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Understood Allen. It's not happening soon. The ArcGIS Online universe is the heart of a vast fleet of disparate tools, all of which need to work effectively together. The technology is built in a particular way, to meet the needs of uncountable types of users beyond students -- firemen on the go, foresters, coffee shop owners, airports, national defense departments, etc -- so while we always want to know what works or doesn't and what people want, sometimes the answer is "ok, that one not yet, so here's your best strategy." This is such a situation.
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02-15-2019
01:28 PM
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Michael Componovo has agreed to share what TN is doing with "Hub," which can be a powerful support for people who want to collaborate across their district or state.
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02-15-2019
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Right! Choosing "Group members can update all group items" is very powerful ... but can also be a "good news, bad news" story if people are not careful. Sequence of operation is absolutely critical. To wit: User1 makes a map, saves it in a group where all members can update all items, and closes the item. User2 opens the item User3 opens the item User2 makes changes, saves the item, and closes the item. User3 makes changes, saves the item, and closes the item. User1 opens the item and complains that User2 has not entered anything. ArcGIS Online saves ONLY when the SAVE button is clicked. Because User3 opened the item before User2's changes were saved, the User2 changes are not in User3's map, and so will not exist when User3 saves. In this situation, Step3 needed to be done AFTER Step4.
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02-15-2019
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Kathryn Keranen will demo using Story Maps as an "activity documentation" device, great for showing progress over the year.
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02-11-2019
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Tom Baker will demonstrate the process of cleaning out content from the "T3GS" (generic workshop) logins, using Python. This allows an admin to identify "these 27" or "those 100" accounts and then to iterate thru deleting content. This is indeed powerful but also "potentially hazardous" as there is no "OOPS!" button. But those with a little time and interest in coding might soon discover some very powerful opportunities.
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02-11-2019
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T3Gers: PLEASE REPLY BELOW, in prep for Feb T3G Third Thursday Webinar. What are your issues with ArcGIS Online Org operation (day-to-day) and management (marking period, quarter, semester, year)? What works well for you in operating your ArcGIS Online Org (i.e. using it in support of instruction) or handling the year-long management processes? We will set up the Feb webinar to address issues, and will pre-invite some participants to share what they do. (Hopefully about 5 minutes apiece.)
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02-11-2019
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Hi Bob et al, ((1)) Underneath the blue "GeoNet" bar atop this page is the magnifying glass thru which to search across GeoNet. In this case, searching on the two words "compare scene", I got this result: https://community.esri.com/search.jspa?q=compare%20scene ((2)) If ever you don't find the needed result, ask an actual audience (people), as happened here, but be sure always to ask questions in the best place. The T3G group has only ~350 and is a private group, with discussions invisible to the rest of the community. We're all nice, but we don't know everything, and often miss posts. Something like this should go to a wider audience, such as to the ArcGIS Online space.
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02-10-2019
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Hi Brandi, many Esri products, including GeoPlanner, are not part of the School Bundle. The Bundle consists of an ArcGIS Online Org, Community Analyst, ArcGIS Pro Advanced, and ArcMap Advanced.
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02-06-2019
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Della, GoogleSheets can export files as a CSV. (Make sure the data are nice and "clean.") The problem comes in "to where are these being exported?" iPads don't have the same sort of file system interface you find on Macs, Windows PCs, Chromebooks, and Android devices. It's hard to have the same kind of "save the file to your Desktop, then drag and drop to the map" experience because of the nature of the iPad. Try saving the GoogleSheet as a CSV inside your GoogleDrive, then going to the CONTENTS window of your AGO Org and choosing to ADD (publish) the CSV into CONTENTS, then from there add to the map. It may feel more roundabout, but it's doable. If you discover (as often happens) that you need to make edits to the file, you need to do that back in the original GoogleSheet, save again (best to SAVEAS and use a new name), and add (publish) again.
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02-03-2019
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For several years, Esri has offered workshop grants. We are continuing these in 2019. Attached is the new document. The highlights to consider are these: $5k grants, limited to 25 total, and 1 per state under 10 million people, 2 per state over 10 million people Three specific submission periods 288 participant hours (e.g. 12 people x 24 hours, or 48 people x 6 hours) of hands-on instruction At least 25% of each participant's time must be physically face-to-face instruction Emphasize building capacity with Esri's and states' GeoInquiries, using the capacity of an ArcGIS Online Organization, and building capacity to support student participation in the Student Competition Read the document carefully for full details. In case of questions, contact Charlie Fitzpatrick, cfitzpatrick@esri.com
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01-24-2019
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GeoInquiries are free, short, pre-constructed classroom activities on standard classroom content using ArcGIS Online. They are easy for teachers to use as is or to adapt. "Level One" activities require a device with internet connection but no install, no download, no login, just choose and use; "Level Two" activities require at least one login with publishing privileges in order to do analysis. GeoInquiries work in a vast range of learning situations, from the one-device-plus-presentation classroom on up to totally individualized approaches. A newly revised 6-minute video introducing GeoInquiries is now viewable and downloadable. It provides guidance sufficient so even those brand new to ArcGIS Online can teach effectively with GeoInquiries. Anyone seeking to modify GeoInquiries, or construct locally-focused versions, or see other strategies for using them, should see the GeoInquiries zone on GeoNet. It's also a great place to ask questions or post ideas for designers. Share the video with colleagues! Help them discover how to take advantage of great content and tools, all free for schools and enticing to students.
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01-21-2019
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A transect is a path across an area. Geographers, both formal and informal, often follow a transect across an area to explore the changes between here and there. Sometimes the changes are close together and dramatic; other times a transect must cover a long distance before yielding a significant change in landform, land use, building style, population density, and so on. Educators can't always go on actual field trips. Limits in time, spending, and permissions may constrain what a class can do in real life. But a class that knows how to use ArcGIS Online can conduct a virtual transect, looking at many characteristics visible in the field and some that are invisible in the field. The Virtual Transect app shows you how. First, look at the example, a tiny town in central Washington, then think about building your own. Mark a corner of the school grounds with a map note, then create rings of a distance that one might experience on foot (0.5 miles), by bicycle (2 miles), or in a car (10 miles). Using the imagery layer (as basemap or as an added layer), mark out changes in the land radiating outward. Then add some layers from the Living Atlas to find additional changes in the patterns of land and people. I did a similar description of this process years ago, when ArcGIS Online was just getting started. It is so much more powerful now, with more data, more analysis tools, more presentation options, more collaboration possible using an ArcGIS Online Organization. These tools let explore, analyze, illuminate, and describe patterns, and then determine actions to make the world a better place. While the best experience is clearly from mixing the real thing with the digital, you can begin right there in the classroom, doing a Virtual Transect.
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01-07-2019
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"Just logging in with a Google account" is not the same as setting the school Org to engage single sign on with G-Suite. See the help documentation about this: Set up enterprise logins—ArcGIS Online Help | ArcGIS
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01-06-2019
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GeoInquiries(TM) have revolutionized “teaching with GIS,” by making this remarkable technology accessible even to teachers with modest technology, tech skills, and instructional time. In 2014, Esri started offering ArcGIS Online accounts to every US K12 school for free for instruction. Launched at the same time, GeoInquiries collections have grown to nine sets of 15-20 lessons (150 in all so far), presenting standards-based content through ArcGIS Online. GeoInquiries combine concise two-page documents with unique prepared maps using the standard ArcGIS Online Map Viewer interface, requiring no download, install, or even login for initial activities. (See short intro movie. “Level 2” activities require an Organization-based login with publishing privileges to do analyses.) With varied instructional strategies, teachers can cover key content in bite-sized chunks through interactive experiences. Provided instructions follow an inquiry approach, to leverage curiosity and engage students as powerfully as time and conditions permit. Over time, we have seen teachers use stylistic variations. Mini-Lecture: Some teachers know their subject matter very well, and need simply a way to illustrate quickly a few geographic patterns and relationships in a few minutes. They project from their computer to a screen at the front of the room. Some teachers even do this to present in multiple classrooms at once -- in their regular classroom and simultaneously in another across town (even across the state), where there isn’t a teacher available to teach the course. Guided Discovery: It takes a little more time and attention to the teacher instructions to ask a steady stream of questions designed to entice responses from a whole class at once and steer students collectively toward discovering fundamental goals of a lesson. But even for teachers doing this multiple times in a day, unique class makeup can yield very different paths from one session to the next. Worksheet World: Some teachers provide students a custom worksheet and, after a quick intro, ask students to go step-by-step. Some teachers aim simply to have learners document factual responses, but building student engagement by incorporating higher level questions at different points (either at a specific step or at a common time) often yields more active students. Teacher Tryouts: A few teachers issue copies of the unedited teacher page and ask students to go through the activity within a specific time period, following the specified structure, and preparing to respond to follow-up questions or to craft their own powerful questions, or, for fun, “stumpers.” Meandering for Meaning: Some teachers ask students to open the map and explore the content without much guidance beyond an overarching idea or concept. With riveting content this can be effective, but insufficient guidance can permit less focused students to meander much farther afield. (See “Presentations” below.) Presentation Power: To reduce digital meandering, exercise analytical thinking, or expand creativity, some teachers engage “Presentations.” After a quick intro to the content, students save the GeoInquiry into their own account, explore for perhaps 10 minutes, then take about 15 minutes to construct their own “3-slide presentation” focused on their own view of the big idea of the lesson. Sharing their creation with two other students before assessment by the teacher can support big ideas while stimulating some creative designs. (See blog about this, http://esriurl.com/funwithgis229) Teachers can mix and match these modes even within a single lesson. Whatever the strategy, GeoInquiries offer teachers the chance to engage students with dynamic content, often on their own devices, helping them identify patterns and relationships, which build more solid background. With a few GeoInquiries under their belt, students and teachers may be ready for deeper dives, doing analyses with "Level 2 lessons," or going beyond pre-structured content into custom projects. GeoInquiries offer a powerful on-ramp to learning, thinking, building, and doing with technology, which is an essential skill for today's learners at all ages. See the collections at esri.com/geoinquiries.
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12-03-2018
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A true craftsman uses skill developed deliberately, with attention to detail, and often with signature elements. Lyn Malone is a craftswoman. A teacher of social studies in grades 7-12 from 1970-2002, and provider of professional development since, Lyn designed lessons, activities, and projects used by thousands that covered key content, but did so with the eye of an artist and mind of an analyst. Even her casual conversation uses complete sentences that vary in structure. "My Bachelors degree was in history, and my Masters in American Civilization, which is much more interdisciplinary than straight history." Her early teaching career spanned the breadth of the social studies, all in senior high. "But I always loved geography, always loved maps. I went down to Middle School in 1983, and started going in evenings to Rhode Island School of Design," building over the years a certificate in scientific and technical illustration. She started doing maps, and illustrations of historical artifacts, but that industry shifted to digital faster than could a full-time teacher who was also working with the new Rhode Island Geography Education Alliance. As with many educators in the 1990's, GIS did not come easily for Lyn. "I went to at least three full-day workshops introducing GIS, and loved them, but couldn't make anything happen. That's why the 1998 institute" [an intense, two-week, day-long, GIS boot camp for teachers] "was such a huge boost." What followed were new activities, interdisciplinary, sometimes in concert with colleagues in other departments, schools, and even states, and built always from the perspectives of both designer and analyst. "I loved working with data, especially about population. Not so much building it, but finding and discovering what could be done with data others had assembled." In 2000, Barrington Middle School won the first "Esri Community Atlas" contest, which challenged students to craft a website with simple but powerful maps portraying the community. Lyn and three students from grades 7-8 were invited to present their work on stage at the 2000 Esri User Conference. It was so well crafted and delivered that Roger Tomlinson ("the father of GIS") stood in line to talk with them, General James Clapper congratulated them and handed each student a commemorative coin, and Esri president Jack Dangermond whispered "We have to do this again," launching what has become a regular UC Plenary highlight. With signature panache, Lyn models the latest in GIS vocabulary at T3G, and dons foul weather gear to model GeoNews for a class. Those attributes earned Lyn a spot co-authoring a ground-breaking curriculum package, Mapping Our World (in several versions), followed by Community Geography. In 2009, Lyn helped launch Esri's educator institute, Teachers Teaching Teachers GIS (T3G). Numerous events in New England and far beyond, for educators and the wider public, have featured her activities and presentations, always models of focus, detail, and elegant design. Describing T3G as "Part boot camp, part religious revival," Lyn captures the essence. Eventually, though, even artisans slow down. With almost five decades of instruction behind her, Lyn is looking forward to a little more leisurely travel, reading, art, and maybe classes, with fewer deadlines. But the many thousands who have engaged with her lessons stand a chance of seeing a complicated world more clearly, with geographic patterns and relationships illuminated through GIS. Thank you, Lyn!
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11-26-2018
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