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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 option. 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/     ... 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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 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/ ... 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“Building web applications,” “updating dashboards,” “automating geospatial processes,” “performing data collection,” “implementing enterprise-wide GIS projects,” “maintaining layers,” “creating maps,” “managing servers.” While each job posting alone doesn’t tell us much, after a few hours of perusing, one can get a clear sense of the core skills and knowledge that employers are seeking in today’s job market. As it turns out, the fundamentals haven’t shifted all that much. There is still a strong requirement for data management and a solid understanding of core geospatial concepts. Employers are still seeking applicants with strong cartographic skills and the ability to collaborate across various teams and departments. Yet, the shift in platforms, tools, and technology, is hard to miss. The question this always leads to is: “based on these changes, are educators meeting the needs of the next generation of GIS professionals?”   So – What Should Educators Focus On? It can be easy to be overwhelmed by the ongoing changes in the technology landscape and the compounding need to update labs, lessons, curriculum, textbooks, etc. With these changes, what should GIS educators focus on? Modern GIS can mean different things and the conception of what ‘modern GIS’ is will continue to evolve. As of today, the best definition is the shift of GIS to ‘the web’. In the graphic below, not all the changes represent a desktop/server to a web-based transformation – but it is the over-riding theme. Image showing the technology changes in GIS.   With all these changes in technology and platforms, with the basics staying the same, what are the impacts for faculty and students? 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 focus on 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.   Focus Areas So, what does a course look like that focuses on the fundamentals of GIS but adjusts to a more web-centric paradigm? This year – we wanted to put emphasis on a few key areas, specifically: Mapping & Cartography Spatial Analysis Sharing & Presenting Imagery (remote sensing) Mobile workflows Within each of these core topics, we will be providing resources, best practices, workshops, and guidance on implementing a ‘modern’ approach to teaching. We also want to hear from, and work, with you. Through webinars, events, lectures, presentations, and discussions – we want to hear about your successes and challenges. What concepts have been difficult or confusing to teach? What are the gaps in learning resources and materials that exist in this transition? Some of the questions we’ve heard from you are: Do I still have students build map layouts ready for print? What are the tenets of cartography when we are thinking about dynamic applications? When do students move from ArcGIS Pro to ArcGIS Online? And why? What are the limitations of spatial analysis in the web? The technology is always going to change. From Avenue to Python, from desktop to web, from Info to ArcGIS Pro, many of you have experienced the dramatic changes this field has undergone. What we want to ensure, is that you have the resources and tools to help your students, your courses, and your programs move forward. For the most current lesson plans, resources, case studies, and best practices, please visit our Modern GIS page. To join in the conversation with your peers, please join our Higher Education Community and comment on this blog. ... View more