►
From YouTube: Education & Workforce WG
Description
S.E.E.D.S Outcome: Data4Kids: Virtually Teaching Kids about Data Science; Presenter: Jonathon Schwabish
Urban Institute
A
Your
afternoon,
depending
where
you
are
thanks
for
for
attending
today,
I'm
happy
to
excited
to
talk
to
you
about
this
project
that
was
funded
through
the
south
big
data
hub
at
nsf
yeah,
so
as
renata
mentioned
well,
so,
first
off
so
just
quick
introduction,
I'm
a
senior
fellow
at
the
urban
institute,
which
is
a
non-profit
institution
research
institution
based
in
washington,
dc.
I've
been
there
for
about
seven
years
and,
as
I
was
telling
renata
before,
we
started
I'm
starting
to
now.
A
Finally
learn
how
to
read
my
emails,
because
what
kendra
sent
out
the
invitation
for
this
I
saw
the
word
record
in
the
email
and
recorded
this
talk
and
then
sent
her
the
file
and
she's
like
why.
Why
are
you
sending
me
this
file?
Why
did
you
record
this?
Not
realizing
that
the
word
record
referred
to
our
recording
today,
so
we
have
multiple
versions
of
this,
but
I'm
going
to
give
it
to
you
live
so
so
this
is
our
data
for
kids
project.
A
This
is
a
joint
project
between
me
and
my
urban
associate
colleague,
claire
mckay
bowen
claire
actually
has
a
great
book
on
data
privacy.
If
you're,
if
you're
interested
that
you
should
definitely
check
out,
and
so
what
I'm
going
to
do
is
walk
you
through
where
this
came
from
and
where
this,
where
this
got
started.
So
our
our
motivating
question
is
how
do
we
teach
kids
about
data
and
data
science
and
data
visualization
and,
if
you're
on
this
call
in
these
meetings?
A
This
is
probably
something
that
you
are
at
least
as
passionate
about
as
I
am.
I
am
not
an
educator
of
of
young
kids,
but
I
do
have
two
well,
not
so
young
anymore,
because
one
of
them
just
got
their
driver's
permit.
So
I'm
I'm
terrified
now,
but
of
kids
so
and-
and
I
think
I
think,
if
you're
here,
you
probably
agree
that
kids
are
going
to
be
the
at
least
the
data
consumers
of
the
future.
A
If
not
the
data
producers
and
the
earlier,
we
can
help
them,
learn
more
about
being
good
data,
consumers,
producers
and
stewards,
the
better
off
we're
going
to
be
as
a
as
a
society.
So
so,
how
do
we
teach
kids
about
data
science
so
in
the
classroom?
And
again,
this
is
from
my
perspective,
not
as
a
as
a
as
an
educator
of
young
kids.
A
There
are
lots
of
projects
about
how
we
can
get
people
to
learn
more
about
data,
so
there's
a
somewhat
famous
deer
data
project
from
designers,
georgia,
loopy
and
stuffy
stephanie
posevic,
where,
basically,
you
collect
your
own
data
and
you
draw
a
visualization
of
those
data
and
it
can
be.
You
know
where
you
ate
that
week,
your
exercise,
your
music
listening,
who
you
talk
to
whatever
it
is,
and
I've
done
this
project
many
times
with
in
different
in
different
formats,
with
different
classrooms
and
different
clients.
A
Just
an
example
here
and
basically,
you
collect
your
own
data
and
you
draw
your
visualization
and
drawing
the
visualization
gets
you
out
of
a
lot
of
the
constraints
and
and
challenges
of
actually
using
a
computer,
and
you
can
see
other
people
have
done
this
as
well.
This
is
an
example
from
the
data
visualization
society,
nightingale
blog,
where
someone
talked
about
how
they
and
their
their
kids
collected
data
and
do
some
visualizations.
A
A
When
my
kids
were
younger,
I
would
go
every
year
and
teach
a
data
visualization
section
in
fourth
grade
in
the
fourth
grade
classrooms
and
the
way
I
would
teach
that
class
is,
I
would
do
a
relatively
short
lecture,
focusing
primarily
on
maps
because
kids
in
fourth
grade
right,
so
that's
sort
of
you-
know
eight
nine
years
old.
You
know
they're
all
familiar
with
maps,
that's
a
visualization
type
that
they
that
they
can,
that
they're
familiar
with,
and
so
what
I
would
ask
them
to
do.
A
I'd
first
talk
about
maps
and
talk
about
data
visualization,
and
then
I
would
ask
them
to
draw
a
map,
draw
a
map
of
one
floor
in
your
in
your
home
and
they
can
all
do
that
and
then
we
would
add
some
data
to
that.
So
I'd
give
them
a
little
bit
of
piece
of
tracing
paper
and
ask
them
to
think
about
some
data
and
draw
the
data
and
code
the
data
on
the
map.
So
where
do
they
spend
the
most
time?
Where
do
they
eat?
How
do
they
travel
between
the
classroom
or
between
the
rooms?
A
A
And
you
can
see
here
that
you
know
they
really
do
start
thinking
about
different
types
of
ways
to
encode
the
data.
And
then
I
have
a
little
card
game
on
my
website
that
I
bring
to
elementary
school
and
we
we
play
this
card
game
and,
of
course,
when
you
sort
of
combine
the
tactile
piece
of
learning
plus
competition,
especially
for
fourth
fifth
sixth
graders.
You
really
start
to
get
into
some
some
exciting
pieces
in
the
classroom.
A
Okay,
so
now
we
hit
the
pandemic
and
what
do
we
do
about
teaching
kids
data
and
data
science
online
and
there's
been
some
experiments
and
some
research
about
using
data
science
virtually
and
teaching
kids
code?
For
example,
the
mit
project
is
one
of
the
most
famous
ones,
teaching
kids
how
to
code
using
scratch.
A
There
are
some
projects
about
using
data
visualization
on
apps
when
the
pandemic
started.
I
kicked
off
a
little.
What
I
call
the
data
urban
digital
discussion
series
was
just
conversations
with
people
in
the
data
space
trying
to
keep
conversations
happening.
Even
you
know
in
that
in
that
early
time-
and
we
carved
out
a
week
in
that
series
of
conversations
to
focus
on
teaching
kids
to
teaching
kids
about
data
science
and
and
virtually
in
the
virtual
and
sort
of
virtual
classrooms,
and
so
I
did
a
session
on
teaching
kids
about
making
data.
A
Visualizations
and
claire
did
a
section
on
teaching
kids
about
about
data
privacy
and
thinking
carefully
about
data
and
that
really
spurred
us
to
apply
to
the
seeds
fund
through
the
south
big
data
hub
to
create
a
bigger
project
that
we
think
will
be
useful
to
to
especially
to
teachers
and
educators.
So
that's
the
sort
of
on
origins
of
this
of
this
project.
So
what
did
we
do
or
what
are
our
goals
to
start?
So
our
goal
is
to
help
educators
prepare
kids
to
be
better
data,
consumers
and
data
stores.
A
We
wanted
to
create
a
toolkit
that
would
help
them
do
so
and
of
course
we
wanted
to
make
this
as
easy
as
possible
for
the
educators
to
get
and
to
use
and
to
use
immediately
in
the
classroom,
and
so
the
grant
enabled
us
to
do
that
and
enabled
us
to
work
with
a
number
of
different
collaborators
to
create
this
across
the
south
bay
data
hub
space.
So
here
are
our
seven
collaborators,
as
you
can
see
from
a
variety
of
different
areas.
A
We
have
a
little
icon
here
for
you
and
I'm
going
to
get
to
that
in
a
moment.
But
we
do
not
view
this
project
as
a
one
and
done
we're
hoping
that
this
project
is
going
to
continue
and
to
expand
over
time,
and
so
we
had
several
meetings
with
our
with
our
collaborators
and
ended
up
settling
on
what
ultimately
is
this
data
for
kids
platform?
A
Okay.
So
what
is
the
data
for
kids
platform?
So
we
have
a
number
of
what
we
call
data
stories
and
when
you
go
to
go
to
the
project
you
can
as
an
educator.
You
can
use
the
data
stories
or,
if
you
want
to
become
a
collaborator,
you
can
fill
out
this
google
form
or
just
connect
with
us
any
any
way
you
want
and
build
your
own
data
story
and
we've
tried
to
build
all
of
the
pieces
in
this
project
to
be
very
modular.
A
So
that
is
pretty
easy
for
anyone
to
really
create
a
data
story
and
then,
of
course,
for
the
educators
to
actually
use
them.
So
I'll
come
back
then
in
a
second
all
right.
So
each
data
stories
has
three
primary
aspects
to
it:
we're
thinking
specifically
about
different
grade
bands
about
different
age
groups,
we're
going
to
ask
the
educators
and
then,
of
course,
the
kids,
five
questions,
primary
questions
or
question
areas
and
then
we're
going
to
give
them
four
sets
of
materials.
A
Okay,
so,
first
on
the
grade
bands,
so
we
are
thinking
very
differently
about
kids
in
different
grades,
different
ages,
right
so
kids,
who
are
grades
three
to
five.
So
that's,
instead
of
that,
seven
to
nine
years
old
range.
What
we're
thinking
here
for
these
kids
is
just
basic
literacy
and
basic
information
in
these
data
stories.
So,
for
example,
we
have
a
data
story
about
national
parks
and
we
have
information
about
all
the
national
parks
in
the
country
and
so
for
the
grades,
the
youngest
kids.
A
The
questions
are
something
like
you
know
how
many
national
parks
are
there?
How
many
national
parks
are
there
in
the
state
of
california?
How
many
national
parks
are
there
in
your
specific
state
right
so
we're?
Actually
it's
really
just
more
on
basic
counting,
basically
reviewing
the
data.
This
grades,
the
six
to
eight,
the
sort
of
middle
school
age,
kids,
so
that's
kind
of
like
11
12
13..
Now
we
can
start
to
look
in
measures
of
dispersion,
so
you
know,
what's
the
average
number
of
national
parks
in
each
of
the
states?
A
What
is
the
range
of
square
miles
or
square
acres
of
the
of
the
of
the
national
parks
in
a
certain
state
or
in
your
state?
And
then
we
get
to
the
oldest
kids.
The
high
school
kids
were
now
we're
starting
to
talk
about
relationships
and
correlations.
What
is
the
relationship
between
national
parks
and
median
income
in
a
particular
state,
or
when
we
look
at
food
insecurity?
We
have
another
story
on
food
insecurity.
What
is
the
relationship
between
the
number
of
or
the
poverty
rate
and
the
school
lunch
program?
A
Because
kids
are
going
to
learn
and
are
going
to
be
prepared
to
learn
differently
at
each
of
these
age
groups?
So
for
each
of
the
stories
we
have
five
different
sections.
We
have
the
underlying
data
questions,
so
we
are
setting
this
up
again
we're
trying
to
make
this
as
easy
as
possible
for
the
teachers
to
use
right
away
right
so
that
they
can
just
download
the
google
slide
I'll
show
you
all
the
materials
just
a
moment.
They
can
download
the
google
slides.
A
They
can
open
up
and
start
teaching
right
away,
so
we
have
laid
out
for
them
the
data
question.
We
have
questions
about
how
the
data
are
collected
and
for
the
kids
to
start
thinking
about
how
are
the
data
collected
and
doesn't
make
sense.
Then
we
get
into
the
data
analysis
and
again
we're
breaking
this
across
these
three
bands.
You
know
so
we
have
priming
questions
for
the
youngest
kids.
You
know
how
many
national
parks
are.
There
are
in
your
state
right,
and
so
we
break
that
out
across
these
three
bands.
A
Then
we
have
data
visualizations.
We
have
a
whole
section
on
building
graphs,
building
tables
with
these
data
and
again
it's
going
to
vary
based
on
the
different
bands
and
then
there's
a
final
section
about
data
equity
and
ethics,
which
is
an
area
that
that
I
spent
a
lot
of
time
working
on
and
an
area
on,
data,
privacy
and
security.
That
claire
spends
a
lot
of
time
working
on,
and
these
are
really
priming
questions
to
get
kids
to
start
thinking
about.
Where
are
the
data
collected?
A
We
also
have
four
sets
of
materials
and
again,
the
idea
here
is
to
make
this
as
easy
and
as
actionable
as
possible
for
the
teachers.
So
we
have
an
instructor's
guide
which
walks
through
these
things
in
great
detail,
and
it
provides
images
of
all
the
slides
in
the
the
slide.
So
talk
about
that
in
a
second
so
that
you
literally
can
just
walk
through
so
my
kids,
I
live
in
fairfax
county
in
northern
virginia,
so
my
kids.
A
They
use
google
google
classroom
in
fairfax,
so
we
provided
everything
in
the
google
suite
and
in
the
microsoft
suite,
so
the
instructor's
guide.
There's
a
google
doc,
there's
a
word
doc
the
data
we
have
a
clean
version
and
then
we
also
have
a
messy
version
where
we've
actually
added
some
errors
into
the
data
set.
So
when
the
kids
go
in
and
they're
looking
at,
you
know,
poverty
rate
and
the
poverty
rate
is
1200
percent
for
some
state.
You
know
they
have
to
think
about.
A
What's
going
on
there,
why
that
might
be
wrong!
We
provide
that
in
a
google
doc,
a
google
sheet
excel
and
csv
files,
there's
obviously
a
data
dictionary.
It
describes
in
detail
all
the
fields.
So
then
google
sheet
and
a
word
doc,
google
doc
in
a
word
document
and
then
again
there
are
teaching
slides.
So
there
are
google
slides
and
there's
a
powerpoint
slide
so
that
they
can
use
all
that
right
away.
A
So
here's
just
one
example:
this
is
our
project
on
food
insecurity.
You
can
see
there's
a
little
paragraph
that
sort
of
sets
the
stage
right
at
the
top
and
the
educators
can
go
in.
They
can
get
everything
in
one
shot
if
they
go
to
that
google
drive
folder
or
they
can
download
each
of
these
pieces
individually
going
through
each
of
these
different
pieces.
A
So
we
created
that
we
put
that
out
at
the
end
of
december
and
then
in
january,
when
people
started
coming
back
from
their
from
their
break.
We
really
started
promoting
this.
This
is
just
one
of
two
twitter
threads
that
I
pulled
together.
I
mean-
I
don't
know
about
you,
but
for
me,
157
likes
on
a
twitter
thread
about
a
new
website
that
provides
material
for
to
teach
kids
about
data
is
pretty
good.
I'm
I'm
I'm
happy
with
that.
A
Did
another
one,
a
few
weeks,
a
few
weeks
later,
to
really
dive
into
one
of
the
particular
stories,
and
then
we
were
invited
to
write
a
number
of
different
blog
posts,
so
we
wrote
one
blog
post
for
the
nightingale
blog
over
data
visualization
society.
We
wrote
sort
of
a
behind
the
scenes
blog
for
the
data
at
urban,
which
is
the
urban
institute
sort
of
behind
the
scenes,
tech
data
blog,
and
then
we
also
did
a
couple
of
interviews
one
for
edsurg.
A
I
mean
I
love
that
the
title
here
can
third
graders
learn
data
science
and
these
researchers
me
and
claire.
We
definitely
say
yes
to
that,
so
that
was
pretty
exciting
to
see
it
picked
up.
So,
like
I
said,
we
don't
view
this
as
one
and
done.
We
are
thinking
about
the
future,
so
we
are
actively
looking
for
collaborators.
We
have
three
people
currently
working
on
data
stories
that
they
are
hopefully
going
to
contribute
to
this
project.
A
We
want
to
try
to
carve
out
some
more
time
on
our
own
to
create
some
more
stories.
Haven't
really
been
able
to
do
that
just
yet,
but
we're
trying
to
trying
to
do
that.
So
we
really
want
to
broaden
this
particular
project
so
that
we
can
have
more
content
on
there.
We
also
are
trying
to
document
experiences.
This
is
always
a
hard
one.
A
B
C
C
The
second
question:
could
this
be
a
resource
and
could
there
be
a
relationship
developed
between
a
university-based
school
of
education,
which
is
training,
would-be
teachers,
how
to
teach
math
and
data
that
this
could
be
either
workshopped
within
the
university
or
an
actual
course?
That's
teaching
future
teachers,
the
skill
of
doing
what
you've
developed
here
and
third
many
school
districts
use
high
school
students
and
some
junior
high
students,
I'm
sure
that's
true
up
where
you
are
as
tutors
to
other
kids
peer
tutoring.
A
Thanks
noel,
those
are
great
questions,
so
so
the
short
answer
is
no,
but
there's
slightly
longer
answer
no
to
to
so.
The
short
answer
is
no
to
all
three
of
those
but
a
slightly
longer
answer.
So
I
did
have
a
plan
to
work
with
my
my
kids
elementary
school
and
we
actually
had
a
research
plan
to
actually
use
some
of
these
materials
earlier
before.
We
actually
pulled
this
all
together
in
this
project,
but
actually
use
some
data
science
materials
and
actually
do
an
evaluation.
A
A
We
were
gonna,
do
in
one
classroom,
just
the
lecture,
another
classroom,
the
lecture
and
the
card
game
and
another
classroom,
the
lecture,
the
card
game
and
another
another
exercise
which
we
had
already
planned
and
then
to
come
back
and
then
and
then
quiz
the
kids
and
maybe
come
back
a
few
months
later
and
quiz
them
again,
and
we
actually
were
ready
to
do
that.
And
then
the
pandemic
and
that
sort
of
all
fell
apart.
I
think
it's
a
great
idea
to
to
partner
with
a
school
of
education.
A
It's
not
my
field,
so
although
my
mom
did
teach
in
the
school
of
education,
the
university
of
buffalo,
which
is
where,
where
I'm
from
so
actually
that's,
so
I
actually
have
a
that
might
actually
work
really
well
and
then
on
the
tutoring
part.
It's
funny.
You
mentioned
that
my
daughter
is
actually
works
with.
A
One
of
our
collaborators
is
the
ceo
of
the
concord
coalition
concord
group,
which
I'm
sure
some
people,
some
folks
here
know,
and
so
we're
still
talk
consortium.
Thank
you,
sam
we're
talking
with
them
about
doing
some
more
work
there,
and
also
with
the
american
statistical
association
to
see
how
we
can
broaden
the
reach
of
this
work.
So
these
are
all
great
ideas
I'll
hold
on
to
them.
C
D
Yeah
john,
I
just
want
to
thank
you
for
a
really
great
project
and
a
really
great
presentation.
I'm
very
excited
about
these
areas,
particularly
as
they're
kind
of
moving
into
less
formal
aspects
of
education
and
in
bringing
in
folks,
like
you
know
you
and
others
at
the
urban
institute
to
kind
of
tie.
In
these
broader
conversations
I
put
in
up
a
link
after
the
speaker
links
to
a
workshop
that
just
got
announced
it's
taking
place
september,
13th
and
14th
at
the
national
academies.
D
That's
focused
on
k-12
data
science,
education,
there's
a
lot
of
things
happening
in
that
realm.
There's
a
lot
of
controversies,
which
may
be
a
different
conversation.
But
I
think
it's
a
really
important
time
and
I
want
to
just
to
alert
people.
That's
going
to
be
open
to
the
public
and
participation
is,
is
really
encouraged
right
and.
B
A
B
We
might
have
a
transfer,
but
I'm
just
gonna
read
some
of
this.
I
think
some
of
them
are
statements
and
suggestions
in
the
chat.
Should
we
see
john
about
other
places
to
present
so
patty
is
talking
about.
You
know,
60
and
also
computer
science
to
teaching
association
for
mark
expanding
computer
education
pathways.
A
Yeah
yeah
thanks
sam,
I
I
I
would
say
that
our
we
really
relied
pretty
heavily
on
our
collaborators,
because
they
do
this
work
all
the
time
right
and
they
are
working
with
kids.
They
are
in
the
virtual
classroom,
I
would
say
so
we
relied
on,
we
heavily
relied
on
them
and
I
think,
for
the
most
part,
claire-
and
I
view
ourselves
as
the
conveners
for
this
project
and
the
motivators
for
this
project.
But
all
of
these
groups
that
you're
mentioning
are
great
and
I'm
gonna.
B
And
I
see,
mark
you
ever
hand
up,
but
also
there's
a
group
that
I
will
find
you
derek
that
comes
at
the
university
of
chicago.
That's
specifically
looking
at
convening
a
group
around
k-12
educators
trying
to
get
them
involved
in
data
science.
So
they've
spent
a
lot
of
time
convening
educators
that
are
interested
in
adding
data
science
into
their
their
work.
So
we
can
look
for
for
that
group
and
put
it
in
the
hadazole
and
try
to
connect
you
to.
A
Yeah
yeah,
that
would
be
great.
I
mean,
I
think,
the
other
thing
that
we-
and
this
is
just
a
this-
is
just
an
issue
with
with
with
urban
in
general,
but
I
think
urban
has
so
much
data,
and
so
many
people
doing
such
great
research
that
we
have,
I
would
say,
sort
of
an
untapped
resource
here
that
we
haven't
really
been
able
to
get
get
into.
I
mean,
I
think
many
people
here
probably
understand
you
know.
If
I
go
and
ask
you
know
bob
so
and
so
to
help
us
build
a
data
story.
A
Bob's
response
is
okay,
so
what's
the
project
code,
how
do
I?
How
am
I
getting
paid
for
this?
So
that's
that's!
The
challenge
is
to
get
people
engaged.
So
you
know
that's!
That's
just
you
know.
That's
just
another
thing
that
we
have
to
have
to
consider
and
that's
why
we
sort
of
open
this
up
because
we
feel
like
there
is.
I
did
an
interview
about
this
yesterday
and
they
were
asking
me
about
this
card
game
and
why
you
know,
do
I
not
try
to
sell
it
more?
A
I'm
like
well,
you
know
the
market
for
data
visualization
data
science
for
young
kids
is
really
more
feels
more
organic.
It
feels
more
sort
of
that
etsy
level,
like
the
things
that
you
see
up.
There
are
people
teaching
their
kids
how
to
make
a
bar
chart
out
of
out
of
m
ms
or
how
to
look
at
the
world
in
a
way.
That's
data
driven
by
collecting
their
own
data,
and
so,
but
I
think,
there's
a
more
formal
way
to
do
this
and
that's
you
know,
sort
of
what
you
know.
F
A
F
Are
interested
and
they
are
organizing
every
year
like
there
is
a
conference
in
chicago
now
you
can
present
a
workshop
here
for
data
science
for
kids,
so
it's
a
way
to
connect
to
a
thousand
of
teachers
at
one
meeting.
Yes,
so
if
you
want
this
project
to
to
eventually
to
start
very
quickly
and
to
continue
yes
connect
to
the
computer
science
teacher
association
here.
A
That's
great
yeah.
I
have
I'm
putting
all
these
in
my
list
yeah.
These
are
great.
Well,
thank
you
all
so
much
and
like
I
said,
if
you,
if
you
I'll,
put
my
email
in
the
in
the
note.
Well,
it's
in
the
ether
bed,
but
I'll
put
it
here
as
well.
If
you
have
any
other
comments,
questions,
suggestions
for
or
or
connections
to
make,
please
do
reach
out.
I'm
always
looking
to
expand
this
project.