Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

Recommender systems and their ethical challenges

This article presents the first, systematic analysis of the ethical challenges posed by recommender systems through a literature review. The article identifies six areas of concern, and maps them onto a proposed taxonomy of different kinds of ethical impact. The analysis uncovers a gap in the literature: currently user-centred approaches do not consider the interests of a variety of other stakeholders—as opposed to just the receivers of a recommendation—in assessing the ethical impacts of a recommender system

A Framework for teaching Ethics to ICS Students and Practitioners using Open Educational Resources

This project has exploited findings of a pilot study funded by The Open University's (OU) CETL known as COLMSCT (Centre for Open Learning of Maths, Science, Computing and Technology – http://open.ac.uk/colmsct) and carried out under the auspices of OpenLearn (http://www.open.ac.uk/openlearn), the OU's open content initiative. The project has used the experience gained in that study to create a multimedia self-study course introducing ethics in ICS to advanced students and practitioners. The course has been made openly and freely available as an OpenLearn unit that can be studied, re-used and re-purposed by the wider community involved in the area

Empowerment or Engagement? Digital Health Technologies for Mental Healthcare

We argue that while digital health technologies (e.g. artificial intelligence, smartphones, and virtual reality) present significant opportunities for improving the delivery of healthcare, key concepts that are used to evaluate and understand their impact can obscure significant ethical issues related to patient engagement and experience. Specifically, we focus on the concept of empowerment and ask whether it is adequate for addressing some significant ethical concerns that relate to digital health technologies for mental healthcare. We frame these concerns using five key ethical principles for AI ethics (i.e. autonomy, beneficence, non-maleficence, justice, and explicability), which have their roots in the bioethical literature, in order to critically evaluate the role that digital health technologies will have in the future of digital healthcare

Ethical guidelines for nudging in information security & privacy

There has recently been an upsurge of interest in the deployment of behavioural economics techniques in the information security and privacy domain. In this paper, we consider first the nature of one particular intervention, the nudge, and the way it exercises its influence. We contemplate the ethical ramifications of nudging, in its broadest sense, deriving general principles for ethical nudging from the literature. We extrapolate these principles to the deployment of nudging in information security and privacy. We explain how researchers can use these guidelines to ensure that they satisfy the ethical requirements during nudge trials in information security and privacy. Our guidelines also provide guidance to ethics review boards that are required to evaluate nudge-related research

Towards Verifiably Ethical Robot Behaviour

Ensuring that autonomous systems work ethically is both complex and difficult. However, the idea of having an additional `governor' that assesses options the system has, and prunes them to select the most ethical choices is well understood. Recent work has produced such a governor consisting of a `consequence engine' that assesses the likely future outcomes of actions then applies a Safety/Ethical logic to select actions. Although this is appealing, it is impossible to be certain that the most ethical options are actually taken. In this paper we extend and apply a well-known agent verification approach to our consequence engine, allowing us to verify the correctness of its ethical decision-making.Comment: Presented at the 1st International Workshop on AI and Ethics, Sunday 25th January 2015, Hill Country A, Hyatt Regency Austin. Will appear in the workshop proceedings published by AAA

mHealth Research Applied to Regulated and Unregulated Behavioral Health Sciences

Behavioral scientists are developing new methods and frameworks that leverage mobile health technologies to optimize individual level behavior change. Pervasive sensors and mobile apps allow researchers to passively observe human behaviors “in the wild” 24/7 which supports delivery of personalized interventions in the real-world environment. This is all possible because these technologies contain an incredible array of sensors that allow applications to constantly record user location and can contextualize current environmental conditions through barometers, thermometers, and ambient light sensors and can also capture audio and video of the user and their surroundings through multiple integrated high-definition cameras and microphones. These tools are a game changer in behavioral health research and, not surprisingly, introduce new ethical, regulatory/legal and social implications described in this article