The ubiquitous availability of mobile devices at the youth generation affords new concepts of education especially in the field of Geoinformation. Switzerlands' educators and researchers are very active providing new applications for K12 and higher Education. Gamification of such apps is increasing and impacts the GI Education in a positive way.
This presentation was shared at Esri Education Userconference 2015 in San Diego.
Teachers matter - Challenges of using a location-based mobile learning platformChristian Sailer
Description of the location-based mobile learning platoform
Description og 5 challenges: Environment, technology, learners, teaching, spatio-cognitive competences of teachers
Mobile Learning 2015, Madeira - AN INTEGRATED LEARNING MANAGEMENT SYSTEM FOR ...Christian Sailer
This document discusses an integrated learning management system for location-based mobile learning. It describes how the system allows educators to create location-based learning modules that students can engage with using a mobile app. The system aims to bridge the gap between theoretical classroom learning and hands-on experiences in the field. Requirements for the system include being integrated, interdisciplinary, easy for users, and adaptable to new technologies. Future work may include additional technical capabilities, user interface improvements, and research for a PhD on location-based activities and social learning features.
An evaluation method for location-based mobile learning based on spatio-tempo...Christian Sailer
The evaluation of location-based mobile learning (LBML) concepts and technologies is typically performed using methods known from classical usability engineering, such as questionnaires or interviews. In this paper, we argue that many problems that may occur during LBML become apparent in the learner’s spatio-temporal behavior (i.e., her trajectory). We systematically explore how location tracking and spatial analyses can be used for the evaluation of LBML. Examples with trajectories recorded during a real learning session are presented.
The document discusses location-based mobile learning using mobile devices and apps. It describes using mobile learning for field trips and outdoor education activities. Students can explore locations, collect data, measure things and analyze their findings. The learning is situated in real world contexts and supports collaboration, peer learning, and assessment. Students may be given missions or tasks to complete at different locations, and their progress and paths can be tracked over time and space. The document provides an example case study of a mobile learning activity at an historic garden site.
The document describes a spatial data web application for e-commerce and tourism. It aggregates hotel data and geospatial data from sources like DBpedia and LinkedGeoData. Motivation polygons are generated based on densities of points of interest for activities like culture and mountains. The application analyzes queries, performs semantic searches, and returns matching hotel offers and visualizations. It was demonstrated for scenarios like selecting new hotel building regions. The application integrates preprocessed hotel data and geospatial semantic motives to provide customized travel search capabilities.
GI-Learner: developing progression in spatial thinkingKarl Donert
Gi Learner workshop presentation at Sheffield Hallam University demonstrating Gi Learner resources, activities and the work of pupils. The project examines the integration of spatial thinking into the curriculum through the establishment of learning lines based on spatial thinking competences.
The workshop provides links to resources and materials developed by the project
This document summarizes a presentation on open government data initiatives in Zurich, Switzerland. It discusses Zurich's efforts to implement open data starting in 2012, the challenges faced, and future plans. Specifically, it notes that while Zurich established an open data portal and published over 200 datasets, real impact and use of the data has been limited. Barriers include apathy among data providers and concerns over privacy and legal issues. Moving forward, Zurich aims to expand its open data program through consolidating resources, publishing more datasets by default, upgrading technology, and increasing community engagement through events.
Vladimir Sahakyan - The National Research and Education Network. Problems and...Arm Igf
The National Research and Education Network of Armenia (ASNET-AM) provides networking solutions and services to academic and research organizations in Armenia. It was created in 1994 and has over 20 years of experience in networking and IT. ASNET-AM operates fiber optic networks and provides services such as cloud storage, email, web hosting, and access to computational facilities. It faces challenges such as unreliable bandwidth and equipment, and aims to address these through server virtualization, alternative network paths, and backup power generators. ASNET-AM collaborates on international projects and provides key infrastructure to support research and education in Armenia.
Teachers matter - Challenges of using a location-based mobile learning platformChristian Sailer
Description of the location-based mobile learning platoform
Description og 5 challenges: Environment, technology, learners, teaching, spatio-cognitive competences of teachers
Mobile Learning 2015, Madeira - AN INTEGRATED LEARNING MANAGEMENT SYSTEM FOR ...Christian Sailer
This document discusses an integrated learning management system for location-based mobile learning. It describes how the system allows educators to create location-based learning modules that students can engage with using a mobile app. The system aims to bridge the gap between theoretical classroom learning and hands-on experiences in the field. Requirements for the system include being integrated, interdisciplinary, easy for users, and adaptable to new technologies. Future work may include additional technical capabilities, user interface improvements, and research for a PhD on location-based activities and social learning features.
An evaluation method for location-based mobile learning based on spatio-tempo...Christian Sailer
The evaluation of location-based mobile learning (LBML) concepts and technologies is typically performed using methods known from classical usability engineering, such as questionnaires or interviews. In this paper, we argue that many problems that may occur during LBML become apparent in the learner’s spatio-temporal behavior (i.e., her trajectory). We systematically explore how location tracking and spatial analyses can be used for the evaluation of LBML. Examples with trajectories recorded during a real learning session are presented.
The document discusses location-based mobile learning using mobile devices and apps. It describes using mobile learning for field trips and outdoor education activities. Students can explore locations, collect data, measure things and analyze their findings. The learning is situated in real world contexts and supports collaboration, peer learning, and assessment. Students may be given missions or tasks to complete at different locations, and their progress and paths can be tracked over time and space. The document provides an example case study of a mobile learning activity at an historic garden site.
The document describes a spatial data web application for e-commerce and tourism. It aggregates hotel data and geospatial data from sources like DBpedia and LinkedGeoData. Motivation polygons are generated based on densities of points of interest for activities like culture and mountains. The application analyzes queries, performs semantic searches, and returns matching hotel offers and visualizations. It was demonstrated for scenarios like selecting new hotel building regions. The application integrates preprocessed hotel data and geospatial semantic motives to provide customized travel search capabilities.
GI-Learner: developing progression in spatial thinkingKarl Donert
Gi Learner workshop presentation at Sheffield Hallam University demonstrating Gi Learner resources, activities and the work of pupils. The project examines the integration of spatial thinking into the curriculum through the establishment of learning lines based on spatial thinking competences.
The workshop provides links to resources and materials developed by the project
This document summarizes a presentation on open government data initiatives in Zurich, Switzerland. It discusses Zurich's efforts to implement open data starting in 2012, the challenges faced, and future plans. Specifically, it notes that while Zurich established an open data portal and published over 200 datasets, real impact and use of the data has been limited. Barriers include apathy among data providers and concerns over privacy and legal issues. Moving forward, Zurich aims to expand its open data program through consolidating resources, publishing more datasets by default, upgrading technology, and increasing community engagement through events.
Vladimir Sahakyan - The National Research and Education Network. Problems and...Arm Igf
The National Research and Education Network of Armenia (ASNET-AM) provides networking solutions and services to academic and research organizations in Armenia. It was created in 1994 and has over 20 years of experience in networking and IT. ASNET-AM operates fiber optic networks and provides services such as cloud storage, email, web hosting, and access to computational facilities. It faces challenges such as unreliable bandwidth and equipment, and aims to address these through server virtualization, alternative network paths, and backup power generators. ASNET-AM collaborates on international projects and provides key infrastructure to support research and education in Armenia.
Károly Kazi: Theory and Practice: BHEs cooperation with educational organizat...CUBCCE Conference
Cooperation forms: Student part time work, consultation for thesis’s, summer vacation employments etc.
About 20-25 students per year. In several cases the conclusion is employment at BHE.
Educational partners:BME, OE, ELTE, SzTE, SzIE
Practical examples:
– SAR (Synthetic Aperture Radar) controller and image processing system development. Student participation in circuit design, testing, algorithm design and programming.
– Participation in Space projects: encoders, modulators, decoders.
Students are experiencing their acquired knowledge in practice with actual problems and development environments. Examples are: FPGA design environments, GPU technology etc. BHE pays special attention to involve the students into state of the art technologies.
From decades of experience BHE accumulated practical ideas to make the cooperation more efficient:
– more governmental support for the companies which are cooperating in the practical education
– allow to pay the professional education support directly to the faculties or departments
The document summarizes the history and development of Data.be, a company that started from a prototype created at Startup Weekend Brussels in 2011. It discusses key milestones such as launching the data.be website in 2012, the api.data.be API in the same year, and expanding their data search capabilities in 2013. The document concludes by reflecting on lessons learned from 7 Startup Weekends and the company's growth from its origins as a prototype to the services it provides today.
Presentation given by Anne Robertson as part of "Connect more with Jisc in Scotland" one-day interactive event held at Edinburgh Napier University on 4 June 2015
Promoting the use of Open Data facilitates more attractive conditions and practical relevance of research and education. OpenGeoEdu aims to prepare Open (Geo-)Data for education and science and to provide open access to cost-free data without restrictions. The use of Open Data will be taught with best practice examples from Geospatial Science and Technology that are conveyed in the form of e-learning lessons and Massive Open Online Courses (MOOCs). This talk will summarize the current state of the project, which just started in Summer 2017, and discuss its concepts and implementation. We present an online-platform for searching Open Data portals and Geodatainfrastructures and describe our prospective e-learning environment.
Project website: https://www.opengeoedu.de
Conference website: http://wherecamp2017.geoit.org
THE WIKIPEDIA OF MAPPING: Open- streetmaps! kerrygallivan
Openstreetmap.org is the most used online map in the world. Over 750,000 people are editing it. Learn how to be one of them and how to use it at school.
The ICA Commission on Use, Users, and Usability Issues was established in 2005 to exchange knowledge on map use, users, and usability. The Commission maintains an online bibliography, organizes workshops and conference sessions, and supports young researchers. Its goals are to share information, facilitate discussion, and advance scientific research in this area through 2015-2019.
The document describes an environmental education project called "KIDS" that adapts an existing land use change simulator game called "Pimp Your Landscape" for children. The project aims to create an educational program around the game and test it in schools. Key partners on the project include technical universities and environmental research centers. It discusses the game interface, educational materials created, and plans to make the game and educational resources available online.
This document discusses using social media for citizen science projects. It proposes an approach to process unstructured crowdsourced data from social media into structured data for scientific purposes. This involves information extraction, formalization, and reuse. Tools are presented for identifying species and location names from social media posts, formalizing the information using an ontology, and publishing the processed data. The goal is to determine if social media can help citizen science and address challenges around unstructured data collection. Future work aims to improve these tools and apply the approach more broadly.
Drowning in information – the need of macroscopes for research fundingAndrea Scharnhorst
Andrea Scharnhorst (2015) Drowning in information – the need of macroscopes for research funding. Presentation at the international conference: PLANNING, PREDICTION, SCENARIOS - Using Simulations and Maps - 2015 Annual EA Conference - 11–12 May 2015 Bonn
3D Printing and 3D Scanning: From Digital Data Capture to Physical Object by ...Melissa Tiffany
This technical session will demonstrate how you can utilize 3D data collected from longer range laser scanners, to produce models of objects, architecture, and even landscapes. Using examples from archaeological projects around the world and from their museum exhibit featuring 3D printing and 3D laser scanning, University of South Florida scientists will demonstrate workflows they are using for World Heritage preservation projects, and show how they are using these 3D data and objects to enhance and improve education and interaction. Learn how 3D printing is
providing exciting new deliverables and the possibilities for added value on a variety of projects.
This document discusses using GIS (Geographic Information Systems) in geography classrooms. It provides examples of free and easy to use GIS tools for students, such as Google Earth. It also discusses the benefits of using GIS to help students explore and analyze geographic data, and recommends starting by finding questions the students want to answer. The document encourages teachers to have students think critically about the maps and data they are presented with.
Digimap for Schools - Fieldwork Webinar.pdfGeoBlogs
This document provides resources for conducting geographic fieldwork, including:
1) Information on National Fieldwork Week in June 2022 and links to free existing fieldwork resources.
2) Suggestions for activities during fieldwork such as land use mapping, adding locations and images to maps, and discussing patterns observed.
3) Links to webinars, apps, and websites that can help with planning fieldwork activities, risk assessments, and using mapping tools.
Linking Events with Media. Talk given at the 6th International Conference on Semantic Systems (I-SEMANTICS), Triplification Challenge, September 2010, Graz, Austria
Geo-projects and Innovation in EducationKarl Donert
A presentation at EUROGEO 2021 to illustrate innovation in education through the projects which EUROGEO, as a Belgian NGO, is involved in. The presentation examines the links between knowledge transfer and innovation and the process that the organisation has been going through. The presentation introduces geo-projects like GeoCapabilties and the creation of a European Values Atlas and those concerning the use of new technologies with different target audiences such as GOdIGITAL working with NEETS.
The document summarizes a PhD workshop presentation about using geospatial technologies and mobile applications to support sustainable tourism and community empowerment in Itatiaia National Park in Brazil. The presentation discusses how collecting spatial and non-spatial data using tools like GPS and apps can help build a database and mobile app to provide tourists information about the park while promoting local economic development and inclusion of the surrounding communities. The goal is to maximize tourist experiences, share cultural heritage, and support park management through new technologies that empower park communities and locals.
This is the presentation material used for the VOGIN-IP lezing 28 februari 2013 by Marina Noordegraaf. If you want to hear more about the context and meaning of the images, you know whom you might ask ;-) For the version WITH animations go to http://dl.dropbox.com/u/18649633/VOGINIP280213Slideshare.pptx
Enriching geo-social media through geographic contextualizationfoostermann
The document discusses using geo-social media as sensors for earth observation with uncalibrated in-situ data. It presents geo-social media as a new source of geo-information that comes from social networks and user-generated content. While offering rich, real-time data, geo-social media also poses challenges due to issues with quality, calibration, and uncertainty. Practical examples on forest fire monitoring show how geographic contextualization can help assess and enrich content from social media. The document outlines open problems and proposes future research directions such as multi-sensory data integration and crowdsourced data validation.
Enriching geo-social media content @AGILE 2015Frank Ostermann
The document discusses using geo-social media as sensors for earth observation with uncalibrated in-situ data. It presents geo-social media as a new source of geo-information that comes from implicit and explicit participation. While offering rich, real-time data, geo-social media sensors have challenges like unknown quality, structure and licensing. The document explores practical examples of contextualizing French forest fire social media posts and analyzing place semantics across media. It outlines open problems and future research directions such as multi-sensory data fusion, hybrid quality assurance, and crowdsourced supervision of analysis processes.
Ensuring that an organisation's digital assets are safe, secure and accessible for the long term should (in theory) be an interesting, responsible and useful role for anyone in an organisation to accept. The critical importance of digital assets, the ubiquity of digital methods and the need for people in all walks of life to have effective means to refer to persistent sources of data reinforce this notion. How is it then that long-term asset management, information lifecycle management, data curation, digital preservation (call it what you will) is often regarded as a peripheral specialist activity that it is diffcult to resource, complex to carry out, and delivers benefits that are, at best, simply an insurance policy rather than an activity that adds value to an organisation?
This presentation will examine the importance of defining clear roles for those involved with digital preservation and will consider the importance of associating this professional activity with strategic and tactical frameworks. It is likely that automated services will increasingly be required to deal with the collosal amount of digital information that will be produced and consumed over the next century and whilst the type and nature of these services are yet to be defined, we can be fairly certain of one endurng requirement, namely, that human judgement will always be needed to curate interesting and useful content for future generations.
Towards Knowledge Graph based Representation, Augmentation and Exploration of...Sören Auer
This document discusses improving scholarly communication through knowledge graphs. It describes some current issues with scholarly communication like lack of structure, integration, and machine-readability. Knowledge graphs are proposed as a solution to represent scholarly concepts, publications, and data in a structured and linked manner. This would help address issues like reproducibility, duplication, and enable new ways of exploring and querying scholarly knowledge. The document outlines a ScienceGRAPH approach using cognitive knowledge graphs to represent scholarly knowledge at different levels of granularity and allow for intuitive exploration and question answering over semantic representations.
Károly Kazi: Theory and Practice: BHEs cooperation with educational organizat...CUBCCE Conference
Cooperation forms: Student part time work, consultation for thesis’s, summer vacation employments etc.
About 20-25 students per year. In several cases the conclusion is employment at BHE.
Educational partners:BME, OE, ELTE, SzTE, SzIE
Practical examples:
– SAR (Synthetic Aperture Radar) controller and image processing system development. Student participation in circuit design, testing, algorithm design and programming.
– Participation in Space projects: encoders, modulators, decoders.
Students are experiencing their acquired knowledge in practice with actual problems and development environments. Examples are: FPGA design environments, GPU technology etc. BHE pays special attention to involve the students into state of the art technologies.
From decades of experience BHE accumulated practical ideas to make the cooperation more efficient:
– more governmental support for the companies which are cooperating in the practical education
– allow to pay the professional education support directly to the faculties or departments
The document summarizes the history and development of Data.be, a company that started from a prototype created at Startup Weekend Brussels in 2011. It discusses key milestones such as launching the data.be website in 2012, the api.data.be API in the same year, and expanding their data search capabilities in 2013. The document concludes by reflecting on lessons learned from 7 Startup Weekends and the company's growth from its origins as a prototype to the services it provides today.
Presentation given by Anne Robertson as part of "Connect more with Jisc in Scotland" one-day interactive event held at Edinburgh Napier University on 4 June 2015
Promoting the use of Open Data facilitates more attractive conditions and practical relevance of research and education. OpenGeoEdu aims to prepare Open (Geo-)Data for education and science and to provide open access to cost-free data without restrictions. The use of Open Data will be taught with best practice examples from Geospatial Science and Technology that are conveyed in the form of e-learning lessons and Massive Open Online Courses (MOOCs). This talk will summarize the current state of the project, which just started in Summer 2017, and discuss its concepts and implementation. We present an online-platform for searching Open Data portals and Geodatainfrastructures and describe our prospective e-learning environment.
Project website: https://www.opengeoedu.de
Conference website: http://wherecamp2017.geoit.org
THE WIKIPEDIA OF MAPPING: Open- streetmaps! kerrygallivan
Openstreetmap.org is the most used online map in the world. Over 750,000 people are editing it. Learn how to be one of them and how to use it at school.
The ICA Commission on Use, Users, and Usability Issues was established in 2005 to exchange knowledge on map use, users, and usability. The Commission maintains an online bibliography, organizes workshops and conference sessions, and supports young researchers. Its goals are to share information, facilitate discussion, and advance scientific research in this area through 2015-2019.
The document describes an environmental education project called "KIDS" that adapts an existing land use change simulator game called "Pimp Your Landscape" for children. The project aims to create an educational program around the game and test it in schools. Key partners on the project include technical universities and environmental research centers. It discusses the game interface, educational materials created, and plans to make the game and educational resources available online.
This document discusses using social media for citizen science projects. It proposes an approach to process unstructured crowdsourced data from social media into structured data for scientific purposes. This involves information extraction, formalization, and reuse. Tools are presented for identifying species and location names from social media posts, formalizing the information using an ontology, and publishing the processed data. The goal is to determine if social media can help citizen science and address challenges around unstructured data collection. Future work aims to improve these tools and apply the approach more broadly.
Drowning in information – the need of macroscopes for research fundingAndrea Scharnhorst
Andrea Scharnhorst (2015) Drowning in information – the need of macroscopes for research funding. Presentation at the international conference: PLANNING, PREDICTION, SCENARIOS - Using Simulations and Maps - 2015 Annual EA Conference - 11–12 May 2015 Bonn
3D Printing and 3D Scanning: From Digital Data Capture to Physical Object by ...Melissa Tiffany
This technical session will demonstrate how you can utilize 3D data collected from longer range laser scanners, to produce models of objects, architecture, and even landscapes. Using examples from archaeological projects around the world and from their museum exhibit featuring 3D printing and 3D laser scanning, University of South Florida scientists will demonstrate workflows they are using for World Heritage preservation projects, and show how they are using these 3D data and objects to enhance and improve education and interaction. Learn how 3D printing is
providing exciting new deliverables and the possibilities for added value on a variety of projects.
This document discusses using GIS (Geographic Information Systems) in geography classrooms. It provides examples of free and easy to use GIS tools for students, such as Google Earth. It also discusses the benefits of using GIS to help students explore and analyze geographic data, and recommends starting by finding questions the students want to answer. The document encourages teachers to have students think critically about the maps and data they are presented with.
Digimap for Schools - Fieldwork Webinar.pdfGeoBlogs
This document provides resources for conducting geographic fieldwork, including:
1) Information on National Fieldwork Week in June 2022 and links to free existing fieldwork resources.
2) Suggestions for activities during fieldwork such as land use mapping, adding locations and images to maps, and discussing patterns observed.
3) Links to webinars, apps, and websites that can help with planning fieldwork activities, risk assessments, and using mapping tools.
Linking Events with Media. Talk given at the 6th International Conference on Semantic Systems (I-SEMANTICS), Triplification Challenge, September 2010, Graz, Austria
Geo-projects and Innovation in EducationKarl Donert
A presentation at EUROGEO 2021 to illustrate innovation in education through the projects which EUROGEO, as a Belgian NGO, is involved in. The presentation examines the links between knowledge transfer and innovation and the process that the organisation has been going through. The presentation introduces geo-projects like GeoCapabilties and the creation of a European Values Atlas and those concerning the use of new technologies with different target audiences such as GOdIGITAL working with NEETS.
The document summarizes a PhD workshop presentation about using geospatial technologies and mobile applications to support sustainable tourism and community empowerment in Itatiaia National Park in Brazil. The presentation discusses how collecting spatial and non-spatial data using tools like GPS and apps can help build a database and mobile app to provide tourists information about the park while promoting local economic development and inclusion of the surrounding communities. The goal is to maximize tourist experiences, share cultural heritage, and support park management through new technologies that empower park communities and locals.
This is the presentation material used for the VOGIN-IP lezing 28 februari 2013 by Marina Noordegraaf. If you want to hear more about the context and meaning of the images, you know whom you might ask ;-) For the version WITH animations go to http://dl.dropbox.com/u/18649633/VOGINIP280213Slideshare.pptx
Enriching geo-social media through geographic contextualizationfoostermann
The document discusses using geo-social media as sensors for earth observation with uncalibrated in-situ data. It presents geo-social media as a new source of geo-information that comes from social networks and user-generated content. While offering rich, real-time data, geo-social media also poses challenges due to issues with quality, calibration, and uncertainty. Practical examples on forest fire monitoring show how geographic contextualization can help assess and enrich content from social media. The document outlines open problems and proposes future research directions such as multi-sensory data integration and crowdsourced data validation.
Enriching geo-social media content @AGILE 2015Frank Ostermann
The document discusses using geo-social media as sensors for earth observation with uncalibrated in-situ data. It presents geo-social media as a new source of geo-information that comes from implicit and explicit participation. While offering rich, real-time data, geo-social media sensors have challenges like unknown quality, structure and licensing. The document explores practical examples of contextualizing French forest fire social media posts and analyzing place semantics across media. It outlines open problems and future research directions such as multi-sensory data fusion, hybrid quality assurance, and crowdsourced supervision of analysis processes.
Ensuring that an organisation's digital assets are safe, secure and accessible for the long term should (in theory) be an interesting, responsible and useful role for anyone in an organisation to accept. The critical importance of digital assets, the ubiquity of digital methods and the need for people in all walks of life to have effective means to refer to persistent sources of data reinforce this notion. How is it then that long-term asset management, information lifecycle management, data curation, digital preservation (call it what you will) is often regarded as a peripheral specialist activity that it is diffcult to resource, complex to carry out, and delivers benefits that are, at best, simply an insurance policy rather than an activity that adds value to an organisation?
This presentation will examine the importance of defining clear roles for those involved with digital preservation and will consider the importance of associating this professional activity with strategic and tactical frameworks. It is likely that automated services will increasingly be required to deal with the collosal amount of digital information that will be produced and consumed over the next century and whilst the type and nature of these services are yet to be defined, we can be fairly certain of one endurng requirement, namely, that human judgement will always be needed to curate interesting and useful content for future generations.
Towards Knowledge Graph based Representation, Augmentation and Exploration of...Sören Auer
This document discusses improving scholarly communication through knowledge graphs. It describes some current issues with scholarly communication like lack of structure, integration, and machine-readability. Knowledge graphs are proposed as a solution to represent scholarly concepts, publications, and data in a structured and linked manner. This would help address issues like reproducibility, duplication, and enable new ways of exploring and querying scholarly knowledge. The document outlines a ScienceGRAPH approach using cognitive knowledge graphs to represent scholarly knowledge at different levels of granularity and allow for intuitive exploration and question answering over semantic representations.
Integrating Geospatial into the EverydayCybera Inc.
Geospatial data have been an integral part of the everyday at the City of Calgary since the City’s incorporation in the late 19th century. Today, geospatial professionals at the City of Calgary assemble and manage increasing variety and volume of geospatial data, and work to integrate these data into everyday business operations, including planning and response to civil emergencies such as the 2013 flood event. Despite challenges to data integration, coordination with business and technology partners have resulted in successful development, deployment and maintenance of specific business and enterprise tools that leverage rich spatial and business data with emerging technologies throughout the corporation in the 21st century.
Data Visualization and Mapping using JavascriptMack Hardy
The document summarizes Mack Hardy's presentation on data visualization at NetTuesday Vancouver. It provides examples of different tools that can be used to visualize data, such as Excel, Google Charts, maps, timelines, cartograms, and interactive visualizations using D3 and Raphael. It also discusses ethics and best practices around publishing open data. The presentation emphasized using visualization and storytelling to communicate patterns in data and provide context.
Implementation of the JISC and RLUK resource discovery taskforce visionandymcg
The document discusses the Joint Information Systems Committee's efforts to implement the vision of the Resource Discovery Taskforce. It describes several projects that aim to enhance resource discovery infrastructure by producing open metadata, adding new services and functionality to existing aggregations, and addressing issues like sustainability and licensing. These projects involve collaboration between organizations like JISC, Mimas, and the Collections Trust to build services and share knowledge.
Harnessing the power of indoor positioning technology - Jisc Digital Festival...Jisc
This surgery explored how indoor positioning technology or location based services – a rapidly emerging mainstream mobile technology – can improve student experience and organisational efficiencies.
This document discusses strategies for integrating physical and digital spaces in museums. It begins by providing historical examples of how museums have incorporated digital technologies, such as the Studiolo of Francesco I and the Musaeum of Alexandria. It then examines modern museums that have blended physical and online collections, like the EMMA Espoo Museum of Modern Art. The document outlines the different spaces in a museum from the visitor and institution's perspectives, separating physical exhibition spaces from invisible digital spaces like data centers and digitization labs. It advocates for a convergence of physical and digital applications, collections, and experiences to create a unified "Museum Information Model."
Similar to Gamification of Geoinformation in Swiss Education and Research (20)
Towards Seamless Mobile Learning with Mixed Reality on Head-Mounted Displays Christian Sailer
Presentation of a co-authored paper with Christian Sailer, David Rudi, Kuno Kurzhals, Martin Raubal (ETH Zurich GIS, Switzerland)
mLearn19 September 16.- 18. 2019, Delft (NL)
Presented at #mlearn19 in Delft, NL
http://iamlearn.org/mlearn/
ETH GIS and Geoinformation Lab 2018: Discovering Mixed Reality (final present...Christian Sailer
ETH lecture about mobile Geoinformation Technologies
http://gis-lab.ethz.ch/
The purpose of this lab is using cutting-edge technologies to make geoinformation fun, interesting and intuitive.
This one-page document discusses Generation Mobile and GEOSchoolDay 2017. It mentions Christian Sailer and provides the website geoschoolday.ch, suggesting it relates to an event on that date focused on mobile technology and education.
GPS in Sports by Reto Wick and Christian Sailer / Esri Schweiz AGChristian Sailer
Geobeer.ch #4 at Esri Zürich
Motto "Bewegung im Raum"
"GPS Genauigkeit unter die Lupe genommen" (Reto Wick)
"Potential von Real-Time-Tracking im Sport und für Sportevents" (Christian Sailer
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Pride Month Slides 2024 David Douglas School District
Gamification of Geoinformation in Swiss Education and Research
1. 19th July 2015Esri UC San Diego – Nextgen GIS Education
Chair of Geoinformation Engineering
Gamification of Geoinformation in
Swiss Education and Research
Mobile, location-based and gamified GI Education
Nextgen GIS Education
19th July 2015, Panel discussion
Christian Sailer, ETH Zurich & Esri CH
Daniel Trüssel, ETH Zurich / Raymond Treier, Digital Earth CH
http://webapps-cdn.esri.com/Apps/EventsAppCordova/www/?mm=true#@view=eventSessions@con=94@mode=list@dataset=sessions@feature=20541
20. 19th July 2015Esri UC San Diego – Nextgen GIS Education
Land Use Engineering Group
GIS supported
mobile outdoor
experiments
The GISsmox Project
Monika Niederhuber – Daniel Trüssel – Urs Brändle
21. Wind speed
Applications
Wind direction Moortiefe
Potential breeding grounds
of tiger mosquitoes
Neophyte
Akebia quinata
Depth of humus layer
Funded by
www.innovedum.ethz.ch
22. 19th July 2015Esri UC San Diego – Nextgen GIS Education
Chair of Geoinformation Engineering
Location-base mobile
Learning
Sustainable personal
Mobility styles
23. 19th July 2015Esri UC San Diego – Nextgen GIS Education
Chair of Geoinformation Engineering
Funded by
www.innovedum.ethz.ch
omleth.ch
24. 19th July 2015Esri UC San Diego – Nextgen GIS Education
Chair of Geoinformation Engineering
GeoGames for Schools
Game
Goals
Environment
Learning
Paradigm
Thank you Esri Education Team and David for this invitation.
Our title Gamification of Geoinformation in Swiss Education and Research are big words. Namely Raymond Treier and Daniel Trüssel could join and I will introduce them later.
Our vision consits of the message about mobile, location-based and gamified learning and we want to show are current and future activities from Switzerland.
Switzerland? Who know sth. about Switzerland?
Of course, obviously many people thnk about chocolat, cows, or our red McGyver Swiss army knive…
.. Or more in context of Geography..
Our Swiss Montains with the famous Matterhorn… which you probably already have seen once when you were hiking?
Sometimes you see also wandering people, but don’t think they are lost in space. They could be under «geostruction»
Who knows Geocaching? The treasure hunting game? With the goal to find a tupperwear based on multi-million dollar satellites? Where people walking head-down around in the green?
How do you it? Of course with a GPS Device?
Oh GPS, these 1000 $ device just to receive 3 numbers?
Once, 15 years ago, your are right. But now..
Geochachers use Smartphones. And it’s for free. Everbody can participate. And there are 2.6 Mio. Caches worldwide. 24’00 in little Switzerland. And here more are coming…
Because also of Raymond Treier students which have built an Multicache for the city of Grenchen. – severa single chaches which have to be passed to finish successfully the goal-target cache.
The Tourism center of Grenchen is very porud to have such a multicache.
But Raymond Treiers is not only since this activity famous in Switzerland. He is the founder of the GIS for Schools Training book which is sold in around 50 % of Swiss Schools! We have translated this book with Swiss Open GovData in four languages (German, French, Italian and English) to provide it everywhere. This success was honoroud by Esri 2007 by a Special Achivement Award and Raymonds college got the Centre of Excellence in Switzerland and is member of Digital Earth. Raymond school and Esri CH have a very good partnership with regular exchange.
Esri Switzerland assist also other colleges on STEM days.
Starting with a research question. We follow the roadmap of a typical GI project.
For instance «How green is our school» students need the think about data collection. Trees and green areas are not exist as geodata, so student need to collect them. We model together the data structrure and let them in given sectors collecting the green areas. Turning back we continue with analysing the data and calculating the areas form the vegetation points and ist radius. Finally the produce a webmap wih their own cartographic representation and let the assess through the like…
Students needs only to bring their own device and the colleag laptops. Everthing of this 3hrs. Project is made in ArcGIS Online.
This concecpt was found in our Esri Summercamps which is very similar structures as this internship we heard yesterday at the plenary. The field work outside with the smartphone use plays a central role where student learn to compare the representation in the data model and the real world. This successfull concept…
Applied also to higher Education. Last year the Western Congress of the European Geographers met in the Swiss Alps. They asked for a GI workshop and we teached them in the same way like in the Summercamp. Thanks to Collector Apps offline capability they could collect data on 3000 meters above sealevel on a beautiful Swiss glacier with their own smartphone and with using expensive roaming costs!
The feedback was awesom!
Tlaking always about glaciers? Our title mentioned also gamifciation!!
Swiss likes gaming, especially professional sportsmen like our famous tennis star. Here together with the famous American ski star on the Aletschgletscher playing a charity game. Probably won in contrary to last weekends defeat in Wimbledon.
During the Swiss GI Summit, we got asked to promote GIS to the next generation.->The mission was make GIS intersing.
How do you interest the next generation? By games!!
Many Swiss Edu Organziation have already done once a gamified application so we wanted to bring together it all and demonstrate item by item.
The central part was the …
MegaGeogame.. Which allowed for 150 students playing in classes with the Collector App this 6 level geogame in the swiss capital city Berne.
Visitors of the GI Summit could follow each player in real-time over a self-made web – dashboard which was built with ArcGIS and OS Technology. The OS part made Hochschule Rapperswil which..
Known by his Professor Stefan Keller for OpenStreetMAp. They built an gamified mobile app to contribute in Openstreetmap. They got many prizes for this game-App.
A last gamified app we modeled for the 1. of May last year. This day is a political demostration day where police is often very busy.
We used this exciting day to document the incidents and let student out in the battle depending on the where. We made this with Collector Apps data collecting and realtime analysis on different Operation dashboards. The experience as great and the impacts of servcie learning unique!
So Mobile Learning or Mobile GIS is also under research!
20
21
I’m also PhD student since one year at ETH Zurich in the GI Group where our focus is based on GIS and Mobility.
We want to find out how we can peoples behavior in their mobility change to sustainable energy consumption. We build an app which is based on gamification elements.
I’m personally payed and charged to build an LMS for location-based mobile learning.
I propagate also with my Esri experience that situative, contextual learning improves the motivation and achievements of the learning goals.
This tool calls OMLETH and lecturers or teachers can build their own fieldtrips with learning units in manner of geofences like in blackboard or Moodle. The produced module can students execute on their own mobile phones. If you are interested to test it, you can give me a call.
Further because we argue the benefit of Geogames in the field of GI edcuation, we created a 6-step didactic planning framework
For bridging the gap between location-based games and teaching.
In this framework teachers syllabus and learning goals are fully embedded what often is missing in current serious game apps.
So learning is changing!
Nextgen Learning is gamified and mobile!
Seamless learning that looks like gaming is the goal!
In Switzerland, many partners are on this way. Often with Esri Tech, sometimes with Opensource. But partner see the value of Esri tech and asking for collaboration like recently for instance Swisstopos storymaps group.
kids mobile phones!
Mobile phones have also changed. There are packages of sensors.
This location-based sensor mapping provide again new applications for nextgen GI Education.
This devices are extremly smart and makes your kids very smart.
Nextgen GI Education supports 21st century skills with Critical Thinking, Creative Thinking, Collaborating, Communicating. Nextgen geography is learner-centred and mobile technolog-based.
The seamless-gaming approach shoul be adapated on learning. ->Serious gaming
Education is more outside the school, location-based. With LMS teachers can control also spatially.
And that Education is more LBS, Geography will profit with ist knowldge about spatial concepts
Therefore Mobile Programming in Geography Education is essentially to generate such mobile apps and analytics to
keep the lead of GIS!!
21st Century Skills: Critical thinking, process analytics, spatial analytics
Learner-centred: Exploring, Surveying, Sensoring
Mobile First: Anywhere, anytime, ubiquitios
Learning like Gaming: Collaborative, informal, constructiviste, creative and seamless
Location-based Education: Location-based mobile Games, Mobile Learning / In situ Learning / Geographical Learning
Development: Process (Python) and App (HTML5, JS CSS3) Development, Android (Java)
Learning Skills
Critical Thinking
Creative Thinking
Collaborating
Communicating
Literacy Skills
Information Literacy
Media Literacy
Technology Literacy
Life Skills
Flexibility
Initiative
Social Skills
Productivity
Leadership