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.

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. 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. 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. 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. 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. 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. 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. 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.