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Computer Science Introduction to GIS
 
Course Description
    

In this course, you are going to explore the many ways that GIS is used in today's society. In addition, you will gain a basic understanding of using a GIS, collecting data to be included in a GIS, and creating map products from a GIS. In this course, you will create a syllabus to guide instruction for the Introduction to GIS computer science course. You will also collect artifacts of your own GIS instruction and accomplishments in an online portfolio. The ultimate goal of this course is that you will learn technologies, tools, and lessons that you can use in teaching GIS to students.

 
Course Syllabus
    
By the end of this course, participants will:
  • identify how we think geographically every day with mental maps and to highlight the importance of asking geographic questions,
  • explain how the key concepts of location, direction, distance, space, and navigation are relevant to geography and geographic information systems (GISs),
  • define and describe how a geographic information system (GIS) is applied, its development, and its future,
  • define what a map is and describe reference, thematic, and dynamic maps,
  • describe and discuss the concepts of map scale, coordinate systems, and map projections and explain why they are central to maps, mapping, and geographic information systems (GISs),
  • highlight the decision-making process behind maps and to underscore the need to be explicit and consistent when mapping and using geographic information systems (GISs),
  • define what a map is and to describe reference, thematic, and dynamic maps,
  • describe and discuss the concepts of map scale, coordinate systems, and map projections and explain why they are central to maps, mapping, and geographic information systems (GISs),
  • highlight the decision-making process behind maps and to underscore the need to be explicit and consistent when mapping and using geographic information systems (GISs),
  • gain an understanding the properties of color and how best to utilize them in your cartographic products.,
  • understand how to best utilize point, line, and polygon symbols to assist in the interpretation of your map and its features,
  • familiarize cartographers with the basic cartographic principles that contribute to effective map design,
  • convert and prepare data for analysis,
  • create and populate a geodatabase,
  • add layers to a scene,
  • make layer groups to organize data,
  • gain an understanding the properties of color and how best to utilize them in your cartographic products.,
  • understand how to best utilize point, line, and polygon symbols to assist in the interpretation of your map and its features,
  • familiarize cartographers with the basic cartographic principles that contribute to effective map design,
  • convert and prepare data for analysis,
  • create and populate a geodatabase,
  • add layers to a scene, 
  • make layer groups to organize data,
  • configure GeoEvent connectors,
  • design and author real-time processing logic,
  • create a web map with real-time data, 
  • learn how to administer and ArcGIS organization,
  • understand the potential of Esri Story Maps,
  • author story maps using interactive builders (Story Map app templates),
  • use geotagging photos in story maps,
  • add multimedia to a Story Map, and
  • add images and photography to a Story Map.
Course Organization
This course includes several different activity components, all of which are described below. During each session, you will participate in a unique collection of these activity components, depending on the particular focus of that session.

Read
When you see this icon you will be reading relevant articles, resources, and instructional materials that will help inform your online course development process.

Activities
When you see this icon you will be completing activity-based curriculum and inputting various components of your course content into course project.

Discuss
When you see this icon you will be using the online discussion board to share ideas, resources, and thoughtful conversation with your fellow course participants and facilitator.
Prerequisites

This professional development course is designed for K-12 teachers, technology specialists, curriculum specialists and administrators. Participants are expected to have regular access to computers. Although not a requirement, high speed Internet access definitely enhances the online experience. Participants should be proficient with using email, browsing the Internet and navigating through computer files. 

The activities in this course require an ESRI organizational account. Teachers must request an organizational account through http://www.esri.com/connected (Scroll to Free ArcGIS Online School Account).  Please do this ASAP during Week #1 of the Orientation Session.

Please Note: The Orientation Session in this course is a two-week Session.

Week One: Complete all Orientation assignments as well as 2 prerequisite courses: Teaching With GIS: Introduction to Using GIS in the Classroom
https://www.esri.com/training/catalog/57630436851d31e02a43f125/teaching-with-gis:-introduction-to-using-gis-in-the-classroom/  as well as one of the other 6 courses listed below.

Week Two: Complete the remaining 5 pre-requisite courses listed below:

Prerequisite courses:

1. Set Up an ArcGIS Organization
https://www.esri.com/training/catalog/5847204efb83aeb761848843/set-up-an-arcgis-organization/
2. Exploring GIS Maps
https://www.esri.com/training/catalog/57630432851d31e02a43ee86/exploring-gis-maps/
3. Getting Information from a GIS Map
https://www.esri.com/training/catalog/57630432851d31e02a43ee8c/getting-information-from-a-gis-map/
4. Telling Stories with GIS Maps
https://www.esri.com/training/catalog/57630436851d31e02a43f0e3/telling-stories-with-gis-maps/
5. Using GIS to Solve Problems
https://www.esri.com/training/catalog/57630433851d31e02a43eea1/using-gis-to-solve-problems/
6. Bonus! Great course! Teaching with GIS: Field Data Collection Using ArcGIS
https://www.esri.com/training/catalog/57630433851d31e02a43ee9b/teaching-with-gis:-field-data-collection-using-arcgis/

Microsoft Word is required in order to read, edit and/or create documents for this course. If you have a WVDE k12.wv.us email account, you have access to Word, Excel, PowerPoint, OneDrive, etc. as part of Microsoft Office 365. You should see your school/county technology support person if you need help in using/installing Word and/or other Office applications. 

If you do not have a k12.wv.us email account, Word must be acquired through other means. One way to get access to Word Online at no charge is by Creating a Microsoft Outlook Account with Access to FREE Office Online

Format and Requirements

This workshop is divided into six one-week sessions which each include readings, activities, and an online discussion among workshop participants. The time necessary to complete each session is estimated to be 7 hours.

The outline for the workshop is as follows:
Note: The Orientation Session in this course is a two-week Session.

Week One: Complete all Orientation assignments as well as 2 prerequisite courses: Teaching With GIS: Introduction to Using GIS in the Classroom
https://www.esri.com/training/catalog/57630436851d31e02a43f125/teaching-with-gis:-introduction-to-using-gis-in-the-classroom/  as well as one of the other 6 courses listed previously.

Week Two: Complete the remaining 5 pre-requisite courses listed previously.

Session One Basics of Online GIS
Session Two Getting Started Using Online GIS
Session Three Exploring the Possibilities of GIS
Session Four Scientific Applications of GIS
Session Five Collecting Data for GIS
Session Six Creating Story Maps and Presentations with GIS
 
Assignments and Assessment

Each session includes readings, activities, and a discussion assignment, which participants are required to complete weekly. This is a three-hour graduate level course and will require 45 hours to successfully complete the tasks. Participants should plan to spend 7 hours weekly to read assignments, complete activities including the session projects and participate actively in the weekly discussions.

Orientation Quiz: During the Orientation Session, participants are expected to complete the Orientation Quiz. The quiz may be completed as many times as necessary to score at least a 90% accuracy. 

Pre and Post Workshop Surveys: Participants are expected to complete both surveys. The Orientation Survey is to be completed by Sunday during the Orientation Session and the Final Survey is to be completed by Sunday during Session Six. 

Readings and Activities: Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages. Optional readings may also be completed, but are not mandatory.

Course Projects: During Session One, participants will save the Computer Science - Introduction to GIS Course Project Syllabus Template to their computer and then complete one session of the project each week during Sessions 1 - 6. Participants can type directly into the file and save the new file entries each session. During Sessions One through Six, participants will place their completed Computer Science--Introduction to GIS Course Project Template into Discussion #2 for peer-review. Each participant will peer-review a colleague's session project. During Sessions One through Six, participants will attach their course project to the session dropbox for facilitator review. The following rubric will be used during this course, Computer Science - Introduction to GIS Course Project Syllabus Rubric.

Discussion Forum: Participants will be evaluated weekly on the frequency and quality of their participation in Discussion Forum #1.This course has dual discussion posting for each session, one of which is a peer-review forum in which participants review a colleague's project. 

Participants are required to post a minimum of one substantial original posting each session in response to the Discussion #1 prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original postings in Discussion #1 each session by Monday evening. They are to read all original Discussion #1 messages by course participants and enough additional Discussion #1 responses to make a total of 50% of the Discussion #1 messages posted for that session by Tuesday evening. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited and overall quality.

The guidelines for the discussions and how they will be evaluated are located in the Discussion Guidelines and the Checklist for Evaluating Discussion Postings. The facilitator will follow these guidelines and the checklist when evaluating successful participation in Discussion #1.

Participants are also required to post their session project to Discussion #2 of each session for peer-review. Each session will have a peer-review rubric which is a modified version of the project rubric that the facilitator will use to evaluate the participants' projects. Read the Rubric Review Help Guide for guidelines about conducting a peer-review. Participants will Highlight the items in the "Satisfactory" column on the peer-review rubric that meet expectations. Make remarks in the "Comments" column about items that need improvement. Also, add any areas that are exemplary in the "Comments" column. These rubric reviews will be posted in the Discussion #2 and participants will have the opportunity to revise the project before submitting it for facilitator grading. 

Course Grading Expectations

All grades in the course gradebook must be a "C" for successful course completion.  A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.

Copyright and Plagiarism Information

All resources referenced during the course will be properly documented. 

Copyright guidelines are to be observed throughout the course project and all course activities.  All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. 
 
Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course  

Course projects are to be the work of an individual course participant. Group projects require special permission of the program coordinator, Donna Landin (dlandin@k12.wv.us).

Software Disclaimer
Participants are to seek assistance regarding the appropriate software programs to be downloaded when updating or installing new programs on their computers. Inappropriate downloads of software may result in malicious programs being installed on your computer.
Certificate of Completion
Upon successful completion of this course, Computer Science Introduction to GIS, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant via attachment to the course feedback in the Dropbox shortly after the completion of the course.
Graduate Credit Information

Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, Marshall University, West Virginia State University, or Concord University. Credits will be awarded at the end of the semester in which the course occurs. Additional information is available on the course News/ Welcome Page.

Technology Standards

This course, Computer Science Introduction to GIS, will help participants meet the ISTE Educational Technology Standards and Performance Indicators for All Teachers (http://edtechleaders.org/documents/NETSAdminTeachers.pdf), especially Standards II, III, IV, and V.For more information about Technology Integration visit: http://www.iste.org

About this Course

Original design (before format modifications) by EdTech Leaders Online (http://www.edtechleaders.org), a project of Education Development Center,