 Felly, gallwn gweld chi'n rhai angen i'n ffordd o'r wathodol, a fyddai'r rai freflu'r ystafell yn ddefnyddio'r lyth i�� y fryd i'r adrodd y stage, ac yn gydbarth angen i'ch ffordd o'r ystafell i ffordd o'r llyffu gymunedau yma. Ar rai angen i'r ffordd o'ch cymdeithasiodd ar hyn y prohjector hyn sy'n gyffredinol, 450 ychydig o ychydig ar y cyf lysud, byddwn ganddugion at y lleol, y ddweudio, y sylwgr yn ysgrifonol a'r sgwr. Yn yn ei ddweud, mae'r nifer yn bach. Ymchiwch angen, mae pob prasgwr yn ei ddweud. Rwy'n dod mwy'n dod, mae'r mwy fydd yn 350. Mae'n yrhaith ni'n gymryd i'r 100. Felly mae'n yn gwneud symud dros angen ar gael fynd i chi fel yma. O bobl posibl bod yn iddi gael gofyn nhw. Llywodraeth yn defnyddio'r gwerth felly y gyrdd yn hyn. something I want to do then this morning is, to talk through these challenges, talk through the work that we've reached and the pain that we have gone through to get to this stage where we've got people from the age of 7, up to 73 at the moment, who have built their own projects. deployed their own projects and started to use that data to make changes in their own lives and to share it with others people. Felly, mae'n ffondiadau ar y cyfle hwn yn ymweld gwaith ymweld gyda'r program yma, gyda chi'n gymryd 1 i PhD. Y context ar y cyfle hynny wedi bod yn ei gweithio'r ffordd, rwy'n gweithio'r ffordd o'r ffordd i'r context i'r ffordd i'r ffordd i'r ffordd, ond rwy'n gweithio'r ffordd i'r cyfle, rwy'n gweithio'r set-up cyflydd, rwy'n gweithio'r cyflydd i'r cyflydd i'r ffordd i'r ffordd i'r ffordd. But as a group and as a room this morning, I think we'll all have that common value, that common mission to get more people involved in digital activities. So actually, this is the board, this is the microcontroller, it's a new triad board. As a GPS module on there. I didn't realise how exciting that was going to be in community projects until I saw people's faces light up yesterday ..that connects with the four satellites.. ..somewhere around the world and the significance of that. It's a honeywell sensor and we measure in particular in matter 10.0 and 2.5. That's the technical setup and the challenges have been.. ..to get a device like that on to a WiFi system. a cymdeithasol yn ysgol, yn y llibraeth, y cyfnod, yn y cyfnod, mae ychydig yn rhoi'r gwybod, ac mae'r bywysig, ac mae'r cyfnod, ychydig yn ei chael i'r stage i'w ddefnyddio'n ei chael i'r cyffredinol a'r cyfnod yw y gwaith gweithreif? Yn mynd, rwy'n gweithio'r ysgolion lawr. A oedd yw'r ysgolion lawr o gweithreif, eich gweithreif, eich gweithreif, O'r wych yn gwneud â'r troi yn ymweld, mae hyn yn gwneud o'r gyrswyr. Felly, gan mynd i gweithio gynnig o gyda'r gwahanol, i gydw i'n gwneud y gyrswyr rhan o'r hynny yn y bus, gyrswyr ar y dwi'n gwrs a gweithio. Felly, gydw i'n gweithio i fod yn ymdod y gyrswyr, mae'n gweithio i'n gweithio i'n gweithio i fod y gallai gyda'r gyrswyr. Ac nid yw'n cael ei wneud o'r holl gweld y broses. Roedd y gallwch bod'u'n meddwl? Roedd y gallwch chi'n mynd? Roedd y gallwch cymryd? A dyna'r fferm Llywodraeth Cymru. Llywodraeth Cymru, cynnydd y lluniau a'r ffrindiau ymgyrch gyda gwleiddofyn byddwn i wneud wef erbyn yn dweud i'r bydd iechyd, yn gwahanol i'r cyfwm, ond byddai i'r cystafell o'r ddwy'r gwahanol. Mae'n gaboutiau a'r ddweud o'r pryddgrifennu o'r cystafell o'r cystafell o'r ddwy'r gwahanol, o'r ddweud o'r cystafell o'r ddweud o'r cystafell, dyna'n fyw cael ei wneud pan oedd yn fawr. Yn ymgynnu'r ddefnyddio'n ddwy, felly ar y cwc ar y dyma, yn y bydd yw'r ddwy, rydyn ni'n ddwy, bod yr ymgynnu'n ddwy, felly mae'r ddwy, I love this image because it's working with part of the group of undergraduates in Manchester, but you can see he's very much pencil and paper, and that's what we'll do. So most of our programmes are centred around computational thinking. What is it that you want to achieve? Where are you now? Where are you heading to? How can we get you there? And whether it is supporting people with the programming elements or the data science aspects of what they've collected, then let's get the paper out and do it that way. A little bit about me then. I love this image, so this is a wonderful project called This Girl Codes. We're working with a community in Derbyshire in Bolsover with Junction Arts. This takes me back to I was a teacher. I was a teacher of technology. A common question is, why did you make the move to working with community, to working outside of just one school? And I fell into that at a very early stage in my teaching career and literally fell into it, so as I came out of Huddersfield University with my beard, I fainted and I hit the deck and I'm big, I'm tall. So it is in the days and the months and actually the years after the double compound school fracture where language and cognitive load was something of an issue that I had to get over was when I diverted technology teaching with special educational needs. I was teaching six weeks after I fell. I didn't realise the challenges that I was overcoming, but all of a sudden the empathy was there that actually with the amount of support, how accessible can you make most activities and learning activities? So I'm very much looking at it from a pedagogical teaching aspect. If you support people in the right way and give them steps and deconstruct that complexity of what we do, how accessible can things be? So that was a bit of a life changing moment and one where I think, do you know, I think most things we can deconstruct and there is success from complexity. So that's me again harking back to, I was brought up in a flower shop in Wigan. So I reckon I'm fairly creative, but I have no imagination and I think some of our programmes, particularly with communities when we see value from different participants, I think there's a lot at the moment about imagination and that's what I like. So that's me as a teacher and where I am now with the foundation. And this is a reminder because of that, my short term memory isn't as good as it was, my long term memory because I've trained it up so well, it's frighteningly good. So this is a reminder and you'll see from my slides that I'm going to put prompts in there. This is a reminder to say thank you for listening this morning because actually me presenting it with a invite means that Lighthouse School in Leeds will benefit from a sponsorship where they're going to be the 101st air quality sensor on their map. Lighthouse School, if anybody knows the old Cuckridge Hospital is an awesome school for students on the autism spectrum. This is a brilliant teacher there, Michelle who is a computing specialist who looks at how we can use computing and physical computing and adapt sessions to reduce cognitive overload. And I'm really, really excited to see what she does with data science where they are literally passing the data science baton across the curriculum with her students. So that's what's going to come out of today's session. One of my other hats is that I open the door to Leeds Raspberry Jam, so that's the open source community. And our next session will be, our next jam is in October. It's in Ada Lovelace Week. And again, I love this quote at the moment because I'm looking at research and the differences between creativity and imagination. I love this quote from Lovelace about the fact that how imagination maybe can help the pure scientists. And then I start to think, well, where do we go from that really if we are flying with ideas and how can that help everybody. In the same way that the SCN school, their strategies can help us all. So next month we're looking at unclugged algorithmic arts and a little bit we're in Leeds. So there will be a little bit of spirograph, that kind of ode to Dennis, but away we go there. And then finally, I'm postgraduate researcher at the university in Leeds. So success from complexity, thinking about frustrations and how to help people with frustrations because generally on a day-to-day basis or on an hourly basis, something goes wrong with my project. So how can we deal with that? And actually, is it such a paradox that physical computing and what we do, if it is complex, can it impact positively on our own wellbeing? I think it can, but I'm just deconstructing what wellbeing means. How can we measure it? It's not going to be happiness. And I know I can measure happiness. People have done it. But that's what I'm working towards. The image is helpful because, again, how do we slow down and how do we think? We talk about computational thinking. This is a reference to Seymour Pappert's work. So he gave a scratch at MIT. Seymour Pappert had a fabulous expression, which is an object to think with. Generally you see me with an object to think with. Generally it might be a microcontroller board. But if I've got that object, just as we heard a few minutes ago, if I stop and think, what's the purpose of that? How important is that to me? What am I going to learn from this? How am I going to change behaviour? And that takes us to equality. So how is an air quality sensor in my hand, my object to think with? How is it helped to change my behaviours and my world and my understanding and those that have joined us as well to put those sensors on the map? Just as an insight into my world, actually I've changed the bus stop that I get off at now. So I constantly walk around with my uni keepsafe coffee mug. I generally don't have coffee in there. I've got my water bottle. I've got my air quality sensor in the cup and then it doesn't look too obvious with all the wires and things. I don't get off at the same bus stop because quite honestly, the data readings just measure as filthy. So I've changed that in the city in Leeds. What else have I done? When I'm trying to get the train to Manchester, it's health before comfort now. So I'm not right at the platform waiting for a seat. I'm hugging the platform at the back. That's where we start to see really. If we put the hands, if we put tools like that into the hands of more people, not just computer science, undergraduates and engineers, what kind of ideas do we come out with? Stunning examples from the families yesterday, as I said with Leeds Library. A very recent project was at Manchester Met and this was funded by Cisco. This was an internet of things in IoT makerspace at MMU, but working predominantly with their students from the soda building, so the creative students. I think my research as well, I look at this fourth industrial revolution that we're in. For me, how that can be different from the first revolution. The first industrial revolution when children were taught what industry wanted, what the mill owners wanted, they were taught to scribe. Actually, this next industrial revolution is not going to be the first 2.0. It's got to be with, I think, education collaborating with industry and the strength of industry collaboration will make a real difference, but through the teaching part of it, through the pedagogy, and not just maybe a narrow gap or a narrow column of digital skills. This programme is constructionist approach to learning. It's learning by making. We gave the students local problems from Manchester. We gave them the Greater Manchester combined authority pillars of an ageing population, quality in this instance, looking at assisted transport and the students came from these different subject disciplines. When I show this and when I share this with industry, who were talking about a digital diversity and the digital talent pipeline, it's kind of incredible that the talent I say, I think, the talent is there, sometimes it's hidden. What kind of activities can we do to promote digital talent in students themselves and in teachers and in lecturers and in industry? So that was a really exciting project whereby the students with their quality, they were one of the first projects to put quality sensors onto the map. And this is a mapping exercise that they'd done throughout the city centre. Piccadilly station was a popular spot to walk around and try and get readings. This is a first iteration when they've used Microsoft Visual Studio just to try and do some visualisations. But each time it will not give any answers, it will give more questions. Didn't think it was as bad by the trams. Why do you think that was? How will that affect maybe urban planning in the future? What did you learn? Oxford Road. Do you know it wasn't as high as we thought it was going to be? I wonder why that is? Hang on a minute. We're on the pavement. There's a cycle lane between us and the buses, and that's interesting. Not as high as Leeds. What's the difference? So actually I don't think we rarely get answers. We get more questions, which is computational thinking. So for us as a foundation, how can we scale this work with engineers in industry and with undergraduates? How can we scale that so we can use the same concepts? But with seven-year-olds, and how can we understand that? So I'm going to give you a little bit of a fly-through of some of these projects. One, the Internet of Curious Things. So that's our programme that we'll use in school and in industry. And the option, they tend to use that one, so much in a project name. So this is working with Donna Rawlings, primary school teacher in Salford and with a group of her students. And again, you can see hidden away the sensor. But this was a prerequisite to a new project which is starting with Sint Marks in Salford, which is called Made to Measure. So that's going to be with us partnering with the Royal Society to... Students are going to work with their own community. They're going to collect data about quality around them, around the school. And then they're going to work with digital leaders, peer-to-peer learning, and they're going to visualise their data. So that's a new project that started, but that was very much, as you can see, Lego-based and very constructionist. In the same vein, in the same project, which is funded by the IET and the IMECH-Eng. This was an example of a project thinking about data visualisation. So taking that data baton across the curriculum and working with Cora Glasser, an artist. Going back to my roots of floristry with the two-inch ribbon. That was my contribution that day because we knew it was going to fit down. So it's waterproof. But these were Key Stage 1 children and Key Stage 2 in a flexi school just on the Staffordshire border, bottom of the Peat District. The children wanted to keep those afterwards as well, and the quality of air there was brilliant. It was in a tiny, tiny hamlet. Some of the children go to school for one day a week and then the homeschooled, or it could be five days, full time. But it's a farming community and those children are generally dropped off in the morning at the same time and in the afternoon. So it comes with idling conversations that I didn't presume we would have in the countryside at that point. Love this project of an object to think with. So this is a group of children talking to the university in Leeds, wanting to do some event driven programming with air quality to put the air quality data on the map, but also having a physical object to show people to visualise. So are we all canaries in the 21st century? Was that a narrative? If you collect data and you've got your palm of a canary on a beautiful kind of antique birdcage on a perch, at which point will it tilt 180 degrees? So what are the targets? If you look on the death recite, they'll get targets for PM 2.5. They didn't agree with those. How can you have pollution in the air and say that that's healthy? You don't agree with that. The university said we don't agree with that either. So the children are refusing to share that algorithm on a GitHub until they've worked out an answer of what is an acceptable level of pollution in the air, which I think is really powerful. So that's another project. Again, I've got a reminder. This is a wonderful project which was the Internet of Curious Things. This is actually looking at environmental data, temperature and humidity. We did some work with Telefonica over the summer and this came out of a family day, a family coding day. But we will, we have taken the quality Internet of Things hardware into industry. If we work with councils, then they will be adding their own data or their own experience into the sense and sensibility programme. Same object to think with, different applications. And then going into informal learning as I said, I'm a PGR at Leeds, but it was 12 months before I started my EDD that we worked as a positive impact partner with the Living Lab project at Leeds University. And the map that we've got top right is the work from Living Lab from their scientists and urban planners about tracking your own individual, the air around you as you commute into work or school. As you travel down the congested roads headingly to get onto campus, what does it look like? We've got a map here which is colour coded, obviously the more intense the colour, the more polluted the area of campus. You're not going to see it from probably anywhere where you sat, but if I tell you that the dark purple colours are Parkinson's steps at the university, the iconic clock and where do most students meet each other? Meet you at the bottom of Parkinson's steps. So what happens if you say to the students why don't you meet each other in the green space at the back? What kind of an effect does that on there? What kind of an effect does it have on their health, their well-being? I thought that's a really interesting idea. I think everybody should be able to do that. I've spoken about me having my object to think with and tracking my own quality around me. I've changed the route that I walk to campus now because of that. When I press the button to wait for the Pelican crossing, when I'm waiting for the cars to go past me, I take three steps back because I've used the data to try and think about the impact on my own health. Why can't everybody do that? In Leeds, we've only got a small number of air quality sensors. So this is why through the foundation we wanted to put the tools into the hands of everybody, empowering everybody. So again, let's have a look. Leeds Digital Festival back in April was an opportunity to try out some of the projects in terms of with the GPS, that first iteration in a really friendly environment with families. Come along, we'll do a science walk, build a project, build a thing, take it out with you. It's fairly high up. It's probably going to be a windy day. How will that affect pollution? Can we use that to understand the science behind what is complicated? We've had dogs before coming to our workshop. This became a fairly infamous dog. This is a stem dog. When its owner had an object to think with, she was wondering about dog owners in a city suddenly being able to aggregate so much data. Would that help? It was just a thought. Somebody else thought, what's the difference of air quality if you've got a child in a pram? What's the difference in air quality from here to there at their level? The conversation is coming from via stem dog and conversations with the community. Really powerful thoughts of changes we can make. Digital Festival was a science walk with families. You start to see the correlation now. If the scientists at the university can track their own movements and work out which is the healthiest side of the road to walk on, why shouldn't everybody else? It didn't give any answers. It gave questions. The GPS over engineered it. It did delay the project by a couple of months. I understand now why. When the families were in the play area, we could see when they'd moved from the swing to the slide it was that accurate. When they came back and they had the CSV and they had the raw data to start to use this mapping tool as well. Why did it spike? That was the car park. There's a turning circle for the cars. Why is that so close to the play area? Is that instilled that understanding? It's a really friendly way to do it. This is a project that came out of the Leeds Digital Festival. When you give somebody an object to think with, this person said, I don't really like the cup that it goes in or the reusable soup container that you've given us. I'm going to create my own case. I'm going to create this for peers and this is going to be to help them to route to map out a healthier route to school or work. She created this which went into the business of science conference. Now interestingly it was picked up by Graphene Manchester who sponsored the competition. And now we've got a 13 year old from Leeds working with Graphene to literally shrink that project and our constructionist work of it being so chunky to shrink that into a pin badge. Now I wonder really about if it's in a pin badge and that's mapping people's individual routes. I think first of all they ought to put it in the mother-in-bite pin badge. They're talking about ecolet pin badges so they've got to be customisable. But to get them back really next year and to say well what about the data ethics and how can you work with people and how can they share data that they have to share data but you could start to map it. A brilliant idea again when I think about walking to campus when I pass cars that are idling what kind of a difference does it make if I cross the road something like a pin badge I think would help but that was their object to think with and that was their idea that came from it. And the final couple of community projects to share over in West Leeds and Bramley this is a project which is gathering pace now so there's a community facebook group a closed facebook group which the Bramley community centre is at the heart of this and they're driving this. So this is a community led project with the centre with schools with a group of scouts with councillors adults and children where's it going to next I have no idea it's not my project I'm facilitating it it is community led it's their decisions so a week last Sunday I was doing some science walks at the Bramley festival and again just starting to think about how will people deploy their projects and how will they connect and share data when they've installed them will it be on an external windowsill of a second floor flat where somebody is concerned about the traffic and how often they have the window open is it the mum who's going to nursery and is concerned about the path to nursery and school so that will pan out that way but then it's also informing the councillors coming from the community so Beverly and two of the scouts here a week on Monday I'm supporting them with their digital badge so the scouts are going to do the digital badge having a look at some of the data ethics and privacy online safety around that so it will be straddling two badges for them but it will be the first time that I've worked with an IOT badge for the scouts and then this was me last Friday so this is a homework group this is a housing association a housing association group where they wanted to get families involved and are working initially with the children so last Friday was a visit to the woods collecting bugs and collecting air quality data it's a windy day, it's been raining it's really good conditions for air quality so we're going to track through and start looking at data so funded with LNER we've had a series of workshops for adults in Leeds and hosted at Eagle Labs the series has been three days three workshop sessions of building an IOT device thinking about connectivity collecting data you can see the group of adults bottom left and then they're at the stage now where they've taken their projects so one went to the Extinction Rebellion shut down and if you know Leeds the tunnel just by the train station was just where they closed the road how did that change air quality during that week that group is made up of scientists, computer scientists developers and people come in to learn some programming for the first time so that was a real mixed group but again some of them will validate their data have it in a fixed position because they've got a definite priority they've got something definite they want to investigate and that's a whistle stop tour so the foundation is working with adults and children we're always looking to collaborate we're always looking to share the findings share the development that we've done look at the open source hardware and then the software the intents there and there's one other program that I'd like to share today because actually you may be an engineer or be involved with engineers in your own community but there's a new project the Hack Camp UK which sees the foundation working with Edge Hill University and Wigansteam and Mako Create which is the ingenious fund we're going to be supporting engineers to do more outreach work and to equip them with skills work with them to create co-design activities for outreach work in the community so if you want to ask any questions about particular projects or how you can get involved with the Royal Academy of Engineering ingenious program community groups we might have time for a couple of questions or if not I can speak to you throughout the day thank you thank you for your time