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INTRODUCTION

Geographical data and analysis are a key asset in different domains of education, from primary school to high education and life-long learning, and of research like geography, history, urbanism or environmental science, among others. Engaging with these user communities is part of the mission of many EuroSDR members. It is also a precious investment to improve data value and reusability. Firstly, the education community can give relevant feedback on the data usability from their pedagogical perspectives, scientific users can comment on quality documentation as they need to adopt a critical perspective on results obtained with data and students learn to use such complex data before they go into the work force where they may promote their usage. Second, all these users can help data providers investigate the design of new products to answer emerging needs. A questionnaire was sent to all the delegates of EuroSDR who represent national mapping and cadastral agencies (NMCAs). The respondents were asked to describe their potential initiatives by using a standardized template format, which is in the Annexe 1 of this report. The respondents could describe as many initiatives as relevant for the provision of their data and tools. The deadline was set for 1st July 2019. The answers were compiled and reported in a first draft. As the answer rate was rather low, the draft report was circulated in Spring 2020 again. The first section of this report presents an overview of the results obtained from this survey and the next section presents them more in details using the same structure as the questions of the template.

OVERVIEW OF THE RESULTS OBTAINED TO THE SURVEY

Generalities

Responses from 14 organisations were received that depict altogether 32 initiatives mapped on figure 1.

Figure 1: Map of the initiatives depicted in the survey.

We list hereafter the ten mapping agencies also to introduce their possible acronyms.

-Cyprus (Department of Lands and Surveys), -Estonia (Estonian Land Board), -France (National Institute of Geographic and Forest Information -IGN France), -Ireland (Ordnance Survey Ireland -OSi), -Poland (GUGiK), -Slovenia (Surveying and Mapping Authority of the Republic of Slovenia), -Spain (Spanish National Geographic Institute -IGN Spain), -Sweden (Lantmäteriet), -Switzerland (Swiss Federal Office of Topography -Swisstopo), and United Kingdom (Ordnance Survey UK -OSGB).

In addition, other organisations also responded:

-Marine Institute Ireland, -Geological Survey Ireland, -Irish Fisheries Board, the Warsaw University of Technology

The kind of resources mentioned are mainly data distributed under a specific licence or through a specific portal. They also include tools to process the data, sensors and specific clients (viewers, story maps editors). There are also teaching material in the specific domains of competence of the agencies which range from multimedia documents to animation and a Geolab truck. The portals or platforms dedicated to education are also used by the education actors to produce and share specific materials in their domains. Apart from specific licences for research, the engagement with research is mainly done through collaborative projects or PhD.

Explicitly mentioned domains are: geography, seismology, volcanology, astronomy, economics, mathematics, physics, computer science, remote sensing, photogrammetry, cartography.

Engaging people is an important aspect in education and the notion of games is often mentioned: the generation of Minecraft data out of topographic databases, the publication of geogames on agencies portals and the organisation of escape games on geographic information science.

Last, most organisation operate an open geodata portal for the general public, which can be used by the education and research community.

DETAILED PRESENTATION OF RESULTS OBTAINED TO THE SURVEY

What and for whom

A diverse range of data and tools for research and/or education purposes are provided. Hereunder, an overview (with examples) is provided.

Open geodata portals for general public (and therefore available for use in education and/or research)

 electronic library of geographic and descriptive information on all real estate in Cyprus [1]  geoportal of the Estonian Land Board [START_REF]geoportal of the Estonian[END_REF] Specific data portfolio and teaching materials for education on Primary, Secondary and University Level (and research)

 OSi: provides a specific dataset (Large scale data, Archived imagery older than 3 years, Discovery data, Boundary data, Historic mapping, Small scale data, Web services) at no costs based on the National Mapping Agreement for primary, secondary and university level of education; through a Map Viewer the system allows access to approximately 450 datasets from across the public sector under a range of headings such as Agriculture, Environment, Planning and Development, Geology, Health [START_REF]OSi  National Mapping Agreement[END_REF]. Figure 2 shows a section of the homepage of Scoilnet Mapsa website offering a wide range of maps for Irish schools.  Swisstopo: Specific teaching materials are prepared for three education levels:

o For the primary level: materials to help pupils to learn about different types of geodata, to learn how to read maps and aerial photos and how to use them, to learn the history of Swiss landscape using historical geodata. o For the secondary level and high school: a mobile laboratory called SwissGeoLab aiming to bring the world of geomatics closer to pupils and interested citizens through experimental teaching methods, experimental techniques for measuring, analysing and depicting the landscape and showing the connection between geomatics and traditional areas such as geography, history, mathematics, physics, computer science and the map applications. There are also collaborations on master thesis as well as data-contract with universities and teachers for research. [START_REF]Swisstopo educational tools Teaching material for Primary School (7 -13 years)  School lesson: "Karten lesen[END_REF] Note that SwissGeoLab material is also used to inform general public about the challenges posed by new technologies and ways of thinking in the profession of geomatics specialists, see Figure 4.  Slovenia: E-content, web cartography and geo-multimedia for education of geography and history are prepared for primary and secondary schools in Slovenia.  Lantmäteriet: Geoskolan is a digital teaching support for teachers and students in primary schools (age 6 to 15) and secondary schools (age 16 to 19).  Geoskolan contains lesson ideas, a teacher manual and a map application/viewer with geodata (viewing services) from several public authorities, e.g. demography, groundwater, bedrock, wells, topographic maps, orthophotos, elevation data, protected areas, relic of the past and ancient monument, production and industrial facilities. Geography to assist teachers with the teaching Geo-literacy skills in the Irish National Curriculum. JCT Geography is a group of teachers with the responsibility to introduce the new Geography specification for Junior Cycle (ages 12 -15 approx.). The programme has a three (academic) year plan 2018 -2021 with goals of i) Continuing Professional Development (CPD) days with a focus on using GSI data and maps from our website in the teaching of Geography and to encourage students to use it for their Classroom Based Assessment "My Geography", ii) Curriculum resource development, iii) Field trip resource development.

Project/theme/research-oriented dataset for general public  The BlueFish Project: The Ireland Wales Territorial Co-operation project for the Irish and Celtic Sea, focus on climate change, cross border collaboration and community engagement.

[19]  Irish Marine Institute: Ireland's Marine Atlas (viewer), Seabed Mapping (Interactive Maps, Downloadable Maps, charts, shipwreck imagery, Google Earth KML files, survey and research reports, Story Maps, Real Map of Ireland), Shellfish Data Survey (latest shellfish safety data for harvesting and production maps are based on defined production areas and results analysed by the Marine Institute), Fisheries Resources Map (viewer and data download for sea fisheries species data of the Irish Groundfish Survey and Biological Sampling Survey). [START_REF]Educational and research resources of the Irish Marine Institute  Ireland's Marine Atlas[END_REF] Specific services for education  OSi: hosting a viewer for the National Council Special Education (NCSE); the viewer is used to access details about schools all over the country; it contains information about schools with special classes; it has a search function for teachers and NCSE staff as well as the public allowing a search by School Roll Number. [START_REF]OSi viewer for the National Council Special Education[END_REF] Promoting mapping and geographical knowledge  OSi: supporting the Science and Technology in Action activity that annually produce a set of industry-led lessons, designed to support the teaching of science and related subjects in second level schools. In 2019 OSi sponsored a worksheet "Ireland's Sustainable Developmentthe impact of maps". [START_REF]OSi Science and Technology[END_REF]  OSi sponsored Hecatlons (scheduled from 2020): the goal is to promote the use of OSi data within a linked data environment for research in GIS and related fields by professionals, academics and those at the leading edge of the GIS industry; it will be open to all (students, professionals, academics etc.).

Other activities for public rising awareness of geography/geosciences  IGN Spain: Expositions on geoscience and observational instruments  IGN France: Visit of the showroom for young public and professionals, exhibitions in partnership with the château de Versailles, information meetings for general public, hackathons, challenges. Escape Game "Enquête de sciences" -3 different games to understand geographic information sciences (designed in collaboration with researchers and school).  Digital encyclopaedia of natural and cultural heritage of Slovenia. [START_REF]Digital encyclopedia of natural and cultural heritage of Slovenia[END_REF] Support of people with special needs  Slovenia: Library for the blind and partially sighted users, equipped with tactile maps and graphics [START_REF]Slovenian Library for the blind and partially sighted users, equipped with tactile maps and graphics[END_REF] Data support for (geographic) games

 OSi: provides their Prime2 data in a format, which can be read into Minecraft [START_REF]Creating Ireland in Minecraft[END_REF], see Figure 5.  IGN Spain: geogames on their educational portal [5]  IGN France: On-line service named Minecraft@ on Demand that is designed to provide Minecraft maps from the geographic data of IGN production. This free web service (see Figure 7) enables the user to select the centre of the map and to get a Minecraft world (between 0,5 km and 5km long and 0,5 km to 5km wide, at the scale between 1:1 and 2:1. The player can easily input this map into Minecraft. [START_REF][END_REF] Figure 7: IGN France web service for generation Minecraft datasets [START_REF][END_REF].

 IGN France: in development -a gaming module based on Minetest (free version of Minecraft) will provide tools to simulate natural risks (floods, rising oceans, eruptions, avalanches, ...) based on geographic data which are provided by the free service Minecraft@ on demand.

[27]  Lantmäteriet: provides open data, in the form of maps for Minecraft covering all 290 municipalities in Sweden. The Minecraft maps are based on Lantmäteriet's national maps and elevation data. The virtual maps include, for example, details of watercourses, lakes, place names, roads, railways, land and forest. The maps also include a teleportation feature to make it easier to find player's city and its neighborhood. The files with the maps can be downloaded in resolution 8 x 8 meters per block; the areas of Gotland (see example in Figure 8), Gävle, Kiruna and Östergötland can be downloaded in the high-resolution of 1x1 meter per block.

[28]

Partnerships on educational data and tools provision

The design and provision of such resources is usually grounded on partnerships between NMCAs and other organisations. These are: Ministry of Education, Universities, schools, industry (e.g. ESRI, Hexagon), NMCAs partners e.g. government bodies/departments, national Geological Surveys, European Space Agency.

Level of Adoption

If mentioned, then level of adoption is usually quoted as very good. Interesting are numbers provided by

Conclusions and perspective

10 different groups of activities supporting education and research were recognised. The target groups cover a wide range from pupils at the age of 5 years to university students, professionals as well as general public. The aims are to teach and improve the geo-literacy, to follow the research and development in geosciences but also to promote the field towards the public. Important part is to foster the fields which are based on geographical data like urbanism and but also to support the access and use of complex data (including geographical data) like climate studies for example. The resources mentioned have updated to online services and applications which support maps downloading, data processing and map making, and also to e-learning courses for professionals on different level of experience. Interesting phenomenon is opening for games adopting real geographical data to virtual environments. Provided learning materials are usually locally oriented regarding the geographical location as well as the language but some steps towards international audience have been made (e.g. elearning courses or information on the national geoportals in English). Datasets for school and university education are either open or free of charge under a specific licence agreement (e.g. Ireland, UK, Switzerland).

  Bucher B., Potůčková M., Crompvoets J. "EuroSDR Survey: Initiatives for Providing Data and Tools for Research and Education" Table of contents Index of Figures ..................................................................................................................................... 1 INTRODUCTION ........................................................................................................................... 2 OVERVIEW OF THE RESULTS OBTAINED TO THE SURVEY ..........................................

Figure 2 :

 2 Figure 2: Homepage of Scoilnet Maps offering digital maps for Irish schools [3]. ...........................

Figure 3 :

 3 Figure 3: Example from IGN France EDUGEO homepage devoted to visualisation of the growth of urban sprawl (in French: étalement urbain) [9] ..................................................

Figure 4 :

 4 Figure 4: Homepage of the SwissGeoLab, an educational tool for secondary and high school students [10]. ....................................................................................................

Figure 5 :

 5 Figure 5: IGN Spain -offer of e-learning courses for professionals in 2020 [15]. .............................

Figure 6 :

 6 Figure 6: OSI map data (left) converted into Minecraft block presentation (right) [25]. ...................

Figure 7 :

 7 Figure 7: IGN France web service for generation Minecraft datasets [26]. ........................................

Figure 8 :

 8 Figure 8: Example of 1 x 1 m resolution Minecraft model of Gotland [28]. ......................................

Figure 2 :

 2 Figure 2: Homepage of Scoilnet Maps offering digital maps for Irish schools [3].

Figure 3 :

 3 Figure 3: Example from IGN France EDUGEO homepage devoted to visualisation of the growth of urban sprawl (in French: étalement urbain) [9]

Figure 4 :

 4 Figure 4: Homepage of the SwissGeoLab, an educational tool for secondary and high school students [10].

Figure 5 :

 5 Figure 5: IGN Spain -offer of e-learning courses for professionals in 2020 [15].

Figure 6 :

 6 Figure 6: OSI map data (left) converted into Minecraft block presentation (right) [25].

Figure 8 :

 8 Figure 8: Example of 1 x 1 m resolution Minecraft model of Gotland [28].

o

  Approximate institution subscriptions (individual user numbers): o Schools -2,710 o Colleges -190 o Universities -120 (annual peak of c. 70,000 active users)  Minecraft@ on Demand: o Available for 3 years, 51 000 maps delivered (50 maps each day)  eLearning IGN Spain o Over 600 students per year  Lantmäteriet Sweden, Minecraft o 28 000 downloads since the start in 2015 3.4 Level of maturity/maintenance Most of the activities are either regularly updated or new projects under development. Only about 10% activities do not have any funding for maintenance or are time limited.

  ... 2.1 Generalities .............................................................................................................................. 3 DETAILED PRESENTATION OF RESULTS OBTAINED TO THE SURVEY ....................... Map of the initiatives depicted in the survey. ........................................................................

	Index of Figures
	Figure 1:
	EuroSDR SURVEY:
	INITIATIVES FOR PROVIDING DATA AND TOOLS
	FOR RESEARCH AND EDUCATION
	With 8 figures
	Bénédicte Bucher a , Markéta Potůčková b , Joep Crompvoets c
	a IGN-France
	EuroSDR Commission 4 Information Usage
	benedicte.bucher@ign.fr
	b Charles University, Prague
	EuroSDR Commission 6 Knowledge Transfer
	marketa.potuckova@natur.cuni.cz
	c KU Leuven
	EuroSDR Commission 5 Business Models and Operation
	joep.crompvoets@kuleuven.be

3.1 What and for whom ............................................................................................................... 3.2 Partnerships on educational data and tools provision ............................................................ 3.3 Level of Adoption ................................................................................................................. 3.4 Level of maturity/maintenance .............................................................................................. 3.5 Conclusions and perspective .................................................................................................

  Lesson ideas in Geoskolan have been developed based on the knowledge requirements in the syllabuses. Geoskolan is free to use and available on the internet.[START_REF]geoskolan.se, map application karta.geoskolan[END_REF]  By signing a license agreement schools in different levels can access geodata free of charge from Lantmäteriet and the Geological Survey of Sweden (SGU) for use in the category of use called "Research, Education and Cultural Activities". Researchers and students can access geodata through a download service. The download service is connected to SUNET, Swedish University computer Network and use a identify federation called SWAMID, Swedish Academic Identity Federation. SWAMID includes most universities, university colleges, research institutions and government agencies that are related to Swedish research and educational sector. Culture institutions contacts Lantmäteriet or SGU to order and access geodata. [12], [13]  Warsaw University of Technology: CENAGISthe "Centre for Scientific Geospatial Analyses and Satellite Computationsis an advanced IT infrastructure (cyber-infrastructure) allowing for implementation of geospatial analyses (such as spatial big data with data mining functionality) and satellite computations. Spatial analyses of large areas, such as the entire country, regions, opens new opportunities to perform new types of research works. The basic idea of performed, scientific geospatial analyses is the development of new models and data analysis algorithms to be used by different industries, services and operations performed by public institutions. CENAGIS consists of the scientific repository of geospatial data of Poland, computational centre, and virtual research laboratories with access to open, vector and raster spatial data, for the entire Poland. As a result of cooperation with partners, access to satellite Copernicus user uptake (mentioned by IGN Spain but runs internationally) [16]  IGN Spain: providing scholarships and 1 to 3 years job after finishing university for preparing new professionals on spatial data.  IGN France: E-learning courses about geomatics technologies (in French only) [17]  GUGiK Poland: stationary and e-learning free courses focusing on spatial datasets and functionalities available on national geoportal. Planning training activities and e-learning for public administration on GIS, SDI and geoportal.gov.pl (in Polish only) co-financed from EU funds. [18]

imageries of the European Space Agency (ESA) is ensured. CENAGIS provides the convenient remote access to big sets of spatial data (with the structures developed especially for scientific purposes), as well as an analytical platform dedicated for scientific analyses will be ensured. The Centre is open for cooperation in the field of many kind of geospatial resources, which are being developed in Poland (such as geodetic, road, railway, forest, geological, agricultural, meteorological, planning, architectural, environmental protection, defence data) in order to their common processing, analysing and harmonisation.

[14]

Professional training  IGN Spain: e-learning courses on GIS, Cartography, SDI, Remote sensing etc. (small fee, in Spanish) [15] 

Acknowledgement ............................................................................................................................... References ............................................................................................................................................ Annexe 1: Questions asked .................................................................................................................

Acknowledgement

The authors warmly thank all the contributors to the survey and the reviewers, Heather Reese from Lund University and Julián Hernández Delgado from IGN-Spain, for their constructive comments on a first draft.

Perspectives can be drawn from this survey for a EuroSDR roadmap on that topic:  Sharing feedbacks on geodata usability for specific applications in these fields. This could be done thanks to a common questionnaire circulated among users involved in these projects.  Sharing specific tools used or developed for these projects and enhancing the inter-comparison of these tools and their reusage.  Identifying new resources that could be achieved through a collaboration between European NMCAs on that topic.

With respect to the last item, there are possible connections with existing EuroSDR groups like the following:

 Eduserv: to provide an Eduserv course on all these resources, on how to access and apply them, to understand data characteristics and to know where to get information about data characteristics (metadata).  3D Group: to promote and accompany the usage of 3D.  Historical data: to promote and accompany the usage of NMCAs archives.  Infolab: to support knowledge exchange related to the usage of geodata.  Linked Data: to establish links between national data set portals, to support data discovery and reusage.  VGI: to support pupils editing data or contributing to scientific data.

Annexe 1: Questions asked

The delegates received the following template to describe their initiatives.

DESCRIPTION OF EACH INITIATIVE

What? (provide a short description of your initiative) E.g.: license, datasets, maps, digital platform to share pedagogic projects, sensors for teachers and pupils, minecraft services, escape games to learn to use data, … Target Group? (describe associated user communities including their level of expertise) Partnership? (incl. your organization, please describe how associated partnerships are arranged) Level of adoption? (describe the level of adoption of the relevant data and tools by the target group) Level of maturity/maintenance? (present the level of implementation maturity of your initiative including maintenance aspects) Perspectives? (future developments) Url, references?add relevant reference materials related to the data and/or tools of your initiative