IS415 – GEOSPATIAL ANALYSIS & BUSINESS INTELLIGENCE
GEOBUSTER: A DYNAMIC GEOSPATIAL DASHBOARD
AN ENABLER FOR INDEPENDENT LEARNING IN GEOGRAPHY
Eugene CHONG | Joshua NG | LEONG Kum Hung
Abstract — In recent times, the notion of “teach less, learn more” has grown steadily in
influence within the boundaries of academic syllabus. Students are now encouraged to
participate actively, ask more questions and hopefully, be responsible for their own
independent learning process. It is least to say that the learning methodology has inclined
towards an accelerated environment with reduced reliance on pure textbook and
academic materials. As well, in the age of massive data availability, some schools are
planning to incorporate the use of appropriate IT tools to cultivate the ability to analyze
data among students. Following this direction, this paper seeks to illustrate and explain
how location-based data, with the aid of a geo-visual dashboard, can spur geography
students to think further and deeper.
Index Terms — Volcanic eruptions, Geospatial analysis, Independent learning, D3,
Geography curriculum
1 INTRODUCTION
The concept of geospatial analysis is not
entirely a new one, as the location driven data
has been widely discussed in study of life
sciences i.e. geology to drive deeper analysis
of why and how catastrophic disasters occur on
certain corners of the Earth. Gradually,
governments and private institutions have
taken a serious look at how such analysis; can
provide greater insights towards public policy
making and optimizing business decisions.
data point. Given these data attributes, GIS can
then make use of various techniques to display
these data points onto a given map context and
reveal patterns and anomalies visually.
Realizing the gap between theories and
practicality, the human brain may struggle to
consolidate all the historical location-based
information and identify potential correlation
of trends for repeated occurrences of incidents
over a sustained period of many years or even
decades.
The main tool driving this analysis is
geographical information systems (GIS).
Unlike traditional data that are collected in text
or numeric forms, GIS requires the use of
spatial data, that takes into account of graphic
dimensions such as latitude and longitude
coordinates to define the location of a specific
This is where our project comes in to illustrate
the use of geospatial analysis for geography
curriculum where the proposed dashboard may
empower students to go beyond static learning.
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(B) Create an advanced application that makes
use of open source technologies.
Using our experience from previous projects
that deal with D3 and JavaScript, we aim to
make use of different ways of data
interpretation i.e. bar graphs, circle plots to
show complementary statistics (number of
occurrences, and year of occurrence) to the
main graph of volcano plots. All these
considerations have to take into consideration
the user designs.
2 MOTIVATION & OBJECTIVE
2.1 Motivation
The main idea of this paper works coherently
with one of the main lessons of geography,
which is the eruption points of volcanoes
around the World from past to present. This
gives us huge motivation to think about
relational thinking, and intuitive user designs
to enable these college students to find interest
in using the proposed dashboard for
stimulation of further questions on why certain
volcano type occur at this location during the
time period.
(C) Create a customizable toolbar and
repackage of QGIS installation
The QGIS software is simplified with
minimum controls to enable simple use
without technical knowledge. This allows
students to get hands-on experience with GIS
software to enable actual visual understanding
of various geography contexts.
The other key motivation, which is a novelty in
itself, is to create a dashboard that can be
widely used among other tertiary schools in
Singapore to transform the way geography is
taught during classes. Of course, the next
possible implication that the team has to
resolve is to minimize the level of
technological difficulty to get students willing
to try and interact with the dashboard.
3 RELATED WORK
3.1 Analytical Mapping
Drawing references from a visual analytics
project on Tsunami, we generated some ideas
on how to plot the volcano points on a global
map. We also have to think about the
projection to use, depending on the latitude
and longitude values of the data set given to
us.
2.2 Objective
The deliverables of the project are as follow:
(A) Create a dynamic dashboard that allows
input of different variables i.e. data attributes.
As the students play with the manipulation of
volcano type and status, the dashboard will
plot these desired points accordingly.
Next, there are also alternative ways of
presenting the map, which in the case of
Diagram 1, shows a rotating globe. Since there
are more occurrences of volcanoes than
tsunami, it may be more appropriate for us to
adopt a planetary mode of presenting a world
map.
In its desired outcome, we aim to let students
think about why a certain volcano type occurs
at a point and draw inference back to the
theories that are taught in class.
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3.2 Interface Design
Adopting the idea of a comprehensive
dashboard that shows the interplay of data
attributes, we have come up with a prototype
(shown in Diagram A) to give us a sense of
direction.
The dashboard should contain two graphs, one
main map with the plotting of the volcano
points, and a supplementary graph below that
shows other possible correlation to other
variables. On the right side of the dashboard,
there will be a set of filter controls to allow the
user to filter the points on the map based on his
preferences. Finally, the bottom right side
could make use of a data table to store selected
information of volcanoes to perform further
analysis.
Diagram 1
We also explored different means of data
representation i.e. bar graphs within the D3
repositories. Diagram 2 shows a more
conventional way of fetching the data and
presenting them along the X and Y parameter
while Diagram 3 shows how we could
discretize continuous variables and use
different colour codes to separate them.
Diagram 2
Diagram A – Initial Dashboard Design
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METHODS
In this section, we will talk on two main areas,
one on data cleaning and manipulation to
ensure that the data we need contains all the
necessary information and two, the steps taken
to convert this set of data into formats that can
be read by the dashboard.
Diagram 3
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removing the initial values and replaced them
with the actual year of the last known eruption.
4.1 Data Source
The initial set of volcano data points was in a
CSV format which contains several attributes.
In diagram B beneath, it shows the various
labels that are attached to the volcano data set.
In total, there are 1471 different volcano points
in this data.
Attributes
Name
Location
Latx
Longx
Elev
Type
Status
Timeframe
This process was validated using the
information on the global volcanism program.
Discretization of continuous variables
Since the team has decided to demonstrate the
effect of time on the occurrence of the
volcanoes, it was important to categorize the
eruption year into reasonable range intervals.
Diagram C shows the intermediate data set
after sorting them into year interval of 500
years. These volcanoes have erupted since
BC8500 till this year.
Explanation
Name of the volcano
Where it was erupted
Coordinates of the location
Coordinates of the location
Height of the eruption (in metres)
Type of volcano
Nature of volcano
Last known eruption (in Year)
In addition, further work was done to count the
number of volcanoes during the time interval
and record these volcano names. This was
prepared to enable the team to make use of
JavaScript later on to show the specific
volcano points when the user selects a
particular time interval.
Diagram B – Data Labels
4.2 Data Cleaning & Manipulation
Extraction, Transformation & Loading
While the team did not have to crawl and
extract the data on volcano as this data was
extracted before the project was handed over to
us, there was still a need to examine the values
within each data label to see if they are
important for analysis.
Year
-8500
-8000
-7500
-7000
-6500
-6000
-5500
-5000
-4500
Handling missing values
While it was important to factor in the last
known eruption for each volcano, we realized
upon close examination that the timeframe
column had several missing values. However,
we realize that some of these volcanoes occur
way before humanity had the ability to
measure the eruption period and it was
perfectly normal to accept missing values.
Count
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3
6
7
8
11
7
7
Name of volcano
West Eifel Volcanic Field
Paka
Lvinaya Past
Erciyes Dagi
Menengai
Tengchong
Silali
Takahara
Macauley Island
Diagram C – Sample of Discretizing the Time Intervals
Adding additional column - Continent
Finally, an additional column was created to
include the continent that the volcano occurs
in. This would allow us to sort the volcano in
numerous ways in order to stimulate the
But, these values used for the year were stated
D1 to D7, which did not make much sense. So,
the team started to clean up the data, by
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students to think further about the location of
these volcanoes.
current set of Quantum GIS to allow removal
of features on QGIS. The idea for this
implementation is to reduce the total number
of exposed features which may cause
unnecessary confusion to less technicaloriented teaching staff.
4.3 Data loading into the dashboard
Conversion of CSV format into GeoJSON
Before we could load the data into the
dashboard to display the geographic plotting,
we have to convert this into GeoJSON which
would allow us to display objects in different
geometry types – Point, LineString, Polygon
etc.
As shown in Diagram E, we have followed the
preference of the team to expose certain
features and hide the others. After which, this
QGIS file is repacked as a new installation file
stored in a portable device for the teachers to
install in their personal computers.
As illustrated in Diagram D, we can use
Quantum GIS to convert our existing volcano
shapefile into GeoJSON format for further use
later on.
Diagram E – Customized Toolbar
5.2 Final Dashboard
In essence, the dashboard aims to provide a
holistic approach to consider the interplay of
data attributes with refer to time variable and
allow dynamic interaction between the
different features. There are six main features
that the final dashboard offers:
Diagram D – Using QGIS to Convert Shapefile into
GeoJSON
5. FEATURES
Earlier, we have some prototype design on
how we wanted the dashboard to look like.
Adopting an iterative process, we wanted to
develop certain features and seek feedback
simultaneously.
(A) Tooltip to display information about a
volcano point
To allow easy access on a particular volcano,
the student can hover over a particular point on
the map and this will show a tooltip that
reveals information about the volcano i.e.
location, status, type and year of eruption.
5.1 Customized QGIS Package
Adhering to the requests from the Ministry of
Education (MOE) team, we have unpacked the
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There is also a hyperlink attached to the name
of the volcano that directs the student to
another website if the student is keen to learn
more about this particular volcano.
In addition, when a volcano is hovered, the
main map will then do dynamic filtering and
show all other volcano points with the same
type. This enables the user to see similar
volcanoes on a geographical sense instantly.
This may stimulate the user to think further
than what the map implies.
Diagram G – Zooming into the Africa Region
(C) Filter controls
There are various ways of selection to filter the
volcanoes. The student can opt to use the
search bar to type in a specific volcano name,
or use the dropdown buttons to indicate the
type, location or status of the volcano. For the
search by name function, the map will center
on the volcano’s location.
Also, there is an additional switch that enables
the user to hide or reveal the tectonic plates.
This is deliberately designed to allow students
to think further why some volcanoes occur
along the tectonic plates. By default, the
dashboard will show all the volcanoes when
the application is launched.
Diagram F – Tooltip Showing Volcano Information
(B) Zooming in/out within the dashboard
If the student decides to drill down on a
specific location of the map, the dashboard
allows him to zoom in further to magnify the
desired area of analysis. To ensure that the
application is user-friendly, the zooming
capability will only be enabled when a mouse
hovers on the main map.
The volcano plots will also resize accordingly
based on the zooming magnitude to allow
appropriate viewing.
Diagram H – Dropdown List of Search Options
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(D) Time slider
As mentioned previously in the data
preparation process, the year of eruption has
been discretized into intervals of 100 years. By
selecting the “year of eruption tab, the user can
determine the range of eruption year
accordingly to his preference and the main
map will display all the volcanoes that erupt
during this time.
(F) Dynamic Bar Chart
To assist as a supplementary resource to the
main map, the bar graph indicates the
frequency of volcano eruptions during the
different time intervals. This bar graph is
designed to synchronize with the points plotted
on the map.
When a frequency bar is selected; the main
map will filter and show all the volcanoes
which erupted during the time interval. In
some sense, this bar graph works somewhat
identical to the time slider and gives another
alternative for the user to choose his selections.
Diagram I – Time slider
(E) Data table
In the event that the user wishes to stores
information about a particular volcano, he can
simply click on the desired point on the map
and the data of that volcano will be stored in
the data table. The flexibility of this table
allows the user to compare different selected
volcanoes and do analysis later on.
Within the tables, there are enablers to sort the
information based on the different attributes of
the volcanoes. Once the user has done the
analysis, the data table can be cleared and
refreshed.
Diagram K – Dynamic Bar Chart
Finally, Diagram L shows the final
visualization of the dashboard that fits
perfectly on the computer screen.
Diagram L – Overview of the Dashboard
Diagram J – Data Table
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work is to gather information with regards to
the driving forces of the plate motion and the
tectonic plates. It must be noted that there are
also regions that lie along the tectonic plates
but show no evidence of volcano points.
6. DISCUSSION
During the town hall presentation, students and
working professionals gave us honest opinions
that the dashboard revealed insightful trends of
volcano eruptions. As they recall their
geography lessons, they remember them as
textbook focused with very few practical
lessons. In the light of such discussion, the
team is delighted to present these volcanoes
using the concept of geospatial analysis to
reveal certain trends.
Therefore, understanding how factors such as
mantle dynamics, gravity and earth rotation
would contribute to a better understanding of
how and where these volcanoes actually occur.
Building on that note, there may be a need to
define the types of plate boundaries and use
appropriate variables to determine the speed
and motion of the tectonic plates.
While we may know the volcanoes usually
occur along the tectonic plates, it is hard to see
the exact count of volcanoes residing in each
continent until we see visually on the
dashboard. It has truly been an experience to
work with the current geography curriculum
and implement a dashboard that may bring
teaching to a whole new experience.
9. TECHNOLOGIES USED
As the core of the dashboard implementation,
we invested heavily in the use of D3
JavaScript, HTML with CSS, and jQuery.
ACKNOWLEDGEMENT
7. LIMITATIONS
While the volcano data given to us have a few
attributes, it limits the number of variables we
could factor into the implementation of the
dashboard.
For example, some of the
volcanoes have multiple eruptions. If we have
the information to the years of these eruptions,
these volcanoes could be analysed with a
different approach.
The team wants to thank Professor Kam for his
guidance to the team during the course of the
project and research.
REFERENCES
[1] Ali, Tarig A. “Analysis of Shoreline-Changes
Based on the Geometric Representation of the
Shorelines in the GIS Database.” Journal of
Geography and Geospatial Information
Science, Vol. 1, Issue 1: 2010.
[2] Smith, Michael De. “A Comprehensive Guide
to Principles, Techniques and Software Tools.”
Geospatial Analysis.
[3] Feldt, Nina. “Tailor-made Exploratory
Visualization
for
Statistics
Sweden.”
Norrkoping Visualization and Interaction
Studio.
Global
Volcanism
Program.
http://www.volcano.si.edu/world/volcanocriteri
a.cfm. (Accessed April 2, 2013).
As well, some of the volcanoes that occur
during BC do not have the last known eruption
year. As a result, it dampers a comprehensive
analysis as these volcanoes would be filtered
out when the time slider is used.
8. FUTURE WORK
As the analysis can be aided with more
relevant data attributes, one possible future
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