Core Concepts of a Modern GIS: It’s All About the Web
“Building web applications,” “updating dashboards,” “automating geospatial processes,” “performing data collection,” “implementing enterprise-wide GIS projects,” “maintaining layers,” “creating maps,” “managing servers.”
While each job posting alone doesn’t tell us much, after a few hours of perusing, one can get a clear sense of the core skills and knowledge that employers are seeking in today’s job market.
As it turns out, the fundamentals haven’t shifted all that much. There is still a strong requirement for data management and a solid understanding of core geospatial concepts. Employers are still seeking applicants with strong cartographic skills and the ability to collaborate across various teams and departments. Yet, the shift in platforms, tools, and technology, is hard to miss. The question this always leads to is: “based on these changes, are educators meeting the needs of the next generation of GIS professionals?”
So – What Should Educators Focus On?
It can be easy to be overwhelmed by the ongoing changes in the technology landscape and the compounding need to update labs, lessons, curriculum, textbooks, etc. With these changes, what should GIS educators focus on?
Modern GIS can mean different things and the conception of what ‘modern GIS’ is will continue to evolve. As of today, the best definition is the shift of GIS to ‘the web’.
In the graphic below, not all the changes represent a desktop/server to a web-based transformation – but it is the over-riding theme.
With all these changes in technology and platforms, with the basics staying the same, what are the impacts for faculty and students?
Over the past few years, Esri’s Education team have been discussing the technology shift and the need for GIS coursework to move from desktop-centric patterns to those that focus on the web. Desktop GIS is still an integral part of the story – but it is no longer the focus of the story. Desktop GIS is vital for data management, advanced analysis, and cartographic production – but many of those workflows are now part of a web-based context. Desktop tools can now seamlessly consume web-based services published by authoritative geospatial agencies and individuals across the globe. Desktop GIS can publish map services and layers to the cloud – to be consumed by web-based applications and tools, and desktop GIS can edit and manage web-based data and layers.
Focus Areas
So, what does a course look like that focuses on the fundamentals of GIS but adjusts to a more web-centric paradigm?
This year – we wanted to put emphasis on a few key areas, specifically:
- Mapping & Cartography
- Spatial Analysis
- Sharing & Presenting
- Imagery (remote sensing)
- Mobile workflows
Within each of these core topics, we will be providing resources, best practices, workshops, and guidance on implementing a ‘modern’ approach to teaching. We also want to hear from, and work, with you. Through webinars, events, lectures, presentations, and discussions – we want to hear about your successes and challenges. What concepts have been difficult or confusing to teach? What are the gaps in learning resources and materials that exist in this transition?
Some of the questions we’ve heard from you are:
- Do I still have students build map layouts ready for print?
- What are the tenets of cartography when we are thinking about dynamic applications?
- When do students move from ArcGIS Pro to ArcGIS Online? And why?
- What are the limitations of spatial analysis in the web?
The technology is always going to change. From Avenue to Python, from desktop to web, from Info to ArcGIS Pro, many of you have experienced the dramatic changes this field has undergone. What we want to ensure, is that you have the resources and tools to help your students, your courses, and your programs move forward.
For the most current lesson plans, resources, case studies, and best practices, please visit our Modern GIS page. To join in the conversation with your peers, please join our Higher Education Community and comment on this blog.