Bénédicte Bucher (This email address is being protected from spambots. You need JavaScript enabled to view it.),

Frédéric Cantat,

Joep Crompvoet,

Anka Lisec,

Markéta Potůčková

Geographical data and analyses are a key asset in different application/disciplinary 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.

In the specific context of Europe, as more and more data will become open for all, this is a timely workshop to study the users’ capacity to make the most of the wealth of these data, to improve current solutions and also to advance the identification of future products.

In order to achieve this, more synergies are needed to interconnect existing approaches, usually national, and achieve cross-national solutions, in Europe and beyond.

The education community can give relevant feedback on the data usability and needs 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 workforce where they may promote their usage.

All in all, these users can help data providers as well as relevant communities to further investigate the design of new products as a response to the emerging needs.

Replicating prior research based on a newly collected dataset or newly implemented analysis with different methods is important for verifying and advancing robust scientific knowledge. However, replicating research is currently not encouraged or rewarded since it rarely matches a journal’s scope or a funder’s call for projects. Further, there are epistemological and methodological challenges to replicability in geospatial research, such as the spatio-temporal non-stationarity of quantitative data and the context and subjectivity in qualitative research. This workshop aims to address and discuss these issues by asking participants to attempt a replication of a published study of their choice prior to the workshop and to report on this replication attempt during the workshop by using a short report template. This template will ask for feedback on challenges and an interpretation of the results. These reports are then presented briefly, followed by the main activity of the workshop: plenary and group discussions on (a) obstacles to replication and ways to overcome or work around them, and (b) what constitutes success or failure in a geospatial replication study. After the workshop, at the minimum the reports and outcomes of the discussion are going to be integrated into a full journal paper with all contributors as co-authors. Depending on interest by selected journals and the authors, another option is a special issue where the replication reports are expanded into full articles.

Vanessa Brum-Basto, Anita Graser, Anahid Basir, and Sabine Timpf

The past decade has seen dramatic improvements in locational technologies that can be used to monitor virtually any moving entity. At the same time we have been experiencing increased volumes and availability of datasets capable of describing the environment and conditions surrounding a moving entity. The surroundings and conditions of a moving entity compose the context that describes the factors under which a specific movement took place. Therefore, considering context when analysing trajectories can lead to inferences about the drivers of specific movement patterns and contribute toward a finer understanding of human and animal behaviour.

The conjunction between the increased availability of contextual datasets and improvements in locational technologies presented an unique opportunity to explore movement datasets beyond their geometric properties. Movement research in ecology and GIScience has now been shifting toward Context-Aware Movement Analytics (CAMA). Despite the storm of opportunities brought by CAMA, many challenges still remain.

Barbara Riedler, Aida Monfort Muriach