One of the oldest and most difficult problems that human beings have always had since their presence on earth is figuring out their exact position.
A Blog dedicated to geographic data collection, processing and publication, with focus on international cooperation with developing countries. Articles will cover a wide range of topics: from field activities using GPS or mobile devices, to the use of data in a GIS environment, case studies description and work experience, interviews and conferences summaries.
“When I created OSM (OpenStreetMap), more than 10 years ago, my idea was to create a simple map“. So thought Steve Coast, creator and founder of the OpenStreetMap (OSM), probably wouldn’t have imagined that in 2016, the registered users around the world, would have been over 2, 4 million, a number that makes OSM the Wikipedia of the maps and, in the terms of participation and sharing, the largest map in the world.
Written by Claudia Mocci
One of the questions I often asked to myself and I guess that all the users ask themselves the first time they use this tool is: what makes OpenStreetMap so special?
There are two key aspects to be considered, one purely technical and an other more sociological. Contributing to OSM, by “drawing” what is visible can technically be done from anywhere and from anyone. Using one of the various editing interfaces, you can create the data starting from an aerial photograph of a particular place in the world and drawing long lines (roads, waterways, paths), or drawing around the areas (buildings, playgrounds, forests …) that you can see in the picture.
The second aspect, according to me, is the most important and it’s related to social utility: these maps are based on the philosophy of open source and open data, sharing and free reuse are the cardinal principles.
Contributors and users are different, as different are the reasons that lead each of them to contribute. There are random or systematic mappers, those who participate because they have a special connection and interest with a particular place, others that add and modify datas associated to humanitarian events and crises.
The data produced by OSM, as raw and free, have given birth to many important social projects, as Wheelmap, an online map and related app, open and free for the wheelchair accessibility. Wheelmap allows users to share and access information on accessibility for wheelchairs in public places.
On the subject of humanitarian emergencies, there is a project developed by HumanitarianOpenStreetMap Team for remote mapping of areas affected by the crisis, the Tasking Manager .The basic idea is that a free geographic database improves the readiness of response in case of crises and natural disasters, helping to save lives. In addition, access to this geo-database is a great way to get involve local actors and the start of the community resilience processes. Another aspect, not least, is to consider: this kind of mapping – conducted mainly by volunteers using open source tools with connections often household – has no cost for humanitarian organisations.
Shortly, maps help aid workers to understand and respond to humanitarian crises (MapAction, 2015). The Director of Save the Children International, Charlie Mason (from MapAction, 2011, p 3) said that: “In case of emergency we need maps, maps of the affected population, displaced persons, the main streets, other humanitarian actors, clinics, water points and so on, all the things we need to plan and coordinate the response “. OpenStreetMap has become even this, a comprehensive and participated response for this type of need. Projects such CartOng, Missing Maps and many projects born after the earthquake in Haiti in 2010, in Nepal in 2015th the latest in Ecuador and Sri Lanka are a practical and tangible demonstration.
Photo credits: Mapping in Lubumbashi (RDC)
I have always believed that education plays a key role in development cooperation projects if you want the beneficiaries to acquire the needed skills to make sustainable the achieved objectives.
Written by Giuliano Ramat
In the GIS sector you often face a poor habit to read a map or a satellite image (such as Google Earth service for example) due to the fact that in many developing countries the study of geography, pick up a map and play or the possibility to see your own city from the sky are not always common and widespread activities. I often, too often, unfortunately encountered that locals, including technical staff, knew very well how to go from point A to point B but they met insurmountable difficulties to retrace over a map the route they walked.
The project gvSIG Batovì, started in Uruguay in 2011 with local government support, has tried and managed to teach geography in a funny way through an open source GIS solution to a large number of students aged 10 to 18 years from rural areas. The idea is as simple as brilliant: from one side to release a GIS software “made for adolescents” with nice and non-academic icons as to make the study almost a game; on the other side train teachers in order to easily produce “packages” of maps and images that can be shared with and among students that, almost playing, manage to learn both the geography and GIS fundamentals by using dedicated tools made easier and more user friendly than the ones available in the official professional versions. The required computer to run this program do not have to be necessarily the most performing ones available on the market making this solution affordable at low by the training structure and / or by the government involved. The success of this initiative is confirmed not only by the blog where news are regularly published but also by the recent attempt to broaden the initiative by Uruguay to the rest of the world through a sort of evolution of gvSIG Batovì: gvSIG Educa.
It is an Open Source GIS prototype specifically conceived for primary and secondary school, officially presented during the recent 11th Edition of International gvSIG days in Valencia, which expands the ability to upload and share information from trainers, increase the number of extensions to be used to “play” with geographic data, and overcomes the limitations related to the non-standard operating system of gvSIG Batovì.
This is certainly an interesting educational tool with great potential for use in the international cooperation projects for being multilingual, multiplatform, and especially open source but, like all prototypes, it needs to be tested to be improved. For all the person and companies that wishes to use it, test and contribute to its development in the framework of their projects and activities, it is possible to get in touch with gvSIG Association developers to receive all the necessary support.