Re: [Talk-ca] Talk-ca Digest, Vol 119, Issue 10
keith hartley Cc: "Alasia, Alessandro \(STATCAN\)" , Steven Hills , Talk-CA OpenStreetMap Subject: Re: [Talk-ca] BC2020i and Mapathons with High Schools Message-ID: Content-Type: text/plain; charset="utf-8" I would still make the comment that it is a live map and even University > students can get creative. > > I would recommend having someone go over the edits carefully. Ideally an > experienced validator. Both from the point of view of accuracy and also to > give feedback to the students. If you're mapping in Canada be aware people > will not welcome inaccurate mapping and can be quite vocal about it. Don't > assume because you are a teacher you know enough about the subject. > Locally a University professor asked their students to add detail to the > map but restrict it to on Campus. They didn't restrict themselves and I > believe both added and modified existing data incorrectly which took > considerable clean up effort from a number of local mappers. > > The more flexibility you give the students the steeper the learning > curve. It takes about an hour before a new adult mapper feels comfortable > adding building outlines. > > When working with Bjenk on the Canadian building project it was apparent > that the building outline was only part of what they were after. > Alessandro was the first person I've seen to accurately map a building > outline in iD so it can be done. The other information they were after was > the number of floors. How many does a split level have by the way? The > use, commercial, residential etc. Ask Alessandro nicely and he might even > give you a list of what they are after. StreetComplete runs on an Android > smartphone and can be used to add this type of data. > > On the visually impaired side we have special tactile pads in the side > walk at junctions but I haven't worked out how to map and tag them yet and > I'm fairly experienced. > > If you go a HOT project then in theory they have validators on their > projects. Bug me nicely and I might even point you to one that is actively > validated. > > The following maybe of interest. > > https://wiki.openstreetmap.org/wiki/Education > > The links contained give access to people who have done it before. > > Cheerio John > > > > > > On 23 January 2018 at 23:30, keith hartley > wrote: > >> Hi Jonathan, >> I work with a GIS users group in Manitoba (MGUG.ca) and we were talking >> about how to use OSM as a learning tool for high school students as well. >> From our education sub-committee we discussed that building footprints or >> adding roads doesn't add to what the provincial high school geo subject >> curriculum needs. One suggestion was rather then adding new data and >> supervising edits, we can augment the map to be more detailed. (better >> trails, active transport, or building accessibility for disabled people) >> >> One example would be addressing mobility and accessibility around the >> school. If we could get a few high schools within an area to participate, >> we could could add buildings that are accessible via ramps ect, or maybe >> signaled crosswalks. That information could show the students issues that >> vision impaired, or mobility restricted people face, while at the same time >> improving the map. (similar to wheel map https://wheelmap.org) >> >> We're still at the discussion stage, but just a thought! >> >> Thanks, >> Keith >> >> >> -- next part -- An HTML attachment was scrubbed... URL: <http://lists.openstreetmap.org/pipermail/talk-ca/attachments/20180124/0a1373de/attachment-0001.html> -- Message: 2 Date: Wed, 24 Jan 2018 11:24:11 -0500 From: Jonathan Brown To: "talk-ca@openstreetmap.org" Subject: Re: [Talk-ca] Talk-ca Digest, Vol 119, Issue 9 Message-ID: <5a68b330.8a03240a.68170.1...@mx.google.com> Content-Type: text/plain; charset="utf-8" I concur on the point of needing to tie the mapathon activity into a local problem-solving task if it is going to address the expectations of provincial and territorial curricula. Keith, I like the idea of accessibility. I think Clifford would agree that the accessibility challenge has a direct link to the curricula (secondary and postsecondary) through the principles of Universal Design for Learning (i.e., what’s necessary for some is good for all – machine readable closed captioning formats that support muting while viewing a video in a noise-sensitive public space). It would be good to identify a number of challenges that could be tied to cross-curricular tasks like the one on accessibility. For example
Re: [Talk-ca] Talk-ca Digest, Vol 119, Issue 9
I concur on the point of needing to tie the mapathon activity into a local problem-solving task if it is going to address the expectations of provincial and territorial curricula. Keith, I like the idea of accessibility. I think Clifford would agree that the accessibility challenge has a direct link to the curricula (secondary and postsecondary) through the principles of Universal Design for Learning (i.e., what’s necessary for some is good for all – machine readable closed captioning formats that support muting while viewing a video in a noise-sensitive public space). It would be good to identify a number of challenges that could be tied to cross-curricular tasks like the one on accessibility. For example, we are also looking at climate change and using open source resources like iTree for assessing and managing forests and community trees http://www.itreetools.org/ to estimate the value of trees in adapting to climate change. The other one we came up with is the inequity of access to free internet and other resources needed to support the education and career/life goals of students in urban, rural and remote and communities. Here are some other project ideas from Development Seed https://www.developmentseed.org/projects/ Lastly, I wonder with how the education sectors are jumping on the coding STE[A]M bandwagon there might be ways to incorporate critical thinking into a mapathon activity. For example, the Green Schools tree planting initiative may increase the gap between inner-city schools with no where to plant trees and those in neighbourhoods with the green space to take advantage of these types of government-funded programs. For example, using machine learning to scaffold the tasks based on skill level https://www.developmentseed.org/blog/2017/09/15/power-mapping-with-machine-learning/ or using DigitalGlobe’s Building Footprint to simplify the task of selecting buildings in OSM http://explore.digitalglobe.com/rs/782-PEE-248/images/Building_Footprints.pdf. Students become immediately invested and are motivated and informed when they go to speak to their communities about the value of trees. For example, they can extrapolate nice reports from iTreeDesign to back up what they are doing with data analysis and data visualization. They can also use these reports to construct a persuasive, evidence-based pitch to council about the value over the next 99 years of planting a tree in a specific location (e.g. school yard, park or home). Not only do they demonstrate the economic value of trees through site analysis, they can also demonstrate the aesthetic value of publicly-owned and privately-owned trees for the citizen’s and wildlife’s health and wellbeing in a neighbourhood. This information can be used to augment a place-based forest management strategy. Keith the OpenSideWalks example could easily be adapted to other challenges and applied to school yards and other public spaces. Thanks for sharing that. The other one that would work is Cycle Travel: http://cycle.travel/ Clifford, can we set up a conference call with the Manitoba group your working with to share ideas? Here is one example of how a professor at the University of Guelph is working with high school teachers to connect math and GIS to the Ontario grade 12 data management course: https://mathstat.uoguelph.ca/outreach/opendata Alessandro has limited resources to work with their developer on a simple process for exporting data from OSM to other data analysis environments (e.g., through APIs or something like arcgis-osm editor in GitHUB) Jonathan From: talk-ca-requ...@openstreetmap.org Sent: Wednesday, January 24, 2018 7:00 AM To: talk-ca@openstreetmap.org Subject: Talk-ca Digest, Vol 119, Issue 9 Send Talk-ca mailing list submissions to talk-ca@openstreetmap.org To subscribe or unsubscribe via the World Wide Web, visit https://lists.openstreetmap.org/listinfo/talk-ca or, via email, send a message with subject or body 'help' to talk-ca-requ...@openstreetmap.org You can reach the person managing the list at talk-ca-ow...@openstreetmap.org When replying, please edit your Subject line so it is more specific than "Re: Contents of Talk-ca digest..." Today's Topics: 1. Re: BC2020i and Mapathons with High Schools (Clifford Snow) -- Message: 1 Date: Tue, 23 Jan 2018 22:16:31 -0800 From: Clifford Snow To: keith hartley Cc: "Alasia, Alessandro \(STATCAN\)" , Steven Hills , talk-ca Subject: Re: [Talk-ca] BC2020i and Mapathons with High Schools Message-ID: Content-Type: text/plain; charset="utf-8" On Tue, Jan 23, 2018 at 8:30 PM, keith hartley wrote: > > I work with a GIS users group in Manitoba (MGUG.ca) and we were talking > about how to use OSM as a learning tool for high school students as well. > From our education sub-committee we discussed that building f
Re: [Talk-ca] BC2020i and Mapathons with High Schools
I would still make the comment that it is a live map and even University > students can get creative. > > I would recommend having someone go over the edits carefully. Ideally an > experienced validator. Both from the point of view of accuracy and also to > give feedback to the students. If you're mapping in Canada be aware people > will not welcome inaccurate mapping and can be quite vocal about it. Don't > assume because you are a teacher you know enough about the subject. > Locally a University professor asked their students to add detail to the > map but restrict it to on Campus. They didn't restrict themselves and I > believe both added and modified existing data incorrectly which took > considerable clean up effort from a number of local mappers. > > The more flexibility you give the students the steeper the learning > curve. It takes about an hour before a new adult mapper feels comfortable > adding building outlines. > > When working with Bjenk on the Canadian building project it was apparent > that the building outline was only part of what they were after. > Alessandro was the first person I've seen to accurately map a building > outline in iD so it can be done. The other information they were after was > the number of floors. How many does a split level have by the way? The > use, commercial, residential etc. Ask Alessandro nicely and he might even > give you a list of what they are after. StreetComplete runs on an Android > smartphone and can be used to add this type of data. > > On the visually impaired side we have special tactile pads in the side > walk at junctions but I haven't worked out how to map and tag them yet and > I'm fairly experienced. > > If you go a HOT project then in theory they have validators on their > projects. Bug me nicely and I might even point you to one that is actively > validated. > > The following maybe of interest. > > https://wiki.openstreetmap.org/wiki/Education > > The links contained give access to people who have done it before. > > Cheerio John > > > > > > On 23 January 2018 at 23:30, keith hartley > wrote: > >> Hi Jonathan, >> I work with a GIS users group in Manitoba (MGUG.ca) and we were talking >> about how to use OSM as a learning tool for high school students as well. >> From our education sub-committee we discussed that building footprints or >> adding roads doesn't add to what the provincial high school geo subject >> curriculum needs. One suggestion was rather then adding new data and >> supervising edits, we can augment the map to be more detailed. (better >> trails, active transport, or building accessibility for disabled people) >> >> One example would be addressing mobility and accessibility around the >> school. If we could get a few high schools within an area to participate, >> we could could add buildings that are accessible via ramps ect, or maybe >> signaled crosswalks. That information could show the students issues that >> vision impaired, or mobility restricted people face, while at the same time >> improving the map. (similar to wheel map https://wheelmap.org) >> >> We're still at the discussion stage, but just a thought! >> >> Thanks, >> Keith >> >> >> ___ Talk-ca mailing list Talk-ca@openstreetmap.org https://lists.openstreetmap.org/listinfo/talk-ca
