WebGIS has many exciting features that stand it apart from previous geographic software tools for schools. Because webGIS is delivered in a web browser, the interfaces and data can be tailored to learner need, accounting for developmental level, instructional objectives, and even the hardware technology being used to access the maps or analysis. While most geographic desktop software is capable of streaming data to a user’s computer, these applications don’t necessarily use the web; rather they use the Internet for sending and receiving data and are therefore not a part of webGIS. The technical distinctions in the data protocols or transport mechanisms are largely arbitrary for instructional designers and educators. How- ever, the critical capacity of a web browser to perform GIS data presentation and analysis cannot be understated.
The litany of reasons why desktop GIS in K-12 education never witnessed substantial adoption is long and in many cases, well deserved (Kerski2003). The limitations presented by desktop software installation, data acquisition and storage, teacher training, school IT and administrative support, suitable hardware, and
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appropriately supportive curriculum were challenging, even for the most prepared schools.
Greater advocacy for “Science Technology Engineering and Math” (STEM fields), college and career readiness, computational thinking, and critical thinking continue to engender greater growth opportunities for webGIS. The more recent trend to, “Bring Your Own Device” (BYOD) or the case where schools are purchasing and deploying handheld tablets by the thousands, has further driven the adoption of webGIS. Tablets today are simply not intended to run applications like desktop GIS. It is relatively safe to say, the “golden age” of desktop GIS in schools is quietly passing. We are in a new age, with new tools and new expecta- tions for learning. We are in the age of webGIS and “GIS as a platform”.
WebGIS presents many advantages for learning in formal and informal educa- tion, in schools and universities. While all technical and pedagogical advantages may not be present in all webGIS applications, many features are typically available in flagship webGIS tools (Fig.9.1).
WebGIS has increased capacities for collaboration, analysis, storytelling, shar- ing, and interactivity. The analysis interfaces are simpler than ever, using wizards to guide novices through better decision-making. Today, the learner must know what a particular analysis is, why it is important, and how to interpret the results. There are relatively few confusing commands or obscure interfaces, requiring a GIS professional to navigate.
WebGIS and GIS platforms have ushered in the proliferation ofmulti-scale data for student inquiries. In a multi-scale data source, data in a single data service can change depending on the scale of the map. The data granularity, source, or
Fig. 9.1 A student collects field data with a GPS for later mapping in her webGIS (Worker2014a)
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classification can change as a student zooms in or out of the data set. Multi-scale data makes inquiries at many more geographic scales possible. It also provides cartographically proper data at any level of investigation. Multi-scale data allows an instructor the leeway to ask either, “What is the dominant religion across Africa?” or “What is the dominant religion within Blantyre, Malawi?” – all from the same data service.
WebGIS increases support for user-contributed data (e.g. citizen science, crowdsourcing, or volunteered geographic information). WebGIS enables not only display of the data but also the analysis of that data, as it arrives at the server or at a developer-specified interval. Learners now use mobile apps on smartphones to collect data to the webGIS, viewable by other students and the teacher back on smartphones, tablets, or desktop computers (Fig.9.2).
For example, in informal education, youth work with scientists from the U.S. Fish and Wildlife Service to collect point locations of invasive species across the Tijuana Slough, near San Diego, California. After mapping the occurrences of the invasive species with a tablet device, the data are transmitted back to ArcGIS Online for further analysis in a mobile lab. In time, U.S. Fish and Wildlife will return to the slough using the maps and analysis to target their invasive species control methods. Similar community-focused projects (e.g. biodiversity monitor- ing, debris inventories, etc.) in other countries can be seen through organizations like GeoPorter (http://geoporter.net).
WebGIS allows for customized learner experiences, as the webGIS interface can be designed specifically for the student’s task. This presents profound possibilities Fig. 9.2 Field data collection with a webGIS running on a device (Worker2014b)
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for teaching and learning. “The dynamic display and connection of spatial infor- mation enhances learning efficiency. Map scaling and partitioning reduces the cognitive load imposed on the learner and just-in-time association of maps with non-spatial facts in instruction media facilitates comprehension of the subject matter” (Huang2011, p. 164).
WebGIS can increase mobile device value, using on-board GPS to access web-based maps and data. Learners can carry their GIS on their phone – or soon perhaps, even a watch or glasses (called “wearable tech”). The prevalence of location-based technologies (including GPS), turn many modern digital devices into a field data collection device. For example, see the Esri Collector, EduLoc, Ushahidi, or a host of other geo-enabled mobile apps for data collection. Mobile webGIS is increasingly serving as a tool for making decisions, as a mobile data dashboard. While mobile devices can frequently access or contribute map-based data via a native application, mobile devices can also access webGIS applications, designed for a mobile browser. These mobile webGIS applications don’t require software installation, software fees, or mobile OS compatibility.
WebGIS reduces the need for handling large, complicated, or changing files, including remotely sensed imagery. For example, why download terabytes of imagery of your state or county when students can stream to their computers or devices the compressed data they need, when it’s needed? In cases of tablets, streaming data as it is needed is the standard today, as tablets have comparatively little disk space for file storage.
WebGIS can eliminate the need for complex desktop operating systems and steep hardware requirements. WebGIS runs equally well in Windows, Macintosh, Linux, or common mobile operating systems like Android, iOS, and Windows Mobile. Stringent memory, hard drive, and video card requirements are a thing of the past. Moreover, the need for IT staff on campus is diminished. And perhaps most importantly, no software installations or upgrades are necessary because when the webGIS is updated on the server by a GIS developer, changes rollout invisibly to students and educators.
Educational users can access and use webGIS from home, school, or nearly anywhere. This new ease of access complements a recent trend in instructional design, where educators put direct instruction online (often in the form of pre-recorded videos) for evening viewing by students. In this “flipped” classroom, students do traditional homework (or activities) during the regular class meeting.
The flexibility of webGIS to be used anywhere, making it an ideal candidate for supporting a wide range of instructional approaches.
For example, an educator can provide minimal direction to students as they create a community “food desert” map, consisting of population density, grocery stores and farmers markets, a mobility index – all layered atop a remotely sensed image (Fig.9.3).
Researchers and authors have declared that webGIS is one of the key reasons that GIS is gaining ground in the US and internationally (Milson and Kerski2012).
Understanding webGIS adoption across education might be summarized with a few key milestones. Of the 60 University Consortium for GIS (UCGIS) member
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institutions, creating and sharing webGIS maps is easily described as common- place. Of the over 7000 institutions of higher education globally that use Esri products, the majority of these create and use web maps for instruction. In the US, it is anticipated that by 2017, well over 25,000 schools will use webGIS in instruction – at a variety of instructional levels and in many disciplines. Globally, the primary and secondary markets are more difficult to quantify, although schools in Canada, the UK, and Europe (especially Germany, Norway, and France) are increasingly creating webGIS maps, especially in geography and Earth or environ- mental science. A 2012 international collection of desktop and webGIS adoption stories bears similar conclusions, noting national initiatives or interesting adoption models in a variety of countries including Australia, Taiwan, Turkey, Rwanda, Dominican Republic, and Germany (Milson et al.2012).
WebGIS supports improved real-time data (e.g. crowd-sourced data or data from sensor networks). WebGIS has been used in citizen science networks since at least the mid 1990s. Today that technology has grown up, capable of handling increased volumes of users more complicated data, and real-time analysis. For example, data from social media can be used as crowd sourced information to inform the broader public about natural hazards, social movements, or the whereabouts of the latest teen idol.
Finally, webGIS data and tools are fast and engaging for learners. New, wizard- driven analysis tools in webGIS (e.g. ArcGIS Online for Organizations) allows students to create hot spot analyses, “geoenrich” existing data, overlay analysis, or derive best locations – all with a few clicks. Analysis is much more than distance Fig. 9.3 Students use a webGIS on a desktop computer (Worker2014c)
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measurements or dropping a marker on a map! Analysis produces new information about patterns and trends in data, when guided by an informed user.