[Talk-ca] Talk-ca Digest, Vol 119, Issue 10

Wed Jan 24 19:01:33 UTC 2018

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, 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/ 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 national housing reconstruction project is a great example of citizen science and civic engagement using 21st century mobile apps as is the Mapping the Forests of Nepal 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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Subject: Talk-ca Digest, Vol 119, Issue 10

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Today's Topics:

   1. Re: BC2020i and Mapathons with High Schools (john whelan)
   2. Re: Talk-ca Digest, Vol 119, Issue 9 (Jonathan Brown)

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Message: 1
Date: Wed, 24 Jan 2018 07:41:04 -0500
From: john whelan <jwhelan0112 at gmail.com>
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 OpenStreetMap
	<talk-ca at openstreetmap.org>
Subject: Re: [Talk-ca] BC2020i and Mapathons with High Schools
Message-ID:
	<CAJ-Ex1F=jq-BCHyufT=OUN9UpkLdJsOKpSq9pNdOugQ1j2MXvA at mail.gmail.com>
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 <keith.a.hartley at gmail.com>
> 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
>>
>>
>>
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Message: 2
Date: Wed, 24 Jan 2018 11:24:11 -0500
From: Jonathan Brown <jonabrow at gmail.com>
To: "talk-ca at openstreetmap.org" <talk-ca at openstreetmap.org>
Subject: Re: [Talk-ca] Talk-ca Digest, Vol 119, Issue 9
Message-ID: <5a68b330.8a03240a.68170.1ec6 at 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, 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-request at openstreetmap.org
Sent: Wednesday, January 24, 2018 7:00 AM
To: talk-ca at openstreetmap.org
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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