Category Archives: CPD

ESRI UK & GEO Business: Digital Twins or just Digital Offspring?

Last week I attended the first ESRI UK Annual Conference (17th May) and the first GEO Business conference (18th & 19th May) for three years (although GEO Business had a conference last autumn, which I didn’t manage to attend). It was great to be back at the Queen Elizabeth II Centre for the ESRI UK Annual Conference – it is always a great opportunity to meet colleagues working in GIS in the UK across all industries. Clearly open source didn’t feature that much (!) but all of the ESRI tools were showcased and it was a great opportunity to see what is coming up over the next year.

ESRI UK Annual Conference at QEII Centre, Westminster, London

Sustainability was the key theme of the conference, “GIS – Creating a Sustainable Future”, with the Met Office delivering the keynote focusing on climate change. I actually missed their presentation (a long train journey!) but hearing from other participants it sounded a good presentation, although there was the question of how we turn talk about climate change at the conference into action that makes a real difference in the world.

ESRI were very keen to push the ArcGIS Suite as a set of capabilities and focusing on what you can do with their tools, rather than the tools themselves. Highlights include new graph data structures now available in ArcGIS Pro, the versatility of LiDAR data and ArcGIS Image for ArcGIS Online, ESRI’s response to Google Earth Engine allowing processing of large satellite data in the cloud. On that note, ArcGIS Online was first launched ten years ago – which was a slight shock to many attendees! It has gone from strength to strength – and I do like how the ArcGIS products have made GIS more accessible to new users.

ArcGIS Hub also featured prominaty as a way of collating information and making it avaialbe to non-GIS users. We also heard about deep learning models being features in the Living Atlas, real time vechicle tracking (although interestingly no mention of ethics), and greater links with AutoDesk billed as ArcGIS GeoBIM. ESRI are also very keen on pushing greater use of the cloud – either provided through ESRI’s owns services, or, longer term, hosting the various ArcGIS products on the cloud yourself. We saw a great semo of ArcGIS Geoanalytics running a Python Notebook on databricks.

Finally, we had various mentions of ‘digital twins’. I remember the last GEO Business conference I went to in 2019 there was a lot of talk about digital twins, but nobody had actually created and used one. Now, a number of people have. One example was a model of buildings in London including information on how much water might be needed by the fire brigade to extinguish a blaze in a specific building and whether the water supply network could supply the needed amount of water. A few people weren’t convinced these were digital twins – as the key definition of a digital twin is that it includes real time updates. However, ‘real-time’ depends a bit on what temporal scale you are working to – and the amount of water needed to extinguish a blaze in a specific building probably wouldn’t change that much – so I think this is very case dependent.

GEO Business 2022 at ExCeL, London

I also attended the GEO Business conference out at ExCeL on the following day. Again, this was a great networking opportunity, although with a slightly different subset of the geospatial community. I went to a couple of very interesting applications talks – including one from the Met Office by Anthony Veal, who was working on a pilot project to increase the rated capacity of overhead electricity lines depending on the weather. Currently, overhead lines are rated for their maximum capacity based on a worse case weather scenario, which is rarely reached. Heat is the main limiting factor on the lines, with wind being the primary mitigating factor. This project is working on moving from a static worst case scenario limit to dynamic limits based on the current wind conditions. It is still in relatively early stages, with one case study, but shows a potentially significant increase in capacity at certain times. This, arguably, could be considered a digital twin with its’ real time data but the Met Office didn’t use this term.

Doug Specht also gave an excellent talk on Teaching Geospatial Ethics, and how he approaches this with his audience of students who are not geographers, but are often asked to create maps. He summarised the issues as a very nice three principles:

  1. No visualisation is neutral
  2. Platforms have politics
  3. All perspectives are partial

This works very well for this students – journalists, writers and communication – and works as a great first step before looking at geospatial ethics frameworks like the Locus Charter.

Cloud processing also cropped up a lot at GEO Business, with many of the companies, large and small, offering new cloud based services for working with LiDAR point clouds, aerial photos and drones. There was also a nice expansion of engaging others with GIS and highlight how useful it can be across all professions – something I strongly believe in and see every day.

Overall it was a great couple of days, with lots to think about. Please do add your comments in below, and if you are interested in finding out how GIS could benefit your work, please check out my book GIS: Research Methods, the GIS courses I offer or reach out if you would like a chat.

Cross posted from https://www.geospatialtrainingsolutions.co.uk/esri-uk-geobusiness-digital-twins-or-just-digial-offspring/

Online teaching: More reflections

This blog post is the next in the series on running training sessions during the pandemic. As a recent Rasters Revealed conference there was a great session on running training courses during the pandemic and I thought I would share my experiences. This builds on my previous posts about teaching online and CPD.

Since March I have run 10 different training courses, a mixture of 3 or 4 half day sessions. There is always potential to improve more, but I think overall my structure works reasonably well. I have certainly received great feedback from my course participants.

“I loved the interactive bits, the worksheets and the breakout rooms. They” were really hands on and felt like a normal course, even though the course took place online.”

Astrid Pape, PhD Candidate, Freie Universität Berlin
Introduction to GIS, Geospatial Data & Spatial Statistics course, November 2020

Screenshot of my teaching session in Jan 2021

I run the courses on Zoom, and limit the sessions to 3-4 hours maximum during a day – otherwise it ends up being a lot of intense screen time, which doesn’t help the learner, or me! Each session has a mixture of presentations (20-40 min) and then practical sessions. For the practical sessions, I split the main group up into small groups of 4-5 people using the breakout rooms feature. The practical sessions last for up to an hour, and I ‘walk around’ the groups by visiting each breakout room in turn and see how people are getting on. If they have questions, they can share their screens, and most of the time they group members talk to each other and share their questions within the group. They also have the option of pressing the ‘Ask for Help’ button which sends me a message, saying so-and-so has a question in room 2, and I can go to the room and see what their question is.

Over the whole period of the course (1-2 weeks) I run a Slack channel for that particular group. This allows me to share links to materials, slides, Zoom, videos, etc. as well as giving the students the option to ask questions to the group, or just to me (via the DM feature). During the actual sessions I also have 10 min at the end where I ask everyone to post a question in the Slack discussion about the material we have just covered. This is a great way of getting questions out of people and I then talk through the answers, adding in links later on if I don’t have them to hand there and then. All the sessions are also recorded and available to the participants (only) for 3 months.

Questions in Slack from a training session

I hope this is useful – if you have any experiences you’d like to share, please do in the comments below!

If you are interested in GIS training, then I have some courses coming up in Feb and April, and I am always happy to talk about running a course for your research group or organisation – just get in touch.

Cross-posted from https://www.geospatialtrainingsolutions.co.uk/online-teaching-more-reflections/

PDR and the Pandemic

Our Professional Development Record (PDR) hours—CPD in the UK—are a key part of the surveying and geospatial professions. Previously PDR would have involved a mixture of in-person training, in-person conferences and self-study training materials. With the Covid-19 restrictions on meeting other people face-to-face, meetings are no longer possible, at least in the short term. Online video conferencing can substitute for some in-person events, and many PDR requirements are being relaxed to allow completely online PDR hours. So far, video conferencing has worked very well for training sessions and conferences, but I don’t think it will completely replace face-to-face meetings for a long time yet.

PDR requirements vary between industry and country, but all have some required training element, which would often be completed by attending in-person courses. This now all needs to be done online, at least in the short- to medium-term, and some accreditation providers have had to update their policies to allow this to be completed only online.

Providing one-to-one support during a training session. Video (left) and student sharing their screen (right)

In the UK, the Royal Institute of Chartered Surveyors (RICS) and the Chartered Institution of Water and Environmental Management (CIWEM) have one of the more formalized and strict PDR requirements. Both groups have moved all of their PDR courses online.

In the U.S., the GIS Certification Institute is completing its Technical Knowledge Exam online, and URISA (Urban and Regional Information Systems Association, one of the leading GIS professional bodies) has moved one of its in-person leadership academies online. In general, these events

have gone very well, but the online medium poses unique challenges of encouraging social interaction in an online space.

Certification for your PDR is also a tricky element depending on what area you are working in. Some of the certification elements can easily be completed online, using multiple choice answers or written responses to questions. Some of the more practical elements, like showing that you know how to service an RTK GPS unit, are tricky to examine online. I see a future where some of this might be done over live video calls, allowing the person being evaluated to demonstrate their skills to an assessor.

I run a number of small (10 to 20 attendees) in-person training courses in GIS and spatial analysis. All of these have had to move online, posing a range of different challenges. We all have access to video conference tools, and I think it is reasonable to say that some are better than others.

For most of my training courses I have used Zoom, which has worked very well with groups of up to 20 or so. My courses are a mixture of presentations (to the whole group) and then self-led practical workbooks, with the students receiving one-on-one support from me and a teaching assistant. I used the ‘Breakout Rooms’ facility within Zoom to allocate every student to their own room, and I could visit them and see how they were getting on, and they could share their screen if they were having any problems with their work.

Running a training course on Zoom.

This worked well, but we did miss out on the social aspect of the session – discussions over lunch, and students helping each other during the course. This is something that concerns many trainers and attendees alike, and I hope to see better solutions come along over the next few months.

I made use of the various security features in Zoom (particularly the Waiting Room) so we had no issues of Zoom bombing, where unauthorized viewers gate-crash the meeting and disrupt events. Moving courses online has allowed many more people to take part, particularly those who would otherwise be unable to travel for whatever reason. I have run several courses where participants have said it is great that the course is online, as otherwise they would be unable to take part, due to childcare requirements.

This increase in numbers has also been seen in bigger conferences and MOOCs, with a big uptick in numbers. For example, the very popular ESRI

Cartography MOOC (Massive Open Online Course) reached more people than last year (35,772 participants in the latest offering) and has also had a 31 percent higher completion rate. Some smaller GIS conferences that would usually run in person have also received an up tick in numbers from moving online, including FOSS4G UK 2020, which went from typically 100 attendees to 400, GISRUK 2020, which went from typically 150 to 300 and QGIS North America 2020, which went from typically 50 or so to 200.

Nearly all of these conferences are also now available as recorded videos online, providing a great resource for future learning. It is great to see these increases in numbers with more people learning what GIS can do and being able to apply it in their own areas of work.

While the move to online has many advantages, I don’t believe it will entirely replace in-person training and conferences. The social interaction element of online conferences has so far seemed the hardest to replicate online.

There are some very interesting platforms to encourage networking, but I’ve not yet seen any that work really well. I can see everything staying online until the end of 2020, but beyond that I see a hybrid model going forward, where there will be substantially more online events than before, but there will still be some in-person events.

Whether we can manage to run great hybrid events with links between the group physically in the room and the group online remains to be seen.

PDR Requirements in the U.S.

Licensure for land surveying varies from state to state, but there are more similarities than differences. Typically, licensing is handled by a state board of professional licensure, often the same board that oversees engineering licenses.

The requirements for licensure by state are similarly defined in the laws, codes, and statues for each. The requirements are typically a combination of experience, education, and examinations. Most require passing one or more standardized set of tests from the National Council of Examiners for Engineering and Surveying (NCEES), a non-for-profit organization dedicated to advancing professional licensure for engineers and surveyors.

Most states have adopted continuing education requirements and often the reporting of one’s hours is up to the licensee but is subject to an audit. Sometimes the requirements are stated as “units” and other times as hours, and the annual requirements are typically about 15 hours per year.

The resources for education credits or hours are typically met from educational institutions, surveying association/society conferences and seminars, and commercial education credit firms. There are a number of nationwide firms offering these, like PDH Academy and GeoLearn, some presented locally and others online.

Since the beginning of the pandemic, there has been a sharp increase in surveyors tapping online resources, and in turn, there has been a rise in online resources. Some states surveying associations, like West Virginia, have rapidly increased online course offerings.

For GIS professionals, the GISP certification, via the GIS Certification Institute (gisci.org), is broadly viewed as the standard. While it is not a license, like those required by states for surveying and engineering, the GISP can be a job application or contract requirement like other professional certifications. This is similar to the Certified Survey Technician, hydrography surveyor, and floodplain surveyor programs of the National Society of Professional Surveyors.

The GISP recertification requirements are a points system, based on a combination on education, contributions to the profession, and work experience. GIS is, by nature, very digital, and so is GIS education. Many resources for online education and collaboration were well established even before the pandemic began.

Originally written for xyHt and posted at https://www.xyht.com/education/pdr-and-the-pandemic/.