousands of years and the art & science of HOW to make maps has been passed on or taught for just as long. Source: Imago Mundi, Osama Shukir Muhammed Amin FRCP(Glasg), CC BY-SA 4.0 <https://creativecommons.org/licenses/by-sa/4.0>, via Wikimedia Commons It might seem basic, but before we can understand whether or not mapping and cartography has changed, it makes sense to start with some understanding about what cartography is. “It’s (cartography) about communicating spatial phenomena in a way that resonates with people and helps them better understand” – Edie Punt “It’s the visual communication of a geographic phenomenon… mix of geography (which is already awesome), with art (which is already awesome), awesome + awesome = cartography” – John Nelson “Everything about making a map is a compromise… a cartographer must make decisions about what to put on and take off… maps are an opportunity to tell your audience something interesting, to communicate a story” – Ken Field Cartography is about the decisions required to best represent spatial information. So, has the advent of web GIS changed cartography at all? In an overly simplified way – no. Maps are a visual medium to communicate information. Even though maps can now be created and shared with mobile phones and via web applications, the fundamentals remain the same. Yet, those making maps in ancient China and Alexandria didn’t need to contend with mobile optimization, feature layers, or screen readers. While the science and the art of cartography has evolved, the technology has changed dramatically. Ken Field probably put it the most succinctly: Concepts remain. Technology changes. More Options! In the first phase of the Cartographic Process, the author needs to understand the purpose of the map they are about to craft. With the advent of mobile and web-based maps, there are more options than ever before with how maps can be designed and delivered. With all of the options, it’s critical that anyone creating a map knows what options are available and what those options are best suited for. One of the most powerful changes that has transpired over the last few years, has been watching the ‘barriers’ to mapping come down. Primary students can mash up layers of data with basemaps and build their own creations in a matter of minutes. ALS patients are building web applications with eye-gaze technology. Farmers are building mobile maps to monitor pests in Napa’s wine country. Anyone with access to a computer can search for authoritative data, analyze data, modify symbology, and present a story. Maps can literally be created in a minute. But it’s not all ‘maps in a minute’, desktop GIS is still one of the most important tools for the modern cartographer. There are still many things that cannot be accomplished in a web browser yet (high-resolution, annotations, layouts, projection options, highly customized labels, etc.). While desktop GIS is not ‘dead’ by any means, desktop GIS is not the only place where cartography can occur. The form should fit the function. The technology and tools by the author should be based on the purpose of the map. Critically – all of these tools are also inter-connected. A map created for print production in desktop GIS can utilize services and data from Esri’s Living Atlas or other hosted data services and layers. Is the intention for the map as an inset in a magazine? Desktop GIS. Does the map need to be interactive? Web GIS. Is the map intended for the general public to collect field data? Mobile GIS. While options are great… students need to understand WHY they are doing what they are. It Comes Back to the Fundamentals As everyone knows, it’s easy to create an ugly map. It’s something else to create a work of art that communicates information in a clear and concise way. With the ‘democratization’ of mapping, the importance of cartographic principles and fundamentals has never been more obvious. Educators need to ensure that students have the tools and knowledge to assess and understand the barrage of maps and spatial representations that they are presented with on a daily basis. When it’s so easy to create maps – the ability to build them with a critical eye is crucial. Ken Field offers a fantastic list of points for educators and students to bear in mind as they create maps in any context: Make a meaningful decision about every mark on the map Don't rely on defaults Learn how to make the map you want - not the map the software encourages you to accept Learn to give and accept critique While the tools have gotten easier to use and the default symbology is easier to look at – this only reinforces the need for more time spent on answering the ‘why’. Students need to understand the ‘purpose’ of their map and have the knowledge and ability to tell THEIR story with the technology and tools. In Summary GIS has changed a lot in the past few years but the core tenets of what constitutes a good map have not, be it print or web based. What has changed, is the wealth of platforms and technologies that are available to students learning cartography. Students need to be exposed to these tools, feel comfortable working with them, and understand when to use them. Resources We compiled a list of resources and material for this school year and beyond. This list is by no means exhaustive – but attempts to provide a starting place that any educator can use. Esri Academy Cartography MOOC – https://www.esri.com/training/catalog/596e584bb826875993ba4ebf/ Displaying Coordinate Data on a Map (35 minutes) – https://www.esri.com/training/catalog/5d93aac1ea17287deea8962c/displaying-coordinate-data-on-a-map/ Symbolizing Map Layers (1 hour and 45 minutes) – https://www.esri.com/training/catalog/5ca28d18780a171ba3ec188a/symbolizing-map-layers/ Getting Started with Mapping and Visualization (1 hour and 15 minutes) - https://www.esri.com/training/catalog/5c9a7354190cf23eac62a92f/getting-started-with-mapping-and-visualization/ Learn Introduction to Cartography - Tutorial Series – https://introduction-to-cartography-learngis.hub.arcgis.com/ Make a map (last tested 12/2023) - https://learn.arcgis.com/en/projects/make-a-map/ Design symbology for a thematic map (last tested 02/2024) - https://learn.arcgis.com/en/projects/design-symbology-for-a-thematic-map/arcgis-online/ Books/Texts Thematic Mapping: 101 Inspiring Ways to Visualise Empirical Data - https://www.esri.com/en-us/esri-press/browse/thematic-mapping Mapping with Altitude: Designing 3D Maps (2024 coming soon) - https://www.esri.com/en-us/esri-press/browse/mapping-with-altitude Cartography: Definitive guide to making maps (2018) - https://www.esri.com/en-us/esri-press/browse/cartography-the-definitive-guide-to-making-maps Documentation/Tutorials Get started with Map Viewer - https://doc.arcgis.com/en/arcgis-online/get-started/get-started-with-mv.htm Layer properties (ArcGIS Pro) - https://pro.arcgis.com/en/pro-app/3.1/help/mapping/layer-properties/layers.htm Coordinate systems and projections (ArcGIS Pro) - https://pro.arcgis.com/en/pro-app/3.1/help/mapping/properties/coordinate-systems-and-projections.htm Other Joseph Kerski - Cartographic Design Course -https://storymaps.arcgis.com/collections/1eb9674908764e7c87f53c4d907b49a6 John Nelson - Esri Blogs - https://www.esri.com/arcgis-blog/author/j_nelson/ Kenneth Field - Esri Blogs - https://www.esri.com/arcgis-blog/author/kenfield/ Heather Smith - Esri Blogs - https://www.esri.com/arcgis-blog/author/heather-smith/ Russell Roberts - Esri Blogs - https://www.esri.com/arcgis-blog/author/russell-roberts/ ... View more