Making robotic autonomy through science and law?

This document reports on the Epinet workshop on the making of robot autonomy, held in Utrecht 16-17 February 2014. The workshop was part of a case study focused on developments in this area, in particular, autonomy for assistive robots in care and companionship roles. Our participants were of relevant expertise and professional experience: law and ethics, academic and industry robotics, vision assessment and science and technology studies (STS). The workshop was intended to explore the expectations of robot autonomy amongst our participants, against a backdrop of recent policy views and research trends that are openly pushing an agenda of "smarter", more dynamic and more autonomous systems (e.g. European Commission, 2008; EUROP, 2009; Robot Companions for Citizens, 2012). Robotics development is intimately connected with visions of robot autonomy, however, as a practical achievement, robot autonomy remains till this day part real, part promise. Ideas of robot autonomy are nevertheless powerful societally and culturally-specific visions, even if the very notion of "autonomy" is vague and inconsistent in recent accounts of future robots. These accounts still come together with considerable force in directing the efforts of researchers and experimenters, for example, in establishing funding priorities. They have a function in strategic planning for future developments. Accounts of future robots are also informing and shaping the efforts of legislators, ethicists and lawyers. To that effect, one can say that there is an official vision of future robots, a yardstick with which everyone implicated in robotics development has to measure their expectations

Accountability and neglect in UK social care innovation

Innovation alters who is accountable for social care and how they are held to account. This article shows how organisational, institutional and technological innovation in infrastructures of social care can reconfigure accountability instruments and propel change between distinct modes of accountability. However, innovation also sustains neglect, both in terms of issues, objects and subjects missing from research, and in terms of low levels of institutional reflexivity mobilised to evaluate and direct innovation’s impacts. Evidenced using two-level situational analysis – across a UK research portfolio and within a public robotics lab – we argue that confronting this neglect is critical for post-pandemic reform

Studies on Inequalities in Information Society. Proceedings of the Conference, Well-Being in the Information Society

Siirretty Doriast

Trust in Robots

Robots are increasingly becoming prevalent in our daily lives within our living or working spaces. We hope that robots will take up tedious, mundane or dirty chores and make our lives more comfortable, easy and enjoyable by providing companionship and care. However, robots may pose a threat to human privacy, safety and autonomy; therefore, it is necessary to have constant control over the developing technology to ensure the benevolent intentions and safety of autonomous systems. Building trust in (autonomous) robotic systems is thus necessary. The title of this book highlights this challenge: “Trust in robots—Trusting robots”. Herein, various notions and research areas associated with robots are unified. The theme “Trust in robots” addresses the development of technology that is trustworthy for users; “Trusting robots” focuses on building a trusting relationship with robots, furthering previous research. These themes and topics are at the core of the PhD program “Trust Robots” at TU Wien, Austria

Ageing and Technology: Perspectives from the Social Sciences

The booming increase of the senior population has become a social phenomenon and a challenge to our societies, and technological advances have undoubtedly contributed to improve the lives of elderly citizens in numerous aspects. In current debates on technology, however, the "human factor" is often largely ignored. The ageing individual is rather seen as a malfunctioning machine whose deficiencies must be diagnosed or as a set of limitations to be overcome by means of technological devices. This volume aims at focusing on the perspective of human beings deriving from the development and use of technology: this change of perspective - taking the human being and not technology first - may help us to become more sensitive to the ambivalences involved in the interaction between humans and technology, as well as to adapt technologies to the people that created the need for its existence, thus contributing to improve the quality of life of senior citizens

Training Needs and Development of Online AT Training for Healthcare Professionals in UK and France

Background: Assistive Technology (AT) solutions for people with disabilities has become part of mainstream care provision. Despite advantages of AT on offer, abandonment and non-compliance are challenges for healthcare professionals (HCPs), introducing this technology to clients. Studies of abandonment reveal that 1/3 of all devices provided to service users end up stored unused. Key need is training to make informed decisions about AT tailored to individual needs and circumstances. In an online survey undertaken by the ADAPT project, HPCs identified AT training needs and barriers. Currently, a programme is being developed aimed at introducing AT concepts and enhancing practices to a wide range of HCPs. Method: Survey questions explored gaps, availability, qualifications and barriers to AT training in England and France. A series of consultation meetings with ADAPT partners took place. An advisory group consisting of longstanding AT users and their formal/informal carers and HCPs (occupational therapist, speech and language therapist, psychologist and biomedical engineer) contributed to the discussions on survey findings, development and evaluation of AT training for HCPs, key content areas and means of delivery. Key results: HCPs had no AT specific qualifications (UK 94.6%; FR 81.3%) nor in-service AT training (UK 65.1%; FR 66.4%). They either did not know of AT courses (UK 63.3%) or knew that none existed (FR 72.5%). Barriers to AT training were mainly local training (UK 62.7%, FR 50%) and funding (UK 62.7%, FR 55.7%). Some training priorities were clearer for French HCPs – overall knowledge of AT devices (82.1%, UK 45.8%), customization of AT (65.3%, UK 30.1%), assessing patient holistically (53.4%, UK 25.3%), educating patient/carers (56.5%, UK 28.3%) (p < 0.001). Variances may be due to differing country-specific HCP education approach. A third of both groups highlighted also abandonment, client follow-up, powered wheelchair training and prescribing AT. To bridge gaps in knowledge and identified training needs of HCPs, the online interactive training programme starts by introducing foundations of AT, including definitions, types/uses of AT, legislation/policies and AT in practice. More specialist units build and expand on specific areas, e.g. AT for mobility, communication, assessment and evidence-based practice. The biopsychosocial model of Health and World Health Organisation’s (WHO) International Classification of Functioning, Disability and Health (ICF) framework underpin development of content. ICF shifts focus from disability to health and functioning, in line with a social model of rehabilitation. E-learning comprises existing videos, AT textbook material and bespoke animated presentations. Selfassessment and evaluation of training are embedded and learners receive certificate of completion. Training was piloted to a group of HCPs trainees and postregistration HCPs who commented on relevance of AT content, clarity, accessibility of presentation, and usefulness. Users found training very useful, especially legislation/policies and AT literature. Conclusion: Overall, survey results suggest that both UK and French HCPs’ training on AT solutions is limited and highly variable. There is need for crosschannel AT professional competencies, availability of work-based training and funding support. Development of online, interactive training aims to increase professional confidence and competence in this area as well as the evidence base for AT