open web mapping: how do we teach this stuff?

Open Web MappingHow do we teach this stuff?

NACIS 2015Carl Sack

University of Wisconsin-Madisoncmsack@wisc.edu@northlandiguana

Desired Learning Outcomes1. Ability to create [animated]

thematic slippy maps using Leaflet

2. Ability to create linked geovisualizations using D3

3. Independent completion of web map from start to finish in collaboration with colleagues

4. Demonstration of computational thinking, adaptability, self-direction, and problem solving

5. Integration of theoretical concepts presented in course lecture into outcomes 1-3. 1. Theoretical frameworks: human-map

interaction, usability engineering, data visualization, and cartographic design.

The web mapping technology stack…Then

The web mapping technology stack…Then

Now

TopoJSON

PNG,Vector

The Web Mapping WorkflowBased on Donohue (2014)

The Web Mapping WorkflowBased on Donohue (2014)

The Web Mapping WorkflowBased on Donohue (2014)

The Web Mapping WorkflowBased on Donohue (2014)

The Web Mapping WorkflowBased on Donohue (2014)

The Web Mapping WorkflowBased on Donohue (2014)

The Web Mapping WorkflowBased on Donohue (2014)

2014 Curriculum Sequence

How well did it work?Purposes of assessment:1. Judge learning outcomes2. Discover threshold concepts

Four assessment tools:3. Entrance survey4. Instructor logs5. Student feedback6. Exit survey

Student familiarity with HTML, CSS, and JavaScript prior to taking the course

1. Entrance survey

2. Instructor logs3. Student feedback4. Exit survey

Results—Entrance Survey

• Two different sections = two different learning speeds•Unforeseen difficulties• the DOM• identifying source of methods• data formatting and conversion

•D3 lessons successful, exciting“[T]he attitude generally

seems to be I’m learning and know I’ll get beyond this

rather than helplessness or giving up.”

1. Entrance survey2. Instructor logs3. Student feedback4. Exit survey

Results—Instructor Logs

Results—Student Feedback

•Misconceptions and Threshold Concepts•Use of Online Examples•Progressive Increase in Understanding•Evidence of Computational Thinking

“I needed to break it down and solve things one at a time, not all

at once.”

1. Entrance survey2. Instructor logs3. Student

feedback4. Exit survey

Results—Exit Survey•Expertise with tools: low moderate•Steady increase in learning and self-confidence

1. Entrance survey2. Instructor logs3. Student feedback4. Exit survey

Learning Outcomes1. Ability to create thematic slippy

maps using Leaflet2. Ability to create linked

geovisualizations using D33. Independent completion of web

map from start to finish in collaboration with colleagues

4. Demonstration of computational thinking, adaptability, self-direction, and problem solving

5. Integration of theoretical concepts presented in course lecture into outcomes 1-3. ?

Thank you.Tutorials based on Geography 575–2014 lab assignments:

github.com/uwcart/cartographic-perspectives

Student projects gallery:geography.wisc.edu/courses/geog575

My e-mail address: cmsack@wisc.eduMy Twitter handle: @northlandiguana

Special thanks to Dr. Rob Roth

Bragging Rights

Adam Gile, Dean Olsen, and Sijia Zhang

Bragging Rights

(more at geography.wisc.edu/courses/geog575/f14)

Katelyn Kowalsky, Robin Tolochko, and Dylan Moriarty