Re: [Talk-ca] BC2020i and Mapathons with High Schools

[OSM Volunteer stevea]

I'd love to see in OSM (with a nod by STATCAN?) a Canadian "model building" 
(one will do), linked in the wiki.  Richly-tagged and well done, to provide a 
standard to shoot for.  To close a small, tight QA loop, as it were.  "Here is 
what we'd like to see more of."  Start small, document it.  That seems a fairly 
low bar to step over.

Later,
SteveA
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Re: [Talk-ca] BC2020i and Mapathons with High Schools

[john whelan]

I would still make the comment that it is a live map and even University
> students can get creative.
>
> I would recommend having someone go over the edits carefully.  Ideally an
> experienced validator.  Both from the point of view of accuracy and also to
> give feedback to the students.  If you're mapping in Canada be aware people
> will not welcome inaccurate mapping and can be quite vocal about it.  Don't
> assume because you are a teacher you know enough about the subject.
> Locally a University professor asked their students to add detail to the
> map but restrict it to on Campus.  They didn't restrict themselves and I
> believe both added and modified existing data incorrectly which took
> considerable clean up effort from a number of local mappers.
>
> The more flexibility you give the students the steeper the learning
> curve.  It takes about an hour before a new adult mapper feels comfortable
> adding building outlines.
>
> When working with Bjenk on the Canadian building project it was apparent
> that the building outline was only part of what they were after.
> Alessandro was the first person I've seen to accurately map a building
> outline in iD so it can be done. The other information they were after was
> the number of floors.  How many does a split level have by the way?  The
> use, commercial, residential etc.  Ask Alessandro nicely and he might even
> give you a list of what they are after.  StreetComplete runs on an Android
> smartphone and can be used to add this type of data.
>
> On the visually impaired side we have special tactile pads in the side
> walk at junctions but I haven't worked out how to map and tag them yet and
> I'm fairly experienced.
>
> If you go a HOT project then in theory they have validators on their
> projects.  Bug me nicely and I might even point you to one that is actively
> validated.
>
> The following maybe of interest.
>
> https://wiki.openstreetmap.org/wiki/Education
>
> The links contained give access to people who have done it before.
>
> Cheerio John
>
>
>
>
>
> On 23 January 2018 at 23:30, keith hartley 
> wrote:
>
>> Hi Jonathan,
>> I work with a GIS users group in Manitoba (MGUG.ca) and we were talking
>> about how to use OSM as a learning tool for high school students as well.
>> From our education sub-committee we discussed that building footprints or
>> adding roads doesn't add to what the provincial high school geo subject
>> curriculum needs. One suggestion was rather then adding new data and
>> supervising edits, we can augment the map to be more detailed. (better
>> trails, active transport, or building accessibility for disabled people)
>>
>> One example  would be addressing mobility and accessibility around the
>> school. If we could get a few high schools within an area to participate,
>> we could could add buildings that are accessible via ramps ect, or maybe
>> signaled crosswalks. That information could show the students issues that
>> vision impaired, or mobility restricted people face, while at the same time
>> improving the map. (similar to wheel map https://wheelmap.org)
>>
>> We're still at the discussion stage, but just a thought!
>>
>> Thanks,
>> Keith
>>
>>
>>
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Re: [Talk-ca] BC2020i and Mapathons with High Schools

[keith hartley]

Hi Jonathan,
I work with a GIS users group in Manitoba (MGUG.ca) and we were talking
about how to use OSM as a learning tool for high school students as well.
>From our education sub-committee we discussed that building footprints or
adding roads doesn't add to what the provincial high school geo subject
curriculum needs. One suggestion was rather then adding new data and
supervising edits, we can augment the map to be more detailed. (better
trails, active transport, or building accessibility for disabled people)

One example  would be addressing mobility and accessibility around the
school. If we could get a few high schools within an area to participate,
we could could add buildings that are accessible via ramps ect, or maybe
signaled crosswalks. That information could show the students issues that
vision impaired, or mobility restricted people face, while at the same time
improving the map. (similar to wheel map https://wheelmap.org)

We're still at the discussion stage, but just a thought!

Thanks,
Keith


On Tue, Jan 23, 2018 at 7:20 PM,  wrote:

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> Today's Topics:
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>1. Re: A message aimed more at Ottawa (john whelan)
>2. Re: A message aimed more at Ottawa (OSM Volunteer stevea)
>3. Re: BC2020i and Mapathons with High Schools (Jonathan Brown)
>4. Re: BC2020i and Mapathons with High Schools (john whelan)
>
>
> --
>
> Message: 1
> Date: Tue, 23 Jan 2018 18:56:51 -0500
> From: john whelan 
> To: James 
> Cc: Talk-CA OpenStreetMap 
> Subject: Re: [Talk-ca] A message aimed more at Ottawa
> Message-ID:
> 

Re: [Talk-ca] BC2020i and Mapathons with High Schools

[OSM Volunteer stevea]

On Jan 23, 2018, at 5:53 PM, john whelan  wrote:
> It should have been 60 per hour.  Apols.  I can probably map at one per five 
> seconds but new mappers did and will take much longer.  The iD figures of 
> four to twenty buildings per mapathon session are real numbers.
OK, you're right:  60 BPH is what you're saying.   Both your numbers and the 
4-20 BPMs (buildings-per-mapathon, not to be confused with 
buildings-per-minute) look respectable.  I might be saying there are "sixty of 
those" and at a university mapathon or something like that you might get there. 
  1 BPS = 60 BPM.  So, yeah!  OSM is organic, it moves in fits and spurts.

I'm not quite sure what Apols means.  Thanks in advance if you clarify.

> Do look at the steps involved in actual mapping in iD and JOSM.  For 
> buildings in iD its select area four corners, square then select the correct 
> building tag from a number of choices.  Lots of places to make a mistake.
Like efficiency measurements where typing fingers are slow-motion recorded, 
you've clearly looked at this.  I agree, lots of places to make a mistake which 
also means improvement is more than possible.

> For JOSM building tool plugin its about three clicks per buildings and it 
> comes squared and tagged.  There is a certain amount of setup but compared to 
> iD the data quality is much much better.  Both Jo and myself have used this 
> approach.  I was not working with high school aged mappers by the way.

Ah, yes, this new thread is about high school students doing BC2020i.  There is 
some road to pave, "you gotta be this tall" sorting hat thing, though sorting 
hats sort.

> You need to plan this out very carefully for the best results.

Yep:  planning.  Good.  OSM is organic, it moves and grows in fits and spurts.  
Fantastic project.

Fun, isn't it?  (I enjoy this discussion, by the way).  Great talking here.

SteveA
California
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Re: [Talk-ca] BC2020i and Mapathons with High Schools

[OSM Volunteer stevea]

I agree that absolute novices unfamiliar with OSM are not what we might call 
"an ideal candidate," for BC2020i but it certainly has been and can be done.  
That said, "coming with Java preloaded" is a certain kind of "trigger warning" 
that "you have to be this tall to ride the ride."  That's sort of a crude way 
to put it, yes.

"Discovering OSM first on one's own" (iD, teeth cutting, tech chops, confidence 
in basic mapping, community, tenets and what it's about, standing tall, 
standing taller...) is fantastic. Come with Java installed, we have tools here 
and Elmer can walk you through it.  For many, that's cool, awesome, fun and 
helpful, all at the same time!  60 per minute per building = 1 building per 
second.  Congratulations to the communities of Canada and OSM:  that's a cool 
measurement, right there.

Is your average high school student up to this?  Some are, some are less so.  
That's how it is.

Spare mice, huh, perfect!  QA at the beginning, middle and end, yeah.  Banging 
on a certain large number of cylinders, check.  Bulls-eye?  Hey, closer and 
closer!

Steve
California
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