»BETH HUNDEY: This is work I'
09:51:52 ve done with   Katrina MOSer. 
We have facilitated in the the
09:51:57 department   of GEOGRAPHY at 
western university.  I'm going
09:52:04 to be   talking about helping 
students using maps.  I'm 
09:52:08 going to   introduce yo
to the connecting for climate 
09:52:11 change   project.  Give you 
three examples of how we use 
09:52:15 story   maps and share my 
lessons learned.  A bit of 
09:52:18 context as   to why I started 
making story maps to teach 
09:52:21 about CLIMATE   change.  We're
creating an open course called
09:52:23 connecting   for climate 
change action.  Connecting for
09:52:28 climate change   action uses a
story telling approach to 
09:52:34 bring indigenous   signs, 
encourage discussion and 
09:52:40 motivate action on   climate
change.  And are playing an 
09:52:42 important role in   
introducing climate change 
09:52:45 basics.  And it's not just the
two of us on this project.  We
09:52:50 We're working with our   
brilliant colleagues
09:52:59 Serena, Ramon and aamir and we
want   students to be able to 
09:53:02 explain our global 
temperatures   are calculated 
09:53:05 and investigate temperature 
records at a   given location.
09:53:09 This story map helps them do 
so.  Let me   explain a few 
09:53:13 key features.  On this story 
map before   explaining, we 
09:53:16 asked students to think about,
what   challenges might a 
09:53:22 a /KHAOEU mat scientist when 
getting   temperatures from 
09:53:28 these wealth stations.  How do
they get   a single 
09:53:31 temperature from all of this. 
Students can look   at them 
09:53:35 from different scales or click
into them.      I really 
09:53:39 wanted /STAOUFPBTs to grapple 
with these   tough questions 
09:53:43 before we explain how it works
.  I wanted   to disperse 
09:53:46 quizzes with formative 
feedback.  After a   
09:53:51 brainstorming, I ended up 
using survey one two three.  
09:53:54 To   work well, it needed to 
be in the main panel.  So I   
09:53:58 embedded a smaller version of 
the graph at left for   
09:54:00 reference.  Students can enter
their answers to the   
09:54:02 questions and when they click 
an answer, they receive   
09:54:05 immediate feedback.  So, they 
can make sure they get   their
09:54:09 right answer before moving on.
Then we walk   students 
09:54:12 through the key challenge.  
The bias towards   areas with 
09:54:15 more weather stations and how 
scientist over   come this.  
09:54:21 That is, a gridded approach.  
Students are   then asked to 
09:54:24 investigate the gridded 
approach.  This
09:54:28 a   can said file with the 
earth divided boo is a grid.  
09:54:31 Students click buttons to go 
to different locations on   
09:54:33 the map and answer questions 
about the temperature   
09:54:36 records for each gridded 
station.  Then they look at 
09:54:40 the   records themselves and 
the length of the record.  
09:54:44 They   they have a chance to 
choose a place on earth, have 
09:54:48 a   look at the length and 
describe it for themselves.  
09:54:52 Additionally, we want students
09:54:58 to interpret   climographs to 
explain key influences on 
09:55:01 earth's   temperature.  What 
is influence on land 
09:55:04 temperature.  Six   key 
influences are investigated.  
09:55:10 Students are introduced   to 
how to read a climograph with 
09:55:13 a quiz informative   feedback 
to make sure they can read 
09:55:15 them.  Then they're   
introduced to six factors.  
09:55:19 Each starts with a comparison 
of two cities with prompting 
09:55:24 questions on how
the climate   will differ.  
09:55:29 The students can learn about 
the general   principal in 
09:55:31 play.  In this section, 
students are asked   to think 
09:55:35 about what they already know 
about surface   temperature 
09:55:39 intuitively.  And they are
introduced to the   principles
09:55:42 at play.  Students are tested 
on their   understanding of 
09:55:49 the concept and the abillty to
read the   Albeto graft.  They
09:55:54 read an explanation of the 
example.    Finally, an 
09:55:59 example including Greenland i
capped off   with a map to 
09:56:03 allow Greenland is colder than
areas of the   same longitude 
09:56:16 due to its albeo.  Sunts are 
introduceded -- and think 
09:56:21 about how two cities nearby
may   differ based on cloud 
09:56:24 coffer.  Students can 
interacting   with a /
09:56:32 a cloud graph.  Where I 
entered climate data and   
09:56:36 displayed them.  Now my third 
example is a little bit   
09:56:40 different.  We want students 
to connect other with   others
09:56:43 .  So we wanted them to take 
some time, just to   connect 
09:56:47 with a local green space.  
They each are asked to   find 
09:56:53 and then sit /KWAOEU /KWRAETly
in a sit spot.  They   can 
09:56:56 observe what's around them.  
Once they're done, they   open
09:57:01 a survey that was created
in Arc survey.  The survey   
09:57:03 has simple reflection 
questions on what they noticed
09:57:08 with   their senses, sit
ting in a spot for 15 minutes.
09:57:13 Students   will collect this 
information from nearby on 
09:57:15 where they   live.  They can 
up load the questions and up 
09:57:19 load a   picture.  Once they'
ve completed the survey, they 
09:57:22 can see   where other students
were sitting and read their   
09:57:24 reflections.  We use them 
using the web mapping   
09:57:28 application.  Once this course
is open from students from   
09:57:34 just beyond western students, 
and now for some lessons on   
09:57:40 what I have learned from using
these Arc GIS tools.    Assess
09:57:43 and add formative feedback 
using survey one two   three 
09:57:46 connect.  I also provided 
formative feedback using   the
09:57:50 the same tool which is
the desktop version.  Lesson 
09:57:54 two   is think outside the box
.  We used our own data using 
09:57:58 dash boards so students can 
investigate the graph.  We   
09:58:01 found existing embeds.  These 
are graphs that have been   
09:58:05 made by something else.  
Lesson three is seek feedback 
09:58:09 and adjust.  We have tested 
this in Katrinas and smaller  
09:58:13 lessons learned that story 
maps worked really well when  
09:58:16 we expect students to gain 
independence and interpreting 
09:58:19 data.  We used questions to 
encourage time on task and   
09:58:23 students noticed that worked 
really well for them.    
09:58:26 Videos scripts form the basis 
of this story map and that   
09:58:30 requires minimal reworking.  
The active voice /TRA*RPBS   
09:58:36 translated   well to story 
maps.  Definitely needed help 
09:58:40 brainstorming   on how to make
it work.  Collaborating with 
09:58:45 the GIS   librarians gave me 
new ideas