Resource | K-12 Evaluated Resource Collection

K-12 Evaluated Resource Collection

ArcGIS Online (Secondary)

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Author/Publisher/Website: N/A
Copyright:
Evaluation/Record Entry Date: Oct/2015
Submitting suppliers/Website: Esri Canada
Recommended Grades and Subjects/Courses: K-12
(View recommended grades and subjects)

Resource Description

SEE ALSO: ArcGIS Online (Elementary). ArcGIS is advanced geographic information software for spatial analysis, data management, and mapping. It supports Grades 9 through 11 Social Studies, and Grades 7, 8, and 10 Science. Teachers and students can create interactive maps to explore visually a wide range of content, and can also access previously created maps by other users. Due to the complexity of the resource, it is best suited to teachers creating maps as instructional tools or facilitating students creating maps as a learning activity.

CURRICULUM FIT

Does the resource support BC curriculum?
Extensively
This product supports the Core Competencies of the BC curriculum:
Information and computer technology
Reading
Social Responsibility
Writing
Comments:
The pre-made maps support Grades 9 through 11 Social Studies, and Grades 7, 8, and 10 Science. An educator can use the product to create maps to support almost any of the BC curricula.

SOCIAL CONSIDERATIONS

Social Considerations Comments:
Social considerations, positive and cautionary, are completely dependant on user content choice and tool use.

GENERAL CONTENT

Content
Should this product be identified as Canadian?
Yes
Is the resource engaging?
Moderately
Is the content current for the intended curriculum and grade?
Moderately
Is the content accurate for the intended curriculum and grade?
Moderately
Is the content timely and important for student broad understandings?
Moderately
Audience:
Is the content appropriate to the emotional maturity and cognitive level of students?
Extensively
Does the resource provide opportunities for creative and critical thinking?
Extensively
Can the content be differentiated?
Not at all or slightly
Can reading level be adjusted?
Not at all or slightly
Is the level of detail appropriate?
Moderately
Is the language use appropriate to the emotional maturity and cognitive level of students?
Extensively
Comments:
Resource engagement, curricula, and grade level is dependent upon the teacher creating the maps. Pre-existing content is contributed from multiple sources/users and should be evaluated for accuracy as some data is dated. The free public account does not have access to the Living Atlas of the World, a database of vetted reference and thematic maps. Pre-existing content/maps can be appropriated and altered by the user. For students creating maps, the complexity of the tool and its numerous capabilities make scaffolding for students both necessary and complicated. Reading and user level cannot be adjusted.

TECHNICAL DESIGN

Does the resource make effective use of the medium?
Moderately
Is the navigation throughout the site intuitive?
Moderately
Is the content exportable in a variety of file formats such as wpd, doc, pdf, xls, etc.?
Moderately
Are the presentation controls (e.g. sizing, resolutions, volume, etc.) suitable for the classroom?
Extensively
Are images clear?
Extensively
Is the sound quality clear?
Extensively
Is the interface uncluttered?
Extensively
Descriptors:
User-managed password resets
Print and online help provided in simple and brief segments (FAQ, Quick help, etc.)
Search by file type (audio, graphics, photo, etc.)
Search engine can search the entire site
External links are operational
Displays in mobile devices
Comments:
ArcGIS is advanced software for spatial analysis, data management, and mapping. As the target user is knowledgeable in both content and tool affordances, there is a learning curve for a layperson, certainly a student. As well, free public accounts have limited capabilities compared to a subscription organizational account. With this in mind, the navigation throughout the core site is intuitive, but some search links take the user outside of ArcGIS and it can be difficult to return. Maps can be copied as an image, printed, shared through a public link or created app, embedded in a website/blog, or directly shared through Facebook and Twitter. Smartphone and tablet apps are available.

INSTRUCTIONAL DESIGN

Is the instructional design effective and appropriate for the intended audience?
Not at all or slightly
Is the resource suitable for a wide range of learning and teaching styles?
Moderately
Are the instructional elements consistent with the purpose of the resource?
Moderately
Are the concepts clearly explained?
Moderately
Does the progression in learning go from the simple to the complex?
Moderately
Are the content chunking and sequencing appropriate?
Moderately
Does the resource provide multiple strategies to help learners construct meaning?
Moderately
Does the resource support a gradual release of responsibility i.e. explicit instruction, guided practice, independent learning?
Not at all or slightly
Does the resource provide varied opportunities to demonstrate learning and extend thinking?
Moderately
Does the resource provide appropriate tools for assessment?
Not at all or slightly
Does the resource support the transfer of learning to personal or applied contexts?
Moderately
Comments:
This software is intended for real life application by professionals and is not designed as an instructional tool. Teachers can create maps as instructional tools or facilitate students creating maps as a learning activity. In terms of learning how to use and effectively apply the software, there is an extensive and detailed help section that ‘instructs’ the user how to use the resource that including: videos, FAQ, free and paid tutorials, forums, technical support (chat, email, phone), a series of 5 scaffolded lessons. Some are only available to subscription organizational users. As this software is actively used in the field, transfer of learning to applied contexts is possible.

DIGITAL INSTRUCTIONAL RESOURCE COLLECTION

Is the quantity of content adequate?
Moderately
Is the quality of content consistent throughout the collection?
Moderately
Are the various components of the collection organized in a clear and logical manner?
Moderately
Are the subject list and/or subsets extensive?
Not at all or slightly
To what extent does the resource use multimedia to support learning?
Moderately
Is the keyword search adequate?
Moderately
Does the user have the ability to add custom content?
Extensively
Do the external links contribute to the learning experience
Moderately
Descriptors:
Basic search
Advanced search
Video content can be chunked
Comments:
The amount of content accessible depends on the user’s account; only subscription organizational accounts have access to the Living Atlas of the World, a database of thematic and reference maps. The free public account has access to content shared by Esri and GIS users which is user generated (so quality assessment required), dominantly US based and not extensive. As well, not all content is easily accessed. Users would have to know on which ARC servers to find maps or know URLs to maps available. Content of maps is dependent upon creator.

TECHNICAL INFORMATION PROVIDED BY THE VENDOR

Mac Version(s) :
web platform, no versions
Win Version(s) :
web platform, no versions
Linux Version(s) :
web platform, no versions
Is Active Directory integration available for updating user data?
Yes

PRIVACY AND SECURITY INFORMATION PROVIDED BY THE VENDOR

Does your company store data?
No
The following data fields are required to use this product and will be stored on a server:
First Name (student)
Last Name (student)
Email address (student)
What is the purpose of the storage of the student and/or teacher data?
Data above is needed for teacher/administrator. Students can use software without entering this information but they will not be able to store their work. First Name & Last Name can be fictional.
How long will the data be stored and who will remove it?
30 days beyond the expiry of the annual subscription. 60 days after a subscription has expired the data is deleted.
Who can access the data and for what purpose?
The account holders can access the data. The vendor cannot. The administrator can access the data of the sub account holders (students), e.g. see the maps the students in the class have created.
Who maintains the custody and control of the data?
ESRI Canada is the licence holder. It is a fully Canadian company, however the data is currently stored on a server in the US. ESRI is setting up sovereignty servers in other countries, including Canada, in 2016.

ADDITIONAL COMMENTS

Readability:
At intended grade level(s)
Comments:
This software is sophisticated and intended for professionals; the rich learning opportunities for synthesizing data visually are offset by the time necessary to effectively master the tool. Lesson plans are available (search 'lesson plans' using the search tool). There is also an extensive and detailed help section including videos, FAQ, free and paid tutorials, forums, technical support (chat, email, phone), and a series of 5 scaffolded lessons. Some of these supports are only available to subscription organizational users. A public account comes with 2 GB of total storage.

SUGGESTED CLASSROOM USAGE

Comments:
Teachers and students can create interactive maps to explore visually a wide range of content. Multiple layers of different information such as population and crime rates can be ‘laid’ over a map to highlight possible correlations. Additionally, previously created maps by other users can be accessed and, in some cases, copied and modified. Suggested classroom use would include teacher use to highlight concepts/content and student use to synthesize information visually. Due to the complexity of the tool and the corresponding time necessary, a small group jigsaw project would allow students to distribute the labour and be exposed to multiple maps/visual content.
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