Workshops

Do you have some expertise on certain parts of map-making, or know of a secret hack to create awesome maps? Maybe tips on how to make labels more legible, how to choose accessible fonts for people with dyslexia, how to process certain raster data sets to gain insights or how to create a specific geo-visualisation for the web? Then we would like to offer you to share your knowledge in the form of a Next Generation Cartographers (NGC) map tutorial. At this workshop we will guide you through the process of writing a tutorial: from the ideation to the structure, over the writing to the wrap-up. You can either come with a topic in mind, or we will help you team up with another workshop participant based on your interests.

NGC map tutorials are a freely available collection of tips and tricks for map-makers in an accessible language. Once submitted and reviewed, NGC map tutorials are published on our website, accessible to all. The NGC map tutorials are an initiative of the Next Generation Cartographers, which is a group dedicated to advocacy, support and mentorship for early career cartographers within academic and professional cartography, and a working group of the International Cartographic Association.

This workshop explores how we express and communicate a current issue to a wide audience by visualizing geographical data. After an introductory talk on the implementation of cartographic design principles in data journalism, groups of participants will be given the task of devising a method for mapping a current issue using drawing materials provided. After the activity, participants will be asked to give feedback on their approach and discuss their decisions over the methods of representation chosen. The workshop provides an opportunity to discuss ways of visualizing data within the context of a current issue and does not require technical skills in any particular software. By providing topics instead of data, the workshop is designed to maximise inclusivity (encouraging multinational and transgenerational participation) and allow a greater focus on the process of creativity in exploring approaches to cartographic representation. The resulting maps from the session could be displayed at the main EuroCarto conference, where they would generate considerable interest and discussion.

This workshop focuses on the current state and perspectives on geovisualization and prompt cartography, with particular attention to how AI shapes cartographic workflow and how human perception is acknowledged in these processes. The workshop will feature hands-on work to gain experiences with prompt-based cartography, as well as exchange of experiences and discussion between groups. Participants need only to express interest in taking part in hands-on experiences with others – there will be no traditional talks at this workshop, as there are many other opportunities at EuroCarto to present research in that way.

This joint workshop aims to explore the potential role of atlases as learning tools in higher education by engaging with the productive tensions between different understandings and uses of atlases across disciplines. In particular, we seek to review, discuss, and envision models of atlases that can advance students’ critical, analytical, and creative skills in higher education (e.g., in the political and social sciences and the humanities) through interactive educational formats. Starting from examples introduced by the workshop organisers and participants, the workshop aims to outline how maps and other atlas materials can be operationalised to engage students with critical questions about seeing and representing the world, its regions, and geospatial data. In doing so, it seeks to identify specific directions for translating these critical questions into learning formats, both when conceptualising new (especially digital) atlases and when reactivating existing ones.

By engaging with practical materials and a set of critical questions related to the possible role of atlases in higher education, the workshop also aims to contribute to theoretical discussions on diverse conceptual framings and competing ideas of what an atlas is – or is not. We argue that tensions and contradictions between different disciplinary understandings of atlases render them boundary objects that can provide a fruitful platform for interdisciplinary exchange and critical praxis. In the cartographic and geographic tradition, an atlas is considered a book of maps, a storehouse of geographic information (Monmonier 1981), with a clear taxonomy and structure. However, in the expanded field of visual art and design, there has been a proliferation of thematic, subjective, or research-based atlases, often without a geographic focus, which understand mapping as a strategy to “make the complex accessible” (Abrams and Hall 2006). Such approaches rely less on fixed taxonomy, structure, and sequence; instead, these elements can shift as part of a design process that is often collaborative.

This workshop aims to explore such tensions while focusing on the questions of shared structure and flexible boundaries in relation to atlas taxonomy, sequence and processual character, to articulate potentials of an atlas as an educational and learning tools.

Bibliography
Abrams, J. and Hall, P. 2006. Else/Where: Mapping: New Cartographies of Networks and Territories. University of Minneapolis.
Monmonier, Mark. 1981. “Trends in atlas development”. Cartographica: The International Journal for Geographic Information and Geovisualization, 18:2. https://doi.org/10.3138/1572-LG43-R75T-5455
Star, Susan L. 2010. “This is not a boundary object: Reflections on the origin of a concept”. Science, Technology, & Human Values, 35(5), 601–617.

Tactile maps are specialized tools designed for people with visual impairments (PVI) and are read primarily through touch. Because their content must be highly generalized, their creation is one of the most complex and nuanced tasks in cartography. Currently, the lack of clear, universal guidelines means the design process is often lengthy and subjective.
In 2024, we launched a three-year project dedicated to providing the international research community and tactile cartography practitioners with the knowledge and methods required to produce tactile maps using modern reproduction technologies. This initiative aims to enable quick, repeatable, and affordable map production for PVI. Furthermore, it supports the development of universal tools and services to help standardize tactile cartographic symbols on an international scale.
To that end, we are conducting a series of workshops worldwide, covering both the theoretical and practical aspects of tactile map design and production.

Based on responses and interests of registered participants, we have prepared a preliminary agenda (subject to change; all times provided are local times in Czechia):

8th September 2026 (Tuesday) Location: Faculty of Science Library – Right team study room

• 09:00–10:30 Design of symbols on tactile maps and methods of their verification
• 10:30–12:00 Tactile maps design
• 12:00–13:00 Break
• 13:00–14:30 Automation of tactile maps production
• 14:30–16:00 Tactile maps production techniques

9th September 2026 (Wednesday) Location: Faculty of Science Library – Room IC2

• 09:00–14:00 Show & tell presentations: T-rep platform, visual impairment simulations, printing devices

There are still some spots left, so feel free to join us for any part of the planned workshop. Registration for Tuesday is required using this form (please inform us if you plan to participate in only selected thematic blocks listed above): https://docs.google.com/forms/d/e/1FAIpQLSe9aujDWANQ9x8aPKLiPLtkW8VTC5pqSoGuHtrU3RpwgdRS1Q/viewform?usp=sharing&ouid=109836566578525575767

What should we teach, and how? This interactive workshop explores how cartographic education can engage with the current AI shift in a future-oriented way that is both constructive and critical. It will offer a discussion forum for exchanging perspectives from different educational institutions and for reflecting on how teaching and learning in cartography can evolve.

The workshop will be structured around two perspectives: what to teach and how to teach in times of the AI shift. The “what” group will discuss changing competences and the resulting changes in educational priorities. The “how” group will explore new opportunities for pedagogy, teaching formats, and course design, and reflect on how AI can be meaningfully integrated into learning processes.

We welcome all participants, including educators, students, and others engaged with the future of cartographic education. Perspectives from both educators and students are highly valuable, and we would particularly welcome the voices of students, whose experiences, expectations, and critical reflections are essential for understanding how cartographic education can be meaningfully adapted.

After a short introductory exchange, participants will work in groups to discuss these two perspectives and develop one or two practical ideas for future teaching in cartography. In the final plenary, the groups will present their main insights and ideas and open up a shared discussion on how cartographic education can be shaped in a critical, creative, and sustainable way.

This workshop explores whether and how Large Language Models (LLMs) are reshaping participatory mapping practices–from data collection and community engagement to knowledge co-production and map communication. As conversational AI tools become increasingly accessible, they offer new methodological opportunities while also raising important ethical, epistemological, and practical challenges for researchers working with communities. The session will begin with a series of short lightning talks (5–10 minutes). We particularly encourage PhD students and early-career researchers to share work-in-progress, experimental approaches, or preliminary case studies (submission of a 100-word abstract required). To broaden participation, remote contributions via Zoom will be supported, enabling involvement beyond in-person attendees in Brno. Following the presentations, participants will engage in structured, interactive knowledge exchange. The workshop is informal, discussion-driven, and explicitly output-oriented. It aims to foster critical debate on the role of LLMs in participatory mapping, lay the groundwork for a joint position paper, and identify concrete avenues for future collaboration, including potential research proposals.

The aim of this workshop is to present the current state of a software framework designed for creating scenarios in collaborative virtual reality environments. The workshop builds on the outcomes of the project “The Socio-Motivational Impact of Virtual Reality in Distance Education”, with a special focus on the transformative potential of collaborative virtual environments.

Virtual reality introduces a new dimension to learning – one that goes beyond simply engaging with educational content. By dissolving physical boundaries, it enables meaningful interaction, shared experiences, and a stronger sense of connection among users, regardless of their location. Participants will explore how immersive synthetic environments can serve not only as a powerful tool for distance education, particularly in safety- and security-oriented domains, but also as a platform applicable to the operational phase of crisis management, for example in strategic planning and decision-making processes.

The workshop will also demonstrate how collaborative VR systems can support communication, coordination, and training in complex scenarios requiring cooperation between geographically distributed participants.

Just as every map is based on the mapmaker’s conscious and unconscious decisions, every dataset – the basis of any map – is shaped by its production context. Understanding this context “is essential for conducting accurate, ethical analysis” (D’Ignazio & Klein, 2020, p. 149) because data is never neutral or objective (Dalton & Thatcher, 2014; D’Ignazio & Klein, 2020; Loukissas, 2019). So, what can it look like to research and reflect on the dataset production context as part of the map-making workflow?
In this workshop, we will discuss and explore approaches to doing so by focusing on the perspectives of the participants, of people making maps. Through interactive and creative methods, we will brainstorm relevant aspects and prototype tools that focus on understanding and incorporating the context of data production into the map-making workflow.
The workshop will foster exchange and learning from each other to strengthen responsible and ethical data practices in cartography. The workshop will be documented, and the results will – in aggregated and anonymized form – contribute to Ester Scheck’s doctoral research.

A more detailed description of the workshop can be found here: https://ester-t-s.github.io/mapping-with-context-workshops/

Bibliography:
Dalton, C., & Thatcher, J. (2014). What Does A Critical Data Studies Look Like, And Why Do We Care? https://www.societyandspace.org/articles/what-does-a-critical-data-studies-look-like-and-why-do-we-care
D’Ignazio, C., & Klein, L. F. (2020). Data Feminism. The MIT Press. https://doi.org/10.7551/mitpress/11805.001.0001
Loukissas, Y. A. (2019). All data are local: Thinking critically in a data-driven society. The MIT Press.

The workshop aims to explore the dynamic intersection between artificial intelligence and current map design, especially its crucial aspect – map generalization. It focuses on how AI techniques, such as machine learning, computer vision, and natural language processing, are transforming the way spatial data is collected, generalized, analyzed, and visualized. Participants will gain insight into how automated systems can support tasks like map generalization, map design and geospatial analysis. Bringing together researchers, practitioners, NMA representatives and students from geoinformatics, cartography and AI, the workshop creates a platform for interdisciplinary exchange. Through presentations, discussions, and case studies, participants will explore current challenges, innovative solutions, and future directions.

Following a highly successful first edition (Next Generation Cartographers: ICC 2025 MentorMatch), MentorMatch is coming to a new location for its second round. This interactive mentoring and networking workshop connects aspiring cartographers with experienced mentors through a series of dynamic exchange formats, including speed-mentoring conversations and open-question sessions. Participants will have the chance to discuss career paths, project management, publishing strategies, conference presentations, and personal research visibility. Whether you are seeking practical advice, constructive feedback, or new professional connections, MentorMatch is designed to help you advance your ideas and career. Pre-registration is required to support tailored mentor–mentee matching; registration information and deadlines will be shared soon.

Maps from the 16th to the end of the 20th century are an important testimony to human ideas about space, efforts to record it, and attempts to create wayfinding tools. This wonderful part of cultural heritage is preserved in GLAM (memory) institutions including libraries. During the workshop, you will have the opportunity to learn about the work of cartographers from previous centuries, not superficially, but directly from selected originals, with application of hands-on practices.
Participants will learn about the job of a map librarian, the international standards for building digital, online accessible catalogues, and the digital tools that the Moravian Library is developing to make this process smart and user-friendly. The setting will be a panel exhibition on one of the largest composite atlases created in Central Europe – the 18^th-century B.P. Moll Map Collection, which is included on the UNESCO Memory of the World list.