CV-31 - Flow Maps
Flow mapping is a cartographic method of representing movement of phenomena. Maps of this type often depict the vector movement of entities (imports and exports, people, information) between geographic areas, but the general method also encompasses a range of graphics illustrating networks (e.g., transit and communications grids) and dynamic systems (e.g., wind and water currents). Most flow maps typically use line symbols of varying widths, lengths, shapes, colors, or speeds (in the case of animated flow maps) to show the quality, direction, and magnitude of movements. Aesthetic considerations for flow maps are numerous and their production is often done manually without significant automation. Flow maps frequently use distorted underlying geography to accommodate the placement of flow paths, which are often dramatically smoothed/abstracted into visually pleasing curves or simply straight lines. In the extreme, such maps lack a geographic coordinate space and are more diagrammatic, as in Sankey diagrams, alluvial diagrams, slope graphs, and circle migration plots. Whatever their form, good flow maps should effectively visualize the relative magnitude and direction of movement or potential movement between a one or more origins and destinations.
CV-28 - Lesson Design in Cartography Education
This entry describes six general variables of lesson design in cartography education and offers some practical advice for the development of materials for teaching cartography. First, a lesson’s scope concerns the set of ideas included in a lesson and helps identify different types of lessons based on the kinds of knowledge that they contain. Second, learning objectives concern the things that students should be able to do following a lesson and relate to different cognitive processes of learning. Third, a lesson’s scheme deals with the organizational framework for delivering content. Fourth, a lesson’s guidance concerns the amount and quality of supportive information provided. Fifth, a lesson’s sequence may involve one or more strategies for ordering content. Sixth, a lesson’s activity concerns what students do during a lesson and is often associated with different learning outcomes. These six variables help differentiate traditions for teaching cartography, elucidate some of the recurring challenges in cartography education, and offer strategies for designing lessons to foster meaningful learning outcomes.