Latest Contributions by GeriMiller

Education Summit Workshops During the Esri Education Summit in July, 2025, we held a series of Governance Best Practices workshops: Managing ArcGIS in Higher Education: Providing Access and Support Providing access Funding, support and collaboration ArcGIS Governance – Developing Policies and Managing Content Upcoming changes, key concepts Content/Storage Management ArcGIS Governance – Managing Credits and Users Credit Management User Management ArcGIS Governance - Monitoring Usage and System Health Monitoring Usage and Health-checks Communication to stakeholders Goals for the series were: Discuss best practices for Managing ArcGIS in Higher Education Evolve Best Practices for managing Content/Storage Evolve Best Practices for managing Users  Evolve Best Practices for managing Credits Evolve Best Practices to implement ongoing governance tasks (monitoring usage, health checks, etc.)  Evolve Best Practices for proactive management of content (by users) Discuss support, collaboration and communication models Key Messages: Governance Goals Implement effective lifecycle management of content and users  Operate within the bounds of existing institutional policies Operate within the bounds of license allocations  Have the right data in the right place with right access Maintain security of users PI and data Maximize value of IT spending Considerations Credits are cost May have to consider alternative solutions – increase storage, buy credits  Storage is not unlimited, and it incurs costs May need to remove content and/or budget for alternative storage solutions Providing one's own infrastructure is not a free alternative for SaaS offering It comes with significant real-dollar costs as well Add-on licensing (StreetMap Premium, Premium Feature Data Store) is an option Will potentially reduce credit-based costs, but increase fixed-dollar costs Takeaways: Understand your usage Understand your storage and credit consumption. Implement periodic health-checks and monitoring. Institutional Policies Evaluate data governance practices and policies for other systems (e.g., Sharepoint, Google Drive, DropBox, LMS such as Canvas, Blackboard, etc.)  Align ArcGIS with these data retention policies. Collaboration Collaborate with IT and legal stakeholders to verify and implement relevant practices and policies for ArcGIS. Communication Formulate a communication plan for your ArcGIS users.    Have proper offboarding messages. Proactively encourage users to manage their content. Timing Start planning now, so you can make changes on your schedule. Do not wait until “crisis mode’ / last minute. Slides Slides from the workshops, elaborating on the messages above, are attached in PDF form. Additional Resources The series of blogs below could be used as additional resources. Blog 1: Content and Storage Management Blog 2: Credit Management Blog 3: User Management and offboarding Blog 4: Monitoring Usage and Health-checking your ArcGIS organization Blog 5: Proactive Content Management by Users For any additional questions, please provide feedback here, contact your Account Manager or [email protected]. ... View more

Purpose of Blog AI has had profound impact on how we do our work. This blog aims at elaborating on how we get started with Teaching with AI Assistants in GIS – where do we incorporate in curriculum, what the resources are, as well as possible limitations. It is a series of 4 blogs: Why AI in GIS Education   What is possible with AI in GIS Education   Teaching with AI – GeoAI   Teaching with AI – AI Assistants   Teaching/How do I get started Educational approaches and objectives vary – please review the resources listed within these blog series to get ideas of what could be applicable to you. Think about how to prioritize topics or infuse existing content with AI examples – you could be faced with a scenario of “too much content/what to give away” in a course, or better yet, consider how existing topics/concepts could enhanced/infused with AI Assistant approaches.   Think about prerequisites/foundational knowledge - it is very important for students to understand those foundational concepts before using AI Assistant tools. This is very much course-objective dependent, but consider prerequisites ahead of time, before modifying any materials. Should students have basic knowledge of GIS/Remote Sensing analytics and technologies (e.g. data visualization, overlay, visual interpretation)? Should students have Programming skills?  Should students have Statistics skills?  Items to keep in mind Ensure students understand limitations of using AI in learning - importance of developing a healthy critical view of data and outputs produced with AI tools.  Think about what kinds of analyses make sense to offload to a bot, and which will require a lot more human interaction? Should we be driving complex, subjective analysis using bots? Probably not.  In other words, think about what types of problems are appealing/could be solved with AI Assistants? Is it effective? There is a general concern by some of whether students are really learning with AI. Evaluate this for your own scenario/student learning. AI Assistants Technology/Options Note that the Esri AI Assistants leverage generative AI and large language models to help you with specific tasks, like search or mapping or survey design. And they are often embedded directly within the ArcGIS apps you’re already using. This allows us to focus on the experience of using assistants within ArcGIS to deliver concrete value. Please be aware that the AI Assistants in ArcGIS are all in different stages of development. Some are already available for ArcGIS Early Adopters. Others are in the early development phase. ArcGIS Assistants must be enabled in ArcGIS Online – this is an ArcGIS Online organization setting. For now, once enabled, the capability will apply to everyone – it cannot be granted to individual users in the ArcGIS Online Organization. For more information, check here. AI Assistant in ArcGIS Pro (Beta) – the most obvious place for us to leverage generative AI is through ArcGIS doc assistants. Over the years Esri has written detailed documentation about ArcGIS functionality and about foundational GIS concepts and best practices. ArcGIS doc assistants will give you a new, more effective way to explore this information through a chatbot-like experience. ArcGIS Doc assistant for ArcGIS Pro is currently available in Beta. A separate installation is required. More information here. AI Assistants in ArcGIS currently in beta - below are the various options. Join the Esri Early Adopter Program to learn more and provide feedback. ArcGIS Pro assistants (Beta) ArcGIS Survey123 assistants (Beta) ArcGIS Business Analyst assistant (Beta) ArcGIS Hub assistants (Beta) ArcGIS Instant Apps translation assistant (Beta) ArcGIS Arcade assistant (Beta) AI Assistants outside of Esri - easily accessed via a browser (such as ChatGPT). Many options are available, check your institutional policies to see if your institution has guidelines of use. Note: AI Assistants in ArcGIS are not supported in ArcGIS for Student Use, ArcGIS for Personal Use or ArcGIS Public accounts. Governance, Compliance, Ethics Check your institutional policies and resources as there is a lot of variation and guidance on using AI, which vary by institution. Check your institutional AI resources (if any exist) – some institutions offer the below. AI Guidance, Approved AI Tools, and AI Training AI project checklist to gather information about AI projects AI-related external workshops and webinar links AI Learning Community space to share, learn, and discuss teaching with AI lessons learned, challenges, and solutions. Provide action items and safeguards for students (example items below). Sample Syllabus disclaimers, outlining user responsibility, ethical use, data security and privacy, potential risks, support. Again, those vary institution by institution. IT Risks Assessment Processes (checklists, procedures) – also vary by institution. Department or institution level guidelines. Some institutions employ policies that everyone must undergo, or undergo if certain conditions are met, such as access to institutions systems, logins/authentication, physical hosting of data on institutional IT systems, etc.) Resources, where to go for help Feel free to refer to previous blogs in the series: Why AI in GIS Education   What is possible with AI in GIS Education   Teaching with AI – GeoAI   Teaching with AI – AI Assistants   There are a lot of resources that can be used to get started. Please take a look at the below, and comment on what else could be helpful. Getting started AI + Location Intelligence AI in GIS – Promise, Progress, Possibilities Resources for unlocking the power of geospatial AI using ArcGIS   AI in GIS Education – Realm of Possibilities webinar recording  Higher Ed Guide to Esri E-Learning for GeoAI Pretrained Models on ArcGIS Living Atlas Learn Tutorials and Esri Academy (search for AI, GeoAI, AI Assistants, example tutorial series) Learn Tutorial Gallery Esri Academy Deep learning in ArcGIS (tutorial series) Documentation and sample packages Medium/GeoAI Pretrained deep learning packages Sample Notebooks Python module: arcgis.learn Deep Learning libraries installers for ArcGIS If you need to speak to a person, please reach out: United States Your Account Manager  [email protected] Outside United States Your Esri distributor ... View more

Purpose of Blog AI has had profound impact on how we do our work. This blog aims at elaborating on how we get started with Teaching with GeoAI in ArcGIS – where do we incorporate in curriculum, what the resources are, as well as possible limitations.   It is a series of 4 blogs: Why AI in GIS Education   What is possible with AI in GIS Education   Teaching with AI – GeoAI   Teaching with AI – AI Assistants   How do I get started Educational approaches and objectives vary – please review the resources listed within these blog series to get ideas of what could be applicable to you. For those who favor books, there aren’t too many options on “AI with lessons/hands-on activities” currently. Esri Press is working on “GeoAI – Artificial Intelligence in GIS” book. Consider using pre-trained models available in Living Atlas and tutorials/courses from ArcGIS Tutorials team and Esri Academy – listed in the Resources section. Think about how to prioritize topics or infuse existing content with AI examples – you could be faced with a scenario of “too much content/what to give away” in a course, or better yet, consider how existing topics/concepts could be enhanced/infused with GeoAI approaches.   Think about prerequisites/foundational knowledge - it is very important for students to understand those foundational concepts before using GeoAI tools. This is very much course-objective dependent, but consider prerequisites ahead of time, before modifying any materials. Should students have basic knowledge of GIS/Remote Sensing analytics and technologies (e.g. data visualization, overlay, visual interpretation)? Should students have Programming skills?  Should students have Statistics skills? Items to keep in mind Use a smaller dataset as proof of concept – works better than complex models. There are several factors contributing to the successful use of pre-trained models. Firstly, the data used is crucial; it is best to use data that is similar in type, resolution, and location to achieve optimal results. Adhering to metadata and guidelines is also important. Be prepared for multiple tries - one pass may not give satisfactory result; it usually takes more than one try. Since one attempt may not suffice, improvements can be made through techniques such as retraining the model, using transfer learning or experimenting with other deep learning models, etc. Ensure students understand limitations of using AI in learning - importance of developing a healthy critical view of data and outputs produced with AI tools.  Governance, Compliance, Ethics Check your institutional policies and resources as there is a lot of variation and guidance on using AI, which vary by institution. Check your institutional AI resources (if any exist) – some institutions offer guidance such as the below. AI Guidance, Approved AI Tools, and AI Training AI project checklist to gather information about AI projects AI-related external workshops and webinar links AI Learning Community space to share, learn, and discuss teaching with AI lessons learned, challenges, and solutions. Provide action items and safeguards for students (example items below). Sample Syllabus disclaimers, outlining user responsibility, ethical use, data security and privacy, potential risks, support. Again, those vary institution by institution. IT Risks Assessment Processes (checklists, procedures) – also vary by institution. Department or institution level guidelines. Some institutions employ policies that everyone must undergo, or undergo if certain conditions are met, such as access to institutions systems, logins/authentication, physical hosting of data on institutional IT systems, etc.) Technology/Hardware For certain processes/workflows, consider necessary hardware requirements: GPU requirements should be considered If the above is the case, hardware access should be thought of before deploying in class (i.e. would students do work in computer labs, on their own computers, etc.) Additional libraries for performing deep learning in ArcGIS Pro need to be installed before using the tools. Resources, where to go for help Feel free to refer to previous blogs in the series: Why AI in GIS Education   What is possible with AI in GIS Education   Teaching with AI – GeoAI   Teaching with AI – AI Assistants   Key points when thinking about the next steps: Do not be afraid – it is easy to get started, even in introductory courses. The tools are accessible, already within ArcGIS. Please take a look at the below resources, which could be helpful in the classroom, providing students with an easier learning experience. Feel free to comment on what else could be helpful.  Getting started AI + Location Intelligence AI in GIS – Promise, Progress, Possibilities Resources for unlocking the power of geospatial AI using ArcGIS   AI in GIS Education – Realm of Possibilities webinar recording Higher Ed Guide to Esri E-Learning for GeoAI  Pretrained Models on ArcGIS Living Atlas Learn Tutorials and Esri Academy (search for AI, GeoAI, AI Assistants, example tutorial series) Learn Tutorial Gallery Esri Academy Deep learning in ArcGIS (tutorial series) Documentation and sample packages Medium/GeoAI Pretrained deep learning packages Sample Notebooks Python module: arcgis.learn Deep Learning libraries installers for ArcGIS If you need to speak to a person, please reach out: United States Your Account Manager  [email protected] Outside United States Your Esri distributor ... View more

Purpose of Blog AI has had a profound impact on how we do our work. This blog aims at elaborating on what can be done with AI in GIS, including Education examples, and where to go as next steps. It is a series of 4 blogs: Why AI in GIS Education   What is possible with AI in GIS Education   Teaching with AI – GeoAI   Teaching with AI – AI Assistants   When we think about AI in GIS, there are two approaches, GeoAI and AI Assistants. Importantly, there is an underlining framework of data and technology knowledge that is necessary, before leveraging these capabilities: GeoAI – tools that automate processes and workflows, next steps to advance GIScience. AI Assistants/ Generative AI – creating better experiences when using GIS tools, boosting productivity, making people more productive at using GIS. Before you get started (framework/items to think about) Before delving into some of these AI approaches, options and tools, there are important considerations to think about and keep in mind – a framework upon which we can build. Having a clear problem to solve - the problems we are trying to solve should drive the analysis (and how we use these tools), not the other way around. Understanding what you are doing and why you are doing it (or what/why the AI is doing), is crucial. It is important to ensure that AI is the right choice to solve the problem. Understanding foundational concepts - to leverage GeoAI or AI assistants, it is very important to understand the relevant foundational concepts before using the tools. For example, to leverage the deep learning tools with Imagery, which can deliver great results - one still needs to understand the fundamentals of Remote Sensing: data resolution, electromagnetic spectrum, temporal frequency, simple statistical classifications, etc. - i.e. some of the needed basics, as well as understand deep learning model architectures, parameters to use, etc.  Knowing the data – one must know the data they are working with, to use the tools successfully. The concept of “garbage in-garbage out” applies heavily to AI. In addition, it is important to learn what kind of data that a particular AI tool you want to use can work on. Each of the AI tools and pre-trained models come with metadata, guides, and transparency cards. It is important to follow the guidelines and data types to ensure success. Having a good understanding of ArcGIS – once the foundational concepts are clear, one would use tools to solve a problem. Understanding the tools themselves, and how they work, is important. Always keeping accuracy and ethics in mind – AI can introduce inaccuracies and lead toward a wrong path. One needs to critically evaluate results and have a degree of confidence in the output. One needs to be able to analyze where and when the model didn’t work, or why it may be failing. GeoAI GeoAI  – we defined GeoAI as advancing the Science of GIS, with AI models, tools and techniques - to automate data extraction at scale and uncover valuable insights faster than ever. The first blog in our series highlighted several different examples of GeoAI, which were being used to perform predictive analytics or extract data. For example, in the past, it was a laborious effort to manually identify features in imagery, but GeoAI methods allow us to train deep learning models to extract these features. There are many such examples of improved workflows. Education patterns and examples – below are options of how GeoAI techniques can be leveraged.    Within a class (section/module/assignment) Entire course focused on AI Entire program on AI DIY (self learning, informal education) Education use cases – below are a handful of examples, there are many others: University of Pittsburgh – example of section/module/assignment using AI as part of an introductory course Leveraged deep learning frameworks to help teach modern GIS skills in introductory GIS course Used a simplified deep learning installer for ArcGIS, which streamlines user experience Inspired students to leverage learned techniques in other courses (Electives or Capstones), students hired by employers. Read story here. Johns Hopkins University – example of entire course, titled “Artificial Intelligence and Machine Learning in Geospatial Technology”. Topics covered: Start, install setup and stop a virtual machine with GeoAI software components Manipulate spatial data and perform numerical operations using Python Visualize spatial data in various forms Perform spatial data clustering using multiple algorithms, such as k-means and DBSCAN Perform regression and classification on spatial data using multiple algorithms, such as GWR and XGBoost Perform spatial object recognition using neural network See sample Syllabi/Topics attached. University of Florida – example of entire certificate/program/department Certificate titled “Geographic Artificial Intelligence and Big Data” More details here. University of Buffalo – example of entire certificate/program/department Department titled “Department of AI and Society”. More details here. AI Assistants AI Assistants  – we defined AI assistants as tools which create more natural and intuitive experiences in ArcGIS, to empower GIS users and boost productivity. There are two options, broadly speaking: AI assistants (Esri) AI assistants (general, i.e. ChatGPT) Education patterns and examples – below are a handful of examples, there are many others. When it comes to AI assistants, the “art of asking meaningful questions” is a crucial concept to teach/discuss. Help with learning concepts (personalized learning assistant)   Get ideas (on projects, workflows, methods, presentations) Troubleshoot when stuck Verify results (of non-AI work) Education Examples: Columbia University Data Analysis course, encourages students to leverage ChatGPT if they don’t understand programming or data analysis concepts, AI can help learn in an easy-to-understand way. Johns Hopkins University Encouragement for any student to leverage AI for troubleshooting steps, or ideas for projects. Example of student with ADHD who is struggling with reading comprehension especially with long texts – using AI to help brainstorm and breakdown how theoretical concepts tie into material that is taught. AI generates 1–2-page brief on subject matter, then via conversation, it walks through understanding the concepts. Massachusetts Maritime Academy Use in Applied GIS course, part of Marine Science, Safety, and Environmental Protection (MSSEP) course offerings, where students get introduced to Python Purposefully unstructured approach - using AI to learn about different concepts. Encouragement to ask questions, help develop basic code, build scripts, check results, identify a task for their final project to use generative AI  Resources, where to go for help Please check the next blogs in the series, “Teaching with AI”. Why AI in GIS Education   What is possible with AI in GIS Education   Teaching with AI – GeoAI   Teaching with AI – AI Assistants   There are a lot of resources that can be used to get started. Please take a look at the below, and comment on what else could be helpful. Getting started AI + Location Intelligence AI in GIS – Promise, Progress, Possibilities Resources for unlocking the power of geospatial AI using ArcGIS   AI in GIS Education – Realm of Possibilities webinar recording  Higher Ed Guide to Esri E-Learning for GeoAI Pretrained Models on ArcGIS Living Atlas Learn Tutorials and Esri Academy (search for AI, GeoAI, AI Assistants, example tutorial series) Learn Tutorial Gallery Esri Academy Deep learning in ArcGIS (tutorial series) Documentation and sample packages Medium/GeoAI Pretrained deep learning packages Sample Notebooks Python module: arcgis.learn Deep Learning libraries installers for ArcGIS If you need to speak to a person, please reach out: United States Your Account Manager  [email protected] Outside United States Your Esri distributor ... View more

Purpose of Blog AI has had a profound impact on how we do our work. This blog aims to explain why we want to use AI in GIS Education, and where to go as next steps. It is a series of 4 blogs: Why AI in GIS Education   What is possible with AI in GIS Education   Teaching with AI – GeoAI   Teaching with AI – AI Assistants   What is possible with AI – customer examples outside of Education Before we dive into educational uses, it is always good to cross-check what industry, private or public sector are doing. Below are some examples of existing uses, which illustrate the point that this topic must be incorporated into curricula activities as these skills are needed for today and tomorrow’s workforce. Below are samples of common workflows, along with specific GIS customer examples. AI integrates with GIS workflows to solve problems, and ArcGIS makes it easy to implement AI capabilities, as they are already part of the system. It’s important to understand that AI is not a product, but a collection of capabilities that can be applied across ArcGIS.  Extracting and generating data Using pre-trained models to solve spatial problems Pixel classification and object detection with deep learning Automating and scaling creation and manipulation of spatial data from various sources Leveraging NLP (Natural Language Processing) to create spatial data from unstructured text Incorporating Deep Learning on imagery, video and point clouds to extract features, classify objects   Customer Examples: Finnish Forest Centre - improved data accuracy to prepare for automation, use of AI to conduct accurate forest inventories without field inspections, and ensure data is accurate and accessible, see story here. Fairfax County, VA – Using GeoAI to Detect Hemlock Trees, fight pest infestation, check story here. Escondido, CA – use of IoT for Park Planning, improving dashboard visualizations. Sample dashboard here. Analyzing data Interpreting geospatial data effectively to extract valuable insights Implementing pattern analysis/clustering Doing prediction and classification Performing time-series and forecasting Customer Examples: Cobb County, GA - used GeoAI to analyze multiple years of single vehicle fixed object crashes across the county and found that the highest contributing factors to those were slope and curvature. They can now focus transportation improvements in those areas to mitigate the risk. See video here. Douglas County, Nebraska - saved six months of staff time, to analyze identify ADA Curb Ramps using 1 inch resolution imagery, check story here. Turkcell, Turkey - expanding Telecommunications with Machine Learning. Results were displayed in a web application using ArcGIS Online, with a time slider that shows projected increases in Turkcell subscribers, check story here. Integrating with field workflows (mobile) Integration of AI techniques could be a powerful way to automate mobile field data collection.   Customer Examples: City of Tempe graffiti removal - city vehicles are fitted with cameras that capture imagery of possible graffiti and stream that to the cloud. The imagery is then run against object recognition models, and if graffiti is detected, staff are notified of current incidents via event messaging, check story here. City of Vilnius, Lithuania - employs drones and AI functions - AI models scan drone footage to note the condition of streets, walkways, and other public spaces. Movement data applied to the map gives Vilnius planners a way to analyze and change the city’s infrastructure, check story here. Why AI in GIS Education There are multiple reasons to use AI in Education. Enhanced productivity – AI enhances productivity. It is a system of understanding, and it can help us achieve faster results to solving a problem. It can advance our work in GIS and create a more intuitive experience along the way.  Prepare the next generation workforce with AI skills - students must learn AI as a decision-making or guiding tool, as AI is being leveraged in the workplace. And if organizations aren’t using AI yet, a student may get hired because of this knowledge, i.e. they would bring AI to improve organizational workflows. Inevitably AI will be used, understanding of limitations – no matter what we do or don’t do in the classroom, students will use AI. We should ensure students understand the benefits and limitations of AI tools, as well as understand that human brain is important for assessment of results. Balancing ethical standards is crucial. Get students excited, prepared for next steps – when AI is introduced early on, even in introductory courses, it provides students opportunity to leverage learned skills in other courses (Electives, Capstones, etc.). It gives students a wider range of knowledge of what can/cannot be done. Why ArcGIS For those teaching with ArcGIS, there are multiple reasons to leverage the tools within ArcGIS, especially as industry and government organizations are already using these tools. AI is already in ArcGIS – it is available and supported. ArcGIS is infused/enhanced with AI for main GIS functions - there are various options – GeoAI tools/workflows, and AI assistants, depending on educational objectives.  Esri provides pre-trained models and learning resources - designed around GIS workflows, it is easy to get started. Esri has strong guiding principles for Trusted AI in ArcGIS - resources on Trust website related to security, privacy, transparency, reliability, accountability. Esri has strong principles in supporting scientific community - integration of our tools with open AI platforms. Make science more approachable and accessible. Esri and the GIS education community provide support / best practices – via various event presentations and community spaces.   Resources, where to go for help Please check the next blog in the series, “What is possible with AI in GIS Education”. Why AI in GIS Education   What is possible with AI in GIS Education   Teaching with AI – GeoAI   Teaching with AI – AI Assistants   There are a lot of resources that can be used to get started. Please take a look at the below, and comment on what else could be helpful. Getting started AI + Location Intelligence AI in GIS – Promise, Progress, Possibilities Resources for unlocking the power of geospatial AI using ArcGIS   AI in GIS Education – Realm of Possibilities webinar recording   Higher Ed Guide to Esri E-Learning for GeoAI Pretrained Models on ArcGIS Living Atlas Learn Tutorials and Esri Academy (search for AI, GeoAI, AI Assistants, example tutorial series) Learn Tutorial Gallery Esri Academy Deep learning in ArcGIS (tutorial series) Documentation and sample packages Medium/GeoAI Pretrained deep learning packages Sample Notebooks Python module: arcgis.learn Deep Learning libraries installers for ArcGIS If you need to speak to a person, please reach out: United States Your Account Manager  [email protected] Outside United States Your Esri distributor   ... View more

With the advancement of GIS technology over the last several years, and overall shifts in IT industry, the focus has been on web-based licensing. This means named user licensing (i.e. using username/password) is only method to provide access across the suite of ArcGIS web, mobile, and desktop apps. Below are options and recommendation to help you deploy and manage ArcGIS at your institution, if you are a Departmental License customer.  BEST PRACTICES FOR MANAGING ARCGIS  Access – there are two options: Implementing SAML logins/Single Sign On, by invitation only, for managing user-based licenses (could be beneficial for Medium or Large Departmental licenses).  Advantages of SSO would be seamless access, and lesser likelihood of managing password resets/lost passwords/access issues. SAML logins will also ensure that when students graduate, they will no longer be able to access ArcGIS. Accounts will still have to be deleted manually, to free up space for the next class. Disadvantage is time spent upfront to setup for SAML logins. Manually creating arcgis-only user accounts. Disadvantage is that this must be repeated for every class/student/faculty who needs access to ArcGIS. Disadvantage is that passwords could be lost, and this would mean additional interaction to recover them/regain access. New Member Defaults - configure New Member Defaults to enable new users with needed licenses, set credit limitations, enable Esri Access for training courses and access to Esri Community. Licensing ArcGIS Pro in lab environments - if you are using ArcGIS Pro in lab environments, here is information on How do I license ArcGIS Pro in lab environments. Sharing of executables/installer files – if ArcGIS Pro or other executable/installer files are needed, best practices recommendations are in this blog. Delete users – follow the steps to delete members. Messaging for Students/Faculty whose accounts will be deleted or they will be leaving the university – check this blog for ideas on messaging for students/faculty whose named user account will be removed. OPTIONS FOR OBTAINING ADDITIONAL NAMED USERS   Below are options for obtaining additional named user licenses, if needed, beyond the 5, 50 or 100 named user allocation (for Small, Medium and Large departmental licenses).  Check to ensure your institution does not already have an Institution Agreement. If it does, you could leverage your institution’s main ArcGIS Online organization.   Upgrade to a next level departmental license – i.e. if you have a Medium 50-user license, upgrade to a Large 100-user license.  Purchase another departmental license – purchase an additional Small, Medium or Large license. Additional named users can be added to your existing ArcGIS Online organization. Upgrade to an Institution Agreement - provides a much larger named user base – this is the best option for serving many users who constantly change. Delete users (to free up space for next set of users). Caution: This could be a disadvantage for students as they cannot save/show their portfolio of projects. Please contact [email protected] with any questions. ... View more

The Esri Innovation Program (EIP) is proud to announce the 2025 Student of Year nominations. EIP encourages students and educators to create innovative applications using ArcGIS technology - as part of research projects, course work, or skills development.   Every year, university members of EIP select one student to be their Student of the Year recipient. Benefits for the nominated students are cash prizes, certificates, and Esri Press book - awarded to those who are nominated as Students of the Year. This Story Map Collection highlights the 2025 projects – thank you to all the students for their inspirational work, and to their mentors for the support and encouragement. Out of all submissions, one student is selected as International Student of the Year and invited to attend the 2025 Esri Education Summit and/or 2025 Esri User Conference. This year, this special nomination goes to Christina Zorenboehmer, a student at University of Salzburg, Recipient of the University of Salzburg EIP Student of the Year nomination. Congratulations to Christina for her work on this Semantic Big EO Data/Sen2Cube.at project. Currently, many EO data cubes such as the semantic EO data cube  Sen2Cube.at (in-house development at the Department of Geoinformatics at Salzburg) operate as powerful, yet largely isolated systems. Due to the vast amounts of data storage, a heavy-duty, big-data optimized infrastructure is usually required. Christina developed a technologically ambitious solution, which allows any semantic inference in the Sen2Cube.at implementation for > 30 000 Sentinel-2 images anywhere in Austria for the last 10 years, visualizing the results directly in ArcGIS Pro. Thank you, Christina, for your wonderful work and creativity, and congratulations to all Students of the Year! ... View more

BACKGROUND Due to User Type changes, administrators of Education ArcGIS Online organizations are seeing messages related to duplicate add-on licenses. In addition, if your license has been renewed, you may see messages related to licenses exceeding what is available. This is due to licenses that have become part of the user type, or licenses which have retired (GeoPlanner, Community Analyst). This blog explains these messages and advises next steps.   There are two types of licenses: Licenses that are part of the GIS Professional User Type (several of the ArcGIS Pro extensions, such as 3D Analyst, Spatial Analyst, etc., ArcGIS Image for ArcGIS Online, and others – check here for complete list). Licenses that are NOT part of the GIS Professional User Type (additional ArcGIS Pro extensions, such as Aviation Airports, Bathymetry, etc., ArcGIS Data Interoperability, and others – check here for complete list). There are two situations your organization could be in: Your organization has not yet come up for renewal since the initial license changes were implemented (only seeing Duplicate license messages). Your organization is renewing or has renewed, and the second set of license changes are happening (seeing both Duplicate and Expired license messages). MESSAGE: “Some members have licenses assigned twice.” This message is occurring because of user type changes that now include licenses that used to be add-on licenses in the user type. Education customers can choose to take no action, which will not have an impact on current workflows. However, the initial user type changes took place in June 2024 and for those who have not renewed (before June 2025), it is best to act and remove the duplicate messages. If you have not renewed your ArcGIS Online organization before June 2025, it is best to “Unassign duplicate add-on licenses” and remove the duplicate licenses. If you wait until after renewal (after June 2025), you will see messages related to expired licenses, which causes New Member Defaults to not function properly (existing bug which is currently being worked on). New Member Defaults will not assign the add-ons that are NOT part of the User Type (additional ArcGIS Pro extensions, such as Aviation Airports, Bathymetry, etc., ArcGIS Data Interoperability, and others). Further, those licenses cannot be assigned in bulk, one will have to do it through the GUI (page by page 100 at a time), or via a script.   Action to take Recommended: Remove the duplicate licenses using the “Unassign duplicate add-on licenses” option which displays next to the message. Note that this is an enhancement of ArcGIS Online capabilities which allow changes to all users in “bulk”. If Education customers do not remove the duplicate warnings before their renewal (before June 2025), workflow will be: Revoke all expired licenses. Assign missing add-on Pro extension licenses that are not part of the user type (usually assigned by New Member defaults) to new users that didn’t get them automatically. Items to keep in mind When a process to unassign duplicate add-on licenses is started, administrators can monitor the process in another browser tab on the Licenses --> Add-on licenses page. If the process is interrupted (machine goes to sleep, for example), the process will terminate. You will need to restart the process, and it will pick up where it left off, i.e. no progress is lost. The license revocation processing rate is ~200 users per minute, so if you have a lot of members in the ArcGIS Online organization, the process will take some time to complete. Currently, if an administrator makes the change for one of the ArcGIS Pro extensions, all the rest of ArcGIS Pro extension duplicate licenses will be unassigned (this may not be intuitive/clear, as in the GUI it would appear that all the ArcGIS Pro extensions will need to be done individually). If you previously assigned licenses for ArcGIS Image Hosting to users, then the incorporation of its licensing into the Professional Plus user type will also trigger the duplicate licensing message. These duplicates can be removed by an administrator in the same way as described above for the duplicate ArcGIS Pro extensions. If you have any ArcGIS Pro licenses which have been taken offline, you may see additional messages related to those checked out licenses (specifically, if you follow the workflow above before you renew your ArcGIS license). The offline licenses would include the duplicate ArcGIS Pro extensions, so the license would need to be checked back in, before the duplicate licenses could be removed.   NOTE: After the June 2025 ArcGIS Online update, you will have to manage the duplicate license warning, specifically for ArcGIS Urban, which is now part of the GIS Professional Plus user type. The easiest way to resolve is to click on the link in the message to resolve the duplicate warnings (do not go through New Member Defaults, Manage add-on licenses). It is a two-step process - one to un-assign the duplicate licenses, and next to update New Member Defaults. MESSAGE: “The number of licenses assigned exceeds the number of licenses available." This message will appear to those who renew their ArcGIS Online organization after the above mentioned changes to user types were made, specifically from GeoPlanner, Community Analyst, and Urban Suite licenses being retired. There is no option to un-assign those in bulk. To remove this message, an administrator has to do it via the License page, where changes can be applied to 100 members at a time. Alternative is to use a script.      CONCLUSION For the “Duplicate License” messages to disappear, any license that will, or has, expired should be revoked. Waiting until after it has expired means Education customers will get impacted by the New Member defaults bug, which may prevent certain licenses from being assigned properly. Recommended course of action is to remove the duplicate licenses using the “Un-assign duplicate add-on licenses” option which displays next to the message. Further, we continue to make improvements in bulk managing license assignments in ArcGIS Online. Please feel free to add yourself to this ENH-000161264 : Bulk assignments/revocations of Add-on licenses in ArcGIS Online could be enhanced for organizations with large numbers of members. ... View more

Purpose With the continuous evolution of GIS technology, there is one constant – change. Regardless of our role (instructor, researcher, student), we all must keep our knowledge current and develop new skills—for personal and professional growth. Why is this important? How do we stay up to speed amidst the constant changes? How do we approach professional development? What is a learning style that suits us best as individuals, and what are the available methods/resources? This blog will address the questions above and focus on why professional development should matter. The purpose of the blog is to have us think about how we learn as individuals and what resources and options are available - depending on learning styles and budgets. What is it Professional development can be defined in many ways.  Ultimately, it is the notion of continuing education and career training after entering the workforce. It can be pursued in several options: Taking classes or workshops Attending industry and professional conferences/events Earning a certificate to expand knowledge in a chosen area Self-studying Why do we want to do it In a technology field, everything changes. People who work in such technology fields need to have their skill sharpened every so often to keep current - we constantly have to re-skill and up-skill.  Especially with advancements of technology (whether being changes in how we do GIS, or AI, or other shiny new methods), the need to be upskilling much more frequently throughout our lives has become paramount. Lifelong learning is not just a buzz word, it is how we work and exist today.  And broadly speaking, as adults we will just need to be learning much more throughout our lives. Yet why? Encourage career growth/career path. Whatever your job role is, professional development can promote skill development, build confidence, and lead to new qualifications. It can help secure employment, advance careers – especially important in a world of uncertainty. Enhance our teaching/work – as Educators.  Keeping ourselves up to speed gets conveyed to students via course work, projects, etc. , who themselves enter the workforce and introduce further advancements in a given field. How we learn (broadly) There are different learning styles – as individuals we have preferences, likes and dislikes, and lean toward certain options.  The future for Education, broadly speaking, in a sense may lie in in tailoring educational experiences to individual learners – and while that is difficult and we are not quite there yet, we can start thinking about what resonates with various learning styles and personalities. These learning styles are different methods of learning or understanding new information, the way a person takes in, understand, expresses and remembers that information. There are 4 predominant learning styles:  Visual learners, who learn by consuming visual content like videos. Auditory learners, who learn by listening (lectures, audiobooks, etc.). Reading learners, who need to read text to absorb information. Kinesthetic learners, who learn best by practicing and being hands-on.  Understanding your personal learning style can be a game-changer in your career development. How we learn (GIS) When it comes to GIS technology, and specifically Esri resources, there are many options to chose from, depending on the learning styles above. Visual learners Training Seminars/videos (live or recorded) Tech Workshops (live or recorded) Webinars (live or recorded) Tutorials (short, interactive, self-paced tutorials on focused workflows) ArcGIS Labs (e-learning format part of Esri Academy catalog) Auditory learners   Training Seminars/videos (live or recorded) Tech Workshops (live or recorded) Webinars (live or recorded) Reading learners   Web Courses (interactive, self-paced courses on various topics) Documentation (ArcGIS documentation on specific technology) Blogs (industry blogs) Tutorials (short, interactive, self-paced tutorials on focused workflows) ArcGIS Labs (e-learning format part of Esri Academy catalog) Esri Press (books) Kinesthetic learners   Tutorials (short, interactive, self-paced tutorials on focused workflows) ArcGIS Labs (e-learning format part of Esri Academy catalog) Web Courses (interactive, self-paced courses on various topics) Instructor-led training (courses taught by live, expert instructors) All of these different methods can be found here – easily searchable to find the topic/workflow you wish: Esri Academy ArcGIS Tutorials ArcGIS Documentation Industry Blogs Esri Press Concluding remarks There is a difference between Training and Education. While Training typically can include learning technical or soft skills, Education is much broader than that and focuses on learning skills way beyond technology – it encompasses a learning community, learning support, learning network, learning to engage, learning to collaborate, learning to communicate and work with others. Acquiring and leveraging such learning community network, support and collaboration, which are a fundamental aspect of Education, can be pursued in various ways, whether thru formal education (colleges and universities) or informal education (industry associations, events, certifications by private organizations, etc.). These will be addressed in another blog. In the meantime, whether we are learning ourselves, or teaching our students, consider thinking thru the options above that resonate to individual learning styles - to continually update our skills. Comments and discussion welcomed! ... View more

As you know, ArcGIS Desktop (ArcMap and ArcGIS Pro Single Use/Concurrent Use) were removed from Education licenses and are no longer available through Esri’s Education Program for customers renewing after July 1, 2024.   With the advancement of GIS technology over the last several years, and overall shifts in the IT industry, the focus has been on web-based licensing. This means named user licensing (i.e. using username/password) will be the only method to provide access across the suite of ArcGIS web, mobile, and desktop apps. Below are options to help you manage ArcGIS, along with learning resources for an easier transition away from ArcGIS Desktop - if you are a Departmental License customer.  BEST PRACTICES FOR MANAGING ARCGIS  Moving forward, supported Esri products rely on named user licensing. We recommend the following best practices for managing named users. Access – there are two options: Implementing SAML logins/Single Sign On, by invitation only, for managing user-based licenses (could be beneficial for Medium or Large Departmental licenses).  Advantages of SSO would be seamless access, and lesser likelihood of managing password resets/lost passwords/access issues. SAML logins will also ensure that when students graduate, they will no longer be able to access ArcGIS. Accounts will still have to be deleted manually, to free up space for the next class. Disadvantage is time spent upfront to setup for SAML logins. Manually creating arcgis-only user accounts. Disadvantage is that this must be repeated for every class/student/faculty who needs access to ArcGIS. Disadvantage is that passwords could be lost, and this would mean additional interaction to recover them/regain access. New Member Defaults - configure New Member Defaults to enable new users with needed licenses, set credit limitations, enable Esri Access for training courses and access to Esri Community. Licensing ArcGIS Pro in lab environments - if you are using ArcGIS Pro in lab environments, here is information on How do I license ArcGIS Pro in lab environments. Sharing of executables/installer files – if ArcGIS Pro or other executable/installer files are needed, best practices recommendations are in this blog. Delete users – follow the steps to delete members. Messaging for Students/Faculty whose accounts will be deleted or they will be leaving the university – check this blog for ideas on messaging for students/faculty whose named user account will be removed. OPTIONS FOR OBTAINING ADDITIONAL NAMED USERS    With Concurrent Use licenses, while license was capped to 5, 50 or 100 (for Small, Medium and Large departmental licenses), when used in a lab environment, technically larger student body could be served. Named user license is per user, and therefore the cap must be honored. Below are options for obtaining additional named user licenses, if needed.  Check to ensure your institution does not already have an Institution Agreement. If it does, you could leverage your institution’s main ArcGIS Online organization.   Upgrade to a next level departmental license – i.e. if you have a Medium 50-user license, upgrade to a Large 100-user license.  Purchase another departmental license – purchase an additional Small, Medium or Large license. Additional named users can be added to your existing ArcGIS Online organization. Upgrade to an Institution Agreement - provides a much larger named user base – this is the best option for serving many users who constantly change. Delete users (to free up space for next set of users). Caution: This could be a disadvantage for students as they cannot save/show their portfolio of projects. LEARNING RESOURCES TO HELP YOU TRANSITION There are many resources to help guide you through this journey, between ArcGIS tutorials, Esri Academy courses, and Esri Press books, among others. In addition, we have hosted and will continue to host workshops and discussions to share best practices and address your questions.  Below are links to some of these resources. Please use them as stepping stones and/or supplements for your curriculum and research activities. ArcGIS tutorials, specifically this Modern GIS tutorial collection (could serve as an entire course) Esri Academy, specifically the guide to Modern GIS e-learning Esri Press books Modern GIS User Stories Core Concepts of Modern GIS blog and underlining resources Mapping & Cartography Spatial Analysis Imagery (remote sensing) Sharing & Presenting (upcoming) Mobile workflows (upcoming) Please contact [email protected] with any questions.   ... View more

The Esri Innovation Program (EIP) is proud to announce the 2024 Student of Year nominations. EIP encourages students and educators to create innovative applications using ArcGIS technology - as part of research projects, course work, or skills development.   Every year, university members of EIP select one student to be their Student of the Year recipient. A benefit for the nominated student is a cash prize, certificate, and Esri Press book awarded to those who are nominated as Students of the Year. This Story Map Collection highlights the 2024 projects – thank you to all the students for their inspirational work, and to their mentors for the support and encouragement. Out of all submissions, one student is selected as International Student of the Year and invited to attend the 2024 Education Summit and 2024 Esri User Conference. This year, this special nomination goes to Cathryn Hunt, a student in Penn State’s MGIS Program, Recipient of the Penn State EIP Student of the Year nomination. Congratulations to Cathryn for her work on this From Selfish to Selfless Routing project - an application which helps alleviate traffic congestion with GIS routing apps. The blueprint incorporates a selfless routing approach by distributing high-volume traffic flows over multiple routes and assigning vehicles to routes based on route capacity. Thank you, Cathryn, for your wonderful work and creativity, and congratulations to all Students of the Year! ... View more

When working with ArcGIS Enterprise and ArcGIS Pro, most Education customers choose to license ArcGIS Pro via ArcGIS Online named user. In certain instances, specifically for Administrative Use, we see customers wishing to license ArcGIS Pro via ArcGIS Enterprise (Portal license file). ArcGIS License Manager is required today when ArcGIS Pro or ArcGIS Pro-derived products are licensed via ArcGIS Enterprise named user. In other words, even though Education customers have GIS Professional Advanced user type (soon to be Professional Plus user type) with ArcGIS Enterprise, they will not be able to license ArcGIS Pro via that named user, without a License Manager. We understand that the use of ArcGIS License Manager may not be desired, as it adds additional administration overhead and extra infrastructure. The recommendation is to license ArcGIS Pro via ArcGIS Online.   For customers using ArcGIS Enterprise with ArcGIS Pro Named User licensing supported by ArcGIS Online, the use of License Manager is not required. When creating an ArcGIS Enterprise Portal provisioning file on My Esri for this scenario, you can put any values in the fields for ArcGIS License Manager Hostname, Port, and MAC address (random MAC address generator can satisfy the form validation). The generated license file can still be used, while bypassing the setup of License Manager altogether.   For customers using ArcGIS Enterprise that prefer to manage Pro Named User licensing within ArcGIS Enterprise (Portal for ArcGIS), which typically is to meet institutional guidelines or requirements for administrative use security or privacy, then you are required to first set up and configure an instance of ArcGIS License Manager. When creating your ArcGIS Enterprise Portal provisioning file on My Esri for this scenario, you will need to provide your ArcGIS License Manager's Hostname, Port, and MAC address. Work is underway to remove the need for traditional License Manager in future releases, timing of which is unknown at this point.    ... View more