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An updated version of the slides about my master thesis from a talk i held at GIZeitgeist 2012
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Using VGI to create a child suitable map
Investigating cognitive aspects in
digital maps
Who am I?
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 2
Philippe Rieffel, student of Geoinformatics from Muenster,
Germany
Student assistant with GI@School (www.gi-at-school.de)
Our Mission: Introduce new concepts of Geoinformatics to
teachers, pupils and parents
Supported by Thomas Bartoschek with input, ideas and
supervision
Why maps for children?
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 3
Map literacy is crucial for everyday life, school, university,
work and an independent life
Lines up with other basic skills that are necessary
Literacy
Math
Use of information and communication technologies
Those skills are taught explicitly, while gaining map literacy
is often implicitly done
Why maps for children?
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 4
http://walrusmagazine.com/articles/2009.11-health-global-impositioning-systems/
http://www.thedailygreen.com/media/cm/thedailygreen/images/green-kids-treasure-hunt-lg.jpg
Why maps for children?
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 5
The high school curriculum in Germany demands the
“[..] building of a topographic knowledge base
about a theme-based global orientation grid as prerequisite
for a differentiated spatial integration-related thinking”.
(Core curriculum geography, high school, NRW)
This process could already be stimulated earlier, starting
from kindergarden
Learning to Think Spatially: GIS as a Support System in the K-
12 Curriculum
Theoretical foundation - Piaget
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 6
According to Piaget, infants and children form schemas to
impose order on the world
Those schemas undergo constant variation and modification,
depending on the age
Piaget: Assimilation and adaption
Foundation for constructivist learning
Theoretical foundation - Piaget
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 7
http://wps.prenhall.com/hss_kassin_essentials_1/15/3935/1007493.cw/index.html
Theoretical foundation - Piaget
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 8
Piaget: Advancement through the stages is biologocally
driven (aging)
Newer studies show that maturing is the basis, but the speed
and quality of the advancement are influenced by external
stimuli and experience (e.g. by Newcombe, adaptive
combination)
Those stimuli can be provided from kindergarden on
Technological advancement allows easy to use and specially
tailored methods towards spatial thinking
Piaget - criticism
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 9
Newcombe: 4 stages are too strict
Features of each stage are also found in earlier stages
Automatic advancement through the stages is questioned
Environmental factors influence the speed of development
Piaget underestimates children abilities
Theories are still valuable
Theories + Criticism justify the approach of using support tools for spatial learning from early on
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 10
The actual topic of this talk
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 11
(Digital) Maps are undoubtly important for the process of
spatial learning of kids, starting at very young ages
We worked with several software products lately, even
created some, that support spatial learning processes
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 12
The actual topic of this talk
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 13
(Digital) Maps are undoubtly important for the process of
spatial learning of kids, starting at very young ages
We worked with several software products lately, even
created some, that support spatial learning processes
All lack the same problem
NO basemap especially suitable for kids!
Motivation
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 14
Why is that street
yellow on this map?
I see that is grey
Research questions
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 15
Theoretical analysis
How do kids perceive their environment?
How is that perception „stored“ in their imagination?
How can that perception be transfered into a cartographic
representation?
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 16
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 17
Kids need „easier“ maps!
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 18
..that reflect their world!
First thoughts
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 19
How should a map for kids look like?
Remove unnecessary features off the map
Use more uniform signatures
Use clear fonts and easy symbols
First thoughts - survey
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 20
Ask kids, how they would make a map
Features
Colors
Geometries
Icons
Survey and sketchmaps
Conducted during a stay in Campinas, Brazil
Repeated in Germany soon
Survey - Map orientation
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 21
Can you identify the
area of your school
and of your home?
Please rate the maps!
general/orientation
Survey - Map orientation
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 22
Survey - Symbology I
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 23
Symbols are taken from the OpenStreetMap renderer Mapnik:
https://trac.openstreetmap.org/browser/applications/rendering/mapnik/symbols
Survey - Symbology II
March 17, 2012 Philippe Rieffel, Thomas Bartoschek University of Muenster, Germany 24
General information
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 25
General information
Gender
Age
Experience
With paper maps
With digital maps
Survey results
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 26
35 usable datasets
Age: 9-12
Gender: 20 f / 15 m
Majority (60%) had at least some experience with paper
maps
Experience with digital map was generally little (71%)
Map ranking:
Survey results
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 27
First interpretation:
Orientation along districts
District names prominent on
selfmade maps and osm
No district names on the OSM
excerpt
No.1 Map had a lot of details
removed clarity
No. 3 Map, too much removed?
Survey results - Symbology
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 28
Most icons were identified “correctly”, some deviations
Parking
Cinema
Police
See-saw
Reasons:
Lingual differences
Symbol design / Symbol unknown
Survey results - Colors
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 29
Some trends
Yellow for roads (“Google design”) only mentioned twice
Roads either black or grey
Red for borders
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 30
Implementation
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 31
Create a digital map service
Render raster maps from OpenStreetMap Vector data
Flexible design scheme
Whole world data coverage
Setup: PostgeSQL DB + Renderer + Webinterface
Implementation - flexibility
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 32
WMS-like functionality
Advantage: Cater the changing requirements during aging of
the children
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 33
Scale
Resolution Extent
Coverage Map Scale
Feature
Density Variability
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 34
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 35
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 36
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 37
All maps taken from OpenStreetmap.org || CC-BY-SA license
Map design principles
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 38
Generalize the world as little as possible / as much as
necessary
Use symbology that is easily connectable to the real world
Identify important content for children, omit unnecessary
information that obstruct the map
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 39
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 40
Contact
March 17, 2012 Philippe Rieffel, Thomas Bartoschek
University of Muenster, Germany 41
Philippe Rieffel
p.rieffel@uni-muenster.de
@p.rieffel
Progress blog:
http://52north.org/GeospatialLearning/
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