Category Archives: GIS

geographically-informed decision making

I keep thinking about this article in the New York Times this week, with geographically-informed advice for Amazon to choose a second venue for its expansion. Such an obvious use of geography and information and systems. Couldn’t they have ended the piece with some reference to any of those things? Nah, better to have it just be obvious that this is the right way to make this type of decision?

That time of the semester again

This week we’ll broach the topic of datums, coordinate systems, and map projections in the GIS class that I teach at Cornell. It’s week 5+ of the semester, just enough into this stuff so that there’s some sustained knowledge growing and they now have enough of a framework onto which to hang the obvious-but-abstract-and-necessary-but-confusing-and-powerful topic.  I used to be more GIS-traditional about this stuff and dive in during weeks 2 or 3. Not any more. Much more and deeper learning taking place now that students are more confident and competent at managing and manipulating spatial data. T

Just in time, XKCD has come up with another inspired projections example to share with the class.

It Takes a Village: Intersections between Geospatial Professionals, Governments and Educators

Significant and widespread accomplishments involving digital technologies at a national level, whether in schools or homes or businesses, are possible through cooperative planning and creative partnerships. The larger, more ambitious the project, the more coordination – and long-term commitments – will be required to increase the likelihood of measurable success. Given the ways in which geospatial technologies cross the sectors of government, infrastructure, and education, it is no surprise that examples from the world of geospatial technologies are emerging.

In 2007 the Uruguayan government launched Plan Ceibal, a plan to provide a laptop computer for each child enrolled in a public school, and made a parallel commitment to expand and provide high-speed Internet access across the country. Since then, reliable Internet access has enabled notable national programs in health care, agriculture, and social services, as referenced in this video, Uruguay Digital 2015. The Internet has also allowed Plan Ceibal to pursue and expect increasingly innovative usage of those laptops, such as providing online instruction for learning English and accessing open educational resources that are aligned with school subjects.

Of course, there’s a place for GIS in this mix too. The Ministry of Transportation and Public Works’ National Bureau of Surveying has partnered with gvSIG, a Spanish association of developers of an open source GIS software, on gvSIG Batoví (Spanish) which aims to be “GIS applied to educational environments intended for Plan Ceibal and based on gvSIG.”

However, the initial instance of gvSIG Batoví was designed only for use with the limited operating system of the Ceibal laptops, which is ultimately limiting for an initiative with broader potential and ambitions. Thus the partnership has led gvSIG to develop gvSIG Educa, a prototype for what a country-specific, educational GIS might look like. The idea is that both students and teachers would have access to a GIS that comes complete with numerous layers of data at many relevant geographic scales, and the users can combine these to produce their own maps that help them reach their educational goals. On-going efforts to develop and enhance the platform have been aided by contributions from the global OSGeo community, such as a recent contribution via Google’s Summer of Code.

Meanwhile in Uruguay, activities continue that are mutually beneficial to all sectors involved. Workshops and classes have been offered to both teachers and students, and the platform is being shared with future geography teachers in their teachers’ college. Prepared materials (in Spanish) for those events, such as this manual for a workshop for secondary students and this one for geography teachers can be downloaded from the OSGeo website. Through their involvement with these programs, the National Bureau of Surveying has opportunities to share its activities with potential future employees, and the data being produced as part of the spatial data infrastructure of Uruguay is reaching new national audiences. The Geospatial Information Technologies Working Group of the University of Uruguay’s College of Engineering, another contributing partner in the project, can connect too with both prospective students and relevant government departments.

In other countries, some partnerships are less formal or official but the activities are equally valuable. For example, in Belize the Esri distributor, Total Business Systems, Limited, is generous in the ways in which it provides GIS-based visualizations of data of national interest. During the national presidential and congressional elections in 2015, they produced live maps to be shared online and over TV as results were being returned. To help put the results into a historical context, they produced an Esri Story Map that highlights changing electoral patterns and enables simple comparisons of the general election results over the last 30 years. This is but one of the map series available in the Belize GIS Education Portal that TBSL has built and maintains.

Companies such as TBSL donate time and effort to educational activities and resources because they are committed to long-term outcomes and the value of geographical thinking for an educated citizenry. Issues that have a specific geographic context are on the minds of many Belizeans, such as the disputed border with Guatemala and the risks associated with seasonal hurricanes and flooding. Using geospatial technologies like GIS to understand these topics is a no-brainer, and it isn’t difficult to get students excited about the technologies. TBSL just hosted its 5th annual World GIS Day Expo in November and over 900 students attended. Among the exhibitors were the Statistical Institute of Belize, the Belize Police Department, the Belize telephone company, and the Coastal Zone Management Authority. Creating opportunities for students to see diverse applications of the technologies in both the government and private sectors is an obvious but fundamental step towards future workforce awareness.

As in Uruguay, educators in Belize are also learning about the possible roles for geospatial technologies in teaching and learning. The same week of their Expo, TBSL organized and hosted two workshops for primary, secondary, and tertiary school educators that focused on the potential for use of GIS to support learning across the curricula. (Full disclosure: one of this article’s authors, Diana Sinton, was an instructor in those workshops.) These may even have been the very first GIS educational workshops in Belize, and the country has no particular “champion” within its government that is currently promoting and encouraging the use of educational GIS, but even baby-steps eventually lead somewhere.

   

GIS Day 2016 in Belize

There is no single one-size-fits-all model or type of partnerships among commercial, governmental, public and private entities when it comes to GIS and education. Instead it’s a series of evolving dances and multiple partners will alternate taking the lead. Both top-down and bottom-up approaches have their time and place, as well as the use of proprietary and open source software solutions, and all of this will be taking place concurrently anyway. When a government opens educational doors with programs like Plan Ceibal in Uruguay or ConnectEd in the United States, companies like gvSIG or Esri might be well-positioned to get their respective GIS feet in those respective doors. Or, sometimes a local voice for a larger company plays that role, like when Spatial Innovision Limited signed on to manage the GIS licenses for dozens of Jamaican schools on behalf of the government.   

Ultimately, success is still dependent on the community to sustain and nurture the programs beyond their initial marketing and document-signing phases. It’s the boots on the ground that count in the end, so whether it’s GeoMentors or Geo For All, make sure you build the human connections into the plan. 

Sharing the GIS Gospel in Belize

For the last few days I’ve had a chance to serve as an “Ambassador” for GIS – on behalf of Esri – in Belize City.  We’ve held two workshops for educators, one yesterday for primary school teachers and the second today for secondary school teachers. At both workshops, teacher educators (faculty who teach pre-service, future teachers in schools of education) were also participating. These experiences are both inspiring and humbling, encouraging and frustrating. Passionate teachers who want to learn new technologies and are committed to their students’ learning, often stymied by lack of computers and unreliable or absent Internet.

I’ve been interviewed twice by local TV stations, first yesterday on The Morning Show on LOVE/FM, and today by Channel 5 (video can be seen via Facebook, and here’s a link to just our story itself). One of the highlights for this trip so far has been connecting with a new friend and colleague Loretta Palacio, the epitome of beautiful and wound-up GIS energy. Loretta runs the Esri distributorship for Belize.

Interested in sharing your #GIS passion with other educators?  The Ambassador program is one way to gain experiences.

Tomorrow, onward to a big Expo for GIS Day. Over 700 children will be there! I’ll be helping teachers and students explore mapping tools.

Journal of Geography Article Earns National Council for Geographic Education Accolade

A joint effort from Esri Education manager Tom Baker and a research group of seven university faculty members was selected as the Best Article for Geography Program Development by the National Council for Geographic Education (NCGE). Published in the Journal of Geography, the co-authored piece, entitled "A Research Agenda for Geospatial Technologies and Learning," provides a blueprint for advancing the study of geospatial technology (GST) in relation to education and learning.

“Research that advances understanding from and in GST has long been sparse, so the methodology outlined in A Research Agenda for Geospatial Technologies and Learning is not only insightful, it’s also an innovative asset for future studies to come,” said Zachary Dulli, NCGE chief executive officer. “As a collaborative effort of interdisciplinary academia and experts in spatial cognition, the resultant agenda stands out for being mindful of objectivity and a multitude of approaches to instructing GST, constructing curriculum, professional development, and achieving learning.”

In addition to Baker, article contributors included Sarah Battersby of the University of South Carolina, Sarah W. Bednarz of Texas A&M University, Alec M. Bodzin of Lehigh University, Bob Kolvoord of James Madison University, Steven Moore of the University of Redlands, Diana Sinton of Cornell University, and David Uttal of Northwestern University.

“All the authors sincerely appreciate this acknowledgement from the National Council for Geographic Education,” Tom Baker said. “Geospatial tools evolve rapidly, and our knowledge of learning processes with these tools needs to grow just to keep pace.”

Because of limited understanding regarding learning and GST, the agenda calls for a broad framework that is both systematic and replicable. Forthcoming studies should be evidence based, draw upon relevant theory, accurately describe the steps involved, connect concept and evidence, and apply to a range of settings and populations.

"Only cross-disciplinary, dynamic, and concerted research efforts will shed much-needed light on how we perceive, organize, understand, and communicate while learning with geospatial tools," Baker said. "We believe this agenda is one of the first significant steps in that direction and hope it encourages more researchers to incorporate the agenda in their future work."

NCGE will acknowledge the article contributors on Saturday, July 30 during its annual National Conference on Geography Education taking place in Tampa, Florida.

To read "A Research Agenda for Geospatial Technologies and Learning" in full, visit http://arcg.is/1X9nNfS.

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Elevation data: Where to go and what to know

Digital representations of the surface of the earth are a key data set for many GIS projects, but locating, identifying, downloading and manipulating digital elevation data is not for the faint of heart. There are many different skills required and hundreds of tools, systems and instruments from which to choose. In this article, author Diana Sinton highlights available resources and need-to-know information.

Introduction to the digital elevation model

The most common form of digital representation of the surface of the earth is presented as values of elevation above sea level, often derived from sampled point measurements and represented in raster formats as a digital terrain model or digital elevation model (DEM), or as a vector triangulated irregular network (TIN). Apart from generating a topographical surface itself, these data are also the basis for deriving slope gradient, slope aspect and hillshade relief.  Digital elevation data are central to transportation planning, land use planning, and geological and hydrological analyses, among countless others.  For this article, we’ll focus on DEMs as a generic format of elevation data in digital form.

For many years, the most common source and scale for a DEM were the 10-meter and 30-meter resolution data organized and distributed by the US Geological Survey to align with their 7 ½ minute topographic quad sheets. These original DEMs were derived from traditional photogrammetric methods or reverse-engineered from contour lines. Errors and inaccuracies abound. Nine times out of ten, one’s area of interest was situated at the intersection of four quad sheets, so there was great rejoicing when it became possible to download “seamless” elevation data, foregoing the need to edge-match or mosaic multiple data sets together. 

Measuring the horizontal resolution of elevation data often refers to spherical units of arc seconds, or 1/3600 of a degree. One arc second represents approximately a 30-meter grid cell.  Accordingly, a one-third arc second of measurement is approximately ten meters in distance, and a one-ninth arc second is three meters. However, these measurements hold true at the equator, when both latitudes and longitudes are evenly spaced.  Once distances are measured towards the poles, longitude measurements begin to converge and regular grid spacing becomes distorted.  By the time one is measuring in arc seconds at 49 degrees latitude, an arc second of longitude has shrunk to 20.25 meters and grid cells have become elongated in shape. 

Becoming familiar with the arc second system of horizontal measurements is a worthwhile investment of time when navigating elevation data sites, but it may be even more important to understand the absolute and relative vertical errors within DEM data. The original production goal of the 7 ½ minute USGS quads included a vertical accuracy standard of 7 meters, and up to 15 m variability was permitted (USGS Data Users Guide, pdf).

DEM meets Big Data in the US

Fast forward to 2015 and digital elevation information has intersected with the Big Data movement. In the United States, the National Elevation Dataset (NED) has replaced the former system of quad-based DEMs.  Significant efforts have been made to ensure that the horizontal and vertical datums, elevation units and projections or coordinate systems have been made consistent or, where needed, optimized for that locale. Root mean square errors for vertical accuracy have fallen to less than 2 meters within much of the NED collection.  Light Detecting and Ranging, aka LIDAR, data, and interferometric synthetic aperture radar, aka IfSAR, have become the standard approaches for high resolution data collection, and this has allowed for improvements and upgrades throughout the United States. Unlike the bare-earth presumption of DEM data, these new sources also provide detailed data for what is on the surface of the earth, for example the heights of vegetation and structures. The use of new technologies has been particularly important in states such as Alaska, where conditions had never previously permitted consistent and high quality data to be collected.

Of course there are times when it is both desirable and necessary to access older data, particularly when needing to make comparisons between before-and-after geomorphic changes following earthquakes and volcanic eruptions. For such purposes, the USGS also maintains a collection of historic DEMs.

Global data resources

When elevation data outside of the U.S. is needed, two important sources include data derived originally from NASA’s Shuttle Radar Topography Mission, as well as the more Advanced Spaceborne Thermal Emission and Reflection Radiometer global digital elevation model, now at Version 2.  Since its original collection in the year 2000, the SRTM data has been corrected and revised, and its 90-meter resolution coverage is some of the most comprehensive world-wide.  ASTER's Global DEM data has also undergone revisions and corrections, and its one arc second, 30-meter, resolution extends to even broader global coverage. 

New satellite technologies and demand for higher resolution and more consistent data are driving the growth in digital elevation data advancement today.  In 2010, DLR, Germany’s national aeronautics and space research center, launched the TanDEM-x satellite to partner with the already-orbiting European TerraSAR-X and is now producing data designed to be high resolution, with great vertical accuracy, and as consistent and reliable as possible in their coverage.

In the U.S., the current 3D Elevation Program has brought together multiple funding entities to produce and distribute nation-wide LIDAR data coverage, with IfSAR-based data in Alaska. Acquiring and processing these data will take years, but there is wide agreement that it is a wise investment with extensive benefits for the public and private sectors alike. The specter of sea level change has also compelled NOAA to prioritize LIDAR-based topographic data for coastal regions

Locating, identifying, downloading and manipulating digital elevation data is not for the faint of heart.  New interfaces for data discovery such as Reverb|ECHO come complete with 317 platforms, 658 instruments and 717 sensors from which to choose. Even the simpler National Map and Earth Explorer assume that users are familiar with the optimal spacing of LIDAR point clouds, arc second measurements, and the deciphering of acronyms.  OpenTopography is specifically designed to lower the access barriers to high resolution data, but to date the availability is limited. 

My advice? Give yourself plenty of time to sort out what’s available for your area of interest and what you really need for your project or application. Being able to find exactly the data you seek, download it, figure out and manipulate its compression format, modify its projection or coordinate system and successfully add it to your project is likely to require persistence, patience and the knowledge of a rocket scientist.  Or two. 

Future of R with GIS

I was a total newbie to R before spring 2014. Then it was a little trial by fire, trying to learn just enough to keep up with grad students in a class I was co-teaching. Thank goodness for the “co-” part, as my partner was an expert in the topic, and I could contribute in my own areas of expertise, which were/are not R!  But I finished the semester with a new-found respect and, frankly, awe for what is possible with R. I have much to learn, and maybe, someday, the time.

Fast forward a few months and the topic keeps cropping up.  I shared a beer in Salzburg with Lex Comber and learned about one of his forthcoming publications, an Intro to R for Spatial Analysis and Mapping. Haven’t got my own copy yet, but if it’s what it seems to be, it’ll be one of my assigned texts in the future. In one of our webinars, Trisalyn Nelson spoke about her use of R with her graduate students. And today, I silently scanned through Alex Singleton‘s recent presentation on the Changed Face of GIS, in which R figures prominently for him.  There’s something going on here that some smart people have figured out.

GIS makes the xkcd comics

One of my favorite cartoonists – Randall Munroe – has made a call out to GIS for its ability to identify whether items or objects fall within certain “enclosures” of space based on their coordinate locations.  Will there be a day when the public can read a cartoon panel like this one and know what is being referenced?

Sharing Ideas at EdUC

It’s that time of year again, July in San Diego with a whole lot of other people, all talking about GIS.  Plus ça change, plus c’est la même chose.  This year I’ll be in two sessions, the first on our ROGTAL project, Research on Geospatial Technologies and Learning, a group effort in which I’m honored to be a member.  You’ll hear about our proposed research agenda and recommendations for this field.  Saturday afternoon, in the 3:15-4:30pm session titled Meeting Education Mandates, La Costa Room.

Then on Sunday morning (early!, before the Plenary!  Set your alarms and bring your coffee!) I’ll be leading a session on Cultivating Spatial Thinking & Problem Solving with SpatiaLABS.  8:30am, Leucadia Room.  Don’t know about Esri’s SpatiaLABS yet?   This is your chance to get all the insider information on this FREE resource, get a sneak preview at a new search-and-sort website, get your questions answered by the series editor, and find out how you too could become a (paid) contributor!  Don’t snooze, come schmooze instead.

 

On using ArcMap Collector as a mobile app for SSV

Experimenting with reblogging some worthwhile posts.

Katie Faull's avatarMoravian Studies and Digital Thinking and Praxis

Since its inception, Stories of the Susquehanna has been a collaborative, interdisciplinary Screenshot 2014-05-08 21.41.18digital project that has at its core a geospatial interface. What started out as historical/cultural mapping of the Native American landscapes of the Susquehanna in ArcMap Desktop with maps published in static image format (as discussed in the interviews of me and Emily Bitely) has evolved through the iterations of ESRI’s software development.

About a week ago, one of our Digital Scholarship Coordinators and SSV  project manager, Diane Jakacki pointed to to the fact that ESRI was now publishing apps. photoAt first skeptical, I proceeded to delve further into the Collector app and battled my way through tutorials designed for insurance adjusters gathering data in the field (no, I don’t need fields labeled “Habitable” or “Partially Destroyed”) to create a feature layer that could be added to any map in ArcMap online. This feature layer was supposed to be…

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