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Digital Cartography and Geography School

Cartographies digital néogéographie, mapping 2.0., geoweb, calls are growing to describe the "revolution" Geomatics renews current patterns of production and consumption of geographic information. ; This "revolution" is linked directly to continuous advancement of new technologies: GPS, Internet, Web 2.0., GIS, virtual globes ... that multiply the production of geographic information and invade everyday life. This "revolution" permanent challenges the Geography school, offering new possibilities, asking questions about the training needed for these new digital uses and the purpose of many these tools.
This article is designed as an introduction to these new challenges, based on some references gleaned from the web and on a personal indexing tools that may be relevant to the teaching of Geography.

Definitions and Issues
Joliveau Thierry, who teaches geography , concepts and methods geomatics, spatial analysis and statistics at the University Jean Monnet Saint-Etienne (France) answered this issue in a popular article . Appeared in 2005 with Google Maps, GeoWeb is " an organization for the space of information on the Internet through a direct or indirect georeferencing on the earth's surface. Google Maps, the pioneer, is designed as a service service is an API invested by IT developers. Other competitors like Bing Maps or Yahoo Maps below. The Geoweb and voluntary contributory also develops as a result of the explosion of Web 2.0. Now we explore the web in the world, thanks to the map services and exploring the world through the web, through mobile applications (think beyond development augmented reality). It is also leading to a ubiquitous and instantaneous information.
Loic Hay distinguished three years ago three types of digital maps:

• model mapping system (GIS geographic information where information is produced and consulted by experts, where the map is a tool for planning and decision
• model mapping 1.0 where the card is produced by experts and searchable by all: it is a tool for information and communication
• model 2.0.où mapping geographic information is produced and available to everyone and map a tool for interaction and participation

His slide explains and outlines the services Geoweb that flourished on the web.

Mapping 2.0

R Enaud Euvrard Néogéographie defines as a set of techniques and web tools differing from traditional GIS, and for people using and creating their own maps, while combining them with their own data. It is a neologism, like the Geoweb, which the author combines the web and geographic information. The geoweb formed using the tools of néogéographie.

mapping on the Internet - From the néogéographie geoweb

E inally, Jeremiah Valentine presents the key actions of the néogéographie in a series of articles ( What is the Néogéographie? ): Annotate, Comment , Georeference, Building, React, Challenging, Mapping, Represent, Distribute . He also wondered about the meaning of the term which Néogéographie akin to a picture of Geography amateur who stuck with him, but at the same time "does not reflect little or issues related to the proliferation of geo-data or the tools of nomadism that characterizes this universe. "

Currently, the debates do not seem confined to the use of words trying to conceptualize a tremendous explosion of production and consumption of geographic information. The rapid evolution of tools and systems do not simplify the work of conceptualization, the boundaries between GIS wepmapping and collaborative mapping is increasingly blurred.


What school uses?
New Geography of secondary programs all emphasize the need to use digital mapping, GIS and virtual globes. In June 2007, coffee has published a teaching kit entitled " Geomatics: the wave Google Earth" which shows the pedagogical changes introduced by the popular virtual globe.
question is whether to use tools Geomatics is making Geography?
Genevoix Sylvain recalls some precautions face this new relationship with the image map and the world at your fingertips:

• "Few thought cartographic practices with the computer: what role for the discretization, the thresholding, the construction of the map? How to reduce the gap with the sketch synthesis paper baccalaureate now ritualized?
• Warning against the "reality effects": the viewing card that can accentuate the lecture in video projection, or immersion in 3D navigation (such as flight simulation) without learning which lead to the mapping and ; geography.
• Encouragement to use GIS to geography: a tool for spatial analysis and investigation with real applications spatial attribute, even if the pre-applications or Geoportal 'Edugéo are already an entry. "

Especially as the GeoWeb is submitted to criticism:

• Amateurism: Any user can generate a map from personal
• Handling: the card from individuals or private companies
• Intrusion and problems of compliance with privacy: the many Web 2.0 services. collect and share personal information about users, sometimes without their knowledge. In France, a law requires to request permission to use this information to users. But the law is sometimes worth it for companies based abroad
• partial information: many rural areas are neglected or in conjunction with this production of geographic information. Cities in developed countries are over-represented. Just think of the various zoning definition in Google Earth
• Health Question: There are also discussions on the intensive use of aircraft wave transmitters (mobile phones, GPS, various antennas, wifi ...)
• confidentiality and dissemination of private and public data: from whom, with what limitations? A report that more more states, communities and institutions share their geospatial data, such as INSEE or the World Bank.
• 's economic model Geoweb calls. It collects private data, can sell some services are disappearing ...

When Facebook uses geo-located!

To achieve this, Paul Butler, an engineer Statistician at Facebook, analyzed a sample of 10 million "pairs of friends":

• information about their location
• intensity of connections obtained: the more connections between two points, the greater the stroke that pulls the white materializes

Source: Decibels


Why use Geoweb Geography in school?
I would borrow Thierry Joliveau, again, the first two arguments:

• "A chara cte r data geoweb requires strong geographical culture." It concerns the state and local, private companies, scientists, too. It raises the question of access and management of masses of data fabulous. The issue of training in this mass of information is a primary challenge with students. is an issue related to both geography and citizenship taught .
• "The GeoWeb is supposed to serve the public by ordering the Internet geographically and by facilitating access to information when and where it's needed." The use of Geoweb multiply, useless to struggle against, better form with usage and digital literacy.
• If GIS are a tool to plebiscite, the Geoweb often offered free services (or partially) reliable and efficient, as the Geoportal, Géoclip. Thus, the GeoWeb is increasingly invested by many institutions . On the other hand, the GeoWeb is not only subject to the commodification of data. Projects like OpenStreetMap proposes to create a map of the open source world as a community and collaborative.
• These tools enable more and more to establish data discretization or queries allottees who remained single until recently the preserve of GIS. These operations are essential in the process of analysis and map construction.
• therefore, in our classes, the professor has a set of tools and geographic services more or less simple, interactive, requiring no installation on doors in a network. In short, a whole set of functional simplicity significant.

To conclude, I offer my selection of interactive mapping tools on a desk symbaloo used in training in the academy of Rouen.

As our group pearltree "Geomatics

To stay up to date news Geomatics the watch site Geomatics NPRI is inescapable!

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myth: young no longer know the chronology



is a commonly accepted idea, as the lower level spell, young people no longer know the timeline. This idea is in vogue currently experiencing a strong media response. Worldwide Education of 15 December 2010, a full page given to Bertrand Tavernier said that "we no longer teach the chronology," which is even worse because it is not only of the invalidity of the students, but also their Teacher accomplices implement programs destructuring for our students. This idea is always accompanied by another, that of "it was better before", which has an illustrious founder, Socrates already distressed behavior toward school of young Athenians. To illustrate these statements, Bertrand Tavernier is one example unstoppable, almost universal experience facing a second grade class. On the question of who composed the Marseillaise, the philistines have unanimously said Zidane. Good example is nothing but time Mass is said. The story laughable if it did not emanate from a filmmaker instead warned of the historical thing, but obviously not teaching. For

Paradoxically, the acquisition of historical landmarks has never disappeared from the curriculum, it is all still a constant. What is a master chronological? It not only associate a date or time to an event but also to know the context, place it in a larger time scale. It is also to measure the significance and scope. This work is implemented in everyday classrooms. It goes beyond the simple song dates, as the song listing above all learning to read. The new college programs, so maligned by the reactionaries of all stripes, like their previous programs, are biased to the acquisition and use of historic landmarks. In college at the end of compulsory education, students are expected to master a set of dates and events significant to understanding the world today. Currently, and until 2012, remains the reference list of 1997 programs. From 2012, following the new programs implemented since 2009, the list grew slightly, contrary to what a quick reading might suggest. It is indeed easier to add than remove marks (and what outcry if a mark disappears !), And the encyclopaedic culture is still the dominant culture in French schools. Here is the list of benchmarks to control on pages 47-48 of the third program. There are over 50!
To verify the acquisition of these markers, students are conditioned to exercise the test of patent colleges, which for historical markers generally represents a whopping $ 3 points out of 40 implemented. Students are asked to associate a date and an event, ignoring any formatting context, avoiding the question any thought much less time. No, it is checked Song time, alpha-beta teaching of history without which nothing is possible! The exercise has several advantages:

• quickly review the events and concepts studied the years preceding the third, a bit like giving the spine its legitimacy and verticality chronological teaching of history in college.
• note that you can very easily! 1 point for the association-day event, 1 / 2 point for one of two if the teacher is "nice", all this seemed perfectly reasonable.

In practice the third grade, the acquisition of these markers, not all of which were not studied because programs students responsible not curly, is a rite of passage has become a feature of the teaching of history and symptomatic a distance which increases perhaps between institutional requirements (which are teachers) and the cynical attitude of the students face to learning. Learn the timing and causes trouble, misunderstanding, and it's very time consuming for little reward after all. That is also why many students do not hesitate to sacrifice the three points of the patent, and the dismay of their teachers and reactionary mentioned above, to sacrifice CHRONOLOGY (unbelievers)

Does this mean that we should delete this event? It is a step that I dare not cross complex at the devil song time! Its negative effects far outweigh its benefits, bolstering the image of a sport where what counts is the "by heart! It's hard not history, it's by heart, if you learn, you succeed. To achieve this, we must make efforts! There are students who access this information, and others who remain at the foot of the chronological base. To reinforce the memorization of dates, events, it sanctifies the chronology included in a timeline apparently immutable. Admittedly, we do not change the facts of the past, but we also know that their value changes with the times; Voltaire mocked Joan of Arc before her face is worn by Michelet to be exploited today by the extreme -French right. Battle of the Bovines resurfaced around 1870 as the first French victory against the Germans! A sacred chronology is also the sign of a teleological history for political speeches, such as national novel, far removed from the requirements and intellectual skills that should develop in students the teaching of history.

chronological work remains central to the teaching of history: what do we pass on? how is it done? some proposals are not binding me:

• finish with 50 dates to know by heart the patent. This is only a veneer of useless knowledge for students. Who, other teachers of history, is able to master them all daily (and incidentally the pocket consistently trivial pursuit pie yellow)? This does not mean abandoning the learning and use of benchmarks in the study of different historical sequences.
• reflect the requirements of knowledge at the end of compulsory schooling in a vision that can not be encyclopedic. We may charge students at the end of compulsory education that they master the major historical periods, they can give the main legacies in today's world, they can put into context an event breaking time (1492, 1789 ...) showing their share of historical construction (why did you choose that date? Is collected in the same way elsewhere?).
• move from a logic of knowledge to a logical competence. Students must acquire a method and a statement about the events. It is valuable to know more ask a date to put it into relationships in an era and a historical context. It is an intellectual process more challenging and more demanding.
• establish real progress in learning the timing. On this point, it would be much more suspicious about the use of too much current timelines (teleology) and know how to take into account the rhythms of adolescent development. In the 6th, the timing and tracking over time are still abstract to many students, then how to approach their level of development?

Basically, this is not to evacuate the issue of chronology but (continue to) effectively integrated into the history teaching. Thus moving the knowledge of the chronology to the knowledge of history. Comments

contradictory and courteous licensed and non moderated ;-)