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2014 AAG Annual MeetingApril 8-11, 2014 | Tampa, FL
LearnGIS: A Novel, Top-down
Approach to Learning about GIS
Aileen Buckley, Esri
aileen buckley | research cartographer
esri | 380 new york street | redlands, ca 92373-8100
O: 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 learning
Challenge-based learning
Community-based learning
Design-based learning
Game-based learning
Inquiry-based learning
Land-based learning
Passion-based learning
Place-based learning
Problem-based learning
Project-based learning
Proficiency-based learning
Service-based learning
Studio-based learning
Team-based learning
Work-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 skills
Build 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 GIS
GIS Professionals Consumers
“-ologists”
Developers Educators Students
Managers
GIS Librarians
Journalists
1
2 4
1
3
1
Lesson example
1
The Power of Maps
2
The Power of Maps - Windows
2
The Power of Maps - Stories
2
The Power of Maps - Analysis
2
Get Started Now
3
Spatial Problem Solving
4
Not a linear process—you
iterate, diagnose, review,
and backtrack as you make
progress
spatial PROBLEM SOLVING
Explore the
issue to find
out about
important topics
Frame the question
or questions that you
want 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 areas
Aid & Development
Business
Defense & Intelligence
Education
Government
Health & Human Services
Mapping & Charting
Natural Resources
Public Safety
Transportation
Utilities & Communications
Spatial questions – based on Andy Mitchell’s books
Spatial Analysis - Lesson
4
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 Knowledge
Geographicquestion
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 cartographer
esri | 380 new york street | redlands, ca 92373-8100
O: 909.793.2853 x2997 | C: 909.289.1798 |