{"id":1009791,"date":"2024-02-27T10:24:43","date_gmt":"2024-02-27T18:24:43","guid":{"rendered":"https:\/\/www.microsoft.com\/en-us\/research\/?post_type=msr-event&#038;p=1009791"},"modified":"2024-06-25T05:01:54","modified_gmt":"2024-06-25T12:01:54","slug":"inclusive-digital-maker-futures-workshop","status":"publish","type":"msr-event","link":"https:\/\/www.microsoft.com\/en-us\/research\/event\/inclusive-digital-maker-futures-workshop\/","title":{"rendered":"Inclusive Digital Maker Futures Workshop"},"content":{"rendered":"\n\n\n\n\n<div class=\"wp-block-columns are-vertically-aligned-top is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<h2 class=\"wp-block-heading\" id=\"about-the-workshop\">About the workshop<\/h2>\n\n\n\n<p><strong>Host conference:<\/strong>&nbsp;23rd ACM <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/idc.acm.org\/2024\/\">Interaction Design and Children Conference<span class=\"sr-only\"> (opens in new tab)<\/span><\/a> June 17-20, 2024 <\/p>\n\n\n\n<p>This workshop will bring together researchers and educators to imagine a future of low-cost, widely available digital making for children, both within the STEAM classroom and beyond.  The main focus will be on expanding the reach of digital making with <em>programmable microcontrollers <\/em>(such as Arduino, the BBC micro:bit, etc.) to underrepresented children in the STEAM fields, which includes historically excluded or marginalized children as well as those lacking access to computers and\/or the Internet. Participants will report on their experience helping children learn about digital technology while creating physical computing systems, including wearables, robotics, environmental sensors and more. Participants who submit a position paper or work-in-progress report will have an opportunity to present their work and ideas. From these presentations, we will select emerging themes to discuss.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\">\n<h4 class=\"wp-block-heading\" id=\"key-dates\">Key dates<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/event\/inclusive-digital-maker-futures-workshop\/program\/\">Program<\/a> available now!<\/li>\n\n\n\n<li>Workshop and Conference registration deadline: June 1, 2024<\/li>\n\n\n\n<li>Workshop: Monday June 17, 2024<\/li>\n<\/ul>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a data-bi-type=\"button\" class=\"wp-block-button__link wp-element-button\" href=\"mailto:idc-idmf24@service.microsoft.com\">Contact us<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"goals-and-outcomes\">Goals and outcomes<\/h3>\n\n\n\n<p>The goals of the workshop are to:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>to facilitate discussions about inclusive digital making for children using programmable micro-controllers;<\/li>\n\n\n\n<li>to explore the benefits and challenges of inclusive digital making;<\/li>\n\n\n\n<li>to discuss open questions and future directions for the field<\/li>\n<\/ul>\n\n\n\n<p>The workshop outcome will be a vision statement about the future of digital maker technologies, with particular consideration given to the needs of a diverse set of children. We will also document a collection of inclusive educational resources for widely available programmable micro-controllers such as the BBC micro:bit and Arduino. We hope these will inspire a new population of educators and students from around the globe to engage with STEAM subjects. Workshop participants will come away with new knowledge and experience to drive their own efforts in inclusive digital making.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"format\">Format<\/h3>\n\n\n\n<p>This is <strong>full day<\/strong> workshop that include hands-on activities with the <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/microbit.org\" target=\"_blank\" rel=\"noopener noreferrer\">BBC micro:bit<span class=\"sr-only\"> (opens in new tab)<\/span><\/a> and <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/aka.ms\/microcode\" target=\"_blank\" rel=\"noopener noreferrer\">MicroCode<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, lightning talks on experiences teaching with programmable micro-controllers and new research directions, as well as group discussions on ways to address the digital divide in STEAM.  We will make all accepted papers available via the web before the workshop and use them to organize presentations and discussions.<\/p>\n\n\n\n<p>The workshop will provide opportunities for participants to work hands-on with MicroCode, an experience that combines the micro:bit V2 with a display accessory to enable live and portable programming without the need for a separate computer. The MicroCode project is <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/github.com\/microsoft\/microcode\" target=\"_blank\" rel=\"noopener noreferrer\">open source<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>. Hardware will be made available during the workshop. Familiarity with programmable micro-controllers is not required.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"participation\">Participation<\/h3>\n\n\n\n<p>Participation in this workshop does not require the submission of a paper; however, participants are encouraged to submit a brief statement describing their interest and motivation in joining the workshop.  Everyone who wishes to participate should submit one of the following: <\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>a statement of interest (email a few paragraphs to <a href=\"mailto:idc-idmf24@service.microsoft.com\">idc-idmf24@service.microsoft.com<\/a>)<\/li>\n\n\n\n<li>a position paper or work-in-progress report (see below for more detail)<\/li>\n<\/ul>\n\n\n\n<p>Those who wish to present must submit either a position paper or work-in-progress report. At least one author of an accepted workshop paper needs to be registered (in addition to attending) the workshop.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"paper-submissions-for-lightning-talks\">Paper submissions for Lightning Talks<\/h3>\n\n\n\n<p>We welcome paper submissions of position papers, work-in-progress reports for a lightning talk, related to inclusive digital making for children:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>position papers including but not limited to discussing research questions, methodology, opportunities, benefits, challenges, or implications of inclusive digital making for children;<\/li>\n\n\n\n<li>work-in progress reports including but not limited to preliminary results, demonstrations, case studies, or surveys that highlight current research in inclusive digital making for children.<\/li>\n<\/ul>\n\n\n\n<p>Paper length is limited to 4 pages maximum, including references. The selection will be based on the relevance and quality of the papers submitted. Accepted papers will be invited to present their submission in a dedicated lightning talk session. At least one author of each accepted paper must register and attend the workshop and main conference. Submissions should be in single column PDF format, following <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/chi2022.acm.org\/for-authors\/presenting\/papers\/chi-publication-formats\/\" target=\"_blank\" rel=\"noopener noreferrer\">ACM SIGCHI Paper Format<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>. Templates are available for <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/www.acm.org\/binaries\/content\/assets\/publications\/taps\/acm_submission_template.docx\" target=\"_blank\" rel=\"noopener noreferrer\">Word<span class=\"sr-only\"> (opens in new tab)<\/span><\/a> and <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/www.overleaf.com\/latex\/templates\/acm-conference-proceedings-master-template\/pnrfvrrdbfwt\" target=\"_blank\" rel=\"noopener noreferrer\">Overleaf<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>. <em>Submissions should not be anonymized<\/em>.<\/p>\n\n\n\n<p>Submit your paper via <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/easychair.org\/my\/conference?conf=idcidmf24\">EasyChair<span class=\"sr-only\"> (opens in new tab)<\/span><\/a> by <strong>April 15, 2024.<\/strong> Notifications will go out <strong>May 1, 2024.<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a data-bi-type=\"button\" class=\"wp-block-button__link wp-element-button\" href=\"mailto:idc-idmf24@service.microsoft.com\">Contact us<\/a><\/div>\n<\/div>\n\n\n\n<p><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"workshop-organizers\">Workshop organizers<\/h2>\n\n\n\n<div class=\"wp-block-columns are-vertically-aligned-top is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-thumbnail\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tball2019square-150x150.jpg\" alt=\"Tom Ball\" class=\"wp-image-1009077\" srcset=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tball2019square-scaled-150x150.jpg 150w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tball2019square-300x300.jpg 300w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tball2019square-1024x1024.jpg 1024w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tball2019square-768x768.jpg 768w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tball2019square-1536x1536.jpg 1536w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tball2019square-2048x2048.jpg 2048w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tball2019square-180x180.jpg 180w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tball2019square-360x360.jpg 360w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/figure>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/people\/tball\/\">Thomas Ball<\/a>, Partner Researcher, Microsoft. Tom led the team that developed the MakeCode programming environment for the BBC micro:bit, and was a founding member of the original BBC micro:bit deployment in the UK in 2015. His expertise is in software engineering, programming languages, and platforms for CS education.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-thumbnail\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/jayne-headshot-150x150.jpeg\" alt=\"Jayne Everson\" class=\"wp-image-1009293\" srcset=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/jayne-headshot-150x150.jpeg 150w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/jayne-headshot-300x300.jpeg 300w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/jayne-headshot-180x180.jpeg 180w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/jayne-headshot-181x180.jpeg 181w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/jayne-headshot.jpeg 320w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/figure>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/jayneeverson.com\/resume\" target=\"_blank\" rel=\"noopener noreferrer\">Jayne Everson<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, PhD student, University of Washington. Jayne studies implicit power structures in CS classrooms. Her work is informed by her experience as a classroom teacher in math, science, engineering, as well as with robotics and makerspaces.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-thumbnail\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/finney-150x150.jpg\" alt=\"Joe Finney\" class=\"wp-image-1009452\" srcset=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/finney-150x150.jpg 150w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/finney-180x180.jpg 180w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/figure>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/www.lancaster.ac.uk\/scc\/about-us\/people\/joe-finney\" target=\"_blank\" rel=\"noopener noreferrer\">Joe Finney<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, Professor, Lancaster University. As a founding member of the original BBC micro:bit deployment, Joe architected and continues to maintain the C++ CODAL runtime and firmware that forms the foundation of the micro:bit software stack. His research focuses on democratizing access to embedded tools and technologies to empower others to create new applications and devices that bring positive impacts on society.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-thumbnail\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/hodges-150x150.jpg\" alt=\"Steve Hodges\" class=\"wp-image-1009389\" srcset=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/hodges-150x150.jpg 150w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/hodges-300x300.jpg 300w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/hodges-180x180.jpg 180w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/hodges-360x360.jpg 360w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/hodges.jpg 450w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/figure>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/www.lancaster.ac.uk\/sci-tech\/about-us\/people\/steve-hodges\" target=\"_blank\" rel=\"noopener noreferrer\">Steve Hodges<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, Professor, Lancaster University. Steve guided hardware development and manufacturing during the original BBC micro:bit deployment, and continues to advise the Micro:bit Educational Foundation in parallel with pursuing research into physical computing and interactive devices. Steve\u2019s career goal is to identify, develop and deliver hardware-plus-software experiences that provide lasting value to users and society.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-thumbnail\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/elisa-rubegni-150x150.jpg\" alt=\"Elisa Rubegni\" class=\"wp-image-1009350\" srcset=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/elisa-rubegni-150x150.jpg 150w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/elisa-rubegni-180x180.jpg 180w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/elisa-rubegni.jpg 272w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/figure>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/www.lancaster.ac.uk\/scc\/about-us\/people\/elisa-rubegni\" target=\"_blank\" rel=\"noopener noreferrer\">Elisa Rubegni<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, Associate Professor, Lancaster University. Elisa\u2019s research focuses on designing and evaluating children\u2019s experience in interacting with mobile and distributed technologies, and the social agency this creates in educational contexts. Her projects aimed at investigating research questions around the impact of technology-based experiences for supporting children\u2019s narrative thinking, emotional and cognitive skills development.<\/p>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns are-vertically-aligned-top is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-thumbnail\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/ben-shapiro-150x150.jpg\" alt=\"R. Benjamin Shapiro\" class=\"wp-image-1009362\" srcset=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/ben-shapiro-150x150.jpg 150w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/ben-shapiro-180x180.jpg 180w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/ben-shapiro.jpg 270w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/figure>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/benshapi.ro\/\" target=\"_blank\" rel=\"noopener noreferrer\">R. Benjamin Shapiro<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, Associate Professor, University of Washington. Ben is a learning scientist and a champion of the BBC micro:bit since its early days. He designs new learning technologies and experiences that enable people, especially youth, to make new computational systems that help them to understand the world around themselves, express themselves creatively, and care for human and non-human others.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-thumbnail\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tofel-grehl-colby-150x150.jpg\" alt=\"Colby Tofel-Grehl\" class=\"wp-image-1009356\" srcset=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tofel-grehl-colby-150x150.jpg 150w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tofel-grehl-colby-180x180.jpg 180w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tofel-grehl-colby.jpg 271w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/figure>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/cehs.usu.edu\/teal\/directory\/tofel-grehl-colby\" target=\"_blank\" rel=\"noopener noreferrer\">Colby Tofel-Grehl<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, Associate Professor, Utah State University. Colby designs teacher professional development and curricular materials within frameworks of rightful presence and critical theories to facilitate minoritized rural youth\u2019s success within STEM spaces. Her scholarship interrogates the structures, systems, and practices that foster inequities across STEM learning environments.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-thumbnail\"><img decoding=\"async\" src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/lorraine-square-150x150.jpeg\" alt=\"Lorraine Underwood\" class=\"wp-image-1009329\" \/><\/figure>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/www.lancaster.ac.uk\/scc\/about-us\/people\/lorraine-underwood\" target=\"_blank\" rel=\"noopener noreferrer\">Lorraine Underwood<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, Senior Teaching Associate and PhD student, Lancaster University. Lorraine\u2019s research is around using physical computing to teach data science to primary aged children of ages 5 to 11. She has developed both hardware and software tools around the micro:bit to achieve this goal. Lorraine has very recently run classroom studies with the micro:bit and MicroCode.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-thumbnail\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/Roj-150x150.jpeg\" alt=\"Rojin Vishkaie\" class=\"wp-image-1009341\" srcset=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/Roj-150x150.jpeg 150w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/Roj-300x300.jpeg 300w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/Roj-180x180.jpeg 180w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/Roj-360x360.jpeg 360w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/Roj.jpeg 576w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/figure>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/www.linkedin.com\/in\/rojin-vishkaie-ph-d-3755b834\/\" target=\"_blank\" rel=\"noopener noreferrer\">Rojin Vishkaie<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, Senior User Experience Researcher at Amazon. Rojin is an expert in contextual and participatory design, user-experience and user-centered design; she performs research via ethnographic methods and usability testing. Her work focuses on design and evaluation of technology, with recent use cases in devices, mixed-reality education, museums, and children\u2019s gaming and toys.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-thumbnail\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/kimying_square-65de2fc98f4c0-150x150.jpg\" alt=\"a woman smiling and posing for the camera\" class=\"wp-image-1010103\" srcset=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/kimying_square-65de2fc98f4c0-150x150.jpg 150w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/kimying_square-65de2fc98f4c0-300x300.jpg 300w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/kimying_square-65de2fc98f4c0-180x180.jpg 180w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/kimying_square-65de2fc98f4c0-360x360.jpg 360w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/kimying_square-65de2fc98f4c0.jpg 669w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/figure>\n\n\n\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" href=\"https:\/\/www.linkedin.com\/in\/kimberlymying\/\" target=\"_blank\" rel=\"noopener noreferrer\">Kimberly Ying<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, Software Engineer on MakeCode team, Microsoft. Kim is a front-end developer for MakeCode, working full time on the team for about two years. She holds a Ph.D. in Human-Centered Computing from the University of Florida. Her passions lie at the intersection of computer science education and equity for all.<\/p>\n<\/div>\n<\/div>\n\n\n\n\n\n<h2 class=\"wp-block-heading\" id=\"program\">Program<\/h2>\n\n\n\n<div class=\"wp-block-group is-layout-constrained wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-group is-layout-constrained wp-block-group-is-layout-constrained\">\n<figure class=\"wp-block-table\"><table><thead><tr><th>Time<\/th><th>Description<\/th><\/tr><\/thead><tbody><tr><td>09:00-09:30<\/td><td>Introductions<\/td><\/tr><tr><td>09:30-10:30<\/td><td>MicroCode: Talk and Hands-on Activity<br><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/MicroCode_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Conveying physical computing to new audiences with MicroCode<\/a><\/em>, <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.linkedin.com\/in\/judith-bishop\/\">Judith Bishop<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, <a href=\"https:\/\/www.microsoft.com\/en-us\/research\/people\/tball\/\">Thomas Ball<\/a><\/td><\/tr><tr><td>10:30-11:00<\/td><td>Break<\/td><\/tr><tr><td>11:00-12:30<\/td><td><strong>Session 1 Talks<\/strong><br>11:00-11:30 <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/Clipbit_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Toolkit for Educators in Data Science (TEDS): Using physical computing to support data science education in the primary classroom<\/a><\/em>, <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.lancaster.ac.uk\/scc\/about-us\/people\/lorraine-underwood\">Lorraine Underwood<span class=\"sr-only\"> (opens in new tab)<\/span><\/a><br>11:30-12:00 <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/Charitos_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Using micro:bits to Support Children\u2019s Understanding of Personal Health Data<\/a><\/em>, <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.bristol.ac.uk\/cdt\/digital-health\/people\/current-students\/sydney-charitos\/\">Sydney Charitos<span class=\"sr-only\"> (opens in new tab)<\/span><\/a><br>12:00-12:30 <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/DebuggingDesign_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Making Bugs for Learning: How youth can benefit\u00a0from designing (and fixing) buggy projects with programmable microcontrollers<\/a><\/em>, <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/luismn.com\/\">Luis Morales-Navarro<span class=\"sr-only\"> (opens in new tab)<\/span><\/a><\/td><\/tr><tr><td>12:30-1:30<\/td><td>Lunch<\/td><\/tr><tr><td>13:30-15:00<\/td><td><strong>Session 2 Talks<\/strong><br>13:30-14:00 <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/AppInventor_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Physical Computing with MIT App Inventor<\/a><\/em>, <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.linkedin.com\/in\/daki7711\/\">David Kim<span class=\"sr-only\"> (opens in new tab)<\/span><\/a><br>14:00-14:30 <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/ExploreRobotPara_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Explore the Robot Paraeducator service range in Education<\/a><\/em>, <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.linkedin.com\/in\/liqun-charlotte-bi-9330ba2a\/\">Liqun &#8220;Charlotte&#8221; Bi<span class=\"sr-only\"> (opens in new tab)<\/span><\/a> <br>14:30-15:00 <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/uBit_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Design and Implementation of an Accessory for the micro:bit Board with a Focus on Universal Design Principles<\/a><\/em>, <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.linkedin.com\/in\/mar%C3%ADa-josefina-mart%C3%ADnez-calero\/\">Maria Josefina Martinez<span class=\"sr-only\"> (opens in new tab)<\/span><\/a><\/td><\/tr><tr><td>15:00-15:30<\/td><td>Break<\/td><\/tr><tr><td>15:30-17:00<\/td><td><strong>Session 3 Talks<\/strong><br>&#8211; <em>Plug-and-play physical computing with Jacdac<\/em>, <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.lancaster.ac.uk\/sci-tech\/about-us\/people\/steve-hodges\">Steve Hodges<span class=\"sr-only\"> (opens in new tab)<\/span><\/a><br>&#8211; <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/MakeDevice_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">How Prototype-to-Production Challenges Can Hinder Inclusive Digital Futures<\/a><\/em>, <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.linkedin.com\/in\/kobi-hartley-735a87193\/\">Kobi Hartley<span class=\"sr-only\"> (opens in new tab)<\/span><\/a><\/td><\/tr><tr><td>17:00-17:30<\/td><td>Wrap-up<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"microcode-talk-and-hands-on-activity\">MicroCode: Talk and Hands-On activity<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"conveying-physical-computing-to-new-audiences-with-microcode\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/MicroCode_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Conveying physical computing to new audiences with MicroCode<\/a><\/em><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Speakers<\/strong>: <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.linkedin.com\/in\/judith-bishop\/\">Judith Bishop<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, Stellenbosch University and <a href=\"https:\/\/www.microsoft.com\/en-us\/research\/people\/tball\/\">Thomas Ball<\/a>, Microsoft Research<\/li>\n\n\n\n<li><strong>Abstract<\/strong>: Conveying computing principles, especially programming languages, to a new audience has followed a well-trodden road for forty years. We know how to teach university and even middle school students using screens and keyboards. MicroCode breaks the mould because the language is completely different \u2013 it is pictorial and reactive, not text-based and predictive; there is no keyboard \u2013 maybe a cursor and two buttons; and the screen is minute \u2013 if there is one. Yet children younger than 11 years seem to break into this world with ease. Adults, however, have different needs \u2013 they want to know what is going on and why, and are responsible for trouble-shooting when things go wrong. We have written textbooks for these languages before, but this is our most ambitious project, and one that focuses on <strong>how <\/strong>to convey information needed, in what order, so that it can make sense to both adults and young children. We do not have all the answers yet and are still testing our theories.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"session-1-talks\">Session 1 Talks<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"toolkit-for-educators-in-data-science-teds-using-physical-computing-to-support-data-science-education-in-the-primary-classroom\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/Clipbit_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Toolkit for Educators in Data Science (TEDS): Using physical computing to support data science education in the primary classroom<\/a><\/em><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Speaker<\/strong>: <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.lancaster.ac.uk\/scc\/about-us\/people\/lorraine-underwood\">Lorraine Underwood<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, PhD Student and Research Associate, Lancaster University, UK<\/li>\n\n\n\n<li><strong>Abstract<\/strong>: In an increasingly data-driven world, a core set of data literacy skills are needed to enable individuals and our collective society to make informed decisions. In my research I have combined a novel set of hardware and software tools that empowers primary-aged children to apply the data science lifecycle by collecting, analysing, and visualising their own local environmental data. I ran research studies in three primary schools involving over 130 children. My research shows that: (1) use of our offline, standalone kit empowers teachers to overcome many of the practical issues of delivering data science lessons in schools (2) collecting live data from their local environment provided children with high levels of engagement and purpose, (3) the toolkit promotes cross curricular outdoor learning to teach data science through physical computing.<\/li>\n\n\n\n<li><strong>Bio<\/strong>: Lorraine researchers how to utilise physical computing to teach data science to primary aged children and their educators. Avid maker, author and innovator<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"using-micro-bits-to-support-children-s-understanding-of-personal-health-data\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/Charitos_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Using micro:bits to Support Children\u2019s Understanding of Personal Health Data<\/a><\/em><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Speaker<\/strong>: <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.bristol.ac.uk\/cdt\/digital-health\/people\/current-students\/sydney-charitos\/\">Sydney Charitos<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, University of Bristol<\/li>\n\n\n\n<li><strong>Abstract<\/strong>: In June 2023, we ran four weekly co-design workshops with children aged 10-11 in a local UK primary school, to better understand how they want to visualise personal health data on smartwatches. The second two-hour workshop used micro:bits to support the development of the children&#8217;s technical skills, as well as building their familiarity with the project. In this case study we describe the different activities, what worked well and what did not, and how we would adapt the workshop in the future.<\/li>\n\n\n\n<li><strong>Bio<\/strong>: University of Bristol PhD Student in Digital Health and Care with a Masters in Electronics and Computer Science. Sydney&#8217;s research focuses on using technology to support children in managing their health.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"making-bugs-for-learning-how-youth-can-benefit-from-designing-and-fixing-buggy-projects-with-programmable-microcontrollers\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/DebuggingDesign_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Making Bugs for Learning: How youth can benefit\u00a0 from designing (and fixing) buggy projects with programmable microcontrollers<\/a><\/em><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Speaker<\/strong>: <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/luismn.com\/\">Luis Morales-Navarro<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, University of Pennsylvania (Joint work with Deborah A. Fields, and Yasmin B. Kafai)<\/li>\n\n\n\n<li><strong>Abstract<\/strong>: Debugging physical computing projects often presents formidable challenges for novice learners, as errors may emerge in both hardware and software and at their intersections. Encountering such complex bugs can generate emotional responses such as fear and anxiety that can lead to disengagement and the avoidance of computing. To address these cognitive and socioemotional challenges, we created Debugging by Design, an 8-hour-long learning activity in which youth create personally relevant buggy textile physical computing projects for their peers to fix. In this presentation, we share findings from two studies conducted in introductory high school computing classes. From a pilot study with 25 students, we report on the types of bugs that students designed: from simple syntactic errors (e.g., missing a semi-colon), semantic issues (e.g., flawed logic in conditional statements), to circuit design bugs (e.g., short circuits and polarity problems). We also share how they engaged in growth mindset practices such as persisting after setbacks and developing comfort with failure. From a quasi-experimental study in eight classrooms with 144 students, we share evidence of changes in students\u2019 thinking about debugging (such as becoming more specific in identifying bugs, considering multiple causes for bugs, and taking into account both software and hardware issues) and in their self-beliefs in relation to computing. We discuss how designing rather than just fixing buggy projects may support students when learning physical computing.<\/li>\n\n\n\n<li><strong>Bio<\/strong>: Luis Morales-Navarro is a doctoral student in the Learning Sciences and Technologies program at the University of Pennsylvania. His current research focuses on youth\u2019s computational empowerment and studying novices\u2019 understandings of machine learning systems. Previously he researched and designed tools and environments for learning computing at NYU\u2019s Ability Lab, CMU\u2019s Studio for Creative Inquiry, the Processing Foundation, Fundaci\u00f3n Omar Dengo, and Apple.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"session-2-talks\">Session 2 Talks<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"physical-computing-with-mit-app-inventor\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/AppInventor_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Physical Computing with MIT App Inventor<\/a><\/em><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Speaker<\/strong>: <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.linkedin.com\/in\/daki7711\/\">David Kim<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, Software Engineer at MIT App Inventor<\/li>\n\n\n\n<li><strong>Abstract<\/strong>: Recently the MIT App Inventor team found interest in expanding into teaching kids about physical computing and robotics. The essence of this educational approach is to teach kids how to apply data science, AI, and various programming techniques in practical settings, enabling them to control robots and bring digital concepts into tangible, real-world actions. Here I will show some mobile apps developed via MIT App Inventor that controls some robots connected to a micro:bit.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"explore-the-robot-paraeducator-service-range-in-education\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/ExploreRobotPara_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Explore the Robot Paraeducator service range in Education<\/a><\/em><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Speaker<\/strong>: <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.linkedin.com\/in\/liqun-charlotte-bi-9330ba2a\/\">Liqun &#8220;Charlotte&#8221; Bi<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, University of Nebraska Lincoln, USA<\/li>\n\n\n\n<li><strong>Abstract<\/strong>: Robots aiding education have been developed for decades. The boom of AI technology, such as Chat GPT 4o, unlocked the human-like conversation response of robots and could potentially do more for students and teachers. With the rising population of autistic children, as a fundamental for children to develop emotional, social, and academic skills, schools are facing significant challenges in providing appropriate services to the students. The article explored the possibility of creating low-profile robot paraeducators to assist teachers and students. The research used the data from a longitude qualitative research of the paraeducator interventions with high-function autistic students in a public middle school in the 2022-2023 school year. The contextual inquiry was collaborated with the school special education teachers, administrators, and class teachers. This study illustrated the overlapping areas of what a paraeducator serves in the class, the acceptance of the interventions, and what a robot can do. The data results were categorized into four themes: 1) trust establishment, 2) disruptive behaviors, 3) study assistance, and 4) social-emotional training. Furthermore, the research mapped the students\u2019 behaviors and what they tried to communicate to the strategies, interventions, and positive reinforcements possibly performed by the robot. And implement the model with typical antecedent, behavior, and consequence scenarios.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"design-and-implementation-of-an-accessory-for-the-micro-bit-board-with-a-focus-on-universal-design-principles\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/uBit_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Design and Implementation of an Accessory for the micro:bit Board with a Focus on Universal Design Principles<\/a><\/em><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Speaker<\/strong>: <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.linkedin.com\/in\/mar%C3%ADa-josefina-mart%C3%ADnez-calero\/\">Maria Josefina Martinez<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, Project Manager, R&D Department of Ceibal, Uruguay<\/li>\n\n\n\n<li><strong>Abstract<\/strong>: The BBC micro:bit programmable board is used worldwide for educational purposes in primary and secondary schools to teach STEM. However, this device presents various barriers that can hinder its use for individuals with disabilities, whether from a visual, cognitive, or motor perspective. Our project proposes an accessory board for the micro:bit that enables most users to utilize the micro:bit in the same way and enjoy the same experiences. The proposed design is based on the principles of Universal Design. Functionality and hardware design are already completed, while construction and testing with users are in progress.<\/li>\n\n\n\n<li><strong>Bio<\/strong>: Josefina Martinez is Project Manager for Accessibility Projects for Children at the R&D Department of Ceibal, a governmental organization dedicated to promoting technological innovation in education. Currently in my final year of Electronics Engineering studies at UCU. Previously volunteered at Teleton and Fundappas, organizations focused on accessibility for the blind, children with autism spectrum disorder (ASD), and individuals with neuromuscular disabilities.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"session-3-talks\">Session 3 Talks<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"plug-and-play-physical-computing-with-jacdac\"><em>Plug-and-play physical computing with Jacdac<\/em><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Speaker<\/strong>: <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.lancaster.ac.uk\/sci-tech\/about-us\/people\/steve-hodges\">Steve Hodges<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, Distinguished Professor in Computing and Digital Systems, Lancaster University<\/li>\n\n\n\n<li><strong>Abstract<\/strong>: We introduce Jacdac, an open-source hardware and software platform that brings the plug-and-play experience of USB to physical computing. It combines an intuitive connector, standardized hardware and software interfaces, a simple bus-based protocol, and integration with Microsoft MakeCode for the micro:bit. This results in an easy-to-use and low-cost solution with the potential to drive engagement and inclusion in physical computing and digital making activities. Jacdac has been integrated into several school education products and we are excited to explore future opportunities for research and adoption in the area of inclusive digital making and crafting for children.<\/li>\n\n\n\n<li><strong>Bio<\/strong>: Steve combines hardware engineering and creative design skills with knowledge of emerging and established technologies to conceive novel, inclusive interactive devices. He works at all scales from prototype to production, and his work has contributed to millions of devices with tens of millions of users spanning domains such as education, assistive technologies, mobile devices and the internet of things. He is also a passionate proponent and communicator of technology.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"how-prototype-to-production-challenges-can-hinder-inclusive-digital-futures\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/MakeDevice_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">How Prototype-to-Production Challenges Can Hinder Inclusive Digital Futures<\/a><\/em><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Speaker<\/strong>: <a class=\"msr-external-link glyph-append glyph-append-open-in-new-tab glyph-append-xsmall\" rel=\"noopener noreferrer\" target=\"_blank\" href=\"https:\/\/www.linkedin.com\/in\/kobi-hartley-735a87193\/\">Kobi Hartley<span class=\"sr-only\"> (opens in new tab)<\/span><\/a>, PhD student, Research Associate at Lancaster University, UK<\/li>\n\n\n\n<li><strong>Abstract<\/strong>: Embedded devices are now commonplace, and hardware prototyping toolkits have become a popular approach for hobbyists and professionals to create embedded hardware prototypes. Moving from prototype into small scale manufacture introduces complexity and cost, restricting embedded device development \u2019beyond the prototype\u2019. This talk will outline types of technology that are particularly perceptible to these challenges such as accessible technologies. One response to these challenges is a process of progressive flattening of initial hardware prototypes into robust single-board circuits. I will introduce MakeDevice, a web-based tool which facilitates this process, lowering some of the technical barriers associated with designing production-ready devices. Given this workflow builds upon existing prototyping tools such as BBC micro:bit and Jacdac, this talk will conclude with exploring possibilities for MicroCode integration.<\/li>\n\n\n\n<li><strong>Bio<\/strong>: My work involves exploring novel approaches to prototyping and isotyping embedded hardware as well as challenges in transitioning hardware prototypes to production.<\/li>\n<\/ul>\n\n\n\n<p><\/p>\n\n\n\n<div style=\"height:30px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n","protected":false},"excerpt":{"rendered":"<p>Host conference:&nbsp;23rd ACM Interaction Design and Children Conference (opens in new tab) June 17-20, 2024 This workshop will bring together researchers and educators to imagine a future of low-cost, widely available digital making for children, both within the STEAM classroom and beyond. The main focus will be on expanding the reach of digital making with [&hellip;]<\/p>\n","protected":false},"featured_media":1009797,"template":"","meta":{"msr-url-field":"","msr-podcast-episode":"","msrModifiedDate":"","msrModifiedDateEnabled":false,"ep_exclude_from_search":false,"_classifai_error":"","msr_startdate":"2024-06-16","msr_enddate":"2024-06-16","msr_location":"Delft, Netherlands","msr_expirationdate":"","msr_event_recording_link":"","msr_event_link":"","msr_event_link_redirect":false,"msr_event_time":"Central European Summer Time (UTC +1)","msr_hide_region":false,"msr_private_event":false,"msr_hide_image_in_river":0,"footnotes":""},"research-area":[13552,13554],"msr-region":[239178],"msr-event-type":[210063],"msr-video-type":[],"msr-locale":[268875],"msr-program-audience":[],"msr-post-option":[],"msr-impact-theme":[261667],"class_list":["post-1009791","msr-event","type-msr-event","status-publish","has-post-thumbnail","hentry","msr-research-area-hardware-devices","msr-research-area-human-computer-interaction","msr-region-europe","msr-event-type-workshop","msr-locale-en_us"],"msr_about":"<!-- wp:msr\/event-details {\"title\":\"Inclusive Digital Maker \\u003cbr\\u003eFutures for Children via \\u003cbr\\u003ePhysical Computing\",\"subTitle\":\"An ACM Interaction Design and Children (IDC) 2024 Workshop\",\"image\":{\"id\":1009797,\"url\":\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/IDC24-logo_workshop.png\",\"alt\":\"ICD 2024 logo - Inclusive Digital Maker Futures for Children via Physical Computing\"}} \/-->\n\n<!-- wp:msr\/content-tabs -->\n<!-- wp:msr\/content-tab -->\n<!-- wp:columns {\"verticalAlignment\":\"top\"} -->\n<div class=\"wp-block-columns are-vertically-aligned-top\"><!-- wp:column {\"verticalAlignment\":\"top\",\"width\":\"66.66%\"} -->\n<div class=\"wp-block-column is-vertically-aligned-top\" style=\"flex-basis:66.66%\"><!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"about-the-workshop\">About the workshop<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Host conference:<\/strong>&nbsp;23rd ACM <a href=\"https:\/\/idc.acm.org\/2024\/\">Interaction Design and Children Conference<\/a> June 17-20, 2024 <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This workshop will bring together researchers and educators to imagine a future of low-cost, widely available digital making for children, both within the STEAM classroom and beyond.  The main focus will be on expanding the reach of digital making with <em>programmable microcontrollers <\/em>(such as Arduino, the BBC micro:bit, etc.) to underrepresented children in the STEAM fields, which includes historically excluded or marginalized children as well as those lacking access to computers and\/or the Internet. Participants will report on their experience helping children learn about digital technology while creating physical computing systems, including wearables, robotics, environmental sensors and more. Participants who submit a position paper or work-in-progress report will have an opportunity to present their work and ideas. From these presentations, we will select emerging themes to discuss.<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column {\"verticalAlignment\":\"top\",\"width\":\"33.33%\"} -->\n<div class=\"wp-block-column is-vertically-aligned-top\" style=\"flex-basis:33.33%\"><!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"key-dates\">Key dates<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/event\/inclusive-digital-maker-futures-workshop\/program\/\">Program<\/a> available now!<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Workshop and Conference registration deadline: June 1, 2024<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Workshop: Monday June 17, 2024<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:buttons -->\n<div class=\"wp-block-buttons\"><!-- wp:button -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"mailto:idc-idmf24@service.microsoft.com\">Contact us<\/a><\/div>\n<!-- \/wp:button --><\/div>\n<!-- \/wp:buttons --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"goals-and-outcomes\">Goals and outcomes<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The goals of the workshop are to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>to facilitate discussions about inclusive digital making for children using programmable micro-controllers;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>to explore the benefits and challenges of inclusive digital making;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>to discuss open questions and future directions for the field<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The workshop outcome will be a vision statement about the future of digital maker technologies, with particular consideration given to the needs of a diverse set of children. We will also document a collection of inclusive educational resources for widely available programmable micro-controllers such as the BBC micro:bit and Arduino. We hope these will inspire a new population of educators and students from around the globe to engage with STEAM subjects. Workshop participants will come away with new knowledge and experience to drive their own efforts in inclusive digital making.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"format\">Format<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This is <strong>full day<\/strong> workshop that include hands-on activities with the <a href=\"https:\/\/microbit.org\" target=\"_blank\" rel=\"noreferrer noopener\">BBC micro:bit<\/a> and <a href=\"https:\/\/aka.ms\/microcode\" target=\"_blank\" rel=\"noreferrer noopener\">MicroCode<\/a>, lightning talks on experiences teaching with programmable micro-controllers and new research directions, as well as group discussions on ways to address the digital divide in STEAM.  We will make all accepted papers available via the web before the workshop and use them to organize presentations and discussions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The workshop will provide opportunities for participants to work hands-on with MicroCode, an experience that combines the micro:bit V2 with a display accessory to enable live and portable programming without the need for a separate computer. The MicroCode project is <a href=\"https:\/\/github.com\/microsoft\/microcode\" target=\"_blank\" rel=\"noreferrer noopener\">open source<\/a>. Hardware will be made available during the workshop. Familiarity with programmable micro-controllers is not required.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"participation\">Participation<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Participation in this workshop does not require the submission of a paper; however, participants are encouraged to submit a brief statement describing their interest and motivation in joining the workshop.  Everyone who wishes to participate should submit one of the following: <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>a statement of interest (email a few paragraphs to <a href=\"mailto:idc-idmf24@service.microsoft.com\">idc-idmf24@service.microsoft.com<\/a>)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>a position paper or work-in-progress report (see below for more detail)<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Those who wish to present must submit either a position paper or work-in-progress report. At least one author of an accepted workshop paper needs to be registered (in addition to attending) the workshop.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"paper-submissions-for-lightning-talks\">Paper submissions for Lightning Talks<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We welcome paper submissions of position papers, work-in-progress reports for a lightning talk, related to inclusive digital making for children:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>position papers including but not limited to discussing research questions, methodology, opportunities, benefits, challenges, or implications of inclusive digital making for children;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>work-in progress reports including but not limited to preliminary results, demonstrations, case studies, or surveys that highlight current research in inclusive digital making for children.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Paper length is limited to 4 pages maximum, including references. The selection will be based on the relevance and quality of the papers submitted. Accepted papers will be invited to present their submission in a dedicated lightning talk session. At least one author of each accepted paper must register and attend the workshop and main conference. Submissions should be in single column PDF format, following <a href=\"https:\/\/chi2022.acm.org\/for-authors\/presenting\/papers\/chi-publication-formats\/\" target=\"_blank\" rel=\"noreferrer noopener\">ACM SIGCHI Paper Format<\/a>. Templates are available for <a href=\"https:\/\/www.acm.org\/binaries\/content\/assets\/publications\/taps\/acm_submission_template.docx\" target=\"_blank\" rel=\"noreferrer noopener\">Word<\/a> and <a href=\"https:\/\/www.overleaf.com\/latex\/templates\/acm-conference-proceedings-master-template\/pnrfvrrdbfwt\" target=\"_blank\" rel=\"noreferrer noopener\">Overleaf<\/a>. <em>Submissions should not be anonymized<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Submit your paper via <a href=\"https:\/\/easychair.org\/my\/conference?conf=idcidmf24\">EasyChair<\/a> by <strong>April 15, 2024.<\/strong> Notifications will go out <strong>May 1, 2024.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:buttons -->\n<div class=\"wp-block-buttons\"><!-- wp:button -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"mailto:idc-idmf24@service.microsoft.com\">Contact us<\/a><\/div>\n<!-- \/wp:button --><\/div>\n<!-- \/wp:buttons -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"workshop-organizers\">Workshop organizers<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:columns {\"verticalAlignment\":\"top\"} -->\n<div class=\"wp-block-columns are-vertically-aligned-top\"><!-- wp:column {\"verticalAlignment\":\"top\"} -->\n<div class=\"wp-block-column is-vertically-aligned-top\"><!-- wp:image {\"id\":1009077,\"sizeSlug\":\"thumbnail\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-thumbnail\"><img src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tball2019square-150x150.jpg\" alt=\"Tom Ball\" class=\"wp-image-1009077\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:spacer {\"height\":\"10px\"} -->\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/people\/tball\/\">Thomas Ball<\/a>, Partner Researcher, Microsoft. Tom led the team that developed the MakeCode programming environment for the BBC micro:bit, and was a founding member of the original BBC micro:bit deployment in the UK in 2015. His expertise is in software engineering, programming languages, and platforms for CS education.<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column {\"verticalAlignment\":\"top\"} -->\n<div class=\"wp-block-column is-vertically-aligned-top\"><!-- wp:image {\"id\":1009293,\"sizeSlug\":\"thumbnail\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-thumbnail\"><img src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/jayne-headshot-150x150.jpeg\" alt=\"Jayne Everson\" class=\"wp-image-1009293\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:spacer {\"height\":\"10px\"} -->\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/jayneeverson.com\/resume\" target=\"_blank\" rel=\"noreferrer noopener\">Jayne Everson<\/a>, PhD student, University of Washington. Jayne studies implicit power structures in CS classrooms. Her work is informed by her experience as a classroom teacher in math, science, engineering, as well as with robotics and makerspaces.<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column {\"verticalAlignment\":\"top\"} -->\n<div class=\"wp-block-column is-vertically-aligned-top\"><!-- wp:image {\"id\":1009452,\"sizeSlug\":\"thumbnail\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-thumbnail\"><img src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/finney-150x150.jpg\" alt=\"Joe Finney\" class=\"wp-image-1009452\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:spacer {\"height\":\"10px\"} -->\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.lancaster.ac.uk\/scc\/about-us\/people\/joe-finney\" target=\"_blank\" rel=\"noreferrer noopener\">Joe Finney<\/a>, Professor, Lancaster University. As a founding member of the original BBC micro:bit deployment, Joe architected and continues to maintain the C++ CODAL runtime and firmware that forms the foundation of the micro:bit software stack. His research focuses on democratizing access to embedded tools and technologies to empower others to create new applications and devices that bring positive impacts on society.<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column {\"verticalAlignment\":\"top\"} -->\n<div class=\"wp-block-column is-vertically-aligned-top\"><!-- wp:image {\"id\":1009389,\"sizeSlug\":\"thumbnail\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-thumbnail\"><img src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/hodges-150x150.jpg\" alt=\"Steve Hodges\" class=\"wp-image-1009389\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:spacer {\"height\":\"10px\"} -->\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.lancaster.ac.uk\/sci-tech\/about-us\/people\/steve-hodges\" target=\"_blank\" rel=\"noreferrer noopener\">Steve Hodges<\/a>, Professor, Lancaster University. Steve guided hardware development and manufacturing during the original BBC micro:bit deployment, and continues to advise the Micro:bit Educational Foundation in parallel with pursuing research into physical computing and interactive devices. Steve\u2019s career goal is to identify, develop and deliver hardware-plus-software experiences that provide lasting value to users and society.<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column {\"verticalAlignment\":\"top\"} -->\n<div class=\"wp-block-column is-vertically-aligned-top\"><!-- wp:image {\"id\":1009350,\"sizeSlug\":\"thumbnail\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-thumbnail\"><img src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/elisa-rubegni-150x150.jpg\" alt=\"Elisa Rubegni\" class=\"wp-image-1009350\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:spacer {\"height\":\"10px\"} -->\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.lancaster.ac.uk\/scc\/about-us\/people\/elisa-rubegni\" target=\"_blank\" rel=\"noreferrer noopener\">Elisa Rubegni<\/a>, Associate Professor, Lancaster University. Elisa\u2019s research focuses on designing and evaluating children\u2019s experience in interacting with mobile and distributed technologies, and the social agency this creates in educational contexts. Her projects aimed at investigating research questions around the impact of technology-based experiences for supporting children\u2019s narrative thinking, emotional and cognitive skills development.<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:columns {\"verticalAlignment\":\"top\"} -->\n<div class=\"wp-block-columns are-vertically-aligned-top\"><!-- wp:column {\"verticalAlignment\":\"top\"} -->\n<div class=\"wp-block-column is-vertically-aligned-top\"><!-- wp:image {\"id\":1009362,\"sizeSlug\":\"thumbnail\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-thumbnail\"><img src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/ben-shapiro-150x150.jpg\" alt=\"R. Benjamin Shapiro\" class=\"wp-image-1009362\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:spacer {\"height\":\"10px\"} -->\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/benshapi.ro\/\" target=\"_blank\" rel=\"noreferrer noopener\">R. Benjamin Shapiro<\/a>, Associate Professor, University of Washington. Ben is a learning scientist and a champion of the BBC micro:bit since its early days. He designs new learning technologies and experiences that enable people, especially youth, to make new computational systems that help them to understand the world around themselves, express themselves creatively, and care for human and non-human others.<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column {\"verticalAlignment\":\"top\"} -->\n<div class=\"wp-block-column is-vertically-aligned-top\"><!-- wp:image {\"id\":1009356,\"sizeSlug\":\"thumbnail\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-thumbnail\"><img src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/tofel-grehl-colby-150x150.jpg\" alt=\"Colby Tofel-Grehl\" class=\"wp-image-1009356\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:spacer {\"height\":\"10px\"} -->\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/cehs.usu.edu\/teal\/directory\/tofel-grehl-colby\" target=\"_blank\" rel=\"noreferrer noopener\">Colby Tofel-Grehl<\/a>, Associate Professor, Utah State University. Colby designs teacher professional development and curricular materials within frameworks of rightful presence and critical theories to facilitate minoritized rural youth\u2019s success within STEM spaces. Her scholarship interrogates the structures, systems, and practices that foster inequities across STEM learning environments.<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column {\"verticalAlignment\":\"top\"} -->\n<div class=\"wp-block-column is-vertically-aligned-top\"><!-- wp:image {\"id\":1009329,\"sizeSlug\":\"thumbnail\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-thumbnail\"><img src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/lorraine-square-150x150.jpeg\" alt=\"Lorraine Underwood\" class=\"wp-image-1009329\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:spacer {\"height\":\"10px\"} -->\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.lancaster.ac.uk\/scc\/about-us\/people\/lorraine-underwood\" target=\"_blank\" rel=\"noreferrer noopener\">Lorraine Underwood<\/a>, Senior Teaching Associate and PhD student, Lancaster University. Lorraine\u2019s research is around using physical computing to teach data science to primary aged children of ages 5 to 11. She has developed both hardware and software tools around the micro:bit to achieve this goal. Lorraine has very recently run classroom studies with the micro:bit and MicroCode.<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column {\"verticalAlignment\":\"top\"} -->\n<div class=\"wp-block-column is-vertically-aligned-top\"><!-- wp:image {\"id\":1009341,\"sizeSlug\":\"thumbnail\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-thumbnail\"><img src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/Roj-150x150.jpeg\" alt=\"Rojin Vishkaie\" class=\"wp-image-1009341\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:spacer {\"height\":\"10px\"} -->\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.linkedin.com\/in\/rojin-vishkaie-ph-d-3755b834\/\" target=\"_blank\" rel=\"noreferrer noopener\">Rojin Vishkaie<\/a>, Senior User Experience Researcher at Amazon. Rojin is an expert in contextual and participatory design, user-experience and user-centered design; she performs research via ethnographic methods and usability testing. Her work focuses on design and evaluation of technology, with recent use cases in devices, mixed-reality education, museums, and children\u2019s gaming and toys.<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column {\"verticalAlignment\":\"top\"} -->\n<div class=\"wp-block-column is-vertically-aligned-top\"><!-- wp:image {\"id\":1010103,\"sizeSlug\":\"thumbnail\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-thumbnail\"><img src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/kimying_square-65de2fc98f4c0-150x150.jpg\" alt=\"a woman smiling and posing for the camera\" class=\"wp-image-1010103\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:spacer {\"height\":\"10px\"} -->\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.linkedin.com\/in\/kimberlymying\/\" target=\"_blank\" rel=\"noreferrer noopener\">Kimberly Ying<\/a>, Software Engineer on MakeCode team, Microsoft. Kim is a front-end developer for MakeCode, working full time on the team for about two years. She holds a Ph.D. in Human-Centered Computing from the University of Florida. Her passions lie at the intersection of computer science education and equity for all.<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n<!-- \/wp:msr\/content-tab -->\n\n<!-- wp:msr\/content-tab {\"title\":\"Program\"} -->\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"program\">Program<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:group {\"layout\":{\"type\":\"constrained\"}} -->\n<div class=\"wp-block-group\"><!-- wp:group {\"layout\":{\"type\":\"constrained\"}} -->\n<div class=\"wp-block-group\"><!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Time<\/th><th>Description<\/th><\/tr><\/thead><tbody><tr><td>09:00-09:30<\/td><td>Introductions<\/td><\/tr><tr><td>09:30-10:30<\/td><td>MicroCode: Talk and Hands-on Activity<br><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/MicroCode_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Conveying physical computing to new audiences with MicroCode<\/a><\/em>, <a href=\"https:\/\/www.linkedin.com\/in\/judith-bishop\/\">Judith Bishop<\/a>, <a href=\"https:\/\/www.microsoft.com\/en-us\/research\/people\/tball\/\">Thomas Ball<\/a><\/td><\/tr><tr><td>10:30-11:00<\/td><td>Break<\/td><\/tr><tr><td>11:00-12:30<\/td><td><strong>Session 1 Talks<\/strong><br>11:00-11:30 <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/Clipbit_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Toolkit for Educators in Data Science (TEDS): Using physical computing to support data science education in the primary classroom<\/a><\/em>, <a href=\"https:\/\/www.lancaster.ac.uk\/scc\/about-us\/people\/lorraine-underwood\">Lorraine Underwood<\/a><br>11:30-12:00 <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/Charitos_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Using micro:bits to Support Children\u2019s Understanding of Personal Health Data<\/a><\/em>, <a href=\"https:\/\/www.bristol.ac.uk\/cdt\/digital-health\/people\/current-students\/sydney-charitos\/\">Sydney Charitos<\/a><br>12:00-12:30 <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/DebuggingDesign_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Making Bugs for Learning: How youth can benefit\u00a0from designing (and fixing) buggy projects with programmable microcontrollers<\/a><\/em>, <a href=\"https:\/\/luismn.com\/\">Luis Morales-Navarro<\/a><\/td><\/tr><tr><td>12:30-1:30<\/td><td>Lunch<\/td><\/tr><tr><td>13:30-15:00<\/td><td><strong>Session 2 Talks<\/strong><br>13:30-14:00 <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/AppInventor_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Physical Computing with MIT App Inventor<\/a><\/em>, <a href=\"https:\/\/www.linkedin.com\/in\/daki7711\/\">David Kim<\/a><br>14:00-14:30 <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/ExploreRobotPara_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Explore the Robot Paraeducator service range in Education<\/a><\/em>, <a href=\"https:\/\/www.linkedin.com\/in\/liqun-charlotte-bi-9330ba2a\/\">Liqun \"Charlotte\" Bi<\/a> <br>14:30-15:00 <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/uBit_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Design and Implementation of an Accessory for the micro:bit Board with a Focus on Universal Design Principles<\/a><\/em>, <a href=\"https:\/\/www.linkedin.com\/in\/mar%C3%ADa-josefina-mart%C3%ADnez-calero\/\">Maria Josefina Martinez<\/a><\/td><\/tr><tr><td>15:00-15:30<\/td><td>Break<\/td><\/tr><tr><td>15:30-17:00<\/td><td><strong>Session 3 Talks<\/strong><br>- <em>Plug-and-play physical computing with Jacdac<\/em>, <a href=\"https:\/\/www.lancaster.ac.uk\/sci-tech\/about-us\/people\/steve-hodges\">Steve Hodges<\/a><br>- <em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/MakeDevice_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">How Prototype-to-Production Challenges Can Hinder Inclusive Digital Futures<\/a><\/em>, <a href=\"https:\/\/www.linkedin.com\/in\/kobi-hartley-735a87193\/\">Kobi Hartley<\/a><\/td><\/tr><tr><td>17:00-17:30<\/td><td>Wrap-up<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div>\n<!-- \/wp:group --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"microcode-talk-and-hands-on-activity\">MicroCode: Talk and Hands-On activity<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"conveying-physical-computing-to-new-audiences-with-microcode\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/MicroCode_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Conveying physical computing to new audiences with MicroCode<\/a><\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Speakers<\/strong>: <a href=\"https:\/\/www.linkedin.com\/in\/judith-bishop\/\">Judith Bishop<\/a>, Stellenbosch University and <a href=\"https:\/\/www.microsoft.com\/en-us\/research\/people\/tball\/\">Thomas Ball<\/a>, Microsoft Research<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Abstract<\/strong>: Conveying computing principles, especially programming languages, to a new audience has followed a well-trodden road for forty years. We know how to teach university and even middle school students using screens and keyboards. MicroCode breaks the mould because the language is completely different \u2013 it is pictorial and reactive, not text-based and predictive; there is no keyboard \u2013 maybe a cursor and two buttons; and the screen is minute \u2013 if there is one. Yet children younger than 11 years seem to break into this world with ease. Adults, however, have different needs \u2013 they want to know what is going on and why, and are responsible for trouble-shooting when things go wrong. We have written textbooks for these languages before, but this is our most ambitious project, and one that focuses on <strong>how <\/strong>to convey information needed, in what order, so that it can make sense to both adults and young children. We do not have all the answers yet and are still testing our theories.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"session-1-talks\">Session 1 Talks<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"toolkit-for-educators-in-data-science-teds-using-physical-computing-to-support-data-science-education-in-the-primary-classroom\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/Clipbit_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Toolkit for Educators in Data Science (TEDS): Using physical computing to support data science education in the primary classroom<\/a><\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Speaker<\/strong>: <a href=\"https:\/\/www.lancaster.ac.uk\/scc\/about-us\/people\/lorraine-underwood\">Lorraine Underwood<\/a>, PhD Student and Research Associate, Lancaster University, UK<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Abstract<\/strong>: In an increasingly data-driven world, a core set of data literacy skills are needed to enable individuals and our collective society to make informed decisions. In my research I have combined a novel set of hardware and software tools that empowers primary-aged children to apply the data science lifecycle by collecting, analysing, and visualising their own local environmental data. I ran research studies in three primary schools involving over 130 children. My research shows that: (1) use of our offline, standalone kit empowers teachers to overcome many of the practical issues of delivering data science lessons in schools (2) collecting live data from their local environment provided children with high levels of engagement and purpose, (3) the toolkit promotes cross curricular outdoor learning to teach data science through physical computing.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Bio<\/strong>: Lorraine researchers how to utilise physical computing to teach data science to primary aged children and their educators. Avid maker, author and innovator<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"using-micro-bits-to-support-children-s-understanding-of-personal-health-data\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/Charitos_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Using micro:bits to Support Children\u2019s Understanding of Personal Health Data<\/a><\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Speaker<\/strong>: <a href=\"https:\/\/www.bristol.ac.uk\/cdt\/digital-health\/people\/current-students\/sydney-charitos\/\">Sydney Charitos<\/a>, University of Bristol<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Abstract<\/strong>: In June 2023, we ran four weekly co-design workshops with children aged 10-11 in a local UK primary school, to better understand how they want to visualise personal health data on smartwatches. The second two-hour workshop used micro:bits to support the development of the children's technical skills, as well as building their familiarity with the project. In this case study we describe the different activities, what worked well and what did not, and how we would adapt the workshop in the future.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Bio<\/strong>: University of Bristol PhD Student in Digital Health and Care with a Masters in Electronics and Computer Science. Sydney's research focuses on using technology to support children in managing their health.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"making-bugs-for-learning-how-youth-can-benefit-from-designing-and-fixing-buggy-projects-with-programmable-microcontrollers\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/DebuggingDesign_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Making Bugs for Learning: How youth can benefit\u00a0 from designing (and fixing) buggy projects with programmable microcontrollers<\/a><\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Speaker<\/strong>: <a href=\"https:\/\/luismn.com\/\">Luis Morales-Navarro<\/a>, University of Pennsylvania (Joint work with Deborah A. Fields, and Yasmin B. Kafai)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Abstract<\/strong>: Debugging physical computing projects often presents formidable challenges for novice learners, as errors may emerge in both hardware and software and at their intersections. Encountering such complex bugs can generate emotional responses such as fear and anxiety that can lead to disengagement and the avoidance of computing. To address these cognitive and socioemotional challenges, we created Debugging by Design, an 8-hour-long learning activity in which youth create personally relevant buggy textile physical computing projects for their peers to fix. In this presentation, we share findings from two studies conducted in introductory high school computing classes. From a pilot study with 25 students, we report on the types of bugs that students designed: from simple syntactic errors (e.g., missing a semi-colon), semantic issues (e.g., flawed logic in conditional statements), to circuit design bugs (e.g., short circuits and polarity problems). We also share how they engaged in growth mindset practices such as persisting after setbacks and developing comfort with failure. From a quasi-experimental study in eight classrooms with 144 students, we share evidence of changes in students\u2019 thinking about debugging (such as becoming more specific in identifying bugs, considering multiple causes for bugs, and taking into account both software and hardware issues) and in their self-beliefs in relation to computing. We discuss how designing rather than just fixing buggy projects may support students when learning physical computing.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Bio<\/strong>: Luis Morales-Navarro is a doctoral student in the Learning Sciences and Technologies program at the University of Pennsylvania. His current research focuses on youth\u2019s computational empowerment and studying novices\u2019 understandings of machine learning systems. Previously he researched and designed tools and environments for learning computing at NYU\u2019s Ability Lab, CMU\u2019s Studio for Creative Inquiry, the Processing Foundation, Fundaci\u00f3n Omar Dengo, and Apple.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"session-2-talks\">Session 2 Talks<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"physical-computing-with-mit-app-inventor\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/AppInventor_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Physical Computing with MIT App Inventor<\/a><\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Speaker<\/strong>: <a href=\"https:\/\/www.linkedin.com\/in\/daki7711\/\">David Kim<\/a>, Software Engineer at MIT App Inventor<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Abstract<\/strong>: Recently the MIT App Inventor team found interest in expanding into teaching kids about physical computing and robotics. The essence of this educational approach is to teach kids how to apply data science, AI, and various programming techniques in practical settings, enabling them to control robots and bring digital concepts into tangible, real-world actions. Here I will show some mobile apps developed via MIT App Inventor that controls some robots connected to a micro:bit.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"explore-the-robot-paraeducator-service-range-in-education\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/ExploreRobotPara_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Explore the Robot Paraeducator service range in Education<\/a><\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Speaker<\/strong>: <a href=\"https:\/\/www.linkedin.com\/in\/liqun-charlotte-bi-9330ba2a\/\">Liqun \"Charlotte\" Bi<\/a>, University of Nebraska Lincoln, USA<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Abstract<\/strong>: Robots aiding education have been developed for decades. The boom of AI technology, such as Chat GPT 4o, unlocked the human-like conversation response of robots and could potentially do more for students and teachers. With the rising population of autistic children, as a fundamental for children to develop emotional, social, and academic skills, schools are facing significant challenges in providing appropriate services to the students. The article explored the possibility of creating low-profile robot paraeducators to assist teachers and students. The research used the data from a longitude qualitative research of the paraeducator interventions with high-function autistic students in a public middle school in the 2022-2023 school year. The contextual inquiry was collaborated with the school special education teachers, administrators, and class teachers. This study illustrated the overlapping areas of what a paraeducator serves in the class, the acceptance of the interventions, and what a robot can do. The data results were categorized into four themes: 1) trust establishment, 2) disruptive behaviors, 3) study assistance, and 4) social-emotional training. Furthermore, the research mapped the students\u2019 behaviors and what they tried to communicate to the strategies, interventions, and positive reinforcements possibly performed by the robot. And implement the model with typical antecedent, behavior, and consequence scenarios.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"design-and-implementation-of-an-accessory-for-the-micro-bit-board-with-a-focus-on-universal-design-principles\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/uBit_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Design and Implementation of an Accessory for the micro:bit Board with a Focus on Universal Design Principles<\/a><\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Speaker<\/strong>: <a href=\"https:\/\/www.linkedin.com\/in\/mar%C3%ADa-josefina-mart%C3%ADnez-calero\/\">Maria Josefina Martinez<\/a>, Project Manager, R&amp;D Department of Ceibal, Uruguay<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Abstract<\/strong>: The BBC micro:bit programmable board is used worldwide for educational purposes in primary and secondary schools to teach STEM. However, this device presents various barriers that can hinder its use for individuals with disabilities, whether from a visual, cognitive, or motor perspective. Our project proposes an accessory board for the micro:bit that enables most users to utilize the micro:bit in the same way and enjoy the same experiences. The proposed design is based on the principles of Universal Design. Functionality and hardware design are already completed, while construction and testing with users are in progress.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Bio<\/strong>: Josefina Martinez is Project Manager for Accessibility Projects for Children at the R&amp;D Department of Ceibal, a governmental organization dedicated to promoting technological innovation in education. Currently in my final year of Electronics Engineering studies at UCU. Previously volunteered at Teleton and Fundappas, organizations focused on accessibility for the blind, children with autism spectrum disorder (ASD), and individuals with neuromuscular disabilities.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"session-3-talks\">Session 3 Talks<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"plug-and-play-physical-computing-with-jacdac\"><em>Plug-and-play physical computing with Jacdac<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Speaker<\/strong>: <a href=\"https:\/\/www.lancaster.ac.uk\/sci-tech\/about-us\/people\/steve-hodges\">Steve Hodges<\/a>, Distinguished Professor in Computing and Digital Systems, Lancaster University<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Abstract<\/strong>: We introduce Jacdac, an open-source hardware and software platform that brings the plug-and-play experience of USB to physical computing. It combines an intuitive connector, standardized hardware and software interfaces, a simple bus-based protocol, and integration with Microsoft MakeCode for the micro:bit. This results in an easy-to-use and low-cost solution with the potential to drive engagement and inclusion in physical computing and digital making activities. Jacdac has been integrated into several school education products and we are excited to explore future opportunities for research and adoption in the area of inclusive digital making and crafting for children.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Bio<\/strong>: Steve combines hardware engineering and creative design skills with knowledge of emerging and established technologies to conceive novel, inclusive interactive devices. He works at all scales from prototype to production, and his work has contributed to millions of devices with tens of millions of users spanning domains such as education, assistive technologies, mobile devices and the internet of things. He is also a passionate proponent and communicator of technology.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"how-prototype-to-production-challenges-can-hinder-inclusive-digital-futures\"><em><a href=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/06\/MakeDevice_IDMF24.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">How Prototype-to-Production Challenges Can Hinder Inclusive Digital Futures<\/a><\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Speaker<\/strong>: <a href=\"https:\/\/www.linkedin.com\/in\/kobi-hartley-735a87193\/\">Kobi Hartley<\/a>, PhD student, Research Associate at Lancaster University, UK<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Abstract<\/strong>: Embedded devices are now commonplace, and hardware prototyping toolkits have become a popular approach for hobbyists and professionals to create embedded hardware prototypes. Moving from prototype into small scale manufacture introduces complexity and cost, restricting embedded device development \u2019beyond the prototype\u2019. This talk will outline types of technology that are particularly perceptible to these challenges such as accessible technologies. One response to these challenges is a process of progressive flattening of initial hardware prototypes into robust single-board circuits. I will introduce MakeDevice, a web-based tool which facilitates this process, lowering some of the technical barriers associated with designing production-ready devices. Given this workflow builds upon existing prototyping tools such as BBC micro:bit and Jacdac, this talk will conclude with exploring possibilities for MicroCode integration.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Bio<\/strong>: My work involves exploring novel approaches to prototyping and isotyping embedded hardware as well as challenges in transitioning hardware prototypes to production.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:spacer {\"height\":\"30px\"} -->\n<div style=\"height:30px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n<!-- \/wp:msr\/content-tab -->\n<!-- \/wp:msr\/content-tabs -->","tab-content":[],"msr_startdate":"2024-06-16","msr_enddate":"2024-06-16","msr_event_time":"Central European Summer Time (UTC +1)","msr_location":"Delft, Netherlands","msr_event_link":"","msr_event_recording_link":"","msr_startdate_formatted":"June 16, 2024","msr_register_text":"Watch now","msr_cta_link":"","msr_cta_text":"","msr_cta_bi_name":"","featured_image_thumbnail":"<img width=\"960\" height=\"540\" src=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/IDC24-logo_workshop-960x540.png\" class=\"img-object-cover\" alt=\"ICD 2024 logo - Inclusive Digital Maker Futures for Children via Physical Computing\" decoding=\"async\" loading=\"lazy\" srcset=\"https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/IDC24-logo_workshop-960x540.png 960w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/IDC24-logo_workshop-1066x600.png 1066w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/IDC24-logo_workshop-655x368.png 655w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/IDC24-logo_workshop-640x360.png 640w, https:\/\/www.microsoft.com\/en-us\/research\/wp-content\/uploads\/2024\/02\/IDC24-logo_workshop-1280x720.png 1280w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\" \/>","event_excerpt":"Host conference:&nbsp;23rd ACM Interaction Design and Children Conference (opens in new tab) June 17-20, 2024 This workshop will bring together researchers and educators to imagine a future of low-cost, widely available digital making for children, both within the STEAM classroom and beyond. 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