On this episode of Change Makers, learn about the 2023 Coding Symposium that will be held this December. Hear what you can expect for this year’s event, how educators are preparing for the symposium, and what APH products help encourage the learning of coding.
On This Episode (In Order of Appearance)
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On this episode of Change Makers, learn about the 2023 Coding Symposium that will be held this December. Hear what you can expect for this year’s event, how educators are preparing for the symposium, and what APH products help encourage the learning of coding.
On This Episode (In Order of Appearance)
Additional Links
<silence> Welcome to Change Makers , a podcast from APH. We're talking to people from around the world who are creating positive change in the lives of people who are blind or have low vision. Here's your host.
Sara Brown:Hello and welcome to Change Makers . I'm APH's Public Relations Manager, Sara Brown . And on this episode, we're learning about the 2023 Coding Symposium that will be held in December here. What you can expect for this year's event, how educators are preparing for the symposium, and what a p h products help encourage the learning of coding up. First, I have Jeff Schwartz, APH's, director of Regional Training and Outreach. Hello Jeff and welcome to Change Makers .
Jeff Schwartz:Hello Sara. Thank you for having me here today.
Sara Brown:So first off, we're talking about Coding Symposium, and for those not familiar, can you let us know what the Coding Symposium is?
Jeff Schwartz:Sure. Uh, the Coding Symposium is in its third year, and it is a virtual event , um, kind of sprung through pandemic. It wasn't originally thought out in that form, but it's an opportunity for professionals, students, educators from around the country to engage in accessible coding , um, for all levels of learners and bringing together the coding community with , um, some who have disabilities, some without, to hopefully inspire and engage young people and get more involvement in the world of coding.
Sara Brown:Okay. And when is this going to take place? I understand the, the time that it , that we've had it in the past is different now.
Jeff Schwartz:That is correct. Um, in years past, we were running this event in the spring sometime , typically in about middle of May. Um, we decided to rethink that , um, format for multiple reasons. And , um, one of those was to better align with the coding community at large. And so we have de decided to move the event to the week of December 4-6, which we'll be hosting Monday through Friday, which aligns with Computer Science Education Week or CSEW , um, which is the largest learning event in history, aimed to engage , um, K through 12 students interested in computer coding.
Sara Brown:And what is the age range for this event?
Jeff Schwartz:This year's format is just like other previous years, is geared towards students in grades K through college. With that would benefit from attending a symposium, learn that we talk about different types of programming codes and products, and discuss career opportunities in the programming field and re related careers. Um, it also benefits educators and those family members supporting their students' journey in the coding , um, field.
Sara Brown:And talk to us about this year's Coding Symposium. What can we expect? Is it gonna be sort of the similar format as previous ones, or is it gonna be a new and completely revamped event?
Jeff Schwartz:That's a great question. So you can expect a lot of the similar content from the years past. How , however , this year we really are focused on some specific elements. And so I'll give you a little sneak preview. Um, on our first day we're gonna be focusing on our day of code on and really looking at hands-on coding activities for all levels of learners. On our second day, our primary focus is going to be on coding towards careers , um, looking to inspire those young minds that are, are considering what they may do when they grow up and even maybe hopefully catch some folks who maybe think they're grown up and still have some learning to do. Um, and on day three, we're really looking at supporting coding opportunities throughout the year because we know that coding isn't a one and done type of activity and really should be , um, something that is embraced throughout the educational process. And so we are hopeful that we will be able to inspire , um, creativity and opportunities for teachers and students to engage in coding throughout the year.
Sara Brown:And are you doing any special projects or partnerships with schools across the country?
Jeff Schwartz:Yeah, actually we are. Um, one of the reasons for adjusting our timeline besides better aligning with the Computer Science Education Week was to also allow us an opportunity to engage with students around the country. So , um, we have are coining a new part of Coding Symposium being the day of code. And right now, throughout this year, we have been working with , um, partner agencies from across the country and setting up a day of code at , um, with some partnerships. Um, first of the , the first event being housed at the California scope of the blind and was supported by one of our regional partnerships , um, the Southwest Center for Assistive Technology Training. And , um, that, I'm happy to say that that first day was full of excitement and success and that we were able to capture pieces of that event and are looking forward to sharing some of the excitement of those live events at our virtual event in December.
Sara Brown:Okay. And are, are there any special guests? And, can you give any updates on maybe keynotes or any special speakers?
Jeff Schwartz:We are, of course, still working on our lineup of speakers and presenters for this year's coding symposium. Um, in the past two years, we definitely had some all stars from the field of , uh, accessible coding and just coding in general. Um, however, this year we're really trying to bring some of that awesomeness of coding to even beginners and , um, folks who may not have considered engaging in coding in the past. So our goal is to kind of demystify and allow everyone to an opportunity to engage in coding at whatever level they are and what style of learning that they happen to be
Sara Brown:Day of Code. That's a really exciting day. Is APH going to participate in it? And if so, what do they get out of it? What do the participants get out of Day of Code?
Jeff Schwartz:So the , the day of code was really inspired by the previous work of the , some of the team members and contributors for the previous year's , um, coding symposiums. Um, it's really our hope was to, originally the thought of the event was to have student engagement but be due to pandemic. That just wasn't possible. So the event was pivoted with APH partners at , you know, helping to a , a virtual event, which was really well received. But the ultimate goal was we always wanted to have a , a hands-on student component in this. And, and primarily we want to build that excitement around the event . We want to assist educators and schools around the nation in recognizing that coding is for everyone and it is can be made accessible, which so with some minor adjustments and styles, you know, for different folks learning. Um, but additionally , um, our centers for Assistive technology that we are a cooperative partner with a p h have been able to facilitate some of these events and really bring that excitement and that energy around coding to young people around the country. Our goal is to capture those events and share that content out along with some of the lesson plans and different programming codes with teachers to really be able to kind of spoon-feed or break these, the kind of the mystique around coding down. So our educators and families and young people recognize that coding is for everyone and that they can, it can be meaningful and engaging for them as well. So , um, that we, a p h we reap the benefit of having this opportunity to share some of our products and things that support coding for our young people and, and just build and learn from the excitement from young young minds and educators from around the country.
Sara Brown:And the last question I always, always like to ask is, is there anything else you would like to say, whether it be about coding, overall Coding Symposium, the importance of stem in , in , in coding for kids? Anything?
Jeff Schwartz:Okay. Yes. You know, as a educator for a blind and low vision for most half of my life prior to coming to APH , um, you know, I am, I'm not a coder by trade. I've had to kind of self-teach and learn, but , um, what I have realized, just like as a TVI, a former TVI that, you know, just like any other subject coding is, is , is just another, another cog on that wheel of things that we, we shuffle and do and needs to have , um, support. We need to be supportive. We don't have to be master coders, but the idea of being able to support our young minds, our students with , um, their adventure or their journey in coding and recognize there are other people that they can connect to and a community at large around coding that is supportive and encouraging and that it can really be , uh, an area that I see our students growing into career paths and finding excitement and joy. Um , so I think it's really important as educators that we learn that we need to embrace. We don't have to necessarily become coders or be an expert in everything, but we kind of bridge that gap between um, what may be seen as impossible for our students and, and really embrace and bring in our community at large.
Sara Brown:Alright . Jeff, thank you so much for coming on today and talking to us about Coding Symposium.
Jeff Schwartz:It's my pleasure. Thank you for having me.
Sara Brown:Now registration for the coding symposium will open in the coming weeks, so be sure to follow our social media channels that's, you know, Facebook and Twitter and Instagram for the latest information so you can be sure to sign up and register. Now I have APH's Accessible Coding Product Manager, Katrina Best, to talk more about coding and Code Jumper. Hello Katrina and welcome to Change Makers.
Katrina Best:Thank you for having me. It's an honor to be here with you this morning.
Sara Brown:Great. So up first , um, let's just, I always like to ask people what is it that they do? So can you talk about what you do here at APH?
Katrina Best:I think that's a wonderful question. Sometimes I ask myself that every day . <laugh> just kidding. But my title is Accessible Coding Product Manager. And basically that's a , just a , a big fancy way of saying that I'm running around making sure that we have products and resources that we can get out in a timely fashion to students, teachers, and parents that need it as fast as possible. So we have several products that are coming out behind the scenes in coding and electronics, specifically on the STEM team. So I participate on the STEM team in EPI. And what that is, is it's , um, a product manager in charge of science products, a product manager in charge of math products. And then myself, I'm looking at technology and engineering and more specifically the coding products that we have. This role is fairly new to APH. Um, it, I believe was in June of last year that I was hired. And they had been looking for someone to fill this role for quite a long time. And the idea behind the role is that we can look at the products that are on the market that teachers are using in general education settings and find a way to partner with those companies and adapt those products for all students, specifically for students with visual impairments or blindness, but as well as students that might be deaf and hard of hearing, or students that would've traditionally not been invited to sit in computer science courses. So it's a role that I do not take lightly. Um, I think there's a lot of work to do and a lot of partnerships to be made with other organizations.
Sara Brown:And this podcast is about coding and STEM i n, in preparation for our upcoming Coding Symposium. Now how did you get into coding?
Katrina Best:<laugh>? So this is a little bit of a twisted tale. Um, my background is in special education. So in undergrad I studied to become a teacher of students with visual impairments at Illinois State University where Dr. Stacy Kelly , um, was a professor and she was very, and still is very into assistive technology and all things in that realm , um, which was very exciting for me and still is. Um, and then in graduate school, I, I followed her , um, on a scholarship to Northern Illinois where I studied orientation and mobility and vision rehabilitation therapy. When I was in graduate school, I became friends with someone who studied software engineering at another university and they invited me to a very large and well-known conference in the hacker space. Um, while I was at this conference, I walked around with a notebook and I was just very fascinated , um, by all of the presentations and everything surrounding computer , um, programming. And I also found my people, what I mean by that is I saw individuals with canes and dog guides at this conference. And when you go to school to be a teacher of students with visual impairments, you are encouraged to help your students be successful in whichever area they choose to study and contribute to the world. And having attended this conference, I realized I need to learn more about coding and computer science so I can help my students if that's an avenue they choose to go down. When I finished graduate school, there was an opportunity to sit for the CADIS certified Assistive Technology Instructional Specialist exam. And that was the closest way I could kind of just education wise , um, 'cause I was towards the end of my graduate career shift over into the assistive technology space that would also open up some doors with coding and helping folks learn their screen readers so they could get into coding. One of the things with coding that excites me is that , uh, it, it definitely is a level playing field for students with visual impairments. I mean, think about it, as a teacher of students with visual impairments, it's our job to make sure the student is able to access the curriculum on their computer. So we're already teaching them keyboarding skills, we're teaching them the ability to use a screen reader to navigate their computer. So I got into coding because of the need to make sure that students on my caseload could access the curriculum in computer science courses. And the way that I could do that best as a teacher of students with visual impairments was to make sure that they knew their screen reader and their typing skills were adequate to keep up with their peers. And as I began sitting through some courses with a couple students on my caseload as well as preparing them for those courses, I saw with my own eyes that this field in coding, whether it's a software engineer or um, another, another field that they wanna enter, but specifically using , uh, coding computer programming skills , um, is a great equalizer because they already know their, their computer forwards and backwards and sometimes they're using their screen reader and they're listening back to information faster than you or I would read. And this just seemed, it just seems like coding and computer programming is a wonderful field for students to get involved in. And thus looking at it from the eyes of a teacher of students with visual impairments, I knew I needed to jump on board and make sure my students were able to enter that field if they so chose.
Sara Brown:Okay. And how important is it for coding to be part of the blind and low vision community?
Katrina Best:Yes. So it's very important for children to be given as many opportunities as possible at an early age. In the education space, there's a term when it's , uh, related to reading where students with vision typically have more access to environmental print at a young age, for example, when you're in the car and you're seeing all of these signs, we need to make sure that students with visual impairments have that same opportunity by getting them technology and devices at a very young and early age. So that way they do start learning their devices and start learning prerequisite skills to help them get into coding, such as being able to navigate that device using a screen magnifier program or a screen reader . Pro screen reading program computing jobs are the number one source of new wages in the United States, and at any given moment, there are over 500,000 current openings. These jobs are in every , every industry and every state, and they're projected to grow at twice the rate of all other jobs. 67% of those are in computing and 11% of those STEM bachelor's degrees are in computer science. We already know, Sara, that there is a high unemployment rate of persons with disabilities and that computer science jobs in the STEM field are the fastest growing and highest paying. So one more thing I wanna note on this is, to be honest with you, when I was a teacher of students with visual impairments in the schools prior to covid , it was very difficult for me to obtain devices for students , um, in pre-K through second grade so they could begin learning their screen reading programs in order to , um, be in classes alongside their sighted peers. And then after Covid, and this is just like a thank you to Covid , all of these students were then given devices as early as pre-K with iPads coming into the classroom. So this is a very real career that we can prepare students for , um, to enter into the workforce
Sara Brown:And talk about Code Jumper , that's a really cool product we have and with, with , with our partner. And how does it help children learn code?
Katrina Best:Right. So Code Jumper is an excellent product and to get students interested, you really want a product to be able to just come alive right out of the kit and Code Jumper does that, that's what's so cool as a kid, you don't have to wait for your teachers or parents to go through the lessons. And yes, we do have lessons that are available for free on code jumper.com that anyone can look at at any time . However, when you're a little kiddo, once that app is open on your device and the hub is paired with your device, a student can let their imagination run wild. They can begin plugging in the different command pods and plugs and build a program. It literally takes the fear out of learning to code because Code Jumper is fun and it's an engaging educational tool right out of the box. The Code Jumper lessons of which there are currently 19 students can learn about code , um, computer systems, sequences, algorithms, parameters, threads, debugging, loops, and uh, decomposition the list, the list goes on. I encourage folks to take a look at those lessons. I have even heard of adults, so I know we're talking about children, but adults have come up to me at conferences and at specifically at the CSUN conference while I was in the booth, a teacher named Beth Grabs came up to me and said, "everything I've learned about coding has come from Code Jumper ." So I also have noticed that sometimes children can get really excited about things when they see adults getting excited. So that's the fun thing about Code Jumper is no matter what your age, it is really fun right out of the box and you are just plugging in these components, turning the dials, it makes , um, sounds and then stories come to life. It's, it's really fun.
Sara Brown:And then to follow up with that, there's Code Jumper Puzzles, which is another cool addition for Code Jumper . Can you talk about the Code Jumper puzzles?
Katrina Best:Absolutely. So currently there are eight puzzles that launched in October of 2022. And the puzzles are so cool because they create an opportunity for independent play and learning. The puzzles are similar to a "Choose Your Own Adventure" book. For those of you listeners familiar with those, I might be dating myself now. Um, the Star of the Puzzles is a character named CJ, who to me looks a bit mischievous and is a blue catlike creature with a play pod , a type of command pod in our Code Jumper kit that he wears on his collar. The puzzles are adventures with CJ and you really do Sarah feel like you're hanging out with CJ and having a good time . Whether you are reading the print in our accessible PDF listening to the audio file or following along in braille, the eight adventures are explore Planet Jumper . CJ gets a job, CJ learns about the water cycle, "rrr, where be the treasure?" "Quit diddling around a day at the amusement park ," "where to next?" And "the great sendoff." And as I already mentioned, the puzzles are available in a braille ready file, audio file or print file and could be downloaded free of charge at www.codejumper.com under the resources tab. One thing to note before downloading the puzzles, you'll want to familiarize yourself with adding a custom sound set and you can refer to the link adding a custom sound set video, which will take you to a two minute video on how to do this. I know time is of the essence when you're a teacher, so two minutes is great. And then once you've learned how to upload the custom sound set , you can add any sounds you like on your own and make your own sound sets and puzzles, which I think once students get past Puzzle eight, that might be really fun to encourage them to write their own puzzles. Um, we have received wonderful feedback on those puzzles. So many teachers are excited to use them with their students. Students have already formed through them and we're thinking about what's next.
Sara Brown:There's so much going on with Code Jumper and so much you can do, but talk about the beginning. How did Code Jumper come to be?
Katrina Best:Absolutely. Code Jumper was originally designed by Microsoft researcher and computer scientist Cecily Morrison. It's an incredible innovation that teaches students who are blind or visually impaired computer coding. That being said, we're also seeing it Sara in general education classrooms where teachers in elementary grades 2 through 5 are purchasing it for their classroom and students are interacting with their sighted peers are in and in small groups and building code by putting the black code actually in their hands, all students can learn together in an inclusive setting. And it was further developed by us at a p h and we're continuing to work on this tool and we're really looking at how this tool bridges the skill gap and opens the world of coding to every student, not just students with visual impairments, but even students with physical limitations and speech limitations as well because , um, because the audio can be prerecorded and then students just need to be able to turn the dial. Children not only learn basic pro and concepts such as sequences, iteration, selection and variables, but they're also encouraged to think computationally such as solving the same challenge in multiple ways. And then most importantly, any teacher , um, any parent , any uh, speech language pathologists, occupational or even someone at a library that might be running an afterschool program or a STEM program can facilitate code jumper lessons without prior computer science experience, which I think is huge 'cause a lot of folks tend to get intimidated by that. And this is a device and a tool that we wanna make sure anyone can use right out of the box.
Sara Brown:To keep talking about Code Jumper , especially the Code Jumper Puzzles. How do you know how those came to be and was that the next logical step with Code Jumper ?
Katrina Best:Absolutely. So Robin and Beth from I2E, they partnered with APH and they are the original , um, creators of the curriculum. They're the cheerleaders and champions from the very beginning of Code Jumper and they really took a look at the curriculum and everything that can be done with Code Jumper and they wanted to make sure that we could engage students no matter where they are, if they have any experience with coding or without any experience and be able to pull them in through immersive, choose your own adventure stories. We are also looking at how this can be applied in general education classrooms and special education classrooms as well, where students are learning activities of daily living and the expanded core. So many things could be done with these puzzles and I think after folks take a look at the puzzles, they also will get inspired to build their own and upload their own sounds and make their own adventures that their students can follow or students might wanna make adventures that their parents can try out.
Sara Brown:And can you give a preview as to what's coming in the future, whether it be with Code Jumper or any other products in the future?
Katrina Best:Absolutely. How much can I say without getting in trouble? <laugh> I will share a little bit. So one of the most exciting updates that we've been working on are, is the ability for students to view or listen to their code in the CJ app. So right now, when you launch the app, the code that is generated by connecting the physical pads and plugs into the hub is displayed in Black Code . Once our update is out and available, students will be able to click a button and see or hear their code in actual computer programming language. The student will be able to interact with it like a real computer programmer. Robin and Beth will be right there to guide them through all of what's going on in a curriculum and it will be able to be comprehended by their adults as well. This is going to be a game changer and if you don't already have a Code Jumper kit, I would encourage you to get one soon so that way you can go through the lessons and then be able to transition over to the actual code being displayed and be ready for the momentous occasion when APH hits the release button, the new coding feature of Code Jumper will allow students to expand their knowledge of coding by transforming the code into Python. That's the programming language we're looking at right now. Specific features we are hoping to have, fingers crossed, a coding button to transform code jumper , pod based code into Python code. Allow students to edit and change the code using the coding toolbox. The toolbox is designed as a stepping stone that doesn't require prior knowledge of Python. The programming language we're looking at right now and keyboarding skills and auto and manual indent to help students learn Python code groupings support for all the pods and plugs, the ability to add more commands if even if they've only got one pod plugged in, they'll be able to add more pods using code and then allow students to output messages with the print command in the toolbox. Allow students to add comments on their code, run the command to export, export, run the command to export the code output window for print messages and error message export command to export the code to be run directly in Python or using an IDE or another editor and then save and load programs. We are very excited for this and we will soon be looking for field testers. So if there are any listeners that have a Code Jumper kit , have gone through lessons and the puzzles and they're looking for something fun to help us with here at APH, that would be wonderful if they'd wanna reach out to us and we'll get them on that field test. Um, the field test form
Sara Brown:In my one last and final question to you is, did you have anything else you would like to say?
Katrina Best:Absolutely. No matter your age, you can get into coding and coding isn't just a thing lingering in the future anymore. It's here and it's now it's imperative that we include all students in courses regardless of their age, race, gender, or physical abilities. It's our job to make sure these individuals are included in courses that will change their lives and when they're in the working force, it will impact our lives as well.
Sara Brown:Okay, Katrina, thank you so much for joining me today on Change Makers.
Katrina Best:Thank you Sara.
Sara Brown:And I've put links in the show notes for more information about Code Jumper and Code Jumper Puzzles, if you'd like to learn a little bit more about that. Really cool product. Now I have Yue-Ting Siu, Ph.D., coordinator of the Northwest Center for Assistive Technology Training and Jason Martin, trainer for the Center of Assistive Technology Training. They're both here to talk about the classroom activities in store for the students during coding symposium. Hello Ting and Jason and welcome to Change Makers . Thanks for having us. Thanks for having us. Okay , so first off, can you just both introduce yourselves and share what it is that you both do?
Yue-Ting Siu:Sure. I <laugh> I guess I'll go first. <laugh> , um, well by trade I am a teacher of blind and low vision students and currently I coordinate the Northwest Center for Assistive Technology Training.
Jason Martin:And I'm, again, this is Jason and I'm a teacher of the visually impaired by trade and a CATTs, and I'm a trainer for the Center of Assistive Technology Training.
Sara Brown:Wonderful. And with that, as educators , um, we have the coding symposium coming up soon , it's gonna be in December. And as educators, can you walk me through just how you explain and teach coding to students who are blind or low vision ?
Jason Martin:Go ahead. I'll take it after you ladies first.
Yue-Ting Siu:<laugh> . Okay . Oh, no, now I'm nervous because I actually disclose from the get go that , um, I have a ton to learn about coding. Um, I am not an experienced coder. I know the basic concepts, I understand the importance of it, but I've never taught coding myself. Um, and I am not a coder and I don't know coding. Um, but what I do know is , um, how to identify those gaps in conceptual understanding, such as spatial representations, how to manipulate tactile media, how to encourage kids to do the basics in play, drafting, rendering making , um, that builds towards like the more sophisticated and specific coding skills. Um, so I would say that , uh, for , for myself , um, I'm better at laying those foundations and then I, I know when I need to hand it off to somebody like Jason or somebody who actually knows , um, the skills of coding to do that. Um, and my other job, of course is to connect the students to blind coders , um, and highlight di diversity in non-visual ways of coding, drafting, rendering and making.
Jason Martin:Ting you to , you touched on so many awesome things that I'm gonna try to remember exactly what you said, but I mean, and you said this and I'll, I'll echo it. Ting , I'm, I'm a TVI, I'm not a computer scientist, although I have many as friends, but I'm, I'm not a coder by trade, but there's such an, an urgency and, and it has been for so many years to teach coding to students with visual impairments. And so I have taught a few coding classes. I originally started with the Quorum programming language, which was really made it , it exceptionally accessible to students with visual impairments. And , uh, some of the things that I believe students really need to, to get when you're working with computer sciences, first and foremost, it has to be fun because we know as educators that kids don't learn from people they don't like. So if you're, if you bring it forward and you show a purpose to why we're doing programming, why we're having fun in stem, I'll give you an example on some of my transition day activities that I've done throughout the years. We've done STEM related STEM wars and "Guardians of the Cyber Galaxy," which you could imagine are themed after Star Wars and Guardians of the Galaxy. But I , I'll show up with a Jedi robe and I'll teach Obi one hour of Cody , so help me obi one Kenobi instead of , uh, hello World is the first statement my students will print in that particular session. So it has to be fun, it has to be engaging and interesting. And as Ting said, you've gotta get the manipulatives right. You've gotta get those concepts down for the students. But I I , I loved on what you touched that at the end, ting , because I'm a firm believer in this, showing young students, people working in the field and people with disabilities in this field, these, we call them STEM Masters and these, these STEM masters. When you show students where they can go and you show their reflection of their disability in someone who's in this high level of coding this high career, it really opens the doors. And I've seen students take just these, I say these small activities, these small days and take it and go into an academic career into stem. Can I add this? Yeah, sure . Go ahead . One of the things I love doing, and I , and if, if anyone's listening to this, there's a website called CSS Unplugged. And I love doing computer science activities with students that don't involve computers that are just unplugged activities where we'll create a dancing algorithm called the Dancing Machine. A friend from Ohio School for the Blind , uh, introduced me to this activity and where you're making an algorithm with music or you're playing a game that's a grid-based game based on sequencing, but it's all live action. It's away from screens and it's, it's students just engaging without the computers.
Sara Brown:Yeah, no , that sounds really cool to hear too or just to do I did not, I thought it all int included or, you know, needed a computer or some sort of technology. I did not know it could be done without. How do you do, just real quick outta curiosity, how do you do, you know, dancing scene without it? I dunno . Okay ,
Jason Martin:This is one of my favorite activities and I'm gonna give her a shout out . Her name's Marie McCumber and she's at the Ohio State School for the Blind. And she gave me this activity and I I love it. So when you talk about algorithms, an algorithm is a series of sequences, like in the code jumper curriculum, for instance. It's , uh, what do you do to get ready in the morning? And there's all these steps of, well, I wake up, I get outta bed, I brush my teeth, and students usually shout this out in the wrong order. So I like to call 'em out on, oh, you brush your teeth in bed or, you know, you're, you're , you get up, but you didn't put clothes on and you're brushing your teeth. And so, you know, it's talking about this , this strain sequence. And so with the dancing machine, that's what we call it, we give students the soundtrack and I love playing Chuck Berry's "The Twist," just 'cause it's a lot of fun, <laugh> and everyone in the room. And I say this with students, but I also do it with t TBIs and teacher training. And it , to me, the more veteran that teacher is, the better this activity <laugh> is for me, I think I'm the one that enjoys it the most, but they all have instructions in this algorithm called the Dancing Machine. And their instructions are to do the twist simply. And so we run our program, we play the music, and from the start of the room to the end of the room, I count off or I tap the student. If they're non-visual and they do the twist, they go back and forth. And then everybody generally has a good time. It's funny. And then we move it to where that's a sequence with one command and that command is "The Twist." But then we add in different dance moves like air guitar or my favorite "Raise the Roof," or my absolute favorite is "The Matrix." And if you haven't seen it, that's where Neo's dodging the bullets and lying backwards and leaning over. And again, the more veteran, the TV eye , the funnier that gets. And so we're showing how we can do the same algorithm with different sequences. So it, it really is just enforcing that original idea.
Sara Brown:That's such a cool thing. And I'm sure they're thrilled and excited to do something. It's different and, and it makes them have to think, you know? Yeah. "Do you brush your teeth in bed?" "Are you putting on your clothes in bed?" So yeah. Now we have the Coding Symposium coming up in December. Is there any work or any sort of plans that you're planning to share with your students during the coding symposium?
Yue-Ting Siu:Um, well , um, in our Northwest CATT we are gonna focus on how coding is applied to graphics , um, in terms of like graphics rendering, creating, drafting , um, as, and as an extension of that tactile media making . Um, so, you know, like Jason was saying with his , uh, you know, dancing algorithm, it's kind of all , a lot of it is building the concepts and getting people to understand the underlying concepts of coding and doing all this stuff before you ever even get to a computer. Um, so, you know , for a lot of teachers, myself included, who are still kind of newbies at coding, you have this large thing, this cloud , um, that kind of comes to mind. Whenever anybody says coding, it's sort of like, well, okay, what is it? Like, what's involved with that? Is it, is it like writing code for a computer website? Um , but it's a lot more than just coding for a website. It's , uh, what you can do with it, but all the different ways that you can build activities towards coding activities. So , um, you know, I I'm really interested in looking at replicating the braille challenge model where we're gonna construct activities at introductory, intermediate, and advanced levels with the purpose of creating graphics in tactile media. Um, so that's sort of like the , the general idea where perhaps at the introductory level of activities, it's figuring out different ways for kids to doodle to create tactile drawings. Um, at the intermediate level, it's okay if I'm going from rendering for myself, so just doodling for myself to now I wanna render for somebody else to enjoy the same graphics or art that I've created. Um, and then at the advanced levels is now, okay, how do I write this or code this so that other people can replicate , um, my, my system of drawing or replicate my code and also render and generate graphics on the computer. So it's really taking it through from , um, very concrete tactile graphics and tactile media to then rendering in that digital , um, format in a virtual space. Um, so, you know, in order to provide a lot of different models for how to do , uh, you know, just graphics and , uh, we're inviting a few different blind people who have done their versions of rendering and tactile media making using a lot of different , uh, strategies. So, you know, some of it is just highlighting that diversity in different ways people can do computer generated graphics in terms of drafting, but then also revising and editing and different ways that you can render as a blind creator. Um, and you know, the last part of what we're working on is, I have to admit slightly selfish 'cause I'm building what I feel like I, I would need as a TVI to start , uh, this process of introducing kids to coding, which is building a , um, an online workbook. So here's , uh, where I wanna give a shout out to the California School for the Blind , um, and their development of the Screen Reader training website, which is exactly that, which is an online workbook for how to teach kids a variety of different screen readers. And it's truly a workbook in that it introduces a concept and then there's a couple different activities that you work through in order to exercise, like learning that concept. So I'm looking at that and trying to think about how we might replicate that to create a workbook for teachers to go through together what their students specifically focused on learning these coding concepts for graphics and title media making .
Jason Martin:Ting it think it's great that you mentioned California because working with them , uh, working for the coding symposium or in preparation of it , um, we've done, or I've done a few lessons right now, I've submitted one already and I've got a couple cooking. Um, one is about accessible gaming and it's a scavenger hunt 'cause uh , our students love to game. They do, they love that culture. I mean, it's, it's, it's a huge industry , uh, in general ed classrooms. And I think our students are absolutely no different when it comes to the allure of playing a game or gamifying something. So one of the lessons I have that should be released nationally, and that's one idea is that the coding symposium works in a couple of parts where students , uh, around the nation can pick these lesson plans up with their teachers and they can do a lesson that kind of is alluring to them. Like, what, what's out there that I can do in a classroom? Or you can come to our sites and, and do some of our site activities like team mentioned. So one of the activities is a gaming scavenger hunt that talks about the history of gaming that has students basically use research skills to go scour through the internet and find some interesting information about the history of video games. What's the industry, why is it important, what are some accessibility features out there? And I really have included a survey which will get our students input on what's interesting to them. Because to me, I always find that interesting whenever I do an accessible gaming , uh, lesson or lecture with students, I always want to know, what are you playing? What are you, what are you doing? And it, it never ceases to amaze me the things that they love or the things that they hate. If I mention like, Fortnite is one of the bigger video games in the world, and sometimes I'll mention that and they're like , they all groan and then I'll mention some kind of obscure , uh, totally blind friendly game, and they're like, oh man, that's the best thing I've ever seen. So that's, that's one aspect of what we're doing and and I hope that those lesson plans do go nationally. And working with California to do that has been pretty awesome. They're a great group out there. And, but in terms of some of our local events, I really wanna harness Code Jumper and Code and Go Mouse. And I'll start with Code and Go Mouse first. And both of these are APH products, but Code and Go Mouse is arguably one of my favorite products in existence. Uh, I I love it like I do. Um, everything about that product makes me happy. I think from the Mouse squeaks to again, that that idea of the dancing machine and sequencing and entering in commands is the same concept as what Code and Go Mouse does. And if you're not familiar with Code and Go , it's a mouse named Kolby who travels across a green maze, and if you give him instructions, he can go find a piece of cheese. So it teaches abstraction, it teaches sequencing, and it's completely accessible to students who are blind, low vision. And one thing we're working on in Alabama and some of the surrounding states, and this has been recent, I said, well, why don't we include some of our at, at the Alabama Institute for the Deaf and Blind? We have a school called Helen Keller, and why don't we include some of our deaf-blind friends in, in this? And so really trying to make that definition of early learners in STEM Open. And so we hope to do a few friendly competitions with kids and just really give them that exposure that they might not have ever had. And with Code Jumper , and this is more for my, like Ting did a great job of classifying this as beginner, intermediate, and advanced. And with Code Jumper , I, it's, it's my , uh, medium, it's my intermediate. And what I really want to see is get students familiarized with it and then have a local at, at these events, have a competition that's judged on the best sounds or best song that they can come up with with Code Jumper . And I've, I've done some test runs with some programs over the summer, and, and I'll be honest, I'm pretty, pretty , uh, wowed at some of the songs and music that they come up with just out of Code Jumper . And as we move to some of the more advanced states, that's really where it's getting students , uh, exposed things like Quorum or Python. And along those lines of accessible gaming, I've got a lesson that talks about writing your own accessible game and it's an accessible rock paper scissors program. So we're all familiar with that grade school game, but how can we code that? So figuring out ways to gamify this, especially in our live events, and then offering , uh, lessons that teachers can just kind of take and go on from.
Yue-Ting Siu:Yeah. So Jason, I'm hearing that we might have a cat theme song by the end of this.
Jason Martin:What? Oh, oh yeah . I'm like, maybe actually that's not a bad idea. <laugh>.
Yue-Ting Siu:That could be so cool. Um, yeah, I forgot to mention that. Um, we are actually running a student design competition to come up with a mascot for the Northwest CATT program as sort of like the overall theme for our graphics and tactile media making activities, <laugh> .
Sara Brown:Now you mentioned earlier about opportunities in the world of coding in SETM. Um, when you all are interacting with students and parents, are they aware of the, just the sheer unlimited opportunities out there in this world of coding in stem?
Jason Martin:I I think the short answer is no. Um, generally not. Like that's one of the questions I get asked quite frequently is what can my student do? And, and this is teachers and parents alike. Like, well, they, I I had a student , uh, and this was last year's Coding symposium. Her and her dad loved Battle Bots and it just introducing her to a coding Go Mouse and then Code Jumper , it was like, wow, I didn't know I could do kind of some of the things like they're doing on BattleBots now. It's a little bit different, of course, course. But , uh, yeah, so, so introduce , that's one of the joys of it really, is being able to open this door, give them that keys to the kingdom and, and TVI, if you're listening, that's what it's about. It's getting that interest initially and then going, well, here's something you can do and here's something else you can do as a student. And I've seen students really take that and just go with it and just excel with it. So in Alabama we have a program that's very unique. It's at the University of Alabama and Huntsville, and it's annual every year. And it's the Gen Cyber program for students with visual impairments. Now, gen Cyber , uh, not for VI but Gen Cyber in general is a cybersecurity program that's done nationwide in high schools and colleges and, but really it focuses in high schools to teach cyber security and to get this interest in computer science and cybersecurity. So the, the great minds at the University of Alabama , Huntsville had been doing this for general audiences and they did it for deaf and hard of hearing students. And for the past four years, we've done it for blind and visually impaired. And it's the only program in the nation, the only gen cyber program in the nation for blind and visually impaired students. And it's free and it's open to all students , uh, in high school around the nation. So it's a nationwide program that they fly into the University of Alabama Huntsville, they spend some time with these great , uh, professors at this , uh, university. They get some time with me, Code Jumper accessible gaming. But they also get, and this, this I just find is just wildly unique. They get time with Microsoft. Microsoft has done sessions almost every year , uh, and they sponsor it on this year it was ChatbotGPT, and looking at Azure and how that cloud system works and how their security system works, but the even cooler and mi as if Microsoft's not cool enough, even cooler, they'll bring in the FBI and the FBI will come in and teach a lesson on forensic metadata where students are looking at , uh, say someone has went missing and then students are given access and it's accessible. They're given access to , uh, that person's cell phone and they're working to be forensic scientists to figure out, well , why did they go missing? Who did they talk to? Where's the GPS locations? What's around them that they could see? And I, I just honestly haven't seen anything like it. And I can give you that link towards the end where students can go and apply that link is www.uh .edu/ccre/camps .
Sara Brown:And again, I will make sure to put that in those show notes for out , for anybody out there listening, wanting to learn a little bit more information, just be sure to check the show notes. Now for my last question, I always like to ask, is there anything else you all would like to say? Whether it be about co the Coding Symposium , um, opportunities out there in the world of coding in STEM or anything? Just anything you wanna share or, and let our listeners know?
Yue-Ting Siu:Well, I, you know, I, I'm just remembering that this is a podcast that people are listening to. Um, maybe if I could just like throw out two little soapbox. Um, you know, one is that our blind and low vision students need just as many experiences playing, making, doodling, crafting, but also failing at experiments and activities. Um, and I see that, you know, of course literacy is important. Of course, we want kids to be reading and learning braille, but they also just as importantly, need access to really good graphics as they're having these literacy experiences as part of the literacy experience. And , um, you know, I hope that we will give our kids just as much opportunities to draw and doodle , um, because that also goes into developing those spatial concepts and spatial representations that build , um, towards these higher level things such as coding and these things that we've been talking about today. Um, and then, you know, my final soapbox is that, you know, if you're listening and you identify as a typically sighted person or educator or parent, it is really our ultimate responsibility to connect our blind and low vision kids to the blind community, to mentors, to people who are using the tech day in and day out, who are doing the coding using non-visual tools and strategies. Because really , um, people in the blind community are ultimately the experts more than any well-intentioned, cited educator. <laugh>,
Jason Martin:I, I agree with everything you said, ting. And just to tag onto it, really, you need teacher buy-in and, and that's, that's the thing I've struggled with the most is is that as a TVI, yes, you can learn to teach code, yes, you can learn to teach stem. And the more you believe that and the more you utilize some of these resources that we mentioned and look, look out there towards those mentors who are awesome at what they do, the more you firmly believe it. And when you, when you believe it, your students do too. And that's one of the biggest things that I, I struggle with when I'm teaching , uh, new teachers into this world of STEM, is I don't know, code. It frightens me. And don't be scared of it. Don't be afraid to jump in and just know that by offering, you don't have to be a master at it. I'm not. But offering the keys to that kingdom can really, really just absolutely change the scope or arc of a student's potential career.
Sara Brown:All right , Ting and Jason, thank you both so much for joining me today on Change Makers.
Jason Martin:Thank you, Sara.
Sara Brown:Thank you so much. And thank you all so much for listening to this episode of Changemakers. I put links to our social media so you can follow for the latest coding symposium updates. There's also links about code jumper , code jumper , puzzles, coding , go Mouse , the emails for Katrina Best and the websites Jason mentioned and much more. As always, be sure to look for ways you can be a change maker this week.