1. Adventures in Data Collection Robbyn JF Abbitt GIS Coordinator Dept of Geography, Miami University 2015 Ohio GIS Conference September 21 - 23, 2015 | Hyatt Regency Columbus| Columbus, Ohio

2. Data Collection Timeline 2000-2005 2005 2010 2013 2015

3. Issues we always face…  GPS Accuracy  How to connect field data attributes to the GPS data Paper? Computer in the field?  Equipment – what do we buy?  Smartphones and Tablets are great – but how do you get the data off of them?  Geotagged photos are great – but where’s the tag? Where you’re standing? The object that is focused on?  Do we store photos on a server or with the actual data?  Need for WIFI or Cell service This translates to $$  GPS Accuracy

4. The Game Changer  ESRI Collector App’s ability to go off-line No need for wifi or cell connection  Allowed us to use the cheaper Android tablets to allow students to collect field data Including photos!  Allowed students to use their own devices to collect field data

5. Some hurdles…  Users must be part of and AGO organization  Users must also be part of a GROUP within the organization  Need for intimate understanding of ArcGIS Online  Users must know what Collector is capable of and how it is best used  Setting it up requires knowledge of geodatabases Domains Attachments  Must understand proper options when publishing data as a service for use in collector  In order to offline and have a basemap – you have to know WHERE TO FIND THE OFFLINE BASEMAPS

6. Some hurdles…  Users must be part of and AGO organization  Users must also be part of a GROUP within the organization  Need for intimate understanding of ArcGIS Online   All students had to be added to the University AGO organization   They were then added into a group for our class so they could view the class maps   Students were introduced to ArcGIS Online and its functionality through an exercise using premade data Based off of the Fall 2012 ArcUser article “A Workflow for Creating and Sharing Maps” by Keith Mann

7. Some hurdles…  Users must know what Collector is capable of and how it is best used   Students had to download the app   Course instructor created testing data that students simply had to download through Collector to use

8. Some hurdles…  Setting it up requires knowledge of geodatabases Domains Attachments   Students had already learned about geodatabases, domains, and attachments through a week-long module and lab assignment

9. Some hurdles…  Must understand proper options when publishing data as a service for use in collector   Students were given detailed instructions on how to create their feature class data, publish their data and map

10. Some hurdles…  In order to offline and have a basemap – you have to know WHERE TO FIND THE OFFLINE BASEMAPS   Students were given instructions and the url link for the offline basemaps

11. But LOTS of successes!!!

12. Beyond the Classroom….  Lava flow core collection in Mexico  Parking spot inventory on campus  Shoreline trash data collection  Bike rack inventory on campus  Fourth grade science week activity

13. Lava Flow Core Collection  Project needed to give researchers access to a geoferenced map with historic lava flow data  Needed to include their location on the map  Needed to be on a device  Needed to be offline

14. Lava Flow Core Collection  PhD student digitized historic lava flows into geodatabase feature classes from georeferenced images  GDB was published as a service  Web map was created with sync capability for Collector

15. Lava Flow Core Collection

16.  Lessons learned: Visiblity settings within ArcGIS online matter – A LOT! Adding the offline basemap as a BASEMAP is important

17. Parking Spot Inventory on Campus  Client project for Advanced GIS students – Miami University Police Department and Parking Services were the clients  Clients needed a database of all parking spots on campus  Database needed to include XY location Picture of any signage (with condition of signage) Type of parking (red, yellow, handicap, etc)

18. Parking Spot Inventory on Campus  Students were tasked with testing various field data collection methods

19. Parking Spot Inventory on Campus  Lessons learned: Accuracy of different devices varies Turning OFF WIFI helps with more accurate locations Device GPS just isn’t accurate enough for this type of project Ability to use Collector would have greatly increased the production efficiency for this project

20. Shoreline Trash Data Collection  Client project for Advanced GIS students  Client desired a digital method for collecting location of and type of trash along shorelines  Students created a Collector Application and dealt with privacy settings for individual collectors

21. Shoreline Trash Data Collection  Students had to develop a database schema for the collected data (based off of paper shoreline data collection sheets)  They then published and tested the app

22. Shoreline Trash Data Collection  Lessons Learned: Map must be downloaded the device prior to site visit If GPS isn’t working well, can manually plot points Data security can be managed Students are REALLY creative

23. Bike Rack Inventory on Campus  Graduate Student initiated project for Office of Sustainability  Student had been in the Advanced GIS class and knew tablets and collector could help!

24. Bike Rack Inventory on Campus  Anna used Android tablets from the Dept of Geography  Collected location, condition, and image

25. Bike Rack Inventory on Campus  Lessons learned: The weather will affect your data collection You can’t count on all devices working properly The sharing options on both the data and the web map must be set properly for the end product to be seen by the intended audience

26. Elementary STEM Fun!  Talawanda Science Week – 4 th grade activity  By now they have visited me to 1. Play with Google Earth 2. Use GPS units to collect waypoints 3. Learn about cardinal directions  I wanted to take advantage of mobile technology (tablets) that they all use at home to do “scientific” data collection  The result: What is this mysterious bird that we keep finding signs of in Cook Field? Students were given tablets to go off and collect data There were “feathers” and “eggs” to locate and tree ages to estimate At the end they were asked about what inferences they could make about this mysterious bird

28. What did they infer?  Orange and Blue birds like to live near each other  Purple and Yellow birds like to live near each other  Green birds are loners  Green, blue, and purple birds tend to live in trees close to where they lay their eggs  Yellow and orange birds lay their eggs relatively far from their nests in trees  Blue and Orange birds tend to prefer younger trees to make their nests

29. Elementary STEM Fun!  Lessons learned: Kids love to play with technology – pass out the tablets AFTER you have explained what they will be using them for Some tablets will cease to work – roll with it Some kids will hate this activity – make them do it anyway Some kids are awesome data collectors…others are not VS YOU (the professional) will learn A TON by setting up & deploying this project

30. So what’s next?  The Trimble R1 GNSS Receiver Can be used with Android and Apple phones and tablets It should increase our positional accuracy so the Collector App can be used for detailed data collection in the field + >=+

31. THANK YOU – Questions? Special Thanks to Mark Yandrick Ken Carrier Chris Whitmore