OpenStreetMap is more than a collection of free maps (data) on the Internet, such as Google Maps or Bing Maps - it is also important for the European Commission's science and knowledge service. [0] The OSM project was founded in 2004 with the aim of creating a free world map. Currently, more than two million volunteers worldwide are working on the project to collect data on roads, houses, railways, rivers, pharmacies, monuments and everything else that can be seen on maps. Maps can then be generated from this data. One of these maps is the map on openstreetmap.org [1], which is comparable to proprietary maps such as Google or Bing. Since all data is collected in one database however, a range of very different maps can be created from it. The list of maps derived from this data is well worth seeing. [2] The excellent quality of the OSM data can be easily verified by a comparison on the Mapcompare page of Geofabrik. [3] Since the data itself is not "patented" and is collected by these volunteers, the community itself has all rights to it. Therefore, the maps and data of OSM can be used royalty-free under specification of the copyright. [4] During our project, students will become part of this OSM community (active participation in data collection and map creation). Mapping missing data creates added value for the cities and communities in which they live. The students themselves therefore become involved in the creation of maps. They will experience the entire process of collecting data, entering them into the database and checking their quality, thereby creating meaningful maps as well as acquiring relevant professional competences throughout the project. Equally important is that they will be part of an international team, just as it happens at OSM. This part of the project has never been more important which puts at risk decades of fruitful cooperation between nations that at one time were at war with each other. The students will learn that the use of a foreign language in an international team is necessary, even if the language is not perfectly mastered. The use of OSM's usual technical terms will make this easier. In addition, this project has philanthropic and social aspects, as students are empowered to provide data for local rescue forces in real-life disaster situations (e. g. earthquakes, hurricanes, floods). The International Federation of the Red Cross and Red Crescent Societies, as well as Médecins sans Frontières, use OSM data in the event of a disaster and request the missing data from the OSM community in such a situation. [5], [6] The project will proceed as follows: Students will learn about the IT-technical tools (JOSM, iD, QGis) to create online maps for use in crisis situations. For this purpose, students collect real data in the database, which is displayed on the main map of OSM. This is done with the help of free software. (iD, JOSM). In crisis situations, satellite photos will be made available on an existing platform for "copying" [7], [8], [9]. The maps generated by this process are available to anyone worldwide within seconds for printing or downloading to mobile devices (e. g. mobile phones or Garmin GPS devices). Students are expected to make progress in the areas of computer science software, Web 2.0 technologies, marketing, geography, social studies and especially foreign languages. They will also develop skills in professional collaboration in an international team (students will be introduced to the OSM community) and develop skills with internationally active organisations. We want to ensure this by writing and translating short articles for weeklyOSM. This journal is a sustainable result of a Comenius project (2013-2015) in schools from the UK, Spain & Germany. [10], [11], [12] The project has two further objectives. Since we involve young people from several EU Member States, we want to promote the spirit of trans-European cooperation in a new way by emphasising the enthusiasm of young people for Web 2.0 technologies and their application to philanthropic/social projects. Finally, our project also addresses the problem of gender stereotyping. A study by the University of Vienna from Jan 2013 shows that women are extremely under-represented in STEM (Science, Technology, Engineering and Maths). By contrast, we aim to attract the same number of male and female students, and will put female participants in touch with Geochicas - an organization dedicated to promoting gender equality within OSM. [13] [0] http://bit.ly/2Fr1TTP [1] http://bit.ly/ZPAqlM [2] http://bit.ly/2p3ntDK [3] http://bit.ly/2Gkl6Eh [4] http://bit.ly/2DiwGMQ [5] http://bit.ly/1Q1yOrz [6] http://bit.ly/2tEhla2 [7] http://bit.ly/2GiSD1C [8] http://bit.ly/2tA5FVL [9] http://bit.ly/2Fz3fIm [10] http://bit.ly/2Hov9r6 [11] https://twitter.com/weeklyOSM [12] http://www.weeklyosm.eu/ [13] http://bit.ly/2Fx0tn2
In our project proposal we already pointed out that OpenStreetMap is more than a map like the ones provided by Google Maps or Microsoft Bing. During the project, the students were given the opportunity to learn about the differences between OpenStreetMap and the two American map services. They realized during the project that a free use of maps (Google, Bing) and free and also free of charge OpenStreetMap are a big difference. The students added missing data or corrected errors in maps and made them generally available. From this fact it was also possible for the students to actively participate in the provision of geographic information for various aid organizations, because precisely those maps of OpenStreetMap are free and accessible to everyone and are not provided proprietary. Through the entire process from collecting the data to the compliant transfer of the data to the OpenStreetMap database from which the maps are generated, the students were able to trace the complete process to the finished map. The collection of geographic data was done in the form of recordings taken in the field, by analyzing satellite images or photographs taken by drones, which were created for us by the University of the Azores together with the students. The students checked the quality of the data, corrected it if necessary, and supported each other in the process, therefore building and strengthening social and methodological skills alongside technical skills. In order for the students to be able to generate compliant and factually correct data for the OSM database in the first place, they had to use digital tools and software to transfer the data and necessary digital information sources (e.g. wiki). International communication before and after the mobilities took place through collaboration platforms. In the following pandemic, which was responsible for the fact that we had to conduct two mobilities virtually and not on site, the students were able to use the knowledge they had gained purposefully in distance learning. This was an effect that was not intended, but which the students were able to take with them as an additional competence. During their work, they worked in international teams and also contributed to understanding in the intercultural field, developed foreign language skills and the necessary understanding for other cultures. This approach contributes to a better understanding within Europe and makes that continent grow closer together. The importance of the data generated by the students became clear to them after the numerous conversations they had with the staff of aid organizations that rely on the data, such as Doctors Without Borders. They were able to get in direct contact with the staff and find out which data is necessary in which form for their humanitarian work in the areas of operation. Therefore, the students gained insight into the humanitarian work on the ground by the aid organizations. The data generated by the students can be used worldwide free of charge. It does not matter whether the data is used on computers or mobile devices. Access to the data does not involve any financial investment and allows even the poorest people in the world to access and benefit from the data. The data generated by the students and many volunteers is used not only by aid organizations such as Doctors Without Borders, International Federation of Red Cross and Red Crescent Societies, but also by cities and municipalities and also by the science service. In addition, students are able to create database queries in the field and therefore investigate geographical issues in their place of residence. All in all, the students have developed competencies that go far beyond everyday school life and can certainly be applied in later professional life.