Embed Size (px)
DESCRIPTION
For decades, GIS has been taught from a bottom-up perspective in which basic concepts, tools, and tasks are first introduced in great detail, then linked together to form higher level parts of the system. These are in turn linked, sometimes across many levels, until the complete top-level geographic information system is revealed. This approach often results in a view of GIS as muddle of tools, functions, properties, and subsystems, seemingly isolated, exceedingly task-specific, and utterly fragmented. LearnGIS replaces this piecewise approach with a top-down, integrated view of GIS as a platform, based on the science of geography, that provides open geospatial capabilities to any user and allows access by any application on any device anywhere, anytime. In our top-down approach, we demonstrate through real-world examples how GIS solves geographic problems and builds geospatial knowledge. The examples, illustrating how GIS is used to conceptualize, organize, analyze, and visualize geographic information, introduce relevant GIS concepts, functions, and uses in yet greater detail. The exercises come to life when readers replicate the methods in an interactive, engaging, and fun social learning environment. With the ArcGIS platform, all the maps, data, and tools are online, so anyone can learn by doing at anytime, anywhere, as long as they have Internet access. Through interactive story-telling and hands-on applications, we build a progressive understanding of the entire GIS platform, as a collection of its base elements (web-based maps, apps, tools, workflows, …), assembled in an integrated fashion, and used to find the solutions and information desired.
Citation preview
2014 AAG Annual MeetingApril 8-11, 2014 | Tampa, FL
LearnGIS: A Novel, Top-down Approach to Learning about
GISAileen Buckley, Esri
aileen buckley | research cartographeresri | 380 new york street | redlands, ca 92373-
8100O: 909.793.2853 x2997 | C: 909.289.1798
An interactive and engaging social environment to help people learn how to develop geographic knowledge and solve
spatial problems
Goal
Focused on questions and problems
Where?
Why there?
A new introduction to what GIS is…
• Enables you to build knowledge and solve problems
• Includes rich data sets and powerful analytical tools
• Lets you creates maps and other useful information products
• Allows you to interact with data in a meaningful way
• And…perhaps most importantly…
GIS helps you communicate your information and knowledge
“GIS condenses down all the data and our information and our knowledge and our science into a kind of language that we can easily understand—maps.” – Jack Dangermond
http://www.esri.com/about-esri/vision/jack_dangermond
Office
Professional to Consumer GIS
Enterprise
Web
• Maps• Data• Analysis
Individual
Powered by . . .
Maps & Apps
DevicesDesktops
• Ready-to-use information
• Analysis in the cloud
• Online maps and layers
ArcGIS is Web GIS
Approach
• Uses inquiry-based learning to enhance/enrich traditional approaches
• Focused on realistic spatial questions and geographic problems
• Leverages rich GIS datasets and analytical tools
• Uses online technology to enable you to use and share information and resources
• The social setting allows you to participate in the community
Inquiry-based learning
• “Involvement leads to understanding”
• Useful application involves: - a context for questions- a framework for questions- different levels of questions
• Inquiry-based learning produces knowledge that can be widely applied
• Use of technology is focused on its application to enhance learning rather than learning about the technology itself
Case-based learningChallenge-based learning
Community-based learningDesign-based learning
Game-based learning
Inquiry-based learningLand-based learning
Passion-based learningPlace-based learning
Problem-based learningProject-based learning
Proficiency-based learningService-based learningStudio-based learningTeam-based learningWork-based learning
. . . and the new fave . . . Zombie-based learning (look it up!)
What all of these have in common:
Focus on an open ended question or task (these require a full, meaningful answer using the person's own knowledge)Provide authentic application of content and skillsBuild 4 C's competencies (critical thinking, collaboration, communication, and creativity)Emphasize student independence and inquiry
Inquiry-based
Students come up with their own questions, which leads to a search for resources and the discovery of answers, and which ultimately leads to generating new questions, testing ideas, and drawing their own conclusions
With real inquiry comes a new answer to a driving question, a new product, or a new solution to a problem
Project-based
Often multi-disciplinary
May be lengthy (weeks or months)
Follow general, variously-named steps
Includes the creations of a product or performance
Often involves real-world, fully
Problem-based
Often single-subject
Tend to be shorter
Follows specific, traditionally prescribed steps
The "product" may simply be a proposed solution, expressed in writing or in an oral presentation
More often uses case studies and fictitious scenarios
Question-based
Often answer a single question
Tend to be even shorter still
Follows a specific, traditionally prescribed step (or few steps)
There is no product aside from knowledge gained
More often uses case studies and fictitious scenarios
Inquiry-based learning
Project-based learning
Problem-based
learning
Question-based learning
Complexity
•Inquiry-based learning
•The goal is innovation
•You can use the skills gained to get a new answer to a Driving Question, develop a new product, find a new solution to a problem
•The focus is investigation
•Project-based learning
•The goal is to create a product
•You can use the skills gained to create similar products or create products in a similar way in the future
•The focus is productivity
•Problem-based leaning
•The goal is to solve a problem
•You can use the skills gained to solve similar problems in the future
•The focus is problem solving
•Question-based learning
•The goal is to answer a question
•You can use the skills gained to answer similar questions in the future
•The focus is knowledge building
Inquiry-based learning
Project-based learning
Problem-based
learning
Question-based learning
Inquiry implies a “want or need to know" premise,
so…
Who is the audience?
• Self-motivated learners, such as:- Academic students who want or need to learn about
GIS - Professionals who want or need to learn more about
GIS- Managers who want to learn more about how GIS can
be used in their organization• Teachers who want to get or share resources to teach
GIS• Map and GIS librarians who teach, formally or
informally, about GISGIS Professionals Consumers
“-ologists”
Developers Educators Students
Managers
GIS Librarians
Journalists
1
2 4
1
3
1
Lesson example1
The Power of Maps2
The Power of Maps - Windows2
The Power of Maps - Stories2
The Power of Maps - Analysis2
Get Started Now3
Spatial Problem Solving4
Not a linear process—you iterate, diagnose, review, and backtrack as you make progress
Explore an issue & frame a spatial
question
Mode
l the
appr
oach
and
perfo
rm th
e
analy
sis
spatial PROBLEM SOLVING
Shar
e you
r re
sults
Interpret the
results
Explore the issue to find out about important topics
Frame the questionor questions that youwant to investigate
Model the analysis approach Figure out the approach that will be used
to generate the results Identify assumptions that have a bearing on
how you will perform the analysis or what results will be generated Gather and understand the data Gather, manipulate, visualize, and explore meaningful and useful
geographic data
Perform the steps in the analysis Process the data analytically to draw out essential characteristics
Display and assess the results Manipulate and display the results graphically to reveal something interesting or useful Examine the results to identify and understand unusual or interesting patterns Determine if special considerations about the data, analysis methods, or mapping methods would alter the results
Understand the meaning of what you see on the maps, tables, graphs, etc… Make sense of these results Evaluate whether the results provide a satisfactory explanation or answer to the spatial question or questions you asked
Share your findings with others through thoughtfully- presented geoenriched online maps and apps
Application areasAid & DevelopmentBusinessDefense & IntelligenceEducationGovernmentHealth & Human ServicesMapping & ChartingNatural ResourcesPublic SafetyTransportationUtilities & Communications
Spatial questions – based on Andy Mitchell’s books
Spatial Analysis - Lesson4
Concept topics – based on content in books
Concept topics – based on content in books
Online analysis
Rich data sets
• Living Atlas• Landscape Layers• Elevation Layers• USGS historic topo quads
Analysis tools:• Summarize Elevation• Profile• Trace Downstream• Viewshed• Watershed
Use Story Map templates
Builder apps
Include core topics from GIS&T BoK
LearnGIS Body of KnowledgeGeographic
question Data Analysis Results Interpretation
Communication
Implementation
Manipulate and display the
results in a way the
reveals the solution, i.e., the thing that is interesting
or useful about the
environment• Maps, graphs,
reports, information graphics
• Symbolization• Qualitative
thematic maps• Quantitative
thematic maps• Image maps
Deconstruct the environment into
constituent parts, then
gather meaningful and accurate data
about the labeled features, attributes, and
phenomena that we have
identified• GIS basics• The earth and earth
coordinates• Map scale• Map projections• Grid coordinate
systems• Land information• Geographic data and
primary data sources• Data quality and map
accuracy• Data modeling and
data manipulation
Process those data
analytically to draw out essential
characteristics and produce a
solution
• Analysis and geoprocessing
• Geometric measures
• Overlay• Analytical
Methods• Surface Analysis• Spatial statistics• Geostatistics• Data mining• Network analysis• Optimization• Location
allocation
Ask something interesting or useful about the
environment
• Learning objectives
• What• Where• How much• Why
Integrate the solution
into frameworks, workflows,
environments, or
processes
• GIS and maps in society and organizations
• GIS workflows• Coordinating
organizations• Organizations
structures• Organizational
procedures• GI system
operations• GI system
infrastructure
• Reading, analysis, interpretation
• Read a map• Read multiple
maps• Look for patterns• Look for
correspondence• Explain the
patterns or correspondence
Learn something interesting or useful about the
environment
Communicate what you
have learned to
others
• Maps, graphs, reports, information graphics
• Compilation and page construction (includes map elements and page layout)
• Symbolization• Production
and publication
Consider Khan Academy Knowledge Map approach
Knowledge Map for LearnGIS
Spatial Problem Solving
Geographicquestion
What is “geographic”
Types of geographic questions
Application areas
Scale
Data
Types of geographic data
Exploring data
Manipulating data
Analysis
Types of geographic analyses
Choosing an analysis method
Results
Reading a map
Understanding how a map was
made
Understanding artifacts of maps
Understanding artifacts of
analysis
Interpretation
Understanding why things are where they are
Understanding the relations
among features
Communication
Making a map
Understanding how the map
reader reads the map
Implementation
In the very near future…
• Release: Prior to UC in July• More…
- Lessons- Examples- Concept topics
• Enhancements for more community involvement
• Guided GIS Analysis
aileen buckley | research cartographeresri | 380 new york street | redlands, ca 92373-8100
O: 909.793.2853 x2997 | C: 909.289.1798 | [email protected]
