More on GIS and geospatial in this blog:
U-Spatial is pleased to announce the 2016 University of Minnesota Summer Spatial Boot Camp, an intensive, five-day geospatial workshop held on the University of Minnesota, Twin Cities campus from June 6th to 10th, 2016. Over the course of five days, participants will learn the fundamentals of Remote Sensing, GPS, LiDAR, Cartography, and more. Emphasis is on foundational skills in gathering, creating, managing, analyzing, and communicating spatial data. In addition to short courses, guest speakers will present on applications of geospatial tools and techniques.
Working knowledge of Geographic Information Systems (GIS) is a prerequisite for admission to the workshop. In particular, familiarity with ArcGIS or comparable software packages is required.
The non-refundable participation fee for the entire workshop is $250.
U-Spatial has reserved a block of single-occupancy rooms in an on-campus dormitory at a rate of $46.95/night.
Application opens: February 16, 2016
Application deadline: May 9, 2016*
Notification of acceptance: May 16, 2016
Course fee due: May 31, 2016
Workshop begins: June 6, 2016
Analyzing and Presenting Spatial Data
David McClureDigital Humanities Research Developer, Center for Interdisciplinary Digital ResearchStanford University Libraries
Since the emergence of easily accessible dynamic online mapping tools, there has been a drastic increase in geographic interest and awareness. Whether for personal, social, professional or academic uses, people are using Geographic Information System (GIS) technology to communicate information in a map format. Whether it’s using Google Earth to study urban change, or creating Google Map Mashups to deliver library resources, more and more members of society are turning to mapping programs for their visualization needs. With so many using GIS technology in their daily lives, library staff are now more than ever assisting library clients with their mapping queries.
This course will introduce students to a variety of mapping tools and GIS technologies such Google Earth and the creation of dynamic KML files; ArcGIS Online and webmap publishing; Google Fusion Tables and geocoding; and GIS fundamentals with geospatial data creation. Students will be able to apply their GIS skills in their reference work, in digitization projects, in webpages, in library instruction, and more. Through hands-on exercises, pre-recorded demonstrations and lectures, students will receive a thorough overview of mapping resources that will enhance and expose their library’s resources.
– How to enable offline maps in your Google Maps app – http://www.huffingtonpost.com/map-happy/how-to-enable-offline-maps_b_6525832.html
– Huge news – Google Earth Pro, which used to cost the public $400 is now free! What does that mean for you? Extra features! You can import GIS files, tables, and export animated movie files! http://google-latlong.blogspot.com.es/2015/01/google-earth-pro-is-now-free.html
– Don’t live in Canada? Too bad! Google Maps plots best tobagonning hills in Canada!http://www.ctvnews.ca/canada/google-map-plots-canada-s-best-tobogganing-hills-1.2218207
– a map of 19 countries that were named after specific people – http://www.vox.com/2015/2/1/7954179/map-countries-pe
Content for Week Two – February 9th – February 15th
- Citizen Mapping
- OpenStreetMap – crowdsourcing
more heads are better then one
NYPL geomapping volunteers.
citizen crime reporting app for NYPD http://www.nyc.gov/html/nypd/html/crime_mapping/nyc_crime_map_introduction.shtml
when the jet disappeared, crowdsourcing for parts on the satellite maps of the ocean
maps of the threes. emerald bug in Mnpls
how does foursquare and checkins in FB and Google +fit it
Podcast and Powerpoint can be accessed from:http://www.lib.uwaterloo.ca/locations/umd/JuicyLibrarianMaterial.html
Tutorials: Google Earth
1. Discussion question:
Discover some citizen mapping projects that you are interested in OR
Contribute your local knowledge to Google Map Maker AND Share with the class online
2. Google Earth Map
Please complete the tutorial and then create a map in Google Earth with the following components:
- A title
- A written introduction to your project
- At least five placemarks, embedded with html tags, and images, if possible.
- Imported KML file(s) file format by GEarth, but other apps is using it. using notepad or MS Word, one can create KML file.
screen overlay, can be text, image, anything. legend. HTML code.
- A screen overlay (i.e. a legend)
images from the library, Google is willing to buy them. citizen mapping. scanning and uploading.
geographical and societal awareness.
google street view – historical views
Google Earth Mapping
Submit online as a KML/KMZ file
I had the opportunity to experience a gizmo that can be used to display a variety of mapping projects, including citizen mapping: Science on a Sphere. It is a sphere on which you can project static maps or animations. The one I saw, in the National Oceanic and Atmospheric Administration’s facility on Ford Island in Honolulu, displayed animations showing the 2004 Indian Ocean tsunami and the 2011 tsunami in Japan, as well as airline flight paths, ocean currents, polar ice cap change over time, and many other types of geospatial data.
The Great Backyard Bird Count actually starts today and runs through Monday, February 16th. At a minimum, it only requires 15 minutes of observation on any or all the days: http://gbbc.birdcount.org/
Happy Cow is a site well-known to many vegetarians/vegans for finding restaurants which I’ve used when travelling. Users can submit reviews and/or restaurants that they’d like profiled (although the site reserves the right to approve or not the listing). http://www.happycow.net/search.html
One of the impediments to citizen mapping is the line-of-sight cell tower limitations of mobile phones, or the wifi requirements for other mobile devices. Citizen mapping in urban and suburban environments is well-served by mobile devices, but what about natural areas, dense leaf cover, or extreme topography? Even if obtaining absolute mapping coordinates isn’t the issue, much crowdsourcing assumes an ability to connect back to a central data repository (e.g., a web database, ‘the cloud’). Equipment that can interact with GPS satellites and support data capture is typically expensive and generally requires proprietary software.
wq (https://wq.io/) is a framework that is ‘device first’ and ‘offline-enabled’. It attempts to leverage several open source technologies to build an entire mobile solution that can support citizen science data collection work, and then synchronize with a central repository once the device (and operator) return to an area served by cellular or wifi networks.
I’m stretching here, so if I get stuff wrong, please don’t yell. Still, I’ll take a pass at generally describing the framework and its related technology stack.
Finally, wq extends several other open source technologies to enable synchronizing between a central data repository and multiple mobile devices in the hands of citizen mappers. Lastly, wq employs a set of tools to more easily build and distribute customized mapping apps that can be served from Apple’s app store, Google Play, etc.
What wq intends is to allow highly specialized citizen science/citizen mapping apps to be more easily and quickly built, based upon a solid collection of aligned F/OSS tools. Ideally, an app can spin up quickly to respond to a particular need (e.g., a pipeline spill), or a specialized audience (the run up to a public comment period for a development project), or even something like a high school field trip or higher ed service learning project.
Some examples of citizen mapping projects already built upon wq are here:
Creating a walking tour map with Google Earth_2014
- Spatial Data Formats
- Geospatial Data Online
- Discussion Question
Podcast and Powerpoint available from: http://www.lib.uwaterloo.ca/locations/umd/JuicyLibrarianMaterial.html
Tutorials: BatchGeo (optional); Google Fusion (optional)
enter Xcel data, and export KLM file ready for google map and/or google earth
store maps online, no latitude needed.
visualize geospatial data by map
spatial analysis by mapping different layers together
showing data by map, graph or chart
e.g. how many cars cross specific point
crowdsourcing: spotting butterflies, using fusion tables to map the spices and sightings
students: journalism, history, geography.
Georeferencing (geocoding – data, geo referencing – image)
historical air maps or photos are much more useful when they are georeferenced.
Photos from different year is difficult to lay over one another without referencing. the only reference might be the river. usually reference the four corners, but sometimes river. Using GIS program to determine the longitute/latitude for each corner. sometimes only farmland and it is impossible
I am a new faculty member, in the Department of !!!!!!!!!. I have been waiting my teaching courses to be listed on D2L, but still I cannot see them. It’s maybe because I am still listed as “Staff” instead of “Professor.” Could you please check this out for me?
Good morning !!!!!!
Please have directions from the IMS blog (keep in mind using it as FAQ regarding D2L) how to request D2L courses:
If you log into that dbase, you will see the following picture:
which means that you, your department [chair] and Records and Registration must enter you as the Instructor of Record (what you call “Professor”)
Only after that you will see in the above-mentioned dbase your name and you will be able to request your D2L course.
We are not able to do more on our side.
THank you and let me know, if more questions.
SoLAR Webinar “Learning analytics adoption in Higher Education: Reviewing six years of experience at Open University UK”
presented by Prof. Bart Rienties from the Open University, The United Kingdom.
To register, go to https://www.eventbrite.com.au/e/learning-analytics-adoption-in-higher-education-reviewing-six-years-of-experience-at-open-registration-105611406560
Time and date: Thursday, Jun 11, 2020, 5:00 PM – 6:00 PM Central European time
(11:00 AM–12:00 PM Eastern US time, 8:00 AM–9:00 AM Pacific US time, 4:00 PM–5:00 PM London, UK Time)
Location: Zoom (meeting URL provided in the registration email)
more on learning analytics in this IMS blog
CALL FOR PROPOSALS: GUIDED VIRTUAL ADVENTURE TOURS
at iLRN 2020: 6th International Conference of the Immersive Learning Research Network
Organized in conjunction with Educators in VR
Technically co-sponsored by the IEEE Education Society
June 21-25, 2020, Online
Conference theme: “Vision 20/20: Hindsight, Insight, and Foresight in XR and Immersive Learning”
At our physical iLRN conferences, the first day of the conference (Sunday) is typically devoted to one or more guided social tours of local attractions in which attendees have the opportunity to socialize and get to know one another while immersing themselves in the sights and sounds of the host city and/or region. As this year’s conference will take place entirely online, we are instead offering the opportunity for attendees to sign up for small-group “Guided Virtual Adventure” tours of 50 minutes in duration to various social and collaborative XR/immersive environments and platforms.
Proposals are being sought for prospective Guided Virtual Adventure tour offerings on Sunday, June 21, 2020. Tour destinations may be:
– a third-party XR/immersive platform with which you are familiar (e.g., Altspace, Mozilla Hubs, Minecraft, World of Warcraft, Somnium Space, OrbusVR, Second Life);
– a specific virtual environment that you, your institution/organization, or someone else has developed within a third-party platform;
– a platform that you or your institution/organization has developed and/or specific environments within that platform.
There are no fees involved in offering a Guided Virtual Adventure tour; however, preference will be given to proposals that involve environments/platforms that are freely and openly accessible, and that are associated with nonprofit organizations and educational institutions. Where possible, it is strongly recommended that multiple offerings of the tour are made available throughout the day so as to cater for different time zones in which the 8,000+ iLRN 2020 event attendees will be based.
Companies wishing to offer Guided Virtual Adventure tours involving their commercial products and services may submit proposals for consideration, but the iLRN 2020 Organizing Committee reserves the right to, at its discretion, place limits on the number of tours of platforms/environments of a certain type or that address a particular target audience/application vertical. In doing so, they will prioritize companies that have purchased a sponsorship or exhibition package.
### Submitting a Proposal ###
### Contact ###
### Important Dates ###
– Guided Virtual Adventure proposal submission deadline: May 18, 2020
– Notification of proposal review outcomes: May 21, 2020
– Presenter registration deadline: May 25, 2020
– Deadline for providing final participant instructions: June 1, 2020
– Guided Virtual Adventure Day: June 21, 2020
Other upcoming iLRN 2020 deadlines (see conference website for details):
– Immersive Learning Project Showcase & Competition – expressions of interest to participate due May 14, 2020 (deadline extended, no further extensions will be announced)
– Practitioner Stream oral and poster presentations – 1-2 page proposals, not for publication in proceedings, due May 18, 2020 (will not be extended)
– Workshops, Panel Sessions, and Special Sessions – 2-3 page proposals for publication in proceedings as extended-abstract descriptions of the sessions, due May 18, 2020 (will not be extended)
– Free registration deadline for non-presenter educators and students – May 23, 2020
more on virtual tours in this IMS blog
from the Higher Ed Learning Collective
My institution is offering to pay for the Quality Matters course “Teaching Online-An Introduction to Online Delivery.” I’m registered for a session this summer. Have any of you taken taken it? What are your thoughts?
more on online teaching in this IMS blog
Are you going to teach synchronously or asynchronously? What’s better for your students? What’s better for you?
in the synchronous online classroom you can readily help students remember why they registered for your course to begin with, which can be very grounding.
The most popular reason for choosing this option for your teaching is flexibility regarding when work is done. Asynchronous classes have pedagogical benefits too. They allow students to literally “pause” your class when they are confused or need a break, something only possible in their dreams for in-person and synchronous online classes, which go at a pace not set by them at all. Also, the technology requirements to take in an asynchronous class are lower, and this is therefore more accessible to more students.
An example of “doing both”
How to Reconnect With Students and Strengthen Your Remote Course
APRIL 09, 2020
how to structure a supportive learning environment, and how that might apply to an emergency situation such as this, where many students struggle to stay focused, or find it difficult to learn with unfamiliar systems and technologies.
- Normalize the abnormal.
- Create an online presence.
- Explain, and then explain some more.
- Take advantage of the technology.
- Foster community.
more on synchronous vs asynchronous in this IMS blog