Alternative Presents and Speculative Futures: Designing fictions through the extrapolation and evasion of product lineages.

The core question addressed by this invited keynote and conference paper is how fictions are designed to negotiate, critique and realise the multiplicity of possible new technological futures. Focusing on methods, processes and strategies the presentation initially describes how things/technologies become products, employing the perspective of domestication to describe the transition from extraordinary to everyday. This development suggests a product history, a traceable lineage that goes back through generations, each one a small iteration of the previous. By modelling this lineage, design fictions can do two things: 1. Project current emerging technological development to create Speculative Futures: hypothetical products of tomorrow. 2. Break free of the lineage to speculate on Alternative Presents. These fictions effectively act as cultural litmus paper, either offering vignettes of how it might be to live with the technology in question or challenging contemporary applications of technology through demonstrable alternatives. The presentation focused on how these two types of fiction are created, how they differ from science fiction, other modes of future thinking and technological critique - more specifically how both methodologies utilise designed artefacts. What informs the development, aesthetics, behaviour, interactions and function of these objects? Once created, how and where do they operate? How can we gauge and understand their impact and meaning? As a consequence of the presentation Auger was invited to run workshops and projects in Basel (Hochschule für Gestaltung und Kunst) and HEAD (Haute école d’art et de design), Geneva and is advising on the design of a new masters programme at the Basel Hochschule

“I Choose... YOU!” Membership preferences in human–robot teams

Although groups of robots are expected to interact with groups of humans in the near future, research related to teams of humans and robots is still scarce. This paper contributes to the study of human–robot teams by describing the development of two autonomous robotic partners and by investigating how humans choose robots to partner with in a multi-party game context. Our work concerns the successful development of two autonomous robots that are able to interact with a group of two humans in the execution of a task for social and entertainment purposes. The creation of these two characters was motivated by psychological research on learning goal theory, according to which we interpret and approach a given task differently depending on our learning goal. Thus, we developed two robotic characters implemented in two robots: Emys (a competitive robot, based on characteristics related to performance-orientation goals) and Glin (a relationship-driven robot, based on characteristics related to learning-orientation goals). In our study, a group of four (two humans and two autonomous robots) engaged in a card game for social and entertainment purposes. Our study yields several important conclusions regarding groups of humans and robots. (1) When a partner is chosen without previous partnering experience, people tend to prefer robots with relationship-driven characteristics as their partners compared with competitive robots. (2) After some partnering experience has been gained, the choice becomes less clear, and additional driving factors emerge as follows: (2a) participants with higher levels of competitiveness (personal characteristics) tend to prefer Emys, whereas those with lower levels prefer Glin, and (2b) the choice of which robot to partner with also depends on team performance, with the winning team being the preferred choice.info:eu-repo/semantics/acceptedVersio

Internet of robotic things : converging sensing/actuating, hypoconnectivity, artificial intelligence and IoT Platforms

The Internet of Things (IoT) concept is evolving rapidly and influencing newdevelopments in various application domains, such as the Internet of MobileThings (IoMT), Autonomous Internet of Things (A-IoT), Autonomous Systemof Things (ASoT), Internet of Autonomous Things (IoAT), Internetof Things Clouds (IoT-C) and the Internet of Robotic Things (IoRT) etc.that are progressing/advancing by using IoT technology. The IoT influencerepresents new development and deployment challenges in different areassuch as seamless platform integration, context based cognitive network integration,new mobile sensor/actuator network paradigms, things identification(addressing, naming in IoT) and dynamic things discoverability and manyothers. The IoRT represents new convergence challenges and their need to be addressed, in one side the programmability and the communication ofmultiple heterogeneous mobile/autonomous/robotic things for cooperating,their coordination, configuration, exchange of information, security, safetyand protection. Developments in IoT heterogeneous parallel processing/communication and dynamic systems based on parallelism and concurrencyrequire new ideas for integrating the intelligent “devices”, collaborativerobots (COBOTS), into IoT applications. Dynamic maintainability, selfhealing,self-repair of resources, changing resource state, (re-) configurationand context based IoT systems for service implementation and integrationwith IoT network service composition are of paramount importance whennew “cognitive devices” are becoming active participants in IoT applications.This chapter aims to be an overview of the IoRT concept, technologies,architectures and applications and to provide a comprehensive coverage offuture challenges, developments and applications

Growing up with Robots

Piaget’stheoryofcognitivedevelopment[1] isconsideredafundamentalpedagogicaltoolthat indifferentapproaches,educatorsatdifferent levelsandsituationwidelyuse.Thevastmajorityofstudentshavetendency tolearninaconcretemannerbyexperiencingor feeling,andprocesstheinformationactivelyby experimentingdoingoractingupon[2].Hands-onexperimentalactivitieshavelong timeprovedtobeoneofthemosteffectiveways todrivethestudentstoasuccessfullearningof scienceandtechnology[3].Constructivismisapedagogicalapproach whereinastructuredwaythelearningprocessis centredintheprocessofbuildingorconstructing something