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Hive Mapping Cooperative Spark Proposal
Submission Deadline: February 28, 2014
1. Project Summary
Her team uses a GPS to georeference samples and each day uploads their data to a shared program
Simone utilizes ...
The primary output of the project will be the identification of a digital mapping and data sharing
platform that can be us...
o Creating learning pathways?
The platform will be open to any youth interested in issues or questions that have spatial o...
June – August 2014: the Hive Mapping Cooperative conducts summer programming implementing data
collection and analysis wit...
members of PNNM’s evaluation team. Feedback from Hive members at the “deep dive” will be used to
guide further research in...
has been taken isn’t productive, we will be able to share that knowledge to guide other organizations
attempting to share ...
Eve Tulbert will help to recruit the advice of skilled developers and help curate a list of open source
platforms for educ...
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Hive Mapping Cooperative Proposal - February 28, 2014


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Hive Mapping Cooperative Proposal for the Hive Chicago grant. This proposal represents a collaboration between The Peggy Notebaert Nature Museum, Sweet Water Foundation, and Smart Chicago, as an effort to provide teens the ability to collect, manage, analyze, visualize, and share geo-referenced data through open-source mapping and data-sharing software.

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Hive Mapping Cooperative Proposal - February 28, 2014

  1. 1. Hive Mapping Cooperative Spark Proposal PROPOSAL APPLICATION Submission Deadline: February 28, 2014 1. Project Summary Provide a concise project description outlining what you will do, who the audience is, how they will be served, what they will have accomplished at the end of the grant period, and the project’s outcomes. (up to 75 words) The Peggy Notebaert Nature Museum (PNNM), Sweet Water Foundation, and Smart Chicago Collaborative propose the Hive Mapping Cooperative (HMC), an effort to provide teens the ability to collect, manage, analyze, visualize, and share georeferenced data through open-source mapping and data-sharing software. The HMC will identify platform(s) to pilot in existing summer programming, with the goal of facilitating collaborative youth-guided inquiry, within and across programs, into topics and issues in human ecology and urban ecosystems. 2. Project Partners (up to 100 words) Who are your partners, including Network and non-Network partners? What are the roles and responsibilities of each? In what ways have your organizations participated in Hive Chicago through the meaningful sharing of projects, practices, or lessons learned? (up to 100 words) The project administrator and fiscal agent will be PNNM which has served as a partner in two Hive grants – All Access Pass and C-STEMM. PNNM and Sweet Water will research mapping platforms, testing at least one platform in our summer programming. The primary technical partner, Smart Chicago, will aid this research, providing expertise on technical requirements for implementation and facilitating training for partners in digital mapping. Kaitlin Thaney (Mozilla Science Lab), Elizabeth Copper (Lindblom Math & Science Academy), Adam Kessel (Forest Preserve of Cook County), and Eve Tulbert, (Freedom Games) will also be involved during various phases of the project. 3. Youth Served Describe the audience targeted for your project as specifically as possible (grade level, neighborhood, ethnic or racial composition, income level, etc.). Include total numbers to be served directly and indirectly. (up to 50 words) HMC partners will engage at least 50 high school students, drawn from programs which primarily serve neighborhoods on the west and south sides of Chicago. These youth participants will use the selected digital mapping platform(s) to analyze and share youth-collected and publically-available data sets. 4. Scenario Write a fictional account of your project from the perspective of a participant. Please describe the audience, what they will do/create, and the intended learning outcomes of the learning experience. (up to 250 words) Simone, a rising sophomore at Clemente HS, is in the environmental science program at PNNM. She has learned various environmental sampling and monitoring techniques by collecting data in Lincoln Park.
  2. 2. Her team uses a GPS to georeference samples and each day uploads their data to a shared program database. Simone utilizes the HMC mapping platform to investigate the differences in pH in the three ponds in Lincoln Park. She wonders if pH variation is due to pond size, distance to roads, or vegetation along the banks. Using the HMC platform, she is able to analyze these variables using aerial imagery and data they collected during plant surveys. Simone starts thinking about the ponds in Humboldt Park. She decides to sample the pH of these ponds and take photos of the vegetation over the weekend. Simone wants more data so she posts her research question, current map and data to the HMC site. Simone’s PNNM peers contribute to her project by collecting data from ponds in their neighborhoods. Simone also has a CCOL badge that shows she contributed data to a regional tap water investigation posted by Sweet Water teens, and they return the favor. Simone’s project is selected by her HMC peers for the CCOL showcase. In the fall, Simone shows her teacher the map she created and her HMC badges. Simone’s teacher encourages her to continue the research for the science fair. She’s also intrigued by the mapping platform and asks Simone to show her how it works. 5. Project Progression If the proposal is for a project advancing from one grant category to the next (i.e., from a Spark to a Catalyst) or if it has its origins in a previously funded project, briefly describe the goals, lessons, and outcomes of the previous work, and explain why the project is poised for the next level. (up to 250 words) The Hive Mapping Cooperative (HMC) is a new proposal, based on conversations among several Hive partners who have expressed interest in using digital mapping with their students but lack the resources or technical knowledge to do so. We’re initially piloting collaborative mapping platforms in programs with an ecological and environmental science focus. However, these programs are grounded in the fields of human ecology and urban ecology, which investigate relationships between humans and natural, built, and socioeconomic environments. Maps facilitate powerful narratives regardless of the topic, and we envision mapping and data sharing tools identified in the pilot having utility in any youth programs investigating topics or issues with spatial components. If the project is successful, we would seek to expand the project to the Catalyst level, including additional Hive member organizations and non-Network community based organizations in HMC. We would also seek to engage CPS teachers through professional development help strengthen connections between formal and nonformal learning spheres. 6. Project Overview Clearly describe your project and how it will progress from start to finish. (up to 1000 words)  What will the project accomplish? Although there are many powerful GIS mapping tools available, most require a software license and/or technical knowledge beyond the resources and scope of most youth and program providers; nevertheless, understanding and using these tools can provide youth with valuable technical skills and experience. The HMC will identify multiple open-source GIS and data sharing platforms that meet three criteria to reduce youth barriers to engaging in digital mapping—free open-source software, ease of training and use, and functionality that allows for meaningful data analysis and sharing. Identified platforms will be piloted during the summer programs of HMC partners.  What outputs will be produced?
  3. 3. The primary output of the project will be the identification of a digital mapping and data sharing platform that can be used across youth-serving organizations. During the research, pilot implementation, and dissemination phases of the project, we intend to: 1. Develop strategies to teach mapping and analysis of spatial data to youth audiences. 2. Allow program youth to use maps to inform, create, and inspire narratives and dialogue around environmental, social, and political issues, and recognize maps as contested spaces; 3. Create a Chicago-based environmental mapping and data portal populated with data collected by Chicago youth; 4. Develop an infrastructure to facilitate youth collaboration (data sharing, contributing data, asking new questions, etc.) across and among youth-serving organizations; 5. Provide Hive organizations with the results of our pilot through a “deep dive” or similar training.  How will it advance youth learning and in what ways will it connect to the youth experience in school? The digital mapping and data sharing project proposed will incorporate a number of 21st century skills necessary for student success, with an emphasis on collaboration, communication, critical thinking and problem solving. While the HMC will initially be using mapping in informal settings, we have included Elizabeth Copper, from Lindblom Math and Science Academy, in our research team to provide a classroom perspective. Ultimately, we intend to identify and test a mapping solution that will be accessible in both formal and informal settings. We hope that students will be able to utilize and expand on summer projects and data sets for in-school projects. Additionally, the mapping, data collection and analysis, and critical thinking skills they develop will have clear applications in academic settings.  What will youth have achieved? Youth in both the Nature Museum and Sweet Water summer programs will collaborate on environmental and ecological investigations. By providing them with open-source mapping and data sharing tools, our goal is to foster collaboration across programs with youth in discrete programs working together on common questions. Youth in our programs will publish data collection methods and tools to allow for replication and encourage generation of broader data sets.  What digital technologies will you use? Youth will use traditional GPS units and GPS-enabled mobile devices or laptops to collect, analyze and share environmental and ecological data through digital mapping platforms. The HMC is looking for open-source platforms that have a balance between usability and functionality, provide ease of data input and breadth of analysis capabilities, and also facilitate data sharing across programs. Once a platform(s) that meet our criteria is identified, it will enable youth in our programs and others to generate maps and visualize around the spatio-temporal data of their choosing (i.e. not limited to environmental and ecological data).  How does it support Hive Chicago’s goals of: o Enabling equitable access to Hive programs? We hope to identify a free or low cost way for youth to collect, analyze and share digital mapping data. If successful, we will have removed cost and training barriers to youth participation. Through the maps produced by youth in our programs and the development of an online mapping platform open to youth and educators across the city, HMC will increase visibility of Hive, and also the Hive programs for youth and the educators that serve them. If HMC badge pathways are hosted through the CCOL website, youth not currently in programs provided by Hive members will be able to participate.
  4. 4. o Creating learning pathways? The platform will be open to any youth interested in issues or questions that have spatial or spatio- temporal components. The platform could potentially be used by youth pursuing either interest-driven pathways or as a part of a formal program. Youth who contribute data or submit their own question would have the potential to earn a badge. Badging of summer programming is already planned by Sweet Water and the Nature Museum. Through this collaboration, and with guidance from DYN, there is potential for the development of multiple pathways focused on environmental science and ecology, mapping, and citizen science. HMC will be a full participant in CCOL and plans to utilize DYN’s badge design framework by developing “community”, “knowledge”, “skill” and “showcase” badge classes which align with planned summer programming. o Sparking and sustaining innovation? This is not the first mapping project that enlists youth to collaborate and generate narratives around contested space. However, all past examples we’re aware of were limited to georeferenced media (photos/videos), contributing data to existing citizen science projects, or manipulating existing data sets with online platforms. What sets this initiative apart is that youth will be developing their own research questions, and generating, sharing and manipulating data. We hope to foster an iterative environment where youth are able to develop and contribute inquiries across programs. They will be using open- source mapping and data-sharing tools that are currently used exclusively by “adults”. o Providing value beyond the Network? Data collected and shared within the network could be valuable to organizations outside the network as well, including other informal youth programs and schools. o What network effect will be produced by the project? HMC hopes to create a network effect, with youth outside our programs working with GIS tools to collect, analyze and share data at scales ranging from neighborhood blocks to worldwide. Our ultimate goal is to identify tools and pathways for youth to generate dynamic maps, narratives, and research questions through cross-program collaborative projects. Collaborating with other Hive members on mapping with youth and open data would provide an enriched experience for youth in programming. This will strengthen the knowledge base for Hive, providing a foundation for mapping activities that identify potential collaborators and geographic gaps, and mapping activities for youth that promote program participation and badge discovery. 7. Project Timeframe Project Start: April 2014 Project End: October 2014 Program Date Range: June – August 2014 The Program Date Range reflects the time during which youth will be pilot testing the identified mapping platforms. April – June 2014: the Hive Mapping Cooperative conducts research into the available digital mapping platforms and selects a platform(s) to pilot test during summer programming. Partners would meet minimally biweekly in person or by phone to discuss and plan for the summer pilot.
  5. 5. June – August 2014: the Hive Mapping Cooperative conducts summer programming implementing data collection and analysis with the chosen platform(s). Formative evaluation of the platform(s) occur focused on ease of use and depth of analytical ability. If multiple platforms are tested evaluation of their compatability will also be evaluated. The pilot mapping platforms will also be publicly tested through CCOL . Some pilot organizations will develop badges that can be achieved both by their participants and any youth visiting the CCOL website. Through partnership with Digital Youth Network, there is the potential for the development of specific CCOL badge pathways in areas such as citizen science, mapping, and environmental/ecological data collection. August – October 2014: summative evaluation of the project will be conducted to identify initial platform recommendations; other platforms to be tested in the future; and training needs for organizations wishing to use these platforms. Sharing of project outcomes, potential future directions, and engagement with other Hive member organizations through a Deep Dive or related format will also occur during this period. 8. Key Learnings (up to 250 words)  What theories are you testing?/questions are you are exploring? The project will be based in Connected Learning and focused on: critical pedagogy, place-based education and bounded and open-ended inquiry. The program will engage youth in ecological and environmental science; involving them in posing questions, setting agendas, analyzing data, interpreting results, and applying conclusions as they develop their owncitizen-science projects.  What is your organization going to learn? PNNM strives to engage our audiences in an outdoor setting. Although technology is often viewed as at odds with this objective, integrating mapping technologies into field experiences for youth provides them the opportunity to explore their local natural world while simultaneously learning some of the increasingly important technological tools for scientific study.  What are the students going to learn? (List the most important skills and competencies youth are expected to master as a result of their experience. How will this activity help them academically? ) Students will: o become critical consumers and creators of maps and other visualization tools; o use and develop maps to create narratives; o develop proficiencies in digital mapping, data collection, and communication of their research; and o Identify collaboration and sharing of data as crucial to advancing scientific knowledge. These skills are transferrable to other natural and social science domains.  What are other network organizations going to learn? Sharing the results of the pilot through a “deep dive” will provide the basic information necessary for other hive members to engage their youth in digital mapping and data collection.  How will the project be evaluated and by whom? A key component of the evaluation will be a review of the chosen platforms and technologies by the youth in the programs. Evaluation tools and questions will be developed by Rafael Rosa and David Bild,
  6. 6. members of PNNM’s evaluation team. Feedback from Hive members at the “deep dive” will be used to guide further research into the technologies. 9. Project Outcome Refer to the Grant Categories chart for the expected outcomes of each grant type. What will be produced at the end of your project? Why is the product needed and how will you use it over time? (up to 100 words) The project will result in a pilot test of open-source mapping and dating sharing collaborative platforms. During the research phase, the range of available tools will be compiled in an annotated document detailing the capabilities and potential application for each tool. During the pilot phase, the platforms will be tested and evaluated by youth participants and program facilitators. The pilot will be considered successful if youth participants are able to utilize the platform to enrich their experience and collaborate or develop questions across programs. All evaluation of the chosen tools will be shared with the wider Hive network. 10. Dissemination How will you share both your development process and project outputs and outcomes? How will you ensure others are able to leverage and use your innovation so that change in the learning ecosystem is effected? (up to 250 words) Throughout the project period, HMC will post regular updates to the existing Hive minigroup. We will use these posts to inform the entire network about progress and to solicit suggestions and feedback as we identify and pilot mapping platforms. We will also create a Working Examples space in which to share progress with a wider community. Our technical partner, Smart Chicago, has an operational philosophy centered on the concept of “open”. As such, the process of this project will be documented and made available on their website as a learning tool for replication. We will showcase select student artifacts and mapping platforms during the CCOL summer showcase. Following the completion of the pilot, we will invite network members to a “deep dive” in which we will train interested members in the use of the platforms tested, advantages and disadvantages identified in using these platforms and other “lessons learned” from the pilot. If HMC is encouraged by the results of the pilot, we would also use this as an opportunity to seek partners for a larger testing of collaborative, youth-led investigations facilitated through digital mapping and data sharing. The Nature Museum will use its Chicago Conservation Corps program to disseminate effective digital mapping tools to a formal education audience of high school teachers. Rafael chairs the Chicago Wilderness (CW) Education Committee and will share findings with the environmental education community. David serves on the CW Next Generation of Conservation Leaders Task Force and can share results with that group. 11. Sustainability Describe your plan for the project beyond the grant period. How will the project and its innovation be used in the future and by whom? How will you sustain the work over time both organizationally and financially? (up to 250 words) During the dissemination phase of the project, the HMC will present our findings to the Hive network and more broadly through the Smart Chicago website and a Working Examples webspace. As stated above, the breadth of open-source tools identified and the pilot findings will be publicly available. The ecological and environmental data collected by students will also be open and available for other students, scientist, and civic groups to utilize with attribution. If the HMC deems that the direction that
  7. 7. has been taken isn’t productive, we will be able to share that knowledge to guide other organizations attempting to share data and visualizations through digital mapping platforms. If, as we expect, we have identified the beginning of an ecosystem that will allow for sharing and manipulation of data across programs, we are committed to embedding it in the future projects of HMC lead programmatic partners – the Nature Museum and Sweet Water Foundation. If the project proves successful enough, we will seek funding through Hive and other agencies to expand the HMC, drawing in other organizations (including the formal education community) to increase the amount of student collected data and student-designed projects, and to improve the ways in which that data can be collaboratively used. 12. Project Management Who will provide project oversight and who is responsible for implementation? What are the respective roles for each partner? Include the level of time commitment of key personnel, how the team will be managed, communication ensured and resources shared. (up to 500 words) Provide a brief bio for team members as an attachment. Rafael Rosa will provide general project oversight during all three project phases – research, implementation and dissemination. Rafael will coordinate all meetings, maintain all project-related documentation, and assure that the project moves forward, meeting all its obligations. David Bild will also participate in all project phases. His primary responsibility will be the development and implementation of PNNM’s pilot, gathering and analyzing evaluatory data from youth participants and assisting in the development of the planned “deep dive” during dissemination. Rafael is expected to contribute 120 hours and David will contribute 120 hours in addition to implementing programming that will pilot the chosen technologies. Emmanuel Pratt will work with Rafael to set the direction of the project. He and his colleagues will also develop and implement all aspects of their program’s pilot of the mapping platform. Emmanuel will be involved in all phases of the project and will be engaged in the “deep dive” planned for the conclusion of the project. It is anticipated that he will contribute 120 hours to the project. Daniel X. O’Neil has expert level knowledge on open source mapping projects and will provided technical assistance to the project team on available software opportunities. Program Officer Kyla Williams will also provide some operational support, including managing the finances and grant reporting. Smart Chicago will contribute 120 hours to the project. Elizabeth Copper (Lindblom Math & Science Academy) will be involved in meetings during the planning and summative evaluation phases of the project. As a high school science teacher and environmental club coordinator, Elizabeth will provide expert advice on how HMC-identified tools might be applicable in a school setting. Elizabeth is expected to spend 20 hours on the project. Adam Kessel (Forest Preserve District of Cook County) will engage with the HMC during the planning and implementation phases. Through the Forest Preserves’ Citizen Science in Action program, Adam has experience with digital mapping and data collection – knowledge he will use as part of the HMC research phase. He will also engage PNNM participants in collecting data via iPads at a Forest Perserve site as part of this program. Adam will spend a minimum of 10 hours on the project during the research phase, two days in the field with PNMM students, and 10 hours during the dissemination phase.
  8. 8. Eve Tulbert will help to recruit the advice of skilled developers and help curate a list of open source platforms for educators. She will implement a small-scale pilot of an open source platform with Freedom Games' Planet Lab program in CPS school learning gardens, engaging Greencorps Chicago youth and teacher-leaders at The Kitchen Community. Eve is expected to spend 30 hours on the project. Kaitlin Thaney (Mozilla Science Lab) will serve as an additional technical advisor during the April-May research phase by joining meetings remotely and/or reviewing meeting notes. She will provide expert knowledge of tools that scientists are currently using or developing to make their research more collaborative and open. Kaitlin is expected to spend 10 hours on the project. 13. Project Budget Use the Budget Template (Excel Spreadsheet) from Learning Network Resources site or attached to the Minigroup announcement, complete it and e-mail it as an attachment to your proposal. Four organizations (the Nature Museum, Sweet Water Foundation, Smart Chicago, and Freedom Games) will be receiving funds to support staff time devoted to the project. In addition, the Nature Museum and Sweet Water Foundation are requesting funds to support modest equipment purchases as well as materials and printing costs related to project meetings, dissemination of materials, and trainings to be held following the completion of the project. Equipment costs may include any server space necessary to house data storage and/or equipment necessary to test specific mapping platforms. If equipment/material/printing costs exceed projections, the Nature Museum will match all further needed expenses. 14. Leveraged Funds List the source and amount of leveraged or matching funds for the project As a Spark level grant, the Hive Mapping Cooperative is not required to provide matching funds. However, both the Nature Museum and Sweet Water Foundation expect to spend significantly more time than budgeted to accomplish the project as designed and are willing to match any additional time necessary. Aside from some technical expenses, the vast majority of what is needed to accomplish the implementation of the summer programs will also be borne by the programmatic partners. 14. Suggested Payment Schedule If your organization is awarded a grant, please provide a suggested payment schedule below. If you are partnering with multiple organizations and want each partner to receive separate funding, please provide the following information for EACH participating organization and how payments should be structured.