Practical Tips for Incorporating Survey123 and Story Maps into

the Classroom.Mark Francek

Central Michigan University

Organization

1. Characteristics of participating students.

2. How Survey123 and Story Maps were incorporated.

3. Ten tips for better incorporating Survey123 & Story Maps into your classroom.

https://usabilla.com/blog/the-ultimate-guide-to-content-organization-in-web-design/

Characteristics of Participating Students

• Physical Geography (GEO 105)• 50 students.

• Equal male/female.

• Variety of majors, University Program requirement.

• Environmental Geography (GEO 120QR)• 70 students divided equally in 2 classes.

• 2/3 education majors, 2/3 female.

• Required by Education program.

* Only 1 student out of 120 didn’t have a smart phone or access to laptop.

How Survey123 and Story Maps were Incorporated

Example 1: Survey123 Campus Litter Study

Guess what was the most common litter type?

Example 2: Survey123 Cemetery Weathering Study• The City Manager wants to

know the location of monuments that are highly weathered (Class 4 & 5-Rahn Scale) so groundskeepers can begin restoring the monuments.

• Monument age.

• Age of death.

• Monument lithology.

• Lichen coverage.

• Extent of weathering.

Examples 4 & 5: Story Maps Assessing Water Pollution at Local Parks and County Soil Characteristics• Non point vs point pollution.

• Eutrophication.

• Infectious agents or pathogens.

• Biochemical oxygen demand (BOD).

• Soil taxonomy.

• Parent material.

• Soil forming factors (CLORPT).

• Universal Soil Loss Equation.

Example 6: Environmental Story Map Journal of your Home County

10 Tips for Incorporating Survey123 and Story Maps

• Presentation order:• Specific to general.

• Easy implementation to more difficult implementation.

Tip 1: Maps Should have Distinctive Names

• Create unique, meaningful names.

• Map 1, Map 2, Map 3.

• Naming the map the same thing results in an error message.

Tip 2: Turn off Wi-Fi when collecting with Survey123

• I forgot to tell my morning class to turn off Wi-Fi before collecting data.

• Wi-Fi on didn’t allow students to collect litter data at actual collection points.

• Upon returning to the classroom, Wi-Fi was activated but recorded data as a cluster near the building where the Wi-Fi signal could reach.

• Wi-Fi off (afternoon class) relied on the students’ provider signal which allowed Survey123 to collect litter data at actual location.

Tip 3: Provide Step by Step Directions with Icons

18

16

7

2

STEP BY STEP INSTRUCTIONS

SCREENSHOTS OF ICONS WORK TIME DURING CLASS

CHECKPOINTS

What Students Liked in Exercise Directions

15

13

11

8

DISCOVERING MAPS DUE DATES SHARING AND SAVING INSTRUCTIONS

STEP BY STEP INSTRUCTIONS

What Students Didn't Like in Exercise Directions

Tip 4: Zoom to Proper Scale

• Provide guidance on proper scale based on desired theme coverage.

Larger scaleSmaller scale

Tip 5: Students Critique your Directions

And if everything is clear make students offer reasons why directions are clear.

Tip 6: Use GIS from Day 1• As icebreaker.

• To show its relevance to class content.

TIP 7: Show Relevance to Students’ Lives• Tie GIS to major, marketability, and hometown.

• Even if instruction time comes at the expense of class content.

• Offer extra credit asking students how they could incorporate Story Maps or Survey123 into their future major.

“My major is elementary education with a major in math and a minor in integrated science. I hope to end up teaching in the middle school and believe that story maps could be a great tool and fun experience for my students. Not only could this tool help me to create interesting lectures and models for my students but it would also allow them to create their own pages. I think this is incredibly important because then the students are not just learning from me as their teacher but they are able to explore and learn on their own, which can be even more powerful. This could be a great way to get students more interested in what we are learning about as they get to pick a topic that is exciting to them and focus on it - having students all create the same story map is boring. This is a way to give guidelines, but to provide creativity and allow autonomy in your students.” Abby S. GEO120 QR 9:30-10:45 a.m. class

https://www.ebscohost.com/uploads/novelist/images/Whats_relevant.png?v=1475609629

Tip 8: Scaffold Instruction

•

• In Story Maps, provide a tour of Main Stage & Side Panel options

Tip 9: Train in Search Techniques

• Provide thorough training on what’s available on Living Atlas and how to search for it.

• What are coverage and quality limitations?

Tip 10: Challenge Students to Read Directions

• Some students prefer you to solve their problem.

• Refer students back to handout directions.

https://memegenerator.net/instance/55628819/willy-wonka-read-the-directions-first-did-you

https://eduadvisor.my/articles/wp-content/uploads/2017/10/How-to-Survive-A-Boring-Class-And-Still-Pass-It-Feature.png

Brainstorming

• On your sheet of paper, tell me how you would incorporate Story Maps and Survey 123 into your classroom.

• I will post results on the ESRI Homepage.

https://c1.sfdcstatic.com/content/dam/blogs/ca/Blog%20Posts/brainstorm-customer-service-og.jpg

Summary and Conclusion