'Scary Robots': Examining public responses to AI

How AI is perceived by the public can have significant im-pact on how it is developed, deployed and regulated. Some commentators argue that perceptions are currently distorted or extreme. This paper discusses the results of a nationally representative survey of the UK population on their percep-tions of AI. The survey solicited responses to eight common narratives about AI (four optimistic, four pessimistic), plus views on what AI is, how likely it is to impact in respond-ents’ lifetimes, and whether they can influence it. 42% of respondents offered a plausible definition of AI, while 25% thought it meant robots. Of the narratives presented, those associated with automation were best known, followed by the idea that AI would become more powerful than humans. Overall results showed that the most common visions of the impact of AI elicit significant anxiety. Only two of the eight narratives elicited more excitement than concern (AI making life easier, and extending life). Respondents felt they had no control over AI’s development, citing the power of corpora-tions or government, or versions of technological determin-ism. Negotiating the deployment of AI will require contend-ing with these anxieties.Drs Cave and Dihal are funded by a Leverhulme Trust Research Centre Grant awarded to the Leverhulme Centre for the Future of Intelligenc

Learning Needs, Barriers, Differences and Study Requirements: How Students Identify as ‘disabled’ in Higher Education

Higher educational institutions (HEIs) often categorise certain students as ‘disabled’ in order to support inclusive and equitable study. ‘Disabled’ students studying in higher education may be asked to ‘disclose a disability’, request and agree ‘reasonable adjustments’ that their institution will ‘provide’ them, and engage with processes such as applying for ‘Disabled Students’ Allowance’. However, there is little understanding of preferences and comfort with language in this area, and if students do not identify with terms such as ‘disabled’, this can create barriers to requesting or accessing support. This paper describes a qualitative study to investigate language preferences for common points of communication with the HEI. We held interviews and focus groups with students (n=12) and utilised discourse analysis to investigate the language used and student perceptions of language. We identified three distinct models of language used to discuss study needs relating to a ‘disability’, each with language norms and specific nomenclature. Furthermore, we found divergence in preferences in language, leading us to argue that differential and inclusive approaches to language use should be explored

Understanding Accessibility as a Process through the Analysis of Feedback from Disabled Students

Accessibility cannot be fully achieved through adherence to technical guidelines, and must include processes that take account of the diverse contexts and needs of individuals. A complex yet important aspect of this is to understand and utilise feedback from disabled users of systems and services. Open comment feedback can complement other practices in providing rich data from user perspectives, but this presents challenges for analysis at scale. In this paper, we analyse a large dataset of open comment feedback from disabled students on their online and distance learning experience, and we explore opportunities and challenges in the analysis of this data. This includes the automated and manual analysis of content and themes, and the integration of information about the respondent alongside their feedback. Our analysis suggests that procedural themes, such as changes to the individual over time, and their experiences of interpersonal interactions, provide key examples of areas where feedback can lead to insight for the improvement of accessibility. Reflecting on this analysis in the context of our institution, we provide recommendations on the analysis of feedback data, and how feedback can be better embedded into organisational processes

Designing an Assistant for the Disclosure and Management of Information about Needs and Support: the ADMINS project

In this paper, we describe accessible design considerations for the Assistants for the Disclosure and Management of Information about Needs and Support project (ADMINS). In ADMINS, artificial intelligence (AI) services are being used to create a virtual assistant (VA), which is being designed to enable students to disclose any disabilities, and to provide guidance and suggestions about appropriate accessible support. ADMINS explores the potential of a conversational user interface (CUI) to reduce administrative burden and improve outcomes, by replacing static forms with written and spoken dialogue. Students with accessibility needs often face excessive administrative burden. A CUI could be beneficial in this context if designed to be fully accessible. At the same time, we recognise the broader potential of CUIs for these types of processes, and the project aims to understand the multiple opportunities and challenges, using participatory design, iterative development and trials evaluations

Creating Stories of Learning, for Learning: Exploring the Potential of Self-Narrative in Education with ‘Our Journey’

Participatory research led us to identify that students lacked means to represent their individual journeys through study and that their diverse goals, challenges and personal contexts were not easily understood. Prompted by this, we created ‘Our Journey’ to support them and harness the value of these narratives as a means for reflection and communication. This paper explores self-narrative processes and how they can be beneficial, describes the design of Our Journey, and introduces examples of collaboratively-developed pilots, where different activities using the platform are being devised and trialled. We reflect here on how new opportunities for self-narrative creativity can be supported in simple and engaging ways, and how flexibility in the design means the same underlying structure can be used online and in a physical form, for one-off retrospective narratives and ongoing journal activities, and with prompts for individual and shared reflection as appropriate

Accessible Inclusive Learning: Futures

The last chapter outlined some key approaches and challenges that we have seen when conducting research that seeks to make learning accessible to all. Here, we explore newer trends that are directing our current research and practice in this area. These promising directions include devising models for global networks, the potential to collect and use data to understand learning experiences in new ways, and new opportunities arising through artificial intelligence. By exploring current and recent projects around these areas, we also highlight some emerging tensions. Finally, we return to thinking about how we conduct research, considering how concepts of bricolage and guerrilla research can be an important part of our palette of approaches

Accessible Conversational User Interfaces: Considerations for design

Conversational user interfaces (CUIs), such as chatbots and voice assistants, are increasingly common in areas of day-to-day life, and can be expected to become ever more pervasive in the future. These interfaces are being designed for ever more complex interactions, and they appear to have potential to be beneficial to people with disabilities to interact through the web and with technologies embedded in the environment. However, to fulfil this promise they need to be designed to be accessible. This paper reviews a range of current guidance, reports, research and literature on accessible design for different disability groups, including users with mental health issues, autism, health conditions, cognitive disabilities, dyslexia or learning difficulties, and sensory, mobility or dexterity impairments. We collate the elements from this body of guidance that appear relevant to the design of accessible CUIs, and instances where guidance presents issues which are less conclusive, and require further exploration. Using this, we develop a set of questions which could be useful in the further research and development of accessible CUIs. We conclude by considering why CUIs could present opportunities for furthering accessibility, by introducing an example of this potential – a project to design an assistant to support students to disclose their disabilities and organise support, without the need to fill in forms

Accessible Inclusive Learning: Foundations

One of the most persistent themes in discussions around technology in education is the idea that technology can affect access to learning. This can be seen as positive or negative, and it is often more complex than it seems. If computers can convert the text in a web page into spoken word, or the spoken words on a video into captions, have we made the learning accessible to deaf or blind students? Most likely we have made an important step in the right direction, but this might be only one challenge in the wider pedagogy and student experience. If MOOCs can teach thousands for free without any cost or entry requirements, does that mean they are increasing access? Perhaps, but are they also creating barriers for some through the pedagogical and technical design? In this chapter we will unpack how these issues have been tackled through research

Be well: A systems-based wellness intervention using mindfulness in the workplace – A case study

Introduction: Healthy work environments are essential in determining improved well-being of Australians. Job stress has been identified as a significant factor in psychological distress. This study evaluated the effect of introducing a systems-based workplace wellness programme using mindfulness in the workplace. Methods: The programme ‘Be Well’ was introduced as part of a systems-based approach to workplace health promotion, and evaluated using sick leave as a proxy for workplace stress, and the stress satisfaction offset score to determine the degree of change in stress and satisfaction. Results: There was significant reduction in sick leave (2014 vs. 2012) (p\u3c.001), and significant improvement in stress satisfaction offset score (p\u3c.05). Logistic regression analysis identified the programme components most predictive of reduced stress and higher job satisfaction. Conclusion: The impacts of a systems-based mindfulness workplace wellness intervention, show significant improvements in workers’ sick leave and changes to stress and satisfaction scores. This study has implications for sector-wide policy change in the workplace