About six years ago I wanted to import the local bus stops but the licences weren't aligned. It took about five years for the Canadian Federal Government to first adopt an Open Government license that was open enough and then for the City of Ottawa to adopt it. It still needed to be looked over by the legal working group before being accepted by OpenStreetMap.
The city though provided a file of every building outline in Ottawa. Then it was just a matter of adding tags to the buildings for Stats Canada. That was the Stat Can pilot project. The import did need to be carefully handled. If you can get your hands on an Open Data file containing the building outlines with the correct licensing it does make the task a lot easier. Teaches the students about the value of Open Data at the same time. Cheerio John On 24 January 2018 at 14:01, Jonathan Brown <jonab...@gmail.com> wrote: > Thank you for this useful information, John. The Washington DC Georgia Ave > Youth Ambassador Mapping Project involving 7 university students and 20 > high school ambassadors from underrepresented groups > http://teachosm.org/en/cases/georgia-ave/ is a good example of how OSM > could support youth in gaining 21st Century competencies. > > They started with a good base map, used a form developed by NGOs to > collect data, spoke to business owners about entrepreneurship and business > skills, refined an “elevator pitch” to meet 21st century competencies in > the curricula, and collected info on building facades and structures that > business could use to apply for Great Streets revitalization grants. > > As part of their summer job as Youth Ambassadors, students mapped around > 268 places. Some of the lessons learned that they posted on their wiki page > included: > > - Being able to work with an the OSM MappingDC user group who already > had a volunteer base, survey forms, and a good idea for a project was > helpful. [Note: This is where cloning or forking an open data in education: > what problem do you want to solve would be useful for communities that do > not have access to these civic tech minded user groups. I have to drive > over an hour to access these kinds of user groups from the rural community > I live in here in Ontario] > - the use of Field Papers from the start https://wiki.openstreetmap. > org/wiki/Field_Papers to organize data collection > - more training on iD (e.g., how to add to an existing place, here's > how to search for the correct tag in iD and the Wiki) > - some formal training on mouse and keyboard skills for some students > was necessary > - community-based organizations may not have the right computers for > the students to use. Chromebooks seemed to always crash with every “save” > in OSM iD Editor. > - Used 6 computers and divided students into small groups based on > area they were assigned to map and gave everyone a chance to "drive" for a > while so that each student got familiar with the system > - HOT Task manager and volunteers mapped all the buildings ahead of > time so that the students could focus on the businesses > - Figuring out what is the best means of communication and having a > regular check-in > - a small outreach campaign to tell businesses that the students were > coming, but some didn't want to talk to them. Perhaps some kind of official > sticker/shirt/hat for the students to wear, to make it more clear that they > are part of a program > - field trip to Mapbox <https://wiki.openstreetmap.org/wiki/Mapbox>, a > web mapping company, to show them how OpenStreetMap and geography is used > for work and potential career pathways was well received by students. > Include some swag for students. > - the 20 youth ambassadors were supported by partners included an NGO > mentoring organization http://www.momiestlc.org/, professor from > https://geography.columbian.gwu.edu/ > <https://geography.columbian.gwu.edu/> and the MappingDC usergroup > that set up TeachOSM http://teachosm.org/en/cases/ with great use > cases in education. Note: Professors Nuala Cowan & Richard Hinton > suggested that the “instructional module/assignment is applicable to > many disciplines and teaching scenarios, and the objective of the TeachOSM > resource is to open that possibility to these other fields, in a > comprehensive user friendly way.” The Kathmandu Living Lab > <http://kathmandulivinglabs.org/> national housing reconstruction > project is a great example of citizen science and civic engagement using 21 > st century mobile apps as is the Mapping the Forests of Nepal > http://www.kathmandulivinglabs.org/events/geography-awareness- > week-2c-pokhara-mapathon > > <http://www.kathmandulivinglabs.org/events/geography-awareness-week-2c-pokhara-mapathon> > > > > Technical Questions: > > - How could Overpass Turbo be used to collect data from multiple > mapathon events and communities from OSM? > - What’s the difference between the mobile app Alessandro commissioned > for Building Canada 2020i and PushPin OSM? > - I wonder if there is a way to create a better quality poster map > than the one the students posted: Ideally, these maps could be embedded in > municipal and regional open data portal GIS maps. > > Jonathan > >
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