 Well, I'd like to welcome you to the Youth Coding Resources webinar and we're going to be talking about programs and resources for youth in our communities. My name is Holly Wolt. I'm here at the Library Commission and my title is as a Library Technology Specialist and I've joined the Library Commission about four or five years ago as part of a grant and my primary focus has been working with public computing centers, the public computing technology in the library and I've traveled across the state. Many of you may have already met me in Nebraska and worked with the local libraries and I'm always thrilled to see how libraries across the state who participated in the grant, the LBBNC grant, as well as libraries that have not, are taking initiative to become vital community learners centers and using technology to provide services and programs to their local communities. So again, welcome to all of you as participants and as Krista said, in the interest of time we have some great program presenters today that we're going to be looking at at the end of the webinar actually offering our Q&A time but please feel free to submit any questions along the way and we'll capture them and respond later. And also I wanted to remind you, I did send an email yesterday afternoon to all of the signed up participants that we do have a live demonstration of coding that's going to be going on and you are welcome to participate with that and in order to do that you may want to be, already have downloaded the tutorial for the demonstration and have a secondary computer that has access to the web available to you so you can be able to work alongside of Anne as she goes through her demonstration. So today's webinar we're going to highlight the new library commissions, youth, young adult and children's web page for resources for coding, makerspaces and other types of STEM resources for libraries to go to, for librarians to go to is to be able to see what's available. Sally is going to, Snyder is going to shortly be highlighting that for you and helping to explain what we have there and what we hope will become of this web page as we grow and develop and add more resources to it. So I guess in regard to that today you'll see me coming in and out of the webinar and I will be the coordinating host to introduce our various speakers. Again we talked about we have a coding demonstration. We also have highlights for organizations across the state who are already involved in working with youth in coding and other technology related programs and offering them and many of them are also being offered at public libraries already but we looked at that as a resource. Also looking at the opportunity to visit with a few libraries who have already offered some coding opportunities or STEM type programs in their public libraries and get their feedback as to how that went for them and what they are thinking they might be doing in the future. So in regard to moving on we're going to start off and visit about our web page resource page and I'd like to introduce Sally Snyder those of you in the library in the Nebraska library system are very familiar with her. She and I have worked together to try to coordinate putting together this resource web page that was identified earlier to you in the summary of the actual webinar and hopefully you've had an opportunity to go out and see it. Sally's had 30 years of working at the library commission and the last 12 as a coordinator for the children and young adult library services and I approached her in the fall thinking maybe we should collaborate and come up with some ideas about what we might want to put out there for a web page for resources for coding and STEM activities. She was visiting with me and I've just been reading some journals about that and wondering you know exactly what this is all about and in her normal style if you know Sally I said what do you think and she said let's do it and so here we are and so again she'll take over now and give a highlight of the resource page and hopefully you'll be able to go back and visit that again if you haven't already and see what we have available. There you go Sally. Thank you Holly and thank you for getting me going on this because I was thinking I need to learn more about this and it was kind of you know there's always so much to do and you really got handed me the ball and we ran with it. So to get to our new page that's on the library commission website this is our main page as many of you know and right over here there's a place to type in a search term which I just deleted and we typed in code so we're going to go with code and the top thing that comes up is children and youth coding resources and that's the new page that we're talking about I'm going to just turn this over a little bit here and so this is our beginning we have quite what I think of is quite a few things on here but it's a beginning and I know that there's more things out there and there are going to be more things so we're going to try and keep up with what's going on in the world of coding and robotics and maker spaces and etc and add to this page or maybe create another page separately for maker spaces we're still talking. One of the things I want to point out right away is after the introductory paragraphs there's this link right here ask a question about coding opportunities for the library or share a coding success story and if you click there it goes it's going to go right to Holly and just put in your name and where you're from and what is your question or what are you happy to tell us about or maybe you've seen a good coding resource that we don't have on our page and you'd like us to know about it maybe we'll add it so we'd really appreciate you helping us make this page active and fresh and full of ideas. As we get down to the actual resources here you can see that they've been divided in general age ranges so to give you an idea if you're not even going to talk about children age 5 to 7 you want to go with tweens and you're going to just jump right down to that part and look at the things that are there. You'll also notice that some things are on several of them like Code Academy or Code.org and Code Academy are going to be on there more than once and we'll have some people talking about some of these later. One of the things I wanted to do I mentioned Code Monkey in my email I sent out because I had such fun with Code Monkey and it's such a quick easy way for you if you haven't done it yet to find out what is this about. Okay, write code catch bananas save the world play now this is it it's right there live you just go to it and start helping this monkey get his bananas back from that mean gorilla. Well he looked mean to me and of course it's not going to load up fast enough but I have 10 minutes so I can wait. Oh my that's louder than I thought. And you see he dropped one look at that poor guy don't you want to help him? Okay so and this box tells you what it what they want you to do so you say got it there's the code right there and they've already written this first one so hit run and so it goes and we'll just go on to one more just to get a sense of how it works okay now you have to fix it it's got the wrong something so click got it and then it shows you look step 10 doesn't work what are we supposed to put in there aha got it so you go up there and eventually there'll be several steps under here so you'll have lines of code that'll tell you to turn and do other things so this is just the very beginning we'll just do this one more and then I'll quit or either this or I'll spend the whole time playing code monkey that's not what we're here for but that's an idea whoops oh I better turn that off or we're gonna have sounds in the background for the rest of the presentation okay so we'll go back to our code page and that's how I learned about what what the coding programs are this is my very beginning and I'm looking forward to hearing more about what Anne has to say when she will be up here in just a minute and again I just want to scroll down try not to make you seasick or anything and mention the ask a question link ask us or let us know about things because we sure appreciate that and down at the bottom in addition to the coding resources you'll see at this time we have maker movement resources here at the bottom of the page and some additional resources so we're just getting really started like I said before and please use the page and send us information thank you thank you Sally and I have enjoyed sharing emails and talking about our exploration of the online coding resources and this code monkey is quite fun because it just makes you feel good so as we transition over to our next speaker who will be providing us with some actual demonstration of working with coding I just wanted to mention a couple of things that I've been reading and thinking about is that programming is a basic literacy and in today's world it's full of web services like YouTube Netflix Facebook and they're all key parts of our kids daily lives and even our toys our digital and many are programmable and young kids are doing that as we see from this code monkey that's very possible to work with programming with the like products like leapfrogs and so it's one thing to know how to use the programs which I think many of us either stumble through and become aware or we're actually able to you know have our kids teach us sometimes but it's another thing to understand the logic behind the work and this is the challenge for kids today who may love to deal with this they don't know how it works and so the idea of working with coding is to help them to get a foundation to understand how how they are able to use these applications and be able to innovatively develop some of their own and learn more about the structures of how to code in the future the amount of technology and the reliance on it will only increase and we know that and the students today need to be able to not only use the technology but understand and be able to control it and I think this is where we are looking to highlight these opportunities like coding in libraries for the youth so we have Anne Byers now who's sitting next to me she's from the well I guess you should say you're the manager of e-health and community information technology for the Nebraska Information Technology Commission that's quite a mouthful and she provides support to the Commission's advisory group on community technology and e-health issues and she's also involved in the planning component of the Nebraska Public Service Commission's broadband mapping grant and as a Nebraska library participants you may have seen that we did host some information and had the the Public Service Commission on and discuss the mapping grants she has a bachelor's degree in journalism from the University of Nebraska and master's degree in human resources education from Boston University and I'm thinking she's glad she wasn't there last week and she resides in Lincoln with her husband and has a needy dog and I can appreciate that because I also have one of those so anyway she'll be just demonstrating of the from the website code.org and using a very popular Disney theme frozen and again this is where you would want your tutorial and a laptop perhaps by your side if you're interested in following along but I think it's more important if you if you get it becomes an issue for you to be doing that I think it'd be great if you just follow along with her and then use that tutorial to write notes on and and as a backup and come back to it again so again thank you Anne for volunteering to do this presentation. Oh well thank you Holly and thank you for giving me an excuse to play with code.org while I'm working and get paid for it because it really is a lot of fun. Code.org has some great resources to teach kids how to code every year they sponsor the annual Hour of Code it's in December and I believe Jessica's going to talk a little bit about the experience of the Norfolk Public Library and offering an Hour of Code. This year's exercise tutorial is based on frozen last year it was Angry Birds and Zombies and then last year's tutorial is still available and so you might want to think ahead about planning for next December but it's something that could be done even if it's not during the week of the Hour of Code and so I'm going to just show you that really anybody can do this you don't need a lot of coding experience or if like me your coding experience is like in the 80s and you know not maybe very current you can still do this you can still help kids learn how to code so you just go to code.org and we're going to click here actually I'm going to go go down here to start this is kind of an introductory video but if we go there's another video that's a little more specific to the tutorial I think oops maybe I need to go back and actually do that tutorial or do that video. I thought code is like FBI, Hacker, CNA, and this stuff is a little bit of problem solving, a little bit of logic, it's like infection. The cornering is a lot easier today don't just play on your own, how does someone go down and get in a job? Maybe taking an online class at a class in a community college, one of the best game jobs in the world. Medicine is moving into the whole computer age. Technology touches every part of our life. If you can create technology you can change the world. So we're excited that you are participating in today's Hour of Code. We just did two lines of code. We did four lines. We did four lines. We did five lines of code. We did five lines of code. Whether you're a young man or a young woman, whether you live in a city or a rural area, everybody in this country should learn how to program a computer. That is completely out of code. It's actually pretty easy to learn. Girls should learn this too. Understand that language. That's going to be the future. Anyone that works in computer science, you can learn too. Jack Dorsey, Mark Zuckerberg, Bill Gates, Paulio, I'm learning. Give it a shot. So there's the little introduction, and now we're going to start. And it goes to another video. Second. Ember. First grade. I was named grade when I learned the program. They got my first computer when I was in sixth grade. What gets me excited is being able to fix people's problems. You can express yourself. You can build things from an idea. Computer science is the basis for a lot of the things that college students and professionals will do for the next 30 years. I like programming because I like helping people. I get the opportunity to build something that's going to make people's lives easier. I think it's the closest thing we have to a superpower. Getting started is the most important part. I'm moving into myself. I don't know if you want to. Hi, my name is Lindsay. I majored in theater and college, but I also majored in computer science. And now I model, act, and write my own apps. Let's use code to join Anna and Elsa as they explore the magic and beauty of ice. You will create snowflakes and patterns as you ice skate and make a winter wonderland that you can then share with your friends. In the next hour, you're going to learn the basics of how to code. Additional programming is usually in text, but we'll use broccoli, which uses visual blocks that you can drive and drop to write programs. This is how even university students learn the basics. Under the hood, you're still creating code. The concepts that you'll be learning are what computer programmers use every day and are the foundation to computer science. A program is a set of instructions that tells a computer what to do. Let's build a code for a program that will help Elsa create a simple line. We'll use this later to create more complex patterns. Your screen is split into three main parts. On the left is the ice surface where you'll run your program. The instructions for each level are written right below the surface. This middle area is the toolbox, and each of these blocks is in action that Elsa and Anna can do. The white space on the right is called workspace, and this is where we'll build our program. To move around the ice surface, you'll use the move forward block. Here, the move forward block says move forward by 100 pixels. When we press run, what happens? Elsa moves forward a certain amount on the screen. 100 pixels in fact. Pixels are basically very tiny squares on your computer screen. The other block we have in this puzzle says turn right by 90 degrees. And when we use this turn right block, that makes Elsa turn a certain amount. You can play around with how far you want Elsa to turn. The angle is measured from the path ahead of Elsa, so this is a 90 degree turn, and this is a 120 degree turn. And remember, you can change the number of pixels or degrees by clicking the arrows next to them. We'll just click that off, and we're going to go on to puzzle one. We're going to create a single line. So it has some directions here. It says drag a move forward block and snap it below the when run block to make Elsa move forward. And hit run to try your program. So we're just going to take this, drag it to snaps, and hit run. And we just wrote one line of code. And if we want to see the code, we can click and see the code. And then it automatically jumps to puzzle two. So now we're going to create two lines that are at a 90 degree angle. So we want to move forward by 100 pixels. Oops. Turn right and move forward. And we did it. So now if you're doing this in your office and you are playing around and it takes you a little longer, or you want to go back because something is so much more fun, it does let you jump back and forth if you just click on these circles up here. So now we're going to do a square. So we've already have the first two blocks here. So we just need to, all right, we're already down to puzzle three. And if we want to see the code, we just click on the code. Look at all those lines of codes. Computers are really good at repeating actions. U can count 10 or 20 or 100. But a computer can count to a billion or a trillion. It won't get bored and it will only take a few seconds. Whether it's counting or drawing or anything, computers can repeat things hundreds or even millions of times. In programming, we call this a loop. A loop is how you repeat your code over and over again. For the next puzzle, your goal is to block Anna create a square with a repeat block. Any blocks of code you put inside the repeat block will be repeated in sequence, as many times as you want. To draw a square, you could use the move forward and turn blocks four times. But the easier way is to tell the computer to move forward and turn by 90 degrees once. And then tell it to repeat this pair of actions four times. To do that, you need to keep moving forward and turn blocks inside of the repeat block. Remember, you can change the number in the repeat block to anything. And it will repeat what's inside the block that many times. So I think those videos are really well done to explain the concepts. And they use both famous people and other people who maybe aren't famous but are very diverse. And so I think that's very cool too. So now we're going to use the repeat. So they already have the blocks in here. All we need to do is replace the question marks with a number. So it already has the move forward and turn right blocks in here. So we just want to do that four times because there are four sides in our square. And we have a square. So now we're going to create three squares and turn 120 degrees. So the pink repeat blocks, since we want to do three squares, we want to put a three in there. And then the gray one is telling us how to do a square. So we want that four, which it is. And we just need to put in the number of degrees, which is 120. But you know what, I'm going to put in 90 just to show you what happens if you do it wrong. Okay, so nothing bad happens and it was actually kind of fun to see what happens when you do something wrong. So we just change this to 120 degrees. Click on reset and we'll run it. Okay, so we've written 12 lines of code now. Now we're going to turn the square 10 times. So we repeat this 10 times. And since it's at 360 degrees in a circle, we want to, and we're doing 10 squares. We want to turn it by 36 degrees, which they of course also told us that. And we've completed it. And then you can also have the option of printing this or putting it on social media. So that does, that may present some policy issues for libraries. But at the very end, you can print off all six of the snowflake designs that you create, or you can even print it off ahead of time and have those for the kids to take home. But I think just if you discuss the kids and say, we're not going to share it on Facebook, that's really not an issue. But it's fun if they're doing it at home. They can do it at home and put it on Facebook. Now we're going to create a plus sign so she can move backwards and forwards. All right, it's not really showing this here. Well, if you need, oh, Sandy, you sit over here over here too. Try and make it the speed you want to at the browser and go ahead and see if that will help. Okay, well, we'll just, there we go. So we put the repeat block there and then we're going to move these into there. That's the interest of time. I didn't know if there's a couple more you want to do. That's significant. Yeah, you know, some more time if you would like. Okay, I'll just do a few more and then I'll skip to the end where you can kind of create your own snowflake. And that's kind of fun for kids to do over and over again if they want to. All right, now we're going to do it 90 times. And they've also introduced the set color block here. So you can set it to a random color. All my blocks in there. And we need to have it go by turn by four degrees. We're doing 90 and they're 360 degrees in a circle. Is there any kind of information out there and it tells how many times this program has been used? Any statistics that you could share? That's a good question. There might be something on their website. Was there a camera on there? There's like 90 or 30 million of them. Have they gone into this particular program? Or have they just used the camera? I know as a parent, you know, you'd want to encourage but I think I'd have to mute at some point. Get them headphones. Yes. On this one is the noisiest one because we're making 90 lines. We can speed it up just a little bit here. There we go. Let's go. She hasn't fallen yet. I'm loving it. I think that gives you a very good sense of this and how easy it is and that you really don't have to be an experienced coder to help kids. So again, you can share that. But I'm going to just jump ahead here to number 20, which you can do whatever you want here, which is kind of fun. So if we wanted to create a snowflake of a, let's see, we'll do it a square. And we can have her jump forward and create a parallelogram and we'll run it and see what happens. Okay, so we can try again, reset it and go again. And so this is kind of nice if you have kids who are working faster than others. They can do this for several times and have a lot of fun with it. So we'll just run this again so that we get it all done. It gives you, you can print out a certificate and you can print out all of your snowflakes that you've done. And so that's kind of nice for the kids to take home and put on the refrigerator. I have mine up in my cubicle. There you go. So they can personalize their certificate, share it on Facebook or Twitter again, discuss your policies about social media there or they can do it at home. And then you can print out the six ones and you can even do that ahead of time. So, and I've got some of those notes on the notes and cheat sheets that is available on the Library Commission's Youth Coding website. Great. Thank you. Okay. But one thing I didn't want to say about how long does it take to go through, would you say? If you don't do that very first video and you speak through it, it's about 30 minutes. So if you, it really was designed for an hour of coding. So if you have a little introductory exercise, you might want to have kids review angles, depending on, especially of a mixed age group. And there may be some kids who haven't had a lot of geometry. I wrote a seven-year tutorial that you had a page that kind of identified that. So those of us that might need to bone up on that. Yeah. So it probably would take an hour, about the, you know, the first time you go through it. But if you're really speedy, you could do it in about 30, 35 minutes. So it would be a great program to work on after school when you get a large number of kids coming in. You can do that. And then maybe eventually some of the older ones can teach the younger ones, too. And then just keep it going. So that's great. Well, thank you for playing. And, you know, this, this does tell us nicely into some of the exercises with the Khan Academy. I think that's in JavaScript and they have JavaScript lessons, too. So if they get interested in doing designs using coding, that's a really nice, nice resource for kids. Thank you again. That was great to have that demonstration. I'm not sure I was thinking sometimes about Cookie Monster, though, is that for me, grinding on the ice, maybe think of Cookie Monster eating cookies, you know. The sound. Yes. Oh, crunch, crunch, crunch. So, so now we're moving on in the webinar and we are fortunate enough to have several speakers, presenters who are going to be talking to us about working with coding opportunities for youth that they already have established programs. And then I think in both cases, they're already working with libraries. So I'd like to introduce to you Ron Armstrong, who's the vice president of strategic partnerships for AIM. It's a not-for-profit organization focused on building the IT talent pipeline. And his role involves developing partnerships with businesses, government, education, and other nonprofit organizations for the future AIMS mission. Rod also oversees AIMS Lincoln office. Boy, you're a busy guy. Which opened in 2010 at the Nebraska Technology Park, along with other AIMS satellite life patients that are in Nebraska, Colorado, and Tennessee. And prior to joining AIM, Rod served as the president of Nebraska Interactive Incorporated, a contractor that manages state of Nebraska official web portal, Nebraska.gov. And spent 20 years in the public policy field in Nebraska's executive and legislative branches. So I'm hoping we get to understand a little bit more about Coder Dojo. Sure. Thank you. Yeah, you bet. Thanks, Holly. Hi, everybody. As Holly mentioned, I'm with AIM. And our mission really revolves around developing the pipeline of IT talent. And one of the reasons that we think this is important, I grew up in Broken Bow. And one of the major employers there is Adams Land and Cattle, which, you know, it's a feedlot and has all the things that go along with that. But they are always hiring IT professionals because of the volume of information they have to manage in their business. And that's just one example of, you know, literally hundreds or thousands around the state. And I think economic future of Nebraska depends on our ability to attract young people into IT careers, science, you know, STEM careers. So one of the ways that AIM is an organization has started to address this is through a program called Coder Dojo. This is, as you can see, I've got up on the screen. This is our playbook that is posted on the resource page that has been shown to you earlier. But basically, Coder Dojo has originated about four years ago in Ireland. And they have really swept the globe in terms of creating these volunteer not-for-profit, open source coding clubs, certainly a number of them around the United States as well as Europe and every place else. And so what I'm going to talk to you about is kind of the fundamentals of how you set up and run a Coder Dojo. I will say that the Coder Dojo, if you register with the Coder Dojo, you're part of the global network that gives you access to some additional resources, it connects you with people around the world that are doing this. I would say it's certainly not a requirement that you register as a Coder Dojo. I think you'll find the concepts here are pretty basic. And whether or not you register, you can still explore these kinds of events. The one rule of Coder Dojos is be cool, which I think sums it up pretty nicely. You can throw a whole lot of things in there. Bollying is not cool, all sorts of things. So it makes it real easy to say to kids, you've got to be cool if you're going to participate in Coder Dojo. So I'm just going to quickly kind of walk you through this playbook and give you an idea of what's involved in setting up and running a Dojo. I will tell you that AIM as an organization runs Dojos in the Omaha Council Bluffs area in Lincoln, Carney and Scott's Bluff. Omaha, we've been in a number of different locations in Lincoln. We've done a Dojo at Huddle, which is really neat, one of the fastest growing tech businesses in the country. But we were also tentatively planning to do some sessions later this winter and spring with the Lincoln Libraries. Carney, we've done it in a middle school and Scott's Bluff, we've actually worked with the library there as well. So in my mind, libraries are a natural partner in doing something like this. So real quickly, just kind of looking at identifying the market. I mean, you want to look and see what other activities are going on in the community, if anything. Is there an active Dojo? Are there other coding clubs or organizations that are doing this kind of thing that you could potentially partner with? Taking a stock of what your educational system is in terms of elementary, secondary and college levels as well. Just so you know kind of what the lay of the land is in your community as far as resources and people that either may be of assistance or may already be doing programs like this. In terms of the age range, typically we're looking for kids ages 8 to 17. I've seen younger kids and you saw some examples during Ann's presentation of kindergarteners and first graders. Certainly the earlier you can get them, the better. Get them exposed to this. But certainly we're trying to reach all the way from elementary through high school. None of the kids that get involved in this need to have any prior experience, especially with the younger kids and the resources like Ann showed you. All they need to do is be interested in playing games, working on the computer and there are countless tools out there available to show them the fundamentals of programming using that. When you get with some of the older kids, you're going to find, at least we did in Lincoln, a little higher level of skill related to this stuff. With the older kids, we used a world building game called Minecraft, which is really popular. I've been trying to learn it myself and it's slow going. But the nice thing about Minecraft, there's an education version and you can install modules that allow programming within the game. There are some resources around you. There are teachers that are familiar and are using this in the classroom. The thing to consider when you're doing something like that with the other kinds of things that we've explored here. If you've got an internet connection and a web browser, you're pretty much good to go. With things like Minecraft, there's some investment involved in licenses for the software. There's server requirements because what you want to try to be able to do is plop all of the students that are working into this into a single world and that requires a server setup and some bandwidth and people that know what they're doing, which we were fortunate in being at Huddle. They're crazy smart on this stuff. Anyway, back to the age range, that's just kind of the group that we're looking at is 8 to 17, maybe a little younger. A lead for a dojo, AIM takes the lead in the communities we work with. But it's basically an organization or an individual that's willing to donate space, time and other resources to sustain the dojo. As I mentioned, these are volunteer-based. In our case, we've assembled a group of mentors that are IT professionals that come in and work with us. Certainly library staff would be a resource in that regard. Educators, although this is typically outside the traditional school setting, very often in your community you can find educators that are interested in getting involved in this. There's some language about AIM in there that is just proprietary, I guess not proprietary, but specific to what we do with our programs. Talks about our value proposition and mission. A little bit about some of the objections, just real quickly. This isn't a curriculum-based program, which some people, educators I've heard, mentioned that you need to have a curriculum. And this really is a curriculum-based, it's exploratory using tools, but that's fine. I mean, this can dovetail into curriculum that is offered either in educational institutions or coding programs. So that's one of the common things. Time, obviously it's a time commitment and so trying to schedule these things in such a way that kids and parents are going to be able to attend and not totally conflict with all the other things that they have going on. So that's why we typically try and structure these as two-hour time slots. With the younger kids, we pretty much require that a parent be there with them. The older kids, we kick the parents out. I'll tell you the one we did in Lincoln, the two-hour time block, the parents were more than happy to walk down the street and grab a cup of coffee. But they came back at noon when the schedule was scheduled to end to pick up their kids. And these kids and the mentors were just head down going at it and would have gone for several more hours if we didn't just say, hey, sorry, we got to cut it off. So anyway, you can read all of this and competitors, you know, I just talked about. Okay, the typical model, again, open source, volunteer, no standard curriculum. And again, these can use a variety of different resources that Anne has talked about, Khan Academy, et cetera. And they don't have to necessarily be limited to programming. We're going to hear about wearable tack here shortly. So there's hardware and things that can be done. I think that, you know, the pallet is wide open as far as what you do. It's just how do you engage kids and get them interested in exploring these kinds of things. So it's pretty much up to the individual organization that's running these things in order to be able to how you structure it. The components, the champion, which, you know, in the case of ours is AIM, the venue which, as I mentioned, we're talking with the Lincoln City Libraries about doing that at libraries here. We've done that in Scott's Bluff. It's certainly some place, I think, around the state that would be an excellent location. And then your team of volunteers and mentors. This could be educators, it could be libraries, it could be IT professionals. One thing that we strongly recommend is that if it's somebody that's not already done it, that they go through a background check because you're dealing with kids. And we've done that with our mentor group. So in the resources we talked about, and really all you need to do is, you know, identify your champion. Setting a date is important because that sort of forces your hand a little bit. Where are you going to have it? Get your team together and promote it. We recommend, and there's some details on how you can do this, we recommend pre-registration just so you can get an idea of who's coming and find a way to communicate back with them. And, you know, as I mentioned, if you've got a large group of mentors, it's a good idea to get them together once ahead of time just to kind of walk through expectations of them. We try and land at about a one to three ratio of mentors to kids. So it's important to have a good group of people that are willing to serve as mentors. And then promotion, you know, we didn't have any trouble getting kids interested in this. I know in Carney we had waiting lists. So, you know, libraries with your outlets I think would be really easy to do. So that's kind of the overview of this. As I mentioned, setting up and registering as a coder dojo gets you access to a global network and some additional resources that's certainly not required. But I think this whole approach is a very engaging way to get young people aware of and hopefully interested in pursuing these career paths. So thank you very much. Thank you, Ross. Well, and again, this page here, the file is on our web resources page. And I can see that this would be very handy to use in a community where you may not be currently situated. I do think it's interesting the learning connections, the concept of the environment that you're describing is more, you know, it's out there, you don't really have a set curriculum. I think it's making inroads into how we are learning in which I like that idea. You know, it's not learned by the instruction that, you know, meet the criteria kind of thing. It's more along the line of allowing you to make your own, you know, query into what you want to do. Well, as Ann pointed out, I mean, it's okay to fail because you can go back in and fix it. I like to say computers will do what you tell them to do, but they will do exactly what you tell them to do. In some cases, it's more fun to see the wrong version. Very much so. Well, thank you again for that. Our next presenter today is coming to us from, as a representative, I think for UNL Extension and 4-H, and she is Jenny Milander. There we go. And I asked her, and then I even messed it up to make sure. And she's an assistant professor of biological systems engineering and science literacy specialist and Institute of Agriculture and Natural Resources at the University of Nebraska-Lincoln, IANR. She's also the coordinator for the National Center for Agricultural Literacy and is actively engaged in several cross-disciplinary regional and national efforts related to STEM education and outreach. Most recently, she was part of a team that received NSF funding to engage youth and STEM through wearable technologies. And I have to say, I'm so excited to have an opportunity to listen to her presentation when we were thinking about what we would be presenting. I have to admit, I spent a half a day on wearable technologies in my office. Because it just is so fascinating and interesting. So thank you, Jenny. Yeah, thanks for the invitation. It's been fun learning for everybody this morning and hearing what people are doing around the state and things like that. So like Holly said, I'm with the University of New Science Literacy Specialist. We work out in the community, so that's really broad. But today we're going to focus on the wearable technologies and a little bit about robotics as well. So start off with the robotics. So robotics has been in Nebraska since 2007 or so. I'm going to have a little bit of a timeline in the next slide to give you a little history of robotics in Nebraska. But this is why robotics is huge because this is how kids respond to robotics. And it's just a lot of fun. If anybody happens to be in the Lincoln area tomorrow, we're having our FTC championship. So it's our first Nebraska-sponsored FTC as the high school level of first robotics. I'm going to mention that. Yes. So definitely Condeau Lancaster Vent Center is a lot of fun. And the kids are amazing. We'll just blow you away at how talented they are and the hard work they've been doing. But so with FIRST, and there's other programs as well around this doing robotics. There's SceneBot and there's VEX and things like that. But really, I mean, their mission, like it says on the slide, is to inspire these young people by engaging them in science and technology and really showing them how to get excited about those things. A lot of these students are interested in math and science and things like that. But this just kind of is a supplemental thing for them to really get engaged in that. And like Rob was saying earlier, how it's be cool with the dojos. With FIRST, it's GP. Everybody's talking about gracious professionalism. All kids call it GP, but it's really cute. So when they're judging and doing interviews and stuff, it's all GP. So really teaching these kids not only the STEM skills, but how to work as a team, how to help your competition and laws like that. So it's really a lot of lifelong skills for these students. So a little bit of the history of Nebraska forage robotics. And again, this is not talking about SceneBot and VEX and the other programs that are available. This is really focused on FIRST LEGO League in the state. So in 2007, this was before I started at the university, Brad Barker and his team really started with just doing some summer camps, seeing if this is something that would fly in Nebraska. Then in 2009, they started having these tournaments where they had 24 teams. You can see through the years is that 24 teams grew to 60 and then 70 and then 98 robotics teams. I think this year for FLL, we're a little bit over 100 teams. And so there's really a lot of schools, a lot of forage clubs, a lot of Girl Scouts, Boy Scouts that are participating in robotics. The FLL tournaments are 9 through 14 year olds. So what happened last year is that we started having all these students that were really excelling at FLL and really enjoying it and aging under the system. And so that's when we started FTC, which is the high school equivalent of FLL. So tomorrow it becomes the Lancaster Bent Center, it's free. So it's FTC, so it's a high school level competition, so much fun. In the morning we also have the junior FLLs, so those are 6 through 9 year olds, little itty-bitty kiddos, and they're programming and doing amazing things with Legos too. So lots of cool things with the robotics. So we've had a lot of success with robotics in Nebraska, and the students are learning what all of you guys have been talking about with the coding this morning, only they're having it in a hands-on kind of applied way where something physically is moving and doing these different tasks that they can watch. Robotics has been super successful at that. However, we're really not attracting females through robotics, and this is due to a variety of reasons, I'm pretty sure. You can see here on the slide we've had 36% of the participants since 2007 are female. So this includes the FLL teams, the summer camps, all that kind of stuff happening. And so what this slide doesn't really tell is how those females are participating. So there are all girl scout teams that come to FLL. They don't do very well, typically. They kind of aren't really engaged or kind of doing it because somebody forced them to do it. There are co-ed teams that have boys and girls. And those teams typically, what I've seen, this is all anecdotal, I don't have any research or data to back this up. Typically what I see is that the boys are taking over the design and the coding and all that part, and the girls are working on their team t-shirts and doing kind of the more female aspects of the project. And so we've been pondering this, like, why are they not getting engaged? And there are some girls that really get this. There's a team coming from Wisconsin tomorrow that I'm so excited to see. I mean, they're traveling from Wisconsin, so you know, they're pretty dedicated to their robotics. But they've started a first ladies kind of club, and so they've been connecting with people in Australia and all around the world that are these female robotics teams. So there are some teams that are doing really well. But as a whole, robotics isn't attractive to female students. And so that's where we got into wearable technologies. So wearable technologies really combines, again, the physical and digital media, so similar to robotics where you're having that hands-on in addition to the coding connected. And you get to see some of those parts that aren't usually seen by the students. So when you're working with a robot, you usually have, like, a plug into a sensor, a plug into a motor that you're realizing where those connections are occurring. This, they're actually sewing the circuits, so everything is created by the students. So wearable technologies, of course, is really coming to the forefront in society right now. This is an Apple Watch, which is newly available. I believe this month they released it. Usually I don't see any in this room, but usually there's probably somebody on the web that is wearing a Fitbit. And so Fitbits are growing in popularity. Everybody's watching their steps and when they need to get up and have little arms go up when they reach their step count and things like that. So it's really coming, a technology piece that we're really getting familiar with, as well as making huge strides in art. So this is the London fashion, so I believe. This is a model that's wearing a tinkerbell costume, I guess. And so this is something that was created combining ARBs and these kind of wearable technologies. So she's wearing all these fiber LEDs and really making some cool things with how you can make this beautiful, as well as technology driven. So with our wearable technologies program, we're developing a curriculum. Like Holly mentioned earlier, we were just funded by the NSF last year for a three year program to develop a curriculum around wearable technologies. So we're working with SparkFun, who is a company in Boulder, Colorado that produces all of these pieces. So we were out there in December and they're amazing. If anybody ever gets the chance to visit SparkFun, they're really fun. Makes sense, because they're SparkFun. But they're super cool people. And so we're developing these 60 hours of curriculum that can be used with 4 through 6 graders bridging in school and after school time. And so this is where maybe the libraries can get involved if there's an in school educator that you can partner with. That's really what we're looking for is those combined teacher payers. So overall, what we're hoping to learn through this project is is it possible to attract more of these underrepresented students, in particular females, but also minority groups to stem through this wearable technologies activities. And then can we bridge that formal and informal education learning environments. So through wearable technologies, we're able to teach students a lot of the same things that we do with robotics. And so engineering design process is a huge thing that we're wanting them to learn. So this is the 4-H representation of engineering design. If you search engineering design images on the web, you'll find a gazillion different options. I particularly like this one not just because it's 4-H, but because it's circular. So I'm trained as an engineer. So as an engineer, I know that engineering design is a very iterative process. And so when I see it all lined up in a row that you just go neatly through all these steps, it's like, that's not real. You've got to be able to go back and change and go back and make a new problem statement. That's something that you think needs to be tweaked a little bit later, make up more brainstormed ideas or things like that. So we're able to teach the students engineering design through this activity, as well as they learn circuitry. So in addition to the coding and the engineering design, which we'll talk a little bit about coding in the next slide, I believe. There's sewing all of these circuits. So this is a rocket ship, I believe, one of the students made. We have little LEDs on the wings of the rocket. I think they look like shoulders. That's why I'm pointing at my shoulders. And then they have the battery pack. And the little round piece is a microcontroller. And so this is one that comes pre-programmed. There are also larger microcontrollers that the students can program themselves, which makes it super exciting. So for this rocket ship, you can see the little dots around all these pieces. Those are connected with conductive thread. And so the students actually get to make those connections. They get to decide where the positive connects to the negatives and all those kind of things. Which is really interesting because when you're doing circuitry with maybe alligator clips or something like that, you just plug it in and see if it works, if it doesn't, change them around. Here you're actually thinking, OK, where is this line going to go? I've got to make sure it doesn't cross any of the negatives if it's a positive and kind of planning your circuit system. And so it really makes them think about where those circuits are being connected, which seems to be kind of drilling into their heads a little bit better about how the circuit functions. So with the programming, since that's the main topic today, these lily pad components, so the wearable technology that we're using is lily pad, which is what is provided by SparkFun. They're all programmed in Arduino. So this is a screen capture of a really simple program. It's the blink. So it's blinking an LED on their circuit. This is one of the templates that they have available through Arduino. So it's something you can just open up and run right away, which makes it pretty easy to get started. So Arduino is a legit programming language. So some of the things we were seeing earlier with, we didn't see earlier, but talking about scratch and things like that, those are kind of made up little kid programming languages. So it's great, super for helping kids kind of get the ideas of how programming works and things like that. And there's actually a component for this Arduino language, ArduBlock, which looks a lot like scratch. It's almost identical. And so there's ways to do that, but there's also the option to do these actual lines of code. So there's professors at the university that use Arduino. So this is something that's really cool for the kids to get to use. We piloted these activities in Nebraska City last spring. So almost a year ago now. And we came in on the programming day and we were terrified. We were like, these are lines of code. What are the kids going to do? They're sixth graders. And to make it even better, they had done state testing that day. And so they had these fried little mushy grains. And I'm like, here, read some code. They loved it. It was so impressive. Yeah, they were just going to town with it. And they were changing the lines of code. They were making different LEDs, blink, and making running lights and just having a lot of fun. So it was interesting to see that the students actually were able to pick up on these lines of code and make some really cool things from them. So what have we seen so far? We've only been doing this for a year, not even quite. So last summer we piloted with a Clover College and a couple after-school programs, summer school programs. And we had 58% of the participants were female. So compared to the 36% we had with robotics over several years, this looks promising. So we're hoping to continue to see this trend and hopefully seeing some increased interest in female students in coding and in engineering design and all of these different pieces. So just to end with, we're going to take questions later. But this is one of the students at Nebraska City. I always like to show her pictures. This is Brooke. Brooke's a good kid. So you can see she's got her little flower bracelet on. If you look really super close, there's a little LED that she's programmed in the center of her. Little flower bracelet. She wore that to school the next day and all her friends were all jealous. And what did you do? Where'd you make this? So it's just a really fun, fun way to get kids excited about coding and something that they can actually wear and feel and touch. So I brought a couple little examples. I don't know if we're going to be able to see this very well. But that's all right. We'll turn the lights down. So these are a couple things, little monsters that we've made. Yeah. So you can see kind of the yellow blinking lights. This one's probably easier to see. This one has purple LEDs that are horrible. So they don't shine very well. All right. There's that guy at least. Yeah. So he's got some blinking lights on. So these are the type of activities that students can be doing with their wearable technologies. Well, thank you so much for sharing. Where do I sign up? A volunteer to help, a word. Really, it does sound great. Thanks so much for providing that opportunity to hear more about that. So we've seen the online resources. We have worked with some of our organizations across the state who are able to help us and we see are already working. In some cases with libraries and you may be familiar with some of these organizations and have worked with them. Now, our next step is to actually hear from the libraries who have offered these programs related to coding and to STEM work. And in particular, we have two today who have agreed to volunteer and give a little highlight. And one is the Norfolk Public Library. And I know that this last December they participated, had a couple sessions of the hour of code. And we would like to let them highlight what it is that they've been, their experiences there. And in particular, we have Anika Ramirez who will be one of the speakers. And I believe she coordinated for the most part the actual event. And then Jessica Chamberlain who is the actual library director there at the Norfolk Public Library. So I think we're ready to transfer. It's already done. Oh, okay. So welcome, ladies. Well, we just wanted to take a few minutes and kind of share what our experience was. Anne talked earlier a lot about code.org and showed that frozen tutorial. And so we kind of already have a little background on what the hour of code is. But what we've really tried to push out there for the public was that, you know, this program is designed for everyone. It's designed to demystify code and show that anybody can learn the basics. So that was definitely our experience that people with a wide variety of experience or no experience at all certainly were able to participate. So why did we do it? You know, through some community conversations that we had had in the past year, we knew that we wanted the library to be a part of encouraging STEM learning for youth in that science and technology piece. But we also knew that we weren't going to get all of a sudden this huge influx of resources in order to do that. So we had to find a way to try to encourage that with what we had at hand. And luckily, the Hour of Code website is a very rich resource, but we were also lucky enough to have Anika come in and volunteer and offer to do this program for us. So I'm going to let her speak a little bit about why she wanted to do it. So I had actually just learned my first little bit about coding in September for an intro to IT course. And I was someone who realized that it's actually not as scary as it seems. It's doable. There's resources online for it. And so when I happened to run across the Hour of Code website and saw what they were doing at this week-long event worldwide, I got really excited about wanting to help other people experience that and the fun that it can be. Yeah, and so also coding is one of the fastest growing jobs these days. And so I think also one of the reasons I wanted to participate in this is because it's really important to help people fill those computer literacy skills and coding is just one way to do that. And I want to echo that a little bit too, what Anika said about, you know, she had to learn this in college, her class. I had the same experience that I had to do it in school too. And once I was just exposed to it, it was so empowering to learn a little bit about what goes behind the scenes of this technology that we use so much. And it really did take a whole lot of learning on my part to get at least a peek into that. I certainly am not an expert coder or anything like that and I didn't want to be an IT professional, but it was wonderful to learn that little bit about what everything is based on and I think it really helps take some of that scared factor away from people that are afraid they're going to ruin it or they're afraid they're going to hurt the computer to kind of learn a little bit about that. So we kind of planned it just like we would any other program as far as the library is concerned. We took two target audiences. We decided to do like a younger kids like ages 9 to 13 and then we did a second program for ages 14 and up. And Anika went through all the tutorials and decided which ones we wanted to do for each audience. And then we just kind of promoted it the way we do the rest of our library programs. And the only difference was we really pushed this out to our schools in a big way. We wanted the schools to know that the library was doing this, that we wanted their students to participate. We talked to our teachers who were with our challenge program, our talented and gifted program. We talked to all of our parole field schools. We sent general messages out to any of the computer skills teachers. We really tried to let them be aware so that they would encourage students to participate. So I'm going to let Anika talk a little bit about how it turned out. Okay, so we had a full room our first night for the 14 and up class. There was people sharing computers and we were pretty packed in there so that turnout was awesome. It was very good to see. In the older crowd it was a little harder to get a read on how they really felt about it. I think we got some good feedback as they were leaving but people were much more serious about what they were doing. And then in the younger group, it was mostly middle schoolers, we had two girls and then the rest were boys. They were much more vocal about what they were doing, their progress and their success and more collaboration between them I think was a really interesting thing. One boy just got up and helped another one, and they just did that on their own. So it was really cool to see that part of it. And yeah, overall I think it was amazing. And from the library's perspective, it was awesome. I send out press releases all the time for every program that we do and for all of our author visits and all those kinds of things and I very rarely hear back from the media without contacting them first and trying to get more coverage. I sent out just my generic press release about this program and both of our local radio stations called me back within the hour and wanted to do radio stories and interviews about this program. So that was awesome from our perspective that this was something that really caught their eye that they thought was really cool that we were doing. One thing I just want to say for people who are thinking about maybe doing this, one thing that the Hour of Code really pushes is you don't have to know it yourself. I just went through each tutorial that I chose all the way through so I understood how each step needed to go. And then I really at the beginning of each class made sure that everyone knew like I'm not the expert, we're going to work together on. It's a collaborative effort to get everyone toward the end. So there's questions like questions are obviously welcome, but I'm not always going to know. And I just made sure that everyone was aware that I don't have the right answer every time. So that's less intimidating as a leader of the event. And we would definitely do it again. We hope to incorporate more tech kind of program like this throughout the year but certainly participating in the Hour of Code next December is something that we're planning on. The only thing that we would change would be that during the Hour of Code they released a whole bunch of new tutorials like that frozen tutorial wasn't available until that week. So, you know, Niga had selected the tutorials ahead of time but now that we know a bunch of new ones will come out that week next time we might just advertise the Hour of Code program in a more generic way and then select the tutorial closer to the program time so we have more choices. That's it. I'm muted. Well, thank you so much. That's all very exciting. I was aware that you were doing that program and it's great that as you stated, Niga is the volunteer coming in. I know she has some library background as being formerly a director but that's the beauty of working with these types of programs is that you may have somebody in your community who might be committed to coming in and helping you. And I think about the library as a place because you have your broadband speed and you have your technology, you have computers or you have Wi-Fi. You can gather a group together and you can offer a program for youth to learn. The other aspect I've been thinking about is how, you know, we lay our own fears or thoughts about coding in a library. Perhaps an older person may feel that they're not at all worthy or interested in being a part of this and they feel like they may have a failure and let alone I think sometimes you could just put the program together and turn the youth loose on it and they would manage it on their own and have a fantastic opportunity to learn and you would basically just be providing the space for them to work with and an adult supervision and that would be very helpful I think depending on what age you're at, maybe all the ages. So our final presentation presenters are from the Grand Island Public Library and they are going to offer us some of their background and experiences working with the robotics program for a summer reading program that they offered a few years ago. And we're going to be having Steve Bosselman, who's the director of the Grand Island Public Library and Celine Swan, the Youth Services Librarian, give us some background on how the robotics programs worked at their library. Take it away. Hi everybody. Try to guess which one you did. Steve and which one is Celine. We are all involved at our library in Youth Services but Celine is definitely the Youth Services Librarian and there's many hats including a bear hat that she took off and I am here just to add a little bit to her presentation but she works with children, tweens and teens and she's been involved in a couple activities that she'll take you on a little photo tour of. Well, hello everybody. This first picture here is from the year 2010. We are... This one's just from last summer and we had a couple of teens that were homeschooled that were involved in robotics in Aurora and so we really like to do a lot of programs where teens give us ideas and feedback and they really wanted to do something with robotics and show their friends and the other teens in the community how much fine robotics is. So they got together with one of our other staff members and they planned it out and we really had a great attendance and you can see in the pictures that we had a lot of girls attend and this might not be their thing but I think because they were friends and they've been attending programs all summer that they showed up to support them and I think they learned a lot from it. They got to try to run the robotic little modules and the newspaper showed up and the photographer and the news person were pretty young and everybody just had a great day and I think it kind of opens up doors to see that it's really fun and it's not that hard and the kids were the experts and they brought along their club sponsors but it was a really fun day and I think we got a lot of really good feedback from the community and I think when we do some robotics or coding this summer I think kids will be really gung-ho about attending but you can see they took a lot of pictures when they were here. So this was in 2014 and our other picture, this is for the year 2010 and this program we did in partnership with Grand Island Public Schools and we do a lot of partnerships with other agencies and businesses in the community wherever we can find that expertise and people that are willing to share their passion we have them come in and a lot of times they'll do programs for free or sometimes we might have to pay a small fee but it's great to have a variety of programs for you to get them excited about different things but this program here we actually had one of our library board members Chris McElliot in the purple shirt there she had worked at NASA and she's an engineer and her kids were active in the club at Grand Island Senior High and so the integration specialist there, Julie Hinke and Chris came in and they said hey, we'd like to do this program in the summer and we'll bring in all the parts and we want to get other kids involved and we want to get them excited and maybe have them join our club and so they brought this stuff in and we found a place to store it through the summer so I know a lot of the parts were expensive and they had specific guidelines for the competition that they were going to be in the spring so the kids that came in were from some of the middle schools and you can see them on the right side they were putting down their ideas and I think she had them put together what she thought would work and then they put together the little robotic part of it and then sometimes it didn't work so they had to tear it down or part of it down but it got the kids really into hand on manipulating the items and so we didn't have very many girls in this one but after seeing some of the presentations with the clothing and the sewing we've done several programs with sewing and I can really see some of our teens who are getting excited about putting together something that even the boys would sew is really cool we've made little stuffed animals and we've done things with Legos and kids really do like the hands-on part of it and so it was really fun I think kids like Legos and they love trying new things so I can see us for Teen Read Week I really want to start with a coding program for teens and get them going and then have them come in the summer and work with the little kids on some coding activities so we're really excited to try new things so I'm excited about coding right now so I'm learning a lot from you guys so that's our little summary of our program I'm muted This is board member Chris McElligate and Julie Hankey, she's not pictured here however she was a former staff member she's a current city council member and she is a council member liaison to our library board and so as Celine said we try really hard to make sure that these partnerships work out for the benefit of these children and teens and queens and it's just... Celine has taken our services to a new height and through coding, robotics, wearables Science I think our children's section will physically change in the future and we'll continue along this path where we actually consider our children's section to be like a children's museum it's an interactive museum quality atmosphere where learning is hands on That's all I got Thank you very much It's interesting that the Norfolk Public Library and the Grand Island Public Library their contribution here I hear the words collaboration, community collaboration enthusiasm, something new exceeding expectations I just can't imagine that libraries wouldn't be thinking this is for all libraries this is something that we can do especially with the idea that when we're looking at this with our other presenters you can see that there are a lot of opportunities to work with other Nebraska-based organizations to assist you as you're looking to do the planning I would like to emphasize again for Sally and I, we would love to have this feedback from libraries who have been successfully running these programs because we can see this as a knowledge base to work with and be able to help libraries to connect with and collaborate with other organizations across the state or maybe have interesting ideas as to what a program might look like for their library, maybe by their size or what they have available for space and so I thank you all for being a part of this and we do have, I believe, a little bit of time for some Q&A If you would like to ask a question of one of our presenters go ahead and type that in now and we'll let Krista take over with asking the questions If you have any questions you should go to our interface type there in the questions section and I can grab them here and repeat them On the meantime I do want to say thank you to our presenters this was a great opportunity to get a group of people together and appreciate you that are participating as registration registrants because I know it takes a lot out of a prime Friday morning to listen to this if you're live I have a question while waiting to see if people out there will go over in the end I want you to go over there to answer it Come on over together This is Sally asking and I was really fascinated by the wearables and I can really see a number of teams in particular but other age groups getting interested in that and I'm curious about acquiring the little disks and the costs and how readily you can get some and how much expertise you need in order to buy the right thing I just dumped a whole bunch of questions on you You actually must have been reading someone's mind I'm curious about the costs for the wearable tech That's always the trick The things that are online are free With wearable technologies it is a little bit expensive The really tricky part is, unlike robotics a lot of it isn't reusable unless you take apart your creations which a lot of students really don't want to do The big microcontrollers that the students can program those run about $30 So the littler pieces are in the 2-5 just 10 maybe dollar range even though when you're talking large groups of students it gets expensive really quickly So most of these all of the products that we use actually not to plug spark fun in any way but everything we buy is from spark fun and so if you just go to their website they actually have kits and so I didn't bring one but they have a little lightning bugs in a jar kit so you can have little LEDs blinking and it kind of is the shape of a mason jar and so kids can sell it together as a kit I don't remember what that runs I think it's less than $10 but so things like that it's doable if you want to get the really sophisticated with your program and yourselves that's where it gets a little bit more expensive Thank you And Connie Hancock was out there They say that many county extension offices have youth educators who have expertise with STEM so reach out and connect and ask them to come in to your libraries to help out Good. I'm going to add that to it So I want you to spell the name of the place and I assume you guys might put the link up too So it's just S-P-A-R-K-F-U-N I believe it's all one word sparkfun.com I think Google sparkfun wearable technologies is a small part of what they provide There are so many fun things from sparkfun They do make lots of kits that look interesting you can pick up those pieces and they also have tutorials on their webpage So there's a link to Sol Electric I already have Sol Electric And spell that S-E-W-S-O-L I was going to say S-O-L Sol Electric I don't know why S-E-W-S-E-W was the one who created all the lily pad components She was at MIT Actually if you want to go to your guys' webpage it's actually on the Sol Electric I want to get a chat with the chat Jenny are you looking for libraries and community partners to work on your grant project? At this point we're in the piloting stage We're developing a lot of curriculum We already have four or five sites selected for this year The really important piece with our grant You can do this on your own We have talked with groups about doing it separately To be included in the grant it has to be an informal educator pair A librarian pair with somebody with a 6th grade teacher We are doing 90 teacher pairs We will be looking for help in the next couple of years Good opportunity As they said we do have Sol Electric on our new coding webpage You can look at that We'll be looking at adding things as people make recommendations Thank you Let me do a question about having contact information for first or Coder Dojo Is that what the link on the site would get them to be able to get a program started with that Because I saw the Coder Dojo was linked right from there The contact there is Cheryl Steed Oh there isn't that playbook there yet Anybody can feel free to get a hold of me too It's just our Armstrong at aimforbrilliance.org I sent a contact information yesterday You should have that in your e-mail If it's questions from outside of Omaha Cheryl is probably going to refer to me anyway It's just a recommendation Adafruit.com Adafruit.com Adafruit.com That's fun and it's run by a woman We'll probably add that We'll add that link as well Do I have any book recommendations for kids for coding? I should have looked up that We will It will be very soon Good question And that's if you have the only last thing is I think this will wrap up with this on what when will the world this be posted the recording when we're done here? You go back to the same coding website, that's we'll post this recording at some point within the neck. Well, it's Friday Maybe today let's not make my life a little too Email we'll let you know what it is, but most likely we'll put it onto the same coding page That's it. Thank you all for participating. Thank you, and we sure appreciate your time and especially our presenters and Send us information Hey, we're gonna go. All right. Thank you very much