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With over 26,000 active geocaches, whose metadata can be read out by an open web API, it is also ideally suited for a teaching example of dealing with user-generated geodata." /> <meta name="twitter:image" content="https://0.academia-photos.com/4735459/2004775/16554697/s200_matthias.hinz.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/69177630/Eine_Geocaching_Datenanalyse_als_offene_Lerneinheit_f%C3%BCr_Studierende_Berufst%C3%A4tige_und_Laien_A_Geocaching_Data_Analysis_as_an_Open_Learning_Unit_for_Students_Professionals_and_Laypersons" /> <meta property="og:title" content="Eine Geocaching-Datenanalyse als offene Lerneinheit für Studierende, Berufstätige und Laien / A Geocaching Data Analysis as an Open Learning Unit for Students, Professionals and Laypersons" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="OpenCaching.de is the second-largest geocaching platform in Central Europe. With over 26,000 active geocaches, whose metadata can be read out by an open web API, it is also ideally suited for a teaching example of dealing with user-generated geodata." /> <meta property="article:author" content="https://uni-rostock.academia.edu/MatthiasMarkusHinz" /> <meta name="description" content="OpenCaching.de is the second-largest geocaching platform in Central Europe. With over 26,000 active geocaches, whose metadata can be read out by an open web API, it is also ideally suited for a teaching example of dealing with user-generated geodata." /> <title>(PDF) Eine Geocaching-Datenanalyse als offene Lerneinheit für Studierende, Berufstätige und Laien / A Geocaching Data Analysis as an Open Learning Unit for Students, Professionals and Laypersons | Matthias Markus Hinz - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/69177630/Eine_Geocaching_Datenanalyse_als_offene_Lerneinheit_f%C3%BCr_Studierende_Berufst%C3%A4tige_und_Laien_A_Geocaching_Data_Analysis_as_an_Open_Learning_Unit_for_Students_Professionals_and_Laypersons" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '92477ec68c09d28ae4730a4143c926f074776319'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732858827000); window.Aedu.timeDifference = new Date().getTime() - 1732858827000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"OpenCaching.de is the second-largest geocaching platform in Central Europe. With over 26,000 active geocaches, whose metadata can be read out by an open web API, it is also ideally suited for a teaching example of dealing with user-generated geodata. Based on that motivation, this contribution describes a large-scale analysis of geocaching data that can be followed by advanced learners in GIS and data science, but also by interested laypersons. Open Educational Resources for this are available on the OpenGeoEdu learning platform. The results of the analysis show how geocaching activities are distributed in the D-A-CH-LI-area and how the leisure sport relates to demographic and environmental factors.","author":[{"@context":"https://schema.org","@type":"Person","name":"Matthias Markus Hinz"}],"contributor":[],"dateCreated":"2022-01-22","dateModified":"2022-01-22","datePublished":"2020-01-01","headline":"Eine Geocaching-Datenanalyse als offene Lerneinheit für Studierende, Berufstätige und Laien / A Geocaching Data Analysis as an Open Learning Unit for Students, Professionals and Laypersons","inLanguage":"de","keywords":["Computer Science"],"locationCreated":null,"publication":"AGIT Journal","publisher":{"@context":"https://schema.org","@type":"Organization","name":"AGIT 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With over 26,000 active geocaches, whose metadata can be read out by an open web API, it is also ideally suited for a teaching example of dealing with user-generated geodata. Based on that motivation, this contribution describes a large-scale analysis of geocaching data that can be followed by advanced learners in GIS and data science, but also by interested laypersons. Open Educational Resources for this are available on the OpenGeoEdu learning platform. 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With over 26,000 active geocaches, whose metadata can be read out by an open web API, it is also ideally suited for a teaching example of dealing with user-generated geodata. Based on that motivation, this contribution describes a large-scale analysis of geocaching data that can be followed by advanced learners in GIS and data science, but also by interested laypersons. Open Educational Resources for this are available on the OpenGeoEdu learning platform. The results of the analysis show how geocaching activities are distributed in the D-A-CH-LI-area and how the leisure sport relates to demographic and environmental factors.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":79372501,"attachmentType":"pdf","workUrl":"https://www.academia.edu/69177630/Eine_Geocaching_Datenanalyse_als_offene_Lerneinheit_f%C3%BCr_Studierende_Berufst%C3%A4tige_und_Laien_A_Geocaching_Data_Analysis_as_an_Open_Learning_Unit_for_Students_Professionals_and_Laypersons"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":79372501,"attachmentType":"pdf","workUrl":"https://www.academia.edu/69177630/Eine_Geocaching_Datenanalyse_als_offene_Lerneinheit_f%C3%BCr_Studierende_Berufst%C3%A4tige_und_Laien_A_Geocaching_Data_Analysis_as_an_Open_Learning_Unit_for_Students_Professionals_and_Laypersons"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="79372501" data-landing_url="https://www.academia.edu/69177630/Eine_Geocaching_Datenanalyse_als_offene_Lerneinheit_f%C3%BCr_Studierende_Berufst%C3%A4tige_und_Laien_A_Geocaching_Data_Analysis_as_an_Open_Learning_Unit_for_Students_Professionals_and_Laypersons" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="65684094" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/65684094/Geographisches_Gezwitscher_Analyse_von_Twitter_Daten_als_Methode_im_GW_Unterricht">Geographisches Gezwitscher -Analyse von Twitter-Daten als Methode im GW-Unterricht</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3366366" href="https://turn-de.academia.edu/NilsMatzner">Nils Matzner</a></div><p class="ds-related-work--metadata ds2-5-body-xs">GW-Unterricht, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Soziale Medien sind ein wesentlicher Bestandteil des Alltags von Schüler*innen und gleichzeitig zunehmend wichtig in Wirtschaft, Politik und Wissenschaft. 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class="ds-related-work--abstract ds2-5-body-sm">Zusammenfassung Das e-Learning-Projekt GITTA (Geographic Information Technology Training Alliance) wurde in den Jahren 2001 bis 2004 im Rahmen der „Swiss Virtual Campus “(SVC) Initiative finanziert und von 10 Instituten aus 7 schweizerischen Hochschulen aufgebaut. Insgesamt etwa 40 Autorinnen und Autoren haben knapp 50 Lektionen und 10 Fallstudien in drei Sprachen (Deutsch, Französisch und Englisch) entwickelt und diese in den Hochschul-Unterricht integriert. Kurz vor Projektende ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Das e-Learning-Projekt GITTA: Frei zugängliche Inhalte für die akademische Ausbildung in Geoinformation","attachmentId":48577922,"attachmentType":"pdf","work_url":"https://www.academia.edu/28255373/Das_e_Learning_Projekt_GITTA_Frei_zug%C3%A4ngliche_Inhalte_f%C3%BCr_die_akademische_Ausbildung_in_Geoinformation","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/28255373/Das_e_Learning_Projekt_GITTA_Frei_zug%C3%A4ngliche_Inhalte_f%C3%BCr_die_akademische_Ausbildung_in_Geoinformation"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="35878446" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35878446/iBooks_f%C3%BCr_den_Geographieunterricht_Entwicklung_eines_Analysetools_auf_Basis_des_Salzburger_Rasters_erste_Stichprobenergebnisse">iBooks für den Geographieunterricht. Entwicklung eines Analysetools auf Basis des Salzburger Rasters – erste Stichprobenergebnisse</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="21967539" href="https://independent.academia.edu/DrYvonneBehnke">Dr. Yvonne Konstanze Behnke</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Das Elektronische Schulbuch 2015. Fachdidaktische Anforderungen und Ideen treffen auf Lösungsvorschläge aus der Informatik, 2016</p><p class="ds-related-work--abstract ds2-5-body-sm">Zusammenfassung: Die veränderten Rahmenbedingungen des kompetenzorientierten Geographieunterrichts stellen gemeinsam mit den technischen Möglichkeiten digitaler Medienträger wie Tablets und Smart-phones das Verbundmedium Schulbuch vor Herausforderungen. Während die ersten iBooks bereits auf dem Markt sind, setzte sich die Geographie-didaktik bislang weder in Forschung noch in der Praxis (z.B. in Form von Bewertungsrastern für Praktiker und Praktikerinnen) mit iBooks aus-einander. Vor diesem Hintergrund nahm sich diese Arbeit vor zu prüfen, inwiefern digitale Schulbücher oder iBooks den fachspezifischen Erwar-tungen des kompetenzorientierten Geographieunterrichts bei gleichzeitiger Ausschöpfung technischer Möglichkeiten entsprechen. Der Schwerpunkt lag zunächst auf dem letzteren Aspekt. Zwei iBooks für das Fach Geographie wurden einer qualitativen und quantitativen Analyse unterworfen. Eine erweiterte und adaptierte Fassung der gängigen Raster zur Schulbuchbe-wertung bildete das Instrument. Neben den allgemeinen und besonderen Merkmalen von iBooks wurden Aspekte der Gestaltung und Ausstattung bewertet. Die Ergebnisse zeigen, dass eine grundsätzliche Neukonzipierung der Lehrwerke unter der Berücksichtigung der Funktionen von Tablets noch nicht erfolgt ist. Auch zeigen die Ergebnisse die Herausforderungen, denen sich Autorenteams mit homogenem fachlichem Hintergrund stellen müssen. Abstract: Educational media are challenged by a number of new factors shaping formal education, such as skill-based constructivist paedagogies and digital media (e.g. tablets, smartphones). While the first iBooks already entered the market, both research in Geography Education on educational media and widely-used literature on textbook evaluation require a transition into the digital age. Therefore, the aim of this paper is to verify to what extent the digital textbooks or iBooks match the 83 iBooks für den Geographieunterricht standards of skills-based Geography Education and utilze simultaneously the possibilities offered by digital media. The latter aspect remained at the heart of this paper. The two Geography textbooks, which constituted the sample, were subjected to qualitative and quantitative text analysis. The research instrument consisted of an updated version of the established rasters of textbook evaluation and focused on the general features of iBooks along with their design and layout. The preliminary results show on the one hand that textbooks have not been adapted yet to the features of tablet and smartphones. On the other hand, results reflect a number of challenges emerging from homogenously constituted authors teams with a background either in Geography or Design.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"iBooks für den Geographieunterricht. Entwicklung eines Analysetools auf Basis des Salzburger Rasters – erste Stichprobenergebnisse","attachmentId":55758327,"attachmentType":"pdf","work_url":"https://www.academia.edu/35878446/iBooks_f%C3%BCr_den_Geographieunterricht_Entwicklung_eines_Analysetools_auf_Basis_des_Salzburger_Rasters_erste_Stichprobenergebnisse","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35878446/iBooks_f%C3%BCr_den_Geographieunterricht_Entwicklung_eines_Analysetools_auf_Basis_des_Salzburger_Rasters_erste_Stichprobenergebnisse"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="7306905" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/7306905/Open_Data_und_freie_und_offene_Geographische_Informationssysteme_FOSSGIS_ein_Werkzeug_f%C3%BCr_den_ehrenamtlichen_Naturschutz">Open Data und freie und offene Geographische Informationssysteme (FOSSGIS) – ein Werkzeug für den (ehrenamtlichen) Naturschutz?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5724459" href="https://independent.academia.edu/HelmutKudrnovsky">Helmut Kudrnovsky</a></div><p class="ds-related-work--metadata ds2-5-body-xs">ANLIEGEN NATUR, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">Open data stored in databases accessible via the Internet can be viewed and processed by free and open available geographic information systems. This article shows examples where this kind of data ca be accessed and how it can be used for nature conservation.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Open Data und freie und offene Geographische Informationssysteme (FOSSGIS) – ein Werkzeug für den (ehrenamtlichen) Naturschutz?","attachmentId":33971468,"attachmentType":"pdf","work_url":"https://www.academia.edu/7306905/Open_Data_und_freie_und_offene_Geographische_Informationssysteme_FOSSGIS_ein_Werkzeug_f%C3%BCr_den_ehrenamtlichen_Naturschutz","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/7306905/Open_Data_und_freie_und_offene_Geographische_Informationssysteme_FOSSGIS_ein_Werkzeug_f%C3%BCr_den_ehrenamtlichen_Naturschutz"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="96235684" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/96235684/Utrecht_Data_School_Eine_unternehmerische_Plattform_f%C3%BCr_Unterricht_und_angewandte_Forschung_im_Bereich_der_Datafizierung">Utrecht Data School. Eine unternehmerische Plattform für Unterricht und angewandte Forschung im Bereich der Datafizierung</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="43198193" href="https://uu.academia.edu/MirkoSchafer">Mirko Tobias Schäfer</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Zeitschrift für Politikwissenschaft, 2019</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Utrecht Data School. Eine unternehmerische Plattform für Unterricht und angewandte Forschung im Bereich der Datafizierung","attachmentId":98190927,"attachmentType":"pdf","work_url":"https://www.academia.edu/96235684/Utrecht_Data_School_Eine_unternehmerische_Plattform_f%C3%BCr_Unterricht_und_angewandte_Forschung_im_Bereich_der_Datafizierung","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/96235684/Utrecht_Data_School_Eine_unternehmerische_Plattform_f%C3%BCr_Unterricht_und_angewandte_Forschung_im_Bereich_der_Datafizierung"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="81213545" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/81213545/Wie_betrachten_und_bewerten_Lernende_Geographieschulbuchseiten">Wie betrachten und bewerten Lernende Geographieschulbuchseiten?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="21967539" href="https://independent.academia.edu/DrYvonneBehnke">Dr. Yvonne Konstanze Behnke</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Dieser Beitrag behandelt die Frage, welchen Grad an visueller Aufmerksamkeit Lernende den einzel nen gestalterischen Komponenten Foto, Grafik und Text einer Geographieschulbuchseite widmen und wie diese Gestaltungskomponenten der Schulbuchseiten im Hinblick auf deren Effektivität und Effizi enz für den eigenen Lernprozess bewerten. In diesem Kontext wird untersucht, inwieweit das Design von Geographieschulbuchseiten visuelle Aufmerksamkeitsprozesse Lernender beeinflussen könnte. Eye Tracking, als Methode der non-reaktiven rezeptionsbegleitenden Beobachtung, wurde in einer explora tiven Stichprobe angewendet, um die Blickbewegungen von 20 Probanden/Probandinnen beim Betrachten verschiedener Geographieschulbuchseiten aufzuzeichnen. Die Stimuli bildeten fünf verschiedene Doppel seiten aus fünf Geographieschulbüchern zu einem identischen Thema, jedoch mit unterschiedlichem De sign. Es erfolgte eine Aufzeichnung der Blickbewegungen beim Betrachten der Schulbuchseiten sowie beim Lösen exe...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Wie betrachten und bewerten Lernende Geographieschulbuchseiten?","attachmentId":87336807,"attachmentType":"pdf","work_url":"https://www.academia.edu/81213545/Wie_betrachten_und_bewerten_Lernende_Geographieschulbuchseiten","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/81213545/Wie_betrachten_und_bewerten_Lernende_Geographieschulbuchseiten"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="73732618" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/73732618/Linked_Data_and_VGI_eine_komparative_Qualit%C3%A4tsanalyse_f%C3%BCr_Deutschland_%C3%96sterreich_und_die_Schweiz_auf_Basis_von_Wikidata_und_OpenStreetMap_Linked_Data_and_VGI_A_Comparative_Analysing_of_Quality_forGermany_Austria_and_Switzerland_Based_on_Wikidata_andOpenStreetMap">Linked Data & VGI - eine komparative Qualitätsanalyse für Deutschland, Österreich und die Schweiz auf Basis von Wikidata und OpenStreetMap / Linked Data & VGI - A Comparative Analysing of Quality forGermany, Austria and Switzerland Based on Wikidata andOpenStreetMap</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="27229865" href="https://fh-mainz.academia.edu/TimoHomburg">Timo Homburg</a></div><p class="ds-related-work--metadata ds2-5-body-xs">AGIT Journal, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">In this publication we present results of a comparative study of Wikidata and OpenStreetMap (OSM) in the area of Germany, Austria and Switzerland. We include metadata of OSM and Wikidata, compare the two datasets on an object-by-object basis and on equivalent properties as defined by the respective communities. Our results give an indication about the tag coverage of the respective countries, which objects are typically associated with a wikidata tag, which mistakes are commonly made when annotating OSM objects with wikidata and the equality and equivalence of the respective Wikidata and OSM objects.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Linked Data \u0026 VGI - eine komparative Qualitätsanalyse für Deutschland, Österreich und die Schweiz auf Basis von Wikidata und OpenStreetMap / Linked Data \u0026 VGI - A Comparative Analysing of Quality forGermany, Austria and Switzerland Based on Wikidata andOpenStreetMap","attachmentId":82138126,"attachmentType":"pdf","work_url":"https://www.academia.edu/73732618/Linked_Data_and_VGI_eine_komparative_Qualit%C3%A4tsanalyse_f%C3%BCr_Deutschland_%C3%96sterreich_und_die_Schweiz_auf_Basis_von_Wikidata_und_OpenStreetMap_Linked_Data_and_VGI_A_Comparative_Analysing_of_Quality_forGermany_Austria_and_Switzerland_Based_on_Wikidata_andOpenStreetMap","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/73732618/Linked_Data_and_VGI_eine_komparative_Qualit%C3%A4tsanalyse_f%C3%BCr_Deutschland_%C3%96sterreich_und_die_Schweiz_auf_Basis_von_Wikidata_und_OpenStreetMap_Linked_Data_and_VGI_A_Comparative_Analysing_of_Quality_forGermany_Austria_and_Switzerland_Based_on_Wikidata_andOpenStreetMap"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="13056268" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/13056268/Open_Access_und_Open_Data_in_der_rum%C3%A4nischen_Arch%C3%A4ologie_In_Arch%C3%A4ologische_Informationen_Early_View_online_publiziert_17_Juni_2015_38_http_www_dguf_de_index_php_id_9">Open Access und Open Data in der rumänischen Archäologie. In: Archäologische Informationen: Early View, online publiziert 17. Juni 2015, 38, http://www.dguf.de/index.php?id=9</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="477251" href="https://independent.academia.edu/SergiuMusteata">Sergiu Musteata</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Access to information is an actual subject for most European countries. Open Access and Open Data in archaeology are fundamental tools for the understanding and the preservation of the archaeological heritage and sites. Romania has its own legal framework and is signer of the most important European and international conventions. Since 2000, the Romanian Ministry of Culture has developed national databases for archaeological documentation, including sites, investigations and reports. As of today four national archaeological databases are running online. This paper debates the Romanian experiences in the field of open archaeological databases: the National Archaeological Record (RAN); the Management Information System for Archaeological Investigations (ACERA); the Romanian Archaeological Reports Database (CHRONICLE) and the database for the Archaeological Repertory of Romania (RAR), the digitized paper archive of the Vasile Pârvan Institute of Archaeology of the Romanian Academy in Bucharest.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Open Access und Open Data in der rumänischen Archäologie. In: Archäologische Informationen: Early View, online publiziert 17. 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HÄUBER – F. X. SCHÜTZ, Einführung in Archäologische Informationssysteme (AIS). Ein Methodenspektrum für Schule, Studium und Beruf mit Beispielen (2004) in: Göttinger Forum für Altertumskunde 8 (Göttingen 2005) S. 1059-1066</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="8265292" href="https://preussischer-kulturbesitz.academia.edu/FelixFSchaefer">Felix F Schäfer</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Review: C. HÄUBER – F. X. SCHÜTZ, Einführung in Archäologische Informationssysteme (AIS). 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Kommentare aus Grabungsfirmen. Erwin Cziesla (Kommentar zur Auswertung 1996). Archäologische Informationen 20/1 - 1997, 85-86.</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="11181709" href="https://independent.academia.edu/ErwinCziesla">Erwin Cziesla</a></div><p class="ds-related-work--metadata ds2-5-body-xs">1997</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Kommentare zur DGUF-Umfrage zum Ausbildungsprofil für Prähistorikerinnen und Prähistoriker. Kommentare aus Grabungsfirmen. Erwin Cziesla (Kommentar zur Auswertung 1996). 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Winghart (Hrsg.), Archäologie und Informationssysteme. Vom Umgang mit archäologischen Fachdaten in Denkmalpflege und Forschung. (= Arbeitshefte zur Denkmalpflege in Niedersachsen 42). 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