Abstract: GIS tools such as ArcGIS Online, Field Maps, and Survey123 are available free to K-12 educators, and improvements in their design have simplified the process of building data collecting activities for students to use as part of local geospatial investigations designed by educators. This workshop will help attendees learn the process of creating geospatial data collectors using these ArcGIS tools and syncing data with a digital map. Skills addressed will include creating an ArcGIS account, highlighting the affordances and constraints of both Survey123 and Field Maps as a data collector, and guiding participants through the process of building, deploying, and syncing geospatial data collectors. The workshop will include descriptions of curricular connections and examples from K-12 and higher education learning activities.

Objectives

Participants will understand how geospatial concepts are embedded within various content areas. Participants will understand the role of field-based data collection activities in geospatial education, including various strategies for structuring these activities. Participants will explore examples of interdisciplinary uses of geospatial activities currently used by K-12 and higher education instructors. Participants will log in to ArcGIS Online using an account set up ahead of time, and they will be given instructions on how to set up their own account. Participants will create a simple data collector using Survey123, record 2-3 geospatial locations, and sync them to an ArcGIS map. Participants will create a simple data collector using the Field Maps app, record 2-3 geospatial locations, and display them to an ArcGIS map. Participants will brainstorm applications of field-based geospatial data collection strategies in their teaching and/or research.

Topical Outline

The first section of the workshop will cover geospatial concepts embedded within various content areas. Next we will address the role of field-based data collection activities in geospatial education, including various strategies for structuring these activities. These strategies include, but are not limited to: Scavenger Hunts Geocoding of features found in nature, the school ground, neighborhoods, or the community Geospatial inquiry, where users collect and code geospatial data from nature or their community in order to promote civic engagement. We will nextl explore examples of interdisciplinary uses of geospatial activities currently used by K-12 and higher education instructors. Examples will include: Urban Heat Island activity Ecological Services of Trees Cultural Heritage Mapping For the next part of the workshop, participants will log in to ArcGIS Online using an account set up ahead of time, and they will be given instructions on how to set up their own account. After we have logged into ArcGIS, participants will create a simple data collector using Survey123. They will record 2-3 geospatial locations from the conference location. Next, participants will create a simple data collector using the Field Maps app. They will also download the app on their personal devices and login using the credentials provided to them. They will record 2-3 geospatial locations, and display them to an ArcGIS map. Finally, participants will brainstorm applications of field-based geospatial data collection strategies in their teaching and/or research.

Prerequisites

Participants will need to have access to a computer with internet connection. These will not be provided as part of the workshop. Participants will also need to have a mobile device and be willing to download and install the ArcGIS Field Maps app. Participants do not need to have prior experience with ArcGIS or other mapping software A temporary ArcGIS Online account will be created for each participant to use during and after the workshop

Experience Level

Intermediate

Qualifications

Curby Alexander, PhD, is an Associate Professor of Professional Practice at Texas Christian University. He is currently the co-chair of the SITE Geospatial Education SIG. He is currently a Co-PI on a NSF-funded grant, where he is investigating the use of geospatial concepts and technologies among high school teachers and students, and its effect on geospatial reasoning. Tom Hammond, PhD, is an Associate Professor in the College of Education at Lehigh University. He is a founding member of the SITE Geospatial Education SIG. He is the recipient of multiple NSF grants focused on Geospatial Technology and Learning. He is currently a Lead PI on a NSF-funded grant, where he is investigating the use of geospatial concepts and technologies among high school teachers and students, and its effect on geospatial reasoning.