Category Archives: SCU projects
Last week we posted details of our work on environmental policy publications as well as our research on outreach and informal learning. This week’s blog highlights our work in public engagement with robotics and robot ethics, as well as our work on science communication in wider cultural areas, including film, theatre and festivals. We also revisit the controversial issue of ‘fun’ in science communication.
Winfield, A. F. (2016) Written evidence submitted to the UK Parliamentary Select Committee on Science and Technology Inquiry on Robotics and Artificial Intelligence. Discussion Paper. Science and Technology Committee (Commons), Website. Available from: http://eprints.uwe.ac.uk/29428
This is a slightly unusual publication; here Professor Alan Winfield tells the story behind it. In March 2016 the UK Parliamentary Select Committee on Science and Technology opened an inquiry on Robotics and Autonomous Systems they posed four questions; the fourth of which held the greatest interest for me: The social, legal and ethical issues raised by developments in robotics and artificial intelligence technologies, and how they should be addressed? Then, in April, I was contacted by the EPSRC RAS UK network and asked if I could draft a response to this question to then form part of their response to the inquiry. This I did, but of course because of the word limit on overall responses, my contribution to the RAS UK submission was, inevitably, very abbreviated. I was also asked by Phil Nelson, CEO of EPSRC, to brief him prior to his oral evidence to the inquiry, which I was happy to do. Following the first oral evidence session I then wrote to the Nicola Blackwood MP, (then) chair of the Select Committee. In response the committee asked if they could publish my full evidence, which of course I was very happy for them to do. My full evidence was published on the committee web pages on 7 June. To compete the story the inquiry published its full report on 13 September 2016, and I was very pleased to find myself quoted in that report. I was equally pleased to see one of my recommendations – that a commission be set up – appear in the recommendations of the final report; of course other evidence made the same recommendation, but I hope my evidence helped!
Our public engagement projects also influence research as this paper by the Eurathlon consortium shows. The paper reports on the advancement of the field of robotics achieved through the Eurathlon competition:
Winfield, A. F., Franco, M. P., Brueggemann, B., Castro, A., Limon, M. C., Ferri, G., Ferreira, F., Liu, X., Petillot, Y., Roning, J., Schneider, F., Stengler, E., Sosa, D. and Viguria, A. (2016) euRathlon 2015: A multi-domain multi-robot grand challenge for search and rescue robots. In: Alboul, L., Damian, D. and Aitken, J. M., eds. (2016) Towards Autonomous Robotic Systems. (9716) Springer, pp. 351-363. Available from: http://eprints.uwe.ac.uk/29283
“Fun” in science communication
The following two publications are the same text published in two different books (with permission). The chapters summarise the views of the authors, including our own Dr Erik Stengler, about the use of fun in science communication, and specifically in science centres.
Viladot, P., Stengler, E. and Fernández, G. (2016) From fun science to seductive science. In: Kiraly, A. and Tel, T., eds. (2016) Teaching Physics Innovatively 2015. ELTE University. ISBN 9789632848150 Available from: http://eprints.uwe.ac.uk/27793
Viladot, P., Stengler, E. and Fernández, G. (2016) From “fun science” to seductive science. In: Franche, C., ed. (2016) Spokes Panorama 2015. ECSITE, pp. 53-65. Available from: http://eprints.uwe.ac.uk/29105
Both of these are related to a rather controversial blogpost hosted on the SCU blog. That post was selected for publication in a book that captures a collection of thought-provoking blog posts from the Museum field all over the world. In it Erik expressed in a more informal and provocative manner the ideas in the above papers.
Stengler, E. (2016) Science communicators need to get it: Science isn’t fun. In: Farnell, G., ed. (2016) The Museums Blog Book. MuseumsEtc. [In Press] Available from: http://eprints.uwe.ac.uk/30360
Science communication through wider cultural activities
A recent commentary explores the factors that contribute to festival goers’ choice to attend science-based events at a summer cultural festival. Presented with a huge variety of interesting cultural events, attendances at science-based events were strong, with high levels of enjoyment and engagement with scientists and other speakers. Our research found out that audiences saw science not as something distinct from “cultural” events but as just another option: Science was culture.
Sardo, A.M. and Grand, A., 2016. “Science in culture: audiences’ perspective on engaging with science at a summer festival”. Science Communication Vol. 38(2) 251–260.
This is a paper on science communication through online videos, long awaited by the small community of researchers working on this specific field who met at the conference above. It reports research conducted by interviewing the people behind the most viewed and relevant UK-based science channels in YouTube. One clear conclusion is that whilst all are aware of the great potential of online video with respect to TV broadcasting, only a few, mainly the BBC, has the insight and the means to realise it in full:
Erviti, M. d. C. and Stengler, E. (2016) Online science videos: An exploratory study with major professional content providers in the United Kingdom. Journal of Science Communication. [In Press] Available from: http://eprints.uwe.ac.uk/30236
One area we are interested in is the impact of cultural events on the audience. In this recent paper, we explore the impact of a performance about haematological stem cell transplant on two key audiences: haematology nursing staff and transplant patients. The article suggests that this type of performance is beneficial to both groups, encouraging nursing staff to think differently about their patients and allowing patients to reflect on their past experience in new ways.
Weitkamp, E and Mermikides, A. (2016). Medical Performance and the ‘Inaccessible’ experience of illness: an Exploratory Study, Medical Humanities, 42:186- 193. http://mh.bmj.com/content/42/3/186 (open access)
We’re also very pleased to highlight a publication arising from a student final year project. This was first presented at an international conference in Budapest. It presents the results of a study of the Physics and Astronomy content of At-Bristol in relation to the national curriculum:
Stengler, E. and Tee, J. (2016) Inspiring pupils to study Physics and Astronomy at the science centre at-Bristol, UK. In: Kiraly, A. and Tel, T., eds. (2016) Teaching Physics Innovatively 2015. ELTE University. ISBN 9789632848150 Available from: http://eprints.uwe.ac.uk/28122
As we are keen to share our learning more widely, we also occasionally report from conferences. This report, published in JCOM, summarizes highlights of the sessions Erik attended at the 15th Annual STS conference in Graz. It focuses on sessions relevant to robotics and on science communication through online videos, the latter being the session where Erik presented a paper (see next item below):
Stengler, E. (2016) 15th annual STS Conference Graz 2016. Journal of Science Communication. ISSN 1824-2049 Available from: http://eprints.uwe.ac.uk/29106
We hope that you find our work interesting and insightful – details of all our publications to date can be found on the Science Communication Unit webpages.
Through funding from the Higher Education Funding Council for England and internal backing, the Science Communication Unit has been involved in developing an ambitious new UWE Bristol outreach programme for secondary schools in the region. We’ve worked with over 4,000 school pupils in the last 18 months, finding tardigrades, hacking robots and solving murder mysteries with science, technology, engineering and maths.
The idea behind the project is not only to engage local communities and raise pupil aspirations. Our plan is to refocus outreach within the university so that it no longer competes with student learning or research time, but instead functions to develop undergraduate skills and to showcase UWE Bristol’s cutting edge research.
The outreach activities are developed by specialists, but then led by undergraduate students and student interns, who develop confidence and skills. UWE Bristol students can use their outreach activities to count towards their UWE Futures Award, and in some degree courses we are looking at ways that outreach projects can provide credit and supplement degree modules. Researchers can use the activities to increase their research impact and share their work with internal and external audiences – getting students excited about research through explaining it to young people. Enabling students to lead outreach – including Science Communication Masters and Postgraduate Certificate students – means that the university delivers more activities, reaching more schools and giving more school pupils the chance to participate.
The brainchild of UWE Bristol staff Mandy Bancroft and John Lanham, the development stages of the project have been led by Debbie Lewis and Corra Boushel from the Faculty for Health and Applied Science and the Science Communication Unit with support from Laura Fogg Rogers. The project is now being expanded into a university-wide strategy with cross-faculty support to cover all subject areas, not only STEM.
Special thanks on the project go to all of our student ambassadors and previous interns, as well as our current team of Katherine Bourne, Jack Bevan and Tay-Yibah Aziz. Katherine and Tay-Yibah are employed on the project alongside their studies in the Science Communication Unit.
It’s been a busy few weeks in the office getting ready for the UWE Bristol SCU Science Writing Competition 2016. We are looking for 700 words on “the next big thing in science”.
Entrants can be residents anywhere in the world, but must be non-professionals (professional journalists and anyone else who writes for money). All others, including scientists and bloggers, are welcome to apply. There are no residency restrictions, and we have separate categories for under 18s and over 18s. Closing date for applications is 24th June 2016. For full details, please see the SCU website.
We’re excited to have an impressive judging panel on board, who’ve prepared some excellent tips for new science writers. Fascinating stuff for newbies and old-timers alike.
In 2013, just as I was finishing my Masters in Science Communication at UWE Bristol, I was asked to help film the euRathlon robotics competition in Germany. euRathlon was inspired by the situation that officials were faced with after the nuclear accident in Fukushima in 2011. The competition challenges robotics engineers to solve the problems of dealing with an emergency scenario, pushing innovation and creativity in the robotics domain. The project is led by Prof. Alan Winfield from UWE alongside seven other partner institutions. The 2015 euRathlon competition in Piombino, Italy combined land, sea and air challenges for the robots to overcome. Our 2015 film team included three of us (Josh Hayes Davidson on graphics, Charlie Nevett on camera and myself – Tim Moxon – as producer and sound engineer), taking with us all the lessons I learned from 2013.
Filming robots, particularly complex robots designed to respond to emergency scenarios, is a daunting task. Trying to make sure that we didn’t get too technical was always going to be a problem. We had the additional issue that English was not the first language of most of the people being interviewed which really added to the challenge. Taking care and with plenty of re-shoots we managed to get round both of the problems by sticking to the golden rules: take it slow and keep it simple. This made sure that we never lost sight of what we were trying to do. Our focus was always to bring 21st century robotics into the public eye.
The first two days of the competition presented the individual land, sea and air trials. On site we first created two “meet the teams” films where we interviewed all 16 teams and got to know them. Luckily they were all super friendly and very cooperative which meant we got all the teams interviewed in two days. After that the real work began. The land trials were easy enough to film and get a good story line of shots as the robots were almost always visible. However the underwater robots required a bit more imagination. In the end a GoPro on a piece of drift wood got us the shots we needed.
The aerial robots had some issues too as getting long distance shots was not always easy. Fortunately Josh and Charlie were more than up to the task.
Day 3 and 4 focused on combining two domains, so land and sea or air and land etc. Day 3 went well with fantastic interviews with judges and teams helping to really give some depth to the videos. Again underwater proved to be a bit challenging but we managed, with the help of some footage given to us by the teams that they took on-board their robots. Day 4 didn’t go as well as the second half of the competition had to be cancelled due to strong winds. Wind had been an issue throughout the competition and all of our equipment required regular cleaning to keep the dust out, as well as dealing with constant wind when recording sound.
That day however you could barely stand in the open for all the dust and sand being kicked up by the wind and getting good sound for interviews was nearly impossible. We could only hope that the weather improved for the Grand Challenge.
The final days were the Grand Challenge, as much for us filming as for those competing. The timescale was starting to tighten as we only had two days to film, cut and polish the remaining two videos. With increasing pressure to produce high quality products we pulled out all the stops. Fortunately all the teams rose to the occasion and provided us with some spectacular on-board footage as well as some nice underwater diver footage. The Grand Challenge turned out to be a great success with all the teams at least competing even if they didn’t all finish the challenge.
Tim Moxon completed the UWE Bristol Masters in Science Communication in 2013.
For more information about EuRathlon please visit the project website.
One of the nice things we’re able to do from time to time is offer our Masters students work experience on a public engagement project.
The Latitude Festival is a well-known and wide-ranging cultural festival, which includes comedy, music, theatre, literature, poetry, dance and more (think Glastonbury but with less mud and more writers!). The Wellcome Trust events are also hugely varied, including poetry, music and theatre performances, presentations, discussions, dialogues and interactive events.
Margarida designed the evaluation, including snapshot interviews with members of the audiences, informal feedback via comment cards, observations of events and interviews with presenters, while I led the evaluation at the festival. In both years, the students were chiefly responsible for carrying out the audience interviews and looking after the informal feedback, so it was an excellent opportunity to gain an understanding of what is involved in the evaluation of a live event as well as strengthen their communication skills.
With around 26 events taking place in half a dozen locations around the three days of the Festival, the help and support of our students was absolutely invaluable in helping to collect as much data as possible. Between them, the 2015 team observed 14 full events, persuaded 45 people to be interviewed and got 192 people to complete a comment card!
In return for students’ support, we offered a modest payment, subsistence expenses during the Festival and free transport to and from Suffolk. The students also had free tickets to the Festival, which gave them access to most of its 200 or so events. As most of the science events took place during the day, and the big comedy and music headliners were on late at night, the students got to see some really interesting stuff!
You can find our report from the 2014 Festival on the UWE repository. And the hard work of the students is also contributing to two papers that Margarida and I are currently working on.
Put two robotics researchers in a small room with a bad tempered snake, 30 children and a zoologist. And make sure everyone learns something and enjoys themselves.
That was the goal of a recent SCU-led project called ‘Robots vs Animals,’ a collaboration with Bristol Zoo Gardens education unit and Bristol Robotics Laboratory, with funding from the Royal Academy of Engineering. I’ll admit that was not how the project was originally defined, but it was the situation I found myself in as project coordinator last March.
The snake was a grumpy Columbian rainbow boa called Indigo, who was supposed to be demonstrating energy efficiency in the animal kingdom. The researchers were specialists on Microbial Fuel Cells, a system that can convert organic matter into electricity. They work on highly innovative designs that get power from urine – but only a small amount at a time, hence the need for energy efficiency. The kids were 12 and 13 year olds from a local school who were learning about biomimicry and seeing the cutting edge applications of science and maths. In this project I think I learnt as much about public engagement as they did about robots.
- Make contact.
I mean human, skin contact. It’s an old chestnut of engagement, but it proved itself once again. Even when bits of equipment broke – or were broken before we even started – the audiences really appreciated getting to hold and touch things themselves. This applied as much to the wires, switches and circuit boards of the robots as the cuddly and creepy animals. A ‘robot autopsy’ (bits and bobs from the scrap bin at the Lab) went down a storm in a Bristol primary school and a Pint of Science pub quiz. Watching school students handle a Nao robot as carefully as a baby was a project highlight for me and featured strongly in their positive feedback.
- Keep contact.
I was physically based in the Bristol Robotics Laboratory for the duration of the project, and it made a huge difference being around the researchers outside of our meetings and in between emails. I could get a much better sense of their projects, interests and personalities by seeing them every week, even if I theoretically could have coordinated the project from the SCU offices on the other side of the campus. Being around also helped to give the project a higher profile inside a busy, hard-working research lab where time for public engagement is limited.
- Have contacts.
The project evolved from its main focus of classes at Bristol Zoo Gardens to include a short film with a local science centre, talks and stalls at public events and even a teacher training seminar. Being able to say ‘yes’ to opportunities as they arose from different quarters is a luxury that not all projects can afford, but I found it was important to stay open to opportunities as the project developed. Attention to how the project outputs are worded in the first place helps, so does listening carefully to the needs of participants and interested parties and having a great project manager (thanks Laura Fogg Rogers!).
So how did all of that help with an irascible snake, excitable kids and nervous researchers? Firstly, Zoo staff quickly went to find a snake that would be more amenable to being stroked, to allow for first contact. I attended the session alongside the researchers even though they were leading it. This meant I could give feedback and support, and had the honour of watching as they became more skilled and relaxed. Having seen how they kept their nerve with the uncivil serpent, I knew I could rely on those researchers to handle other difficult situations – like appearing in front of a camera when the opportunity arose. Finally, when we had the chance to showcase their research at another event, we made use of our contacts and took the docile cockroaches with us rather than Indigo the snake.
Corra Boushel is a project coordinator in the Science Communication Unit. Robots vs Animals was supported by the Royal Academy of Engineering Ingenious Awards. Thanks to the Science Communication Unit and Bristol Robotics Laboratory at the University of the West of England and Bristol Zoo Gardens.
No snakes were harmed during this project.