[Talk-ca] Talk-ca Digest, Vol 119, Issue 9

Wed Jan 24 16:24:11 UTC 2018

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 

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Subject: Talk-ca Digest, Vol 119, Issue 9

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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 <clifford at snowandsnow.us>
To: keith hartley <keith.a.hartley at gmail.com>
Cc: "Alasia, Alessandro \(STATCAN\)" <alessandro.alasia at canada.ca>,
	Steven Hills <hillssc at assiniboine.net>, talk-ca
	<talk-ca at openstreetmap.org>
Subject: Re: [Talk-ca] BC2020i and Mapathons with High Schools
Message-ID:
	<CADAoPLqN+T5OSGWT9gOSof4=XocK7CEYqq031Ma_9-9Q1B01+Q at mail.gmail.com>
Content-Type: text/plain; charset="utf-8"

On Tue, Jan 23, 2018 at 8:30 PM, keith hartley <keith.a.hartley at gmail.com>
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 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)
>
> Keith,
I've been working with a team at the University of Washington on access
mapping for people with limited mobility. They have a website,
opensidewalks.com, that explains their goals and how they plan to
accomplish the work. Your suggestion of starting with the school and areas
around it are how we started. The City of Seattle has sidewalk data but not
for the university's campus. We manually mapped the campus, which has a
surprisingly high number of stairs. The same process should work just as
well at high schools.

Let me know if I can provide any information not already included in the
opensidewalks website.

Clifford

-- 
@osm_seattle
osm_seattle.snowandsnow.us
OpenStreetMap: Maps with a human touch
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