This is the slide deck that supported the original Global World History ATlas (www.gwhat.org) concept in 2004. Stored here for archive purposes. And laughs.
Tim waters OpenHistoricalMap Changes to the OSM Stack. SOTM-US 2015chippy
This document discusses OpenHistoricalMap (OHM), which aims to create a map of everything that has ever existed by adding a time dimension to OpenStreetMap data. It provides background on OHM and outlines the technical stack used, including the website, editors, database replication, tile generation, and potential areas for future work like improved time-based querying and interfaces. The speaker encourages participants to get involved in further developing OHM through activities at an upcoming hack day.
Presented to the State of the Map US 2012 in Portland, OR. Liberal credits to Aaron Racicot's (@reprojected) GIS Apprenticeship presentation: https://github.com/reprojected/reprojected.github.com/blob/master/presentations/gis_apprentice_2012/GISApprenticeship_final.pdf?raw=true
The document discusses mapping the changes to buildings and places over time using OpenStreetMap. It proposes tagging buildings and attributes with start_date and end_date to filter what is shown on maps for different time periods. Scripts are presented to preprocess the OSM data into decade-specific files and render maps for each decade. Challenges are noted around normalizing date formats and tracking attribute changes over time.
OSM and Online Time Machines SotM US 2012 PDXgwhathistory
This document discusses building an online time machine using OpenStreetMap (OSM) to allow users to view specific locations through time. It outlines some of the challenges, such as developing consistent tagging conventions to indicate historical data and periods, as well as building authoring and rendering tools. Examples are given of existing temporal mapping projects and potential sources of historical geospatial data to contribute to OSM.
The document proposes the GWHAT (Graphical World History Atlas) project, which would provide free historical map content and a map browser to help teachers and students. It outlines that current history education relies on inadequate maps and resources, while GWHAT would offer comprehensive, customizable maps spanning time and location to enhance learning. Examples show how GWHAT could support various history and language lessons by overlaying maps and linking to related information.
The document summarizes a workshop where 260 primary school students aged 9-11 were introduced to using Google Earth. The workshop took place over 3 steps - an introduction at the geography department, a computer lab session on Google Earth basics, and assignments using Google Earth's tools. Student feedback found Google Earth engaging but complex, and that it improved computer skills but did not deepen geographical understanding alone without guidance. The workshop was deemed an effective way to promote digital literacy and geographical learning.
This document outlines resources for a 10th grade social studies lesson on reading maps. It describes several online mapping activities and lessons from reputable sources like the BBC and National Geographic that teach key map skills. It also lists an exhaustive Army field manual on maps and navigation. Finally, it mentions a map vocabulary podcast targeted for ESL students but also useful for deaf learners. The document explains how these varied resources support different learning styles through visual, auditory, and tactile materials at a range of levels.
Tim waters OpenHistoricalMap Changes to the OSM Stack. SOTM-US 2015chippy
This document discusses OpenHistoricalMap (OHM), which aims to create a map of everything that has ever existed by adding a time dimension to OpenStreetMap data. It provides background on OHM and outlines the technical stack used, including the website, editors, database replication, tile generation, and potential areas for future work like improved time-based querying and interfaces. The speaker encourages participants to get involved in further developing OHM through activities at an upcoming hack day.
Presented to the State of the Map US 2012 in Portland, OR. Liberal credits to Aaron Racicot's (@reprojected) GIS Apprenticeship presentation: https://github.com/reprojected/reprojected.github.com/blob/master/presentations/gis_apprentice_2012/GISApprenticeship_final.pdf?raw=true
The document discusses mapping the changes to buildings and places over time using OpenStreetMap. It proposes tagging buildings and attributes with start_date and end_date to filter what is shown on maps for different time periods. Scripts are presented to preprocess the OSM data into decade-specific files and render maps for each decade. Challenges are noted around normalizing date formats and tracking attribute changes over time.
OSM and Online Time Machines SotM US 2012 PDXgwhathistory
This document discusses building an online time machine using OpenStreetMap (OSM) to allow users to view specific locations through time. It outlines some of the challenges, such as developing consistent tagging conventions to indicate historical data and periods, as well as building authoring and rendering tools. Examples are given of existing temporal mapping projects and potential sources of historical geospatial data to contribute to OSM.
The document proposes the GWHAT (Graphical World History Atlas) project, which would provide free historical map content and a map browser to help teachers and students. It outlines that current history education relies on inadequate maps and resources, while GWHAT would offer comprehensive, customizable maps spanning time and location to enhance learning. Examples show how GWHAT could support various history and language lessons by overlaying maps and linking to related information.
The document summarizes a workshop where 260 primary school students aged 9-11 were introduced to using Google Earth. The workshop took place over 3 steps - an introduction at the geography department, a computer lab session on Google Earth basics, and assignments using Google Earth's tools. Student feedback found Google Earth engaging but complex, and that it improved computer skills but did not deepen geographical understanding alone without guidance. The workshop was deemed an effective way to promote digital literacy and geographical learning.
This document outlines resources for a 10th grade social studies lesson on reading maps. It describes several online mapping activities and lessons from reputable sources like the BBC and National Geographic that teach key map skills. It also lists an exhaustive Army field manual on maps and navigation. Finally, it mentions a map vocabulary podcast targeted for ESL students but also useful for deaf learners. The document explains how these varied resources support different learning styles through visual, auditory, and tactile materials at a range of levels.
1) The document summarizes Richard Bustin's book "Geography Education’s Potential and the Capability Approach" which outlines the development of the GeoCapabilities project that aimed to develop teachers' curriculum making skills.
2) It describes Richard's involvement in the project as a school partner and how he used it as the basis for his research exploring how the capabilities approach could influence geography curriculum development.
3) The capabilities approach developed by Amartya Sen is translated into a "geo" version as a conceptual framework for teachers to develop students' functioning and agency through geographical knowledge.
This document provides strategies for teaching geography to help students understand the complex interconnected world. It recommends (1) providing geographic information and teaching geographic concepts, (2) using data, maps, and geospatial technology, and (3) asking questions that encourage spatial thinking. Specific techniques include giving students prompts, translating information into questions to identify, describe and explain concepts, making connections to new content, asking questions about how events may change locations, and making comparisons between places.
IET Technology Coffee Morning - Location-based learning: education in the WildLiz FitzGerald
Slides presented at the IET Technology Coffee Morning at the Open University.
Abstract and further details available at http://cloudworks.ac.uk/cloudscape/view/2350.
This document discusses issues related to geography education in the UK. It notes that geography is facing interesting times due to the national curriculum review and OFSTED reports finding declining geography teaching in many schools. The document provides information on the curriculum review timeline and process. It also discusses debates around what constitutes knowledge, the importance of both factual and conceptual knowledge, and practical classroom activities.
This document discusses ways to teach geography in an engaging manner. It provides tips for teaching geography at the primary and middle school levels, including using activities, videos, projects, and digital tools. Some specific suggestions are using documentaries, visits to local places, interactive maps and globes, and teaching resources like charts and multimedia. The document emphasizes making geography learning fun and interesting for students through innovative techniques, excursions, and developing students' creativity.
Place-Based Learning and the Language ClassroomDave Malinowski
A presentation and workshop for the Yale Center for Language Study's Instructional Innovation Workshop, May 17, 2016. By Stéphane Charitos (Columbia University) and David Malinowski (Yale University)
Maps101 - A remarkable cross-curricular learning tool.Maps.com
This presentation provides an overview of the Maps101 educational resource. It introduces teachers and administrators to the various features and tools available, including geography news articles, virtual field trips, outline maps, map collections, and classroom resources. The presentation emphasizes that Maps101 can benefit multiple subjects and encourages sharing access across the entire faculty. It also provides instructions for logging in, navigating the site, and finding additional training, help, and updates.
This document provides information about using GIS (Geographic Information Systems) in geography classrooms. It discusses reasons to use GIS, including being highlighted in geography specifications and teaching important skills. Teachers are encouraged to start with questions they want to answer and see if GIS can help. Examples of using GIS at different key stages and for topics like natural hazards are provided. Free and easy-to-use online GIS tools are described, including Google Earth, Many Eyes, and hurricane data from NOAA. The document encourages asking questions and sharing experiences using GIS in the classroom.
5 - I felt very prepared with the content and activities planned. The students seemed highly engaged throughout as evidenced by their thoughtful questions and contributions during discussion. The digital advertisements they created showed great creativity and understanding of the core concepts. No changes needed - it was a very successful lesson!
Daniel Shakespeare (Freelance programmer, DE): Interactive Genealogy Explorer. Visualization of migration of ancestors and relatives
co:op-READ-Convention Marburg
Technology meets Scholarship, or how Handwritten Text Recognition will Revolutionize Access to Archival Collections.
With a special focus on biographical data in archives
Hessian State Archives Marburg Friedrichsplatz 15, D - 35037 Marburg
19-21 January 2016
Presented at EDUCAUSE 2009 in Denver, Colorado on November 5, 2009 by Michael Howser and William (Bill) Miller from the University of Connecticut Libraries Map and Geographic Information Center - MAGIC.
This document describes activities for teaching English language learners based on NETS-T standards. It includes 5 activities: 1) having students describe language through a lesson plan, 2) pretending to travel around the world to learn about different places, 3) representing different cultural backgrounds by sharing facts about their ethnicity, 4) creating a newsletter to improve their school, and 5) doing a scavenger hunt to learn the butterfly life cycle. The activities are designed to help students demonstrate understanding of language systems, language acquisition, cultural identity, managing ESL instruction, using educational resources effectively, and classroom-based ESL assessment.
This geography lesson for secondary one students teaches map reading skills through hands-on activities with a compass and contour lines, as well as through an interactive digital game called Voyage to the Age of Dinosaurs (VAD). Students are divided into groups to use compasses and work through the game, which requires navigating to find dinosaurs using map skills. The goal is for students to see how map reading applies to real world scenarios. Students complete worksheets on VAD navigation tools before playing, and do a map reading exercise after to practice the concepts learned through the game.
This document describes a case study comparing a traditional classroom approach to teaching about state resources and geography to a Universal Design for Learning (UDL) approach. The traditional approach uses lecture, divides students into groups, and has strict requirements for note-taking and presentations. The UDL approach avoids limiting presentation styles, provides multiple means of representation and engagement, and offers alternatives for note-taking, presenting, and assessing understanding. The goal of UDL is to design instruction that is flexible and meets the needs of all learners from the start.
Geographical information systems (GIS) were revolutionizing some students' experiences by providing visual images and satellite technology that brought landscapes to life. Higher attaining pupils were challenged by using GIS to overlay data and explore interactive maps to interpret patterns and solve problems. The document describes a good practice sixth form geography lesson that effectively used satellite technology through GIS for data interpretation to engage students in discussing urbanization. As a result of a well-planned curriculum incorporating GIS, the students gained a good understanding of accessing different types of satellite images and maps.
Discover the remarkable resources for K-12 classroom teachers and students in Maps101. From Field Trip Library to the Geography News Network, plus a wealth of materials including maps, videos, games, lesson plans and activities to make learning fun and engaging.
Augmented Reality and Hybrid Reality Affordances for EducationCathleen Galas
This document discusses augmented and hybrid reality technologies and their potential applications for education. It defines augmented reality as combining virtual and real-world elements, such as seeing computer images overlaid on real-world views. Examples described include using mobile phones to view historical footage in campus locations and practicing language skills with virtual characters. The document also discusses situated and distributed learning theories that posit learning occurs within authentic contexts and communities. Research on augmented reality games and virtual worlds like River City and Quest Atlantis found they effectively engaged students in collaborative, inquiry-based learning through authentic simulations.
Presentation for Encouraging Innovation and Technology: HHLib 9 Online Conference. Feb 27, 2014. Margot Hanson & Michele Van Hoeck, California State University Maritime
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1) The document summarizes Richard Bustin's book "Geography Education’s Potential and the Capability Approach" which outlines the development of the GeoCapabilities project that aimed to develop teachers' curriculum making skills.
2) It describes Richard's involvement in the project as a school partner and how he used it as the basis for his research exploring how the capabilities approach could influence geography curriculum development.
3) The capabilities approach developed by Amartya Sen is translated into a "geo" version as a conceptual framework for teachers to develop students' functioning and agency through geographical knowledge.
This document provides strategies for teaching geography to help students understand the complex interconnected world. It recommends (1) providing geographic information and teaching geographic concepts, (2) using data, maps, and geospatial technology, and (3) asking questions that encourage spatial thinking. Specific techniques include giving students prompts, translating information into questions to identify, describe and explain concepts, making connections to new content, asking questions about how events may change locations, and making comparisons between places.
IET Technology Coffee Morning - Location-based learning: education in the WildLiz FitzGerald
Slides presented at the IET Technology Coffee Morning at the Open University.
Abstract and further details available at http://cloudworks.ac.uk/cloudscape/view/2350.
This document discusses issues related to geography education in the UK. It notes that geography is facing interesting times due to the national curriculum review and OFSTED reports finding declining geography teaching in many schools. The document provides information on the curriculum review timeline and process. It also discusses debates around what constitutes knowledge, the importance of both factual and conceptual knowledge, and practical classroom activities.
This document discusses ways to teach geography in an engaging manner. It provides tips for teaching geography at the primary and middle school levels, including using activities, videos, projects, and digital tools. Some specific suggestions are using documentaries, visits to local places, interactive maps and globes, and teaching resources like charts and multimedia. The document emphasizes making geography learning fun and interesting for students through innovative techniques, excursions, and developing students' creativity.
Place-Based Learning and the Language ClassroomDave Malinowski
A presentation and workshop for the Yale Center for Language Study's Instructional Innovation Workshop, May 17, 2016. By Stéphane Charitos (Columbia University) and David Malinowski (Yale University)
Maps101 - A remarkable cross-curricular learning tool.Maps.com
This presentation provides an overview of the Maps101 educational resource. It introduces teachers and administrators to the various features and tools available, including geography news articles, virtual field trips, outline maps, map collections, and classroom resources. The presentation emphasizes that Maps101 can benefit multiple subjects and encourages sharing access across the entire faculty. It also provides instructions for logging in, navigating the site, and finding additional training, help, and updates.
This document provides information about using GIS (Geographic Information Systems) in geography classrooms. It discusses reasons to use GIS, including being highlighted in geography specifications and teaching important skills. Teachers are encouraged to start with questions they want to answer and see if GIS can help. Examples of using GIS at different key stages and for topics like natural hazards are provided. Free and easy-to-use online GIS tools are described, including Google Earth, Many Eyes, and hurricane data from NOAA. The document encourages asking questions and sharing experiences using GIS in the classroom.
5 - I felt very prepared with the content and activities planned. The students seemed highly engaged throughout as evidenced by their thoughtful questions and contributions during discussion. The digital advertisements they created showed great creativity and understanding of the core concepts. No changes needed - it was a very successful lesson!
Daniel Shakespeare (Freelance programmer, DE): Interactive Genealogy Explorer. Visualization of migration of ancestors and relatives
co:op-READ-Convention Marburg
Technology meets Scholarship, or how Handwritten Text Recognition will Revolutionize Access to Archival Collections.
With a special focus on biographical data in archives
Hessian State Archives Marburg Friedrichsplatz 15, D - 35037 Marburg
19-21 January 2016
Presented at EDUCAUSE 2009 in Denver, Colorado on November 5, 2009 by Michael Howser and William (Bill) Miller from the University of Connecticut Libraries Map and Geographic Information Center - MAGIC.
This document describes activities for teaching English language learners based on NETS-T standards. It includes 5 activities: 1) having students describe language through a lesson plan, 2) pretending to travel around the world to learn about different places, 3) representing different cultural backgrounds by sharing facts about their ethnicity, 4) creating a newsletter to improve their school, and 5) doing a scavenger hunt to learn the butterfly life cycle. The activities are designed to help students demonstrate understanding of language systems, language acquisition, cultural identity, managing ESL instruction, using educational resources effectively, and classroom-based ESL assessment.
This geography lesson for secondary one students teaches map reading skills through hands-on activities with a compass and contour lines, as well as through an interactive digital game called Voyage to the Age of Dinosaurs (VAD). Students are divided into groups to use compasses and work through the game, which requires navigating to find dinosaurs using map skills. The goal is for students to see how map reading applies to real world scenarios. Students complete worksheets on VAD navigation tools before playing, and do a map reading exercise after to practice the concepts learned through the game.
This document describes a case study comparing a traditional classroom approach to teaching about state resources and geography to a Universal Design for Learning (UDL) approach. The traditional approach uses lecture, divides students into groups, and has strict requirements for note-taking and presentations. The UDL approach avoids limiting presentation styles, provides multiple means of representation and engagement, and offers alternatives for note-taking, presenting, and assessing understanding. The goal of UDL is to design instruction that is flexible and meets the needs of all learners from the start.
Geographical information systems (GIS) were revolutionizing some students' experiences by providing visual images and satellite technology that brought landscapes to life. Higher attaining pupils were challenged by using GIS to overlay data and explore interactive maps to interpret patterns and solve problems. The document describes a good practice sixth form geography lesson that effectively used satellite technology through GIS for data interpretation to engage students in discussing urbanization. As a result of a well-planned curriculum incorporating GIS, the students gained a good understanding of accessing different types of satellite images and maps.
Discover the remarkable resources for K-12 classroom teachers and students in Maps101. From Field Trip Library to the Geography News Network, plus a wealth of materials including maps, videos, games, lesson plans and activities to make learning fun and engaging.
Augmented Reality and Hybrid Reality Affordances for EducationCathleen Galas
This document discusses augmented and hybrid reality technologies and their potential applications for education. It defines augmented reality as combining virtual and real-world elements, such as seeing computer images overlaid on real-world views. Examples described include using mobile phones to view historical footage in campus locations and practicing language skills with virtual characters. The document also discusses situated and distributed learning theories that posit learning occurs within authentic contexts and communities. Research on augmented reality games and virtual worlds like River City and Quest Atlantis found they effectively engaged students in collaborative, inquiry-based learning through authentic simulations.
Presentation for Encouraging Innovation and Technology: HHLib 9 Online Conference. Feb 27, 2014. Margot Hanson & Michele Van Hoeck, California State University Maritime
Similar to Global World History Atlas Introduction 2004 (20)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
1. DRAFT GWHAT PROPOSAL
GWHAT Project Proposal – March, 2004
GWHAT – Graphical World History ATlas
Provides map content and map browser at no cost
• GWHAT content: high quality, comprehensive, & interoperable
• GWHAT browser: for easily finding and displaying maps
To help teachers teach better
• By providing materials that: are easy to find, customizable, work
together, and can be tied directly to curriculum requirements
And to help students learn in new ways
• By providing a means to explore the world throughout history
1
2. DRAFT GWHAT PROPOSAL
The GWHAT need: current history and
geography achievement are unsatisfactory
Millions of students and teachers use maps each year
• 32 million students, 4 million new each year (grades 5-12)
• 1 million teachers teach history and geography
But students are not meeting US standards
12th graders below basic achievement (2001)
• History – 57%
• Geography - 29%
And not doing well relative to non-US students
• American students – scored 41% on National
Geographic Geography Literacy Survey
• Others scored >67% - Sweden, Germany, Italy
2
3. DRAFT GWHAT PROPOSAL
The GWHAT need: current map-based
resources are inadequate
Textbook maps, wall maps Online maps – clumsy,
– limited in scope, variety, and incomplete, and hard to find
interactivity, quickly outdated
Commercial software – GIS – interoperable data, but can
expensive, proprietary, not be very complex, hard to learn
customizable
3
4. DRAFT GWHAT PROPOSAL
The GWHAT solution:
free map content and free map browser
MAIN CONTENT TYPES MAIN BROWSER FUNCTIONS
BASIC GEOGRAPHY – like FINDING MAPS – think of it as a
shorelines, terrain relief
Map
THEMATIC INFORMATION – like DISPLAYING MAPS – that can be
political boundaries, census animated or interactive, the same
data, battle campaigns way a media player plays video
4
5. DRAFT GWHAT PROPOSAL
GWHAT content addresses key shortfalls of
existing content for K-12 use
Existing digital content GWHAT content
- Poor labeling - Standardized labeling
- Scope limited by area of map - Comprehensive across globe
- Snapshot in time - Comprehensive across time
- No interoperability - Interoperable – maps work together
- Inconsistent shorelines - Consistent shorelines
- Very often niche in focus - High level to start
- Often restricted for reuse - Freely resuable
… is a fuzzy picture - Designed to be viewed online
- Designed for K-12 education needs
- Expandable
… creates a virtual time machine
5
6. DRAFT GWHAT PROPOSAL
GWHAT browser
brings GWHAT content to life
Makes maps easy to find – Can display non-GWHAT maps
search by region or time period
Links from map to related
Displays map animations to information
show the unfolding of events
over time Supports multiple languages
Enables comparisons by
overlaying information from
multiple maps at the same
time
Zooms in to show more detail
Zooms around to show what
else was going on at that time
6
map and player source: www.timemap.net
7. DRAFT GWHAT PROPOSAL
Sample teacher workflow using GWHAT
Teacher Uses browser Finds and Adds other map
reviews to search for downloads map modules to
lesson relevant content produced by provide
plan teacher across additional
the state information
Removes Adds notes & Uses map in Students
some map publishes lecture using access map
info not new, custom printouts or online from
relevant to map so other LCD projector class, library,
lesson teachers can or home
7
find it.
8. DRAFT GWHAT PROPOSAL
GWHAT could provide totally new benefits
for education
STUDENTS TEACHERS
• Comparative learning – e.g. • Customizable course materials
overlaying a natural resources – bundle together sets of different
map with a population density maps for a particular lesson plan
map
• Exploratory learning – panning • Quickly find course materials –
across the world to Asia to see quickly find the right maps instead
what was happening there at the of searching the web endlessly
same time Columbus was and compromising on content and
discovering the New World quality
• Experiential learning - • Self-populating content catalog
animations – remembering the – teachers can publish content to
sequence of history because you the search engine and also find
have watched it, instead of by content created by other teachers
remembering dates
8
9. DRAFT GWHAT PROPOSAL
GWHAT in action:
Supporting current events
6th grade students in California study
ancient river valley civilizations,
like Mesopotamia
A teacher wants to describe how
current Iraq conflict is related to
what her students are studying
GWHAT use:
1. Teacher starts with a current
map
2. Removes terrain information
3. Adds transparency of current
ethnic diversity
4. Plays map backwards in history
to show where current ethnic
groups came from (not shown)
5. Keeps playing map backwards,
all the way to the dawn of
civilization (next slide) 9
10. DRAFT GWHAT PROPOSAL
GWHAT in action:
Supporting current events
6th grade students in California study
ancient river valley civilizations,
like Mesopotamia
A teacher wants to describe how
current Iraq conflict is related to
what her students are studying
GWHAT use:
1. Teacher starts with a current map
2. Removes terrain information
3. Adds transparency of current
ethnic diversity
4. Plays map backwards in history
to show where current ethnic
groups came from (not shown)
5. Keeps playing map backwards,
all the way to the dawn of
civilization (next slide)
10
11. DRAFT GWHAT PROPOSAL
GWHAT in action:
Supporting current events
6th grade students in California study
ancient river valley civilizations,
like Mesopotamia
A teacher wants to describe how
current Iraq conflict is related to
what her students are studying
GWHAT use:
1. Teacher starts with a current map
2. Removes terrain information
3. Adds transparency of current
ethnic diversity
4. Plays map backwards in history
to show where current ethnic
groups came from (not shown)
5. Keeps playing map backwards,
all the way to the dawn of
civilization (next slide)
11
12. DRAFT GWHAT PROPOSAL
GWHAT in action:
“Drilling down” into more detail
Students are still studying
Mesopotamia, which they
now know is where current-
day Iraq is
The students then:
1. Select a region of
Mesopotamia in Iraq
2. Go back in time, stopping to
notice Hammurabi
3. Back further, to the period of
interest
4. Then the city of Babylon
5. Then the Temple of Marduk
(GWHAT supports pictures,
too!)
12
13. DRAFT GWHAT PROPOSAL
GWHAT in action:
“Drilling down” into more detail
Students are still studying
Mesopotamia, which they
now know is where current-
day Iraq is
The students then:
1. Select a region of
Mesopotamia in Iraq
2. Go back in time, stopping
to notice Hammurabi
3. Back further, to the period of
interest
4. Then the city of Babylon
5. Then the Temple of Marduk
(GWHAT supports pictures,
too!)
13
14. DRAFT GWHAT PROPOSAL
GWHAT in action:
“Drilling down” into more detail
Students are still studying
Mesopotamia, which they
now know is where current-
day Iraq is
The students then:
1. Select a region of
Mesopotamia in Iraq
2. Go back in time, stopping to
notice Hammurabi
3. Back further, to the period
of interest
4. Then the city of Babylon
5. Then the Temple of Marduk
(GWHAT supports pictures,
too!)
14
NOTE: Internet viewers may need a special plug-in to see the animations
15. DRAFT GWHAT PROPOSAL
GWHAT in action:
“Drilling down” into more detail
Students are still studying
Mesopotamia, which they
now know is where current-
day Iraq is
The students then:
1. Select a region of
Mesopotamia in Iraq
2. Go back in time, stopping to
notice Hammurabi
3. Back further, to the period of
interest
4. Then the city of Babylon
5. Then the Temple of Marduk
(GWHAT supports pictures,
too!)
15
NOTE: Internet viewers may need a special plug-in to see the animations
16. DRAFT GWHAT PROPOSAL
GWHAT in action:
“Drilling down” into more detail
Students are still studying
Mesopotamia, which they
now know is where current-
day Iraq is
The students then:
1. Select a region of
Mesopotamia in Iraq
2. Go back in time, stopping to
notice Hammurabi
3. Back further, to the period of
interest
4. Then the city of Babylon
5. Then the Temple of
Marduk (must supports
pictures, too!)
16
17. DRAFT GWHAT PROPOSAL
GWHAT in action:
Multilingual support for language studies
GWHAT-targeted content will be
able to support multiple
languages
Map labeling can be switched
from one language to another
at the touch of a switch
Contextual information, such as
links to related web-based
information can be changed as
well
Students can use the same tool
across classes
17
18. DRAFT GWHAT PROPOSAL
GWHAT in action:
Multilingual support for language studies
GWHAT-targeted content will be
able to support multiple
languages
Map labeling can be switched
from one language to another
at the touch of a switch
Contextual information, such as
links to related web-based
information can be changed as
well
Students can use the same tool
across classes
18
19. DRAFT GWHAT PROPOSAL
GWHAT in action:
Art history
Example: Picasso’s career
Students can see the order of
his paintings and styles
and where he created
them
Layers could be added to
compare the careers of
Matisse or Braque
Could compare art to other
world events, such as the
fighting that inspired
Guernica
19
20. DRAFT GWHAT PROPOSAL
GWHAT in action:
Art history
Example: Picasso’s career
Students can see the order of
his paintings and styles
and where he created
them
Layers could be added to
compare the careers of
Matisse or Braque
Could compare art to other
world events, such as the
fighting that inspired
Guernica
20
21. DRAFT GWHAT PROPOSAL
GWHAT in action:
Art history
Example: Picasso’s career
Students can see the order of
his paintings and styles
and where he created
them
Layers could be added to
compare the careers of
Matisse or Braque
Could compare art to other
world events, such as the
fighting that inspired
Guernica
21
22. DRAFT GWHAT PROPOSAL
GWHAT in action:
Art history
Example: Picasso’s career
Students can see the order of
his paintings and styles
and where he created
them
Layers could be added to
compare the careers of
Matisse or Braque
Could compare art to other
world events, such as the
fighting that inspired
Guernica
22
23. DRAFT GWHAT PROPOSAL
GWHAT in action:
Art history
Example: Picasso’s career
Students can see the order of
his paintings and styles
and where he created
them
Layers could be added to
compare the careers of
Matisse or Braque
Could compare art to other
world events, such as the
fighting that inspired
Guernica
23
24. DRAFT GWHAT PROPOSAL
GWHAT in action:
Art history
Example: Picasso’s career
Students can see the order of
his paintings and styles
and where he created
them
Layers could be added to
compare the careers of
Matisse or Braque
Could compare art to other
world events, such as the
fighting that inspired
Guernica
24
25. DRAFT GWHAT PROPOSAL
GWHAT in action:
Art history
Example: Picasso’s career
Students can see the order of
his paintings and styles
and where he created
them
Layers could be added to
compare the careers of
Matisse or Braque
Could compare art to other
world events, such as the
fighting that inspired
Guernica
25
26. DRAFT GWHAT PROPOSAL
GWHAT in action:
Art history
Example: Picasso’s career
Students can see the order of
his paintings and styles
and where he created
them
Layers could be added to
compare the careers of
Matisse or Braque
Could compare art to other
world events, such as the
fighting that inspired
Guernica
26
27. DRAFT GWHAT PROPOSAL
GWHAT in action:
Art history
Example: Picasso’s career
Students can see the order of
his paintings and styles
and where he created
them
Layers could be added to
compare the careers of
Matisse or Braque
Could compare art to other
world events, such as the
fighting that inspired
Guernica
27
28. DRAFT GWHAT PROPOSAL
GWHAT in action:
Art history
Example: Picasso’s career
Students can see the order of
his paintings and styles
and where he created
them
Layers could be added to
compare the careers of
Matisse or Braque
Could compare art to other
world events, such as the
fighting that inspired
Guernica
28
29. DRAFT GWHAT PROPOSAL
GWHAT in action:
Art history
Example: Picasso’s career
Students can see the order of
his paintings and styles
and where he created
them
Layers could be added to
compare the careers of
Matisse or Braque
Could compare art to other
world events, such as the
fighting that inspired
Guernica
29
30. DRAFT GWHAT PROPOSAL
GWHAT content library will be built up from
structured and unstructured programs
GWHAT will provide high-level
baseline content
• Global “background” info
• Civilization and country evolution
animations GWHAT backgrounds
GWHAT animations
Existing content will then be
added and linked
• Tiger team of GWHAT volunteers Existing Web Content
Further GWHAT custom
content will be provided by: Teachers’ materials
• Open source contributions, wikis
Funded content
• Teachers creating local materials
• Grant-funded content creation
30
31. DRAFT GWHAT PROPOSAL
The GWHAT concept can work
Collaborative content successes
• Oxford English Dictionary
• Human Genome Project
• Wikipedia
Open source software successes
• Linux operating system
• Apache web server
• Mozilla browser
Standards successes
• HTML fuels WWW growth
• .doc, .xls fuels Office growth
It would work best by moving quickly, with a well-
coordinated, well-funded approach. 31
32. DRAFT GWHAT PROPOSAL
GWHAT operations
• 501(c) 3 organization – nonprofit corporation
• Centered around education, technology, community activism, and
information sharing
• Centralized management, distributed volunteer participation
• Drives agreement on appropriate maps display and interoperability
standards
• Coordinates open source, free software and content development
• Funded by philanthropy, foundations, and government grants
32