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Calibration of agent‐based models (ABMs) is a major challenge due to the complex nature of the systems being modeled, the heterogeneous nature of geographical regions, the varying effects of model inputs on the outputs, and computational intensity. Nevertheless, ABMs need to be carefully tuned to achieve the desirable goal of simulating spatiotemporal phenomena of interest, and a well‐calibrated model is expected to achieve an improved understanding of the phenomena. To address some of the above challenges, this article proposes an integrated framework of global sensitivity analysis (GSA) and calibration, called GSA‐CAL. Specifically, variance‐based GSA is applied to identify input parameters with less influence on differences between simulated outputs and observations. By dropping these less influential input parameters in the calibration process, this research reduces the computational intensity of calibration. Since GSA requires many simulation runs, due to ABMs' stochasticity, we leverage the high‐performance computing power provided by the advanced cyberinfrastructure. A spatially explicit ABM of influenza transmission is used as the case study to demonstrate the utility of the framework. Leveraging GSA, we were able to exclude less influential parameters in the model calibration process and demonstrate the importance of revising local settings for an epidemic pattern in an outbreak. [ABSTRACT FROM AUTHOR]

Maintaining educational resources and training materials as timely, current, and aligned with the needs of students, practitioners, and other users of geospatial technologies is a persistent challenge. This is particularly problematic within CyberGIS, a subfield of Geographic Information Science and Technology (GIS&T) that involves high‐performance computing and advanced cyberinfrastructure to address computation‐ and data‐intensive problems. In this study, we analyzed and compared content from two open educational resources: (1) a popular online web resource that regularly covers CyberGIS‐related topics (GIS Stack Exchange) and (2) existing and proposed content in the GIS&T Body of Knowledge. While current curricula may build a student's conceptual understanding of CyberGIS, there is a noticeable lack of resources for practical implementation of CyberGIS tools. The results highlight discrepancies between the attention and frequency of CyberGIS topics according to a popular online help resource and the CyberGIS academic community. [ABSTRACT FROM AUTHOR]