 So that was my thinking for this, but Amanda's done this for as well. So I'm going to turn it over to you for a minute. Amanda, just talk about how, I mean, in previous sessions, you had this long journey. Yeah, absolutely. So something that we've always found useful when working with educators, we usually try to build something at the end for just like ideas and stuff. Sharing in the sense? So like we said that some of the classes are using census data in different ways or maybe these are happening in different ways. I had envisioned this being on big post-its up on a wall. I didn't bring my big post-its in there really at all. So I have little sort of big post-its. If there were any ideas that came to you that you could like maybe adapt something that we talked about or something you're already doing that you want to share with people, we can just like stick them somewhere and we can do pictures of them as a sort of resource. So I can pass things. I got like normal looking and right looking depending on your persuasion. I stopped at Target and bought some random markers that I think we'll be able to. So we just like passed up around. I really thought I was glad that team, but I didn't. Thank you. So yeah, just anything that came to you while we were talking? Or also have you maybe if you went around the fair and saw all these other amazing resources that are in the city, if there's anything within them that you could maybe integrate into what we talked about today? So just to sort of clean it out. Yeah, as a way like that. I always have this vision in my head of holding onto a helium balloon. But I'm at things like this and there's always that idea. And then with the minimum level of the balloon. Yep. Yep, so get it out before it disappears into our weekend. I'm actually thinking that this would have been helpful if people wanted to figure out what they were and what they were here and then having to figure out what they were and what they were going to be like. Yeah, around the introduction. No, no, no. And then also understanding the particular context that it makes because it's kind of related to what it's actually about. Yeah, I don't think that is it. Like as people are coming in, it's like, what are you trying to get out of this kind of question? Yeah, something like that. I know we did a three day teacher institute in Vietnam recently. Which is quite a good thing. And all of them were like, what I want from this is a deeper understanding of why this happened. And we were all like, yes. At least it was nice to know that what they were looking for was understanding and then they could shape what we talked about. I don't know if we should explain about the ways people are thinking about maps in this same space. You can just look at history's center and remember what was the name of his organization. Oh yeah, National Humanities. Yeah, it was really interesting. You need to connect with them. Are you kidding me with them? No. And I guess I was thinking of that. I have thought along the line that the mapping of this map of GIS it just takes on a whole new resonance. It's kind of something that's all important to me. The calculus, science, and math, and the humanities. That it really is such a powerful, transdisciplinary with the possibilities of strong comparison. And I think what is interesting to realize is just how dispersed our work on maps is. I mean, as educators, do we know how to do the mapping? I'm just like, that's not a big thing. We need to work on this and really think about this. And when you bring together, you know, the way, you know, what I love about it, as I create that, is you create a tool that is being used globally to tell stories. And it's being used by, you know, it's like a professional tool and it becomes this and that. And so, yeah, it's not an easy-to-use tool for our teachers. But, you know, as an educator, it's very difficult to know that that is how that tool is, you know, how archer has taught those stories. I mean, if you want to know about that, but, you know, they see it on the news, they might see it, you know, incidentally, they wouldn't know the workings of how it's happening. But then the demand thing is what I love about that is the deer skin. And it's kind of a mental model of the trading process. It's just something such that is so interesting. So it'd be, it's back to recognizing mapping as a transdisciplinary, key educational thing that maybe shouldn't be worked on in the way that you have which is like, you know, this little deer doing this, this little deer doing this, and, you know, meantime educators are up to their levels just trying to struggle through with curricula that's in the way of this. And, you know, it's, to me, it's, it's got a real, you know, I was glad he was showing us it. I was glad he was showing us because I thought, oh, maybe we're going to pull it together. We're going to have to work on what's going to sound key, but, and we did have examples of how it could come together. Is there community practice for educators like you who want to get together and learn digital, learn the great utility of digital mapping together? Is there a specific remedy? It's a remake service, so. They're like our... They didn't fit it here? Do you think they should? And, you know, but I would make the suggestion, so I think about a nice history center providing a project, you know, that it's like partly identifying it as an issue and then getting the keys to some groups who could orchestrate, who could collaborate to create opportunities for educators to deal with that. But in some ways, I feel like we're still, I don't know if there are places where I'm not creating it. I doubt it. I bet we're sort of like individual educators now. Oh, this could be important, but we haven't really figured it out. I think that's a huge opportunity, what here is there. And even Andy talking about the resources that they have, those are still not. If anything, you'd think that a scholarly organization like that is also supposed to be helping teachers would be a place where there is already a resource, but I don't get the sense that there's not. Honestly, right? There's obviously an understanding to present that we have to open our eyes to do the things that we want to do, but to actually have the tools to do this, that part is still missing, and to do it in a way that's more inclusive and help to raise issues that students really care about, like how are they using these tools? That's not been connected. I do wonder, I don't know the difference between ArcGIS and Australia, I know there was a thing together, but I've never understood that. But I wonder if they have a little bit of, I know they do train teachers, even that a lot of classes, like teachers, but they might be a part of it. They might have done a little bit of... And I'm searching myself now about that, what do educators do? What sorts of ArcGIS? I don't know what the difference is between them and Australia. I'm looking at math people. I think that's what makes ArcGIS. From what I remember from a class, and it could be outdated, three years from now. So I know that as we're in story maps, they do a wonderful life. And then I've always imagined ArcGIS sort of like the back end of that, but I don't know what it is. But I see that in a lot of my classes, so just get a start. So I think I might have a little bit of background just a little better. Yeah, Esri, Esri is the Environmental Systems Research Institute, and our supplier of geographic information, systems, which is GIS. ArcGIS is a form of geographic information. And I don't mean to say that somebody else would do this all day, but... But then take the conversations at some level, so the pedagogical application is not something that they do. I think that ArcGIS is about the big history that I remember in the city that I'm now in the history project. But I was thinking that big history is another group that would be, you know, a key group potentially, because it's where the sciences, history can come together and just... But I do feel like because we're working the way that it's... This is just a way out of the question. All of us. All of us. Everybody kind of... It's interesting to know all the partners here, whether everybody does that their own, or gets a lot of overlap, but what's cool for a new manager is to come in and have a question and bring all these investors to have this overlap at the table. And it sounds like that's the kind of thing that should be happening. More. You make a good point, Margaret, and when we're done here, we also have to create space for the people to do it, and that's the space you have to create with money. If we're being really crafts, right? Fellowships or programs that allow people to release time from their day job, whether they're educators or designers to engage in this. So, you all had going with the cooperative model of students here, right? So... Is that true? Yeah. Because I mean, I think that's actually a really good idea. But when we do the writing project, because that's when educators actually have a good point to make. You know, so, I think teachers, and the projects, first of all, they need to actually pull up their shirts to get into it and figure out places in their curriculum where they can do this kind of work. So, that's one kind of thing that I think could happen. But I do think there's another thing that we should be talking about. There are these people. And it's not just here in Pittsburgh. I mean, it's really, of course, around the country. But have we identified this, you know, the idea of napping as a transdisciplinary hoped place to work? You know, and I'll just say, like, the writing project, one of the group that we played around with on this was a group out in San Francisco called NEXTHEM. And they were doing work with paper circuitry and stuff like that. They came in and the head team guys were involved. And that little learning party, they were doing the mapping. They were downloading the maps and we were mapping out their stories and paper circuitry and laid out some places and it had been programmed and programmed into it. And that was kind of a little play date that we have from that kind of show. But we didn't go beyond that. In effect, it was a good idea. Well, that's a question I've had about our time and other tools. Like it is, I'm not an educator in schools that often is there a demand for this kind of technological currency or is that a demand that we're creating or trying to create? Here's the thing. What's happening in schools right now is not my argument. It's being driven by forces that are out of the hands of teachers and students and the like. It's just happening. If we thought about it for a minute and realized our students have cell phones they have mapping tools in the cell phones this is kind of a key thing right now. We have a sort of moment in history where we really need to understand the bigger story than you might see it as being really important. But I'm just saying that's not teachers on the place. If we had more teachers around the table I think they would say they might like to do that. Yeah. I do work both in the community and in schools and I feel like doing more a larger project and we're diving around critical theory could happen more in my community-based settings where I can actually spend more time with you versus like what constraints I have in school in the classroom in the community so it just that's like the challenge that I felt I was really excited to come to this workshop because I was like oh mapping but I haven't done mapping outside of the apartment and doing things like that where we weren't necessarily mapping people and their stories and which is everyone was just like data points and that was that. So I think for me I've been challenged by the breaks I've had between data and information that we never had. I think of kids digital storytelling like tip-top and like everything and it's like at every point youth have the ability to tell their stories but also how do we connect that to history and also connect that to current social issues and the issues that youth care about in their lives and their communities have and so I also have questions and challenges like what can we do to make things that are youth-led and not just centered focused and actually give youth like a critical theory to actually imply a system like it's really cool to talk about things that are interesting to them but also like how do they how can they connect this to like a larger issue and that is about like issues or like how can they like how can you do something like kidnapping storytelling and I also just think of who has access and what you're going to see is the way you can do research and like I think that with all these digital tools we all have the ability now to create media but like it's not what we're doing I'm excited I definitely want to connect with you I'm excited I'm excited I'm excited I've done lots of and I think also we're doing STEM scene work like that's like a big thing it's very goodness not just pushing youth and young people into those fields but like how are we also like having kind of like a social justice and equity like kind of mindset already that's like built into these fields I predominantly work with Latin around youth it's like we're pushing into the pipeline into STEM scene but like they're still experiencing so many different forms of prejudice, of misogyny of transphobia and all these things and it's like well this is like that's a different industry it's like that shouldn't be the way it is or like I think it's great college and research have these things so it's like how do we not just you know communities that have been marginalized historically we're just like kind of a research idea or the project how do we actually get folks involved schools involved can be involved I think that if maybe we can't do this individually in schools as teachers maybe we can do something together it's like a community it's like a larger project where youths become teachers and kind of cool and strong this project outside of just like these projects funding and capacity it's very very grand reliance so it all depends who's got the money and what they say so I just said a minor little brainstorm because we have to do and I want to do what I'm excited to do a fourth event like once three events have happened bring people back together and show some insights that came out of this but we don't want it to just be something showcasing insights that came out that can be useful to the community and that can actually help people move on so here's my crazy idea what if that fourth event is almost more like a charrette or some kind of moment where youth can design based on what we've heard but helped to prompt discussion by calling out some of the things that we've heard from discussions there but then really have Pittsburgh's next generation be the ones helping us determine what's next designing around because one of the things that's been rich about these moments for us coming outside Pittsburgh is that particularly J.B. Brown and the folks from the YMCA brushed in brushed in and he had some really neat ideas about what he wanted to help his students have access to putting that in one of the center thoughts from youth led participatory design would be amazing I think that developers in the room as well to talk about these sorts of things we'd love to be part of that that sort of thing we're very grateful to you this is actually a couple of them just even right now I'll put some ideas down and we'll do a little more on how to work with the first event and some kind of reflection of what happened in the second event and where some of the news that came out of that so that will come out but we'll let you know about it thank you and thank you Chris we appreciate it I saw the beginning we've changed so great