Explanation Strategies as an Empirical-Analytical Lens for Socio-Technical Contextualization of Machine Learning Interpretability

During a research project in which we developed a machine learning (ML) driven visualization system for non-ML experts, we reflected on interpretability research in ML, computer-supported collaborative work and human-computer interaction. We found that while there are manifold technical approaches, these often focus on ML experts and are evaluated in decontextualized empirical studies. We hypothesized that participatory design research may support the understanding of stakeholders' situated sense-making in our project, yet, found guidance regarding ML interpretability inexhaustive. Building on philosophy of technology, we formulated explanation strategies as an empirical-analytical lens explicating how technical explanations mediate the contextual preferences concerning people's interpretations. In this paper, we contribute a report of our proof-of-concept use of explanation strategies to analyze a co-design workshop with non-ML experts, methodological implications for participatory design research, design implications for explanations for non-ML experts and suggest further investigation of technological mediation theories in the ML interpretability space.

Do Speed and Proximity Affect Human-Robot Collaboration with an Industrial Robot Arm?

Current guidelines for Human-Robot Collaboration (HRC) allow a person to be within the working area of an industrial robot arm whilst maintaining their physical safety. However, research into increasing automation and social robotics have shown that attributes in the robot, such as speed and proximity setting, can influence a person’s workload and trust. Despite this, studies into how an industrial robot arm’s attributes affect a person during HRC are limited and require further development. Therefore, a study was proposed to assess the impact of robot’s speed and proximity setting on a person’s workload and trust during an HRC task. Eighty-three participants from Cranfield University and the ASK Centre, BAE Systems Samlesbury, completed a task in collaboration with a UR5 industrial robot arm running at different speeds and proximity settings, workload and trust were measured after each run. Workload was found to be positively related to speed but not significantly related to proximity setting. Significant interaction was not found for trust with speed or proximity setting. This study showed that even when operating within current safety guidelines, an industrial robot can affect a person’s workload. The lack of significant interaction with trust was attributed to the robot’s relatively small size and high success rate, and therefore may have an influence in larger industrial robots. As workload and trust can have a significant impact on a person’s performance and satisfaction, it is key to understand this relationship early in the development and design of collaborative work cells to ensure safe and high productivity.

CAD-MBSE Interoperability for the Checking of Design Requirements Based on Assemblability Indicators

A mechanical product is the result of collaboration between different domains. In this paper we focus on the collaborative work that brings together the system engineer and the designer in the realization process of a mechanical system. A design solution, conceived in the CAD environment, is considered valid if all the specification requirements, defined in the MBSE (Model Based System Engineering) domain, are met. Thus, the preliminary study of these requirements has a major influence on the choice and validation of the design solution. In this paper a methodology for handling the requirements has been detailed. These requirements are classified into two main categories. The first one deals with the product performance and the second addresses the process performance in order to generate the best assembly sequence. Depending on the response of the designed solution to these requirements, it becomes easy to decide not only whether the design solution can be validated or not but also to choose the most optimal assembly sequence that ensures the best operation quality. A validation example of a speed reducer is used to demonstrate the added value of the proposed approach.

Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

Development of advanced electrolytes in Na-ion batteries: application of the Red Moon method for molecular structure design of the SEI layer

This review aims to overview state-of-the-art progress in the collaborative work between theoretical and experimental scientists to develop advanced electrolytes for Na-ion batteries (NIBs).

Evaluating the teaching performance of high school mathematics teachers In light of the skills of the twenty first century

This research aimed to evaluate the teaching performance of high school mathematics teachers in the light of the twenty-first century skills. Two research tools were prepared: a list of the skills of the twenty-first century, and a questionnaire of “twenty-first century skills among mathematics teachers” that consisted of (22) A single item divided into five responses which are (very important - important - medium important - low importance - unimportant), and included six models for learning in the twenty-first century (collaborative work - knowledge building - self-organization - problem solving and innovation in the real world - the use of technology For learning - methods of presentation and communication with skill), and the results indicated the necessity of working to improve the teaching performance of mathematics teachers at the secondary level in a manner commensurate with the skills of the twenty-first century, as the research reached a number of recommendations and proposals.

How Gaming and Formative Assessment Contribute to Learning Supplementary and Complementary Angles

This chapter presents an empirical research where the authors developed tasks based on a digital game supported by assessment strategies. The study is interpretative in nature, in a case study design. The authors designed tasks with technology and assessment strategies in a collaborative work context implemented in a mathematics classroom with 5th grade students (students 10 years old). The results evidence that the use of a digital game and formative assessment have contributed to the learning of complementary and supplementary angle pairs, giving meaning to their utilization as an effective strategy.

A Review of the Coronavirus Impact on Higher Education Institutions and Opportunity of Information Technology Applications in Collaborative Work

This chapter describes the challenge to the higher education sector during the coronavirus pandemic. It also presents the lack of preparedness in crisis management and digital education responses of higher education teaching and learning practice. Given that higher education institutions and the student community faced distinct challenges, policy responses and their implications have valuable lessons to learn. The chapter highlights research gaps, including researching the impact on lesser-developed countries, the psychological impact of transition, and the essential role of management in handling the pandemic. It also highlights that the general objective should be to build more resilient higher education teaching and learning delivery systems that are responsive and adaptive to future crises. London's City University decided to move off-campus and into a digital work environment responding to the current pandemic. A case study in the application of an undergraduate software engineering team-based project teaching and learning practice follows.

Mileposts in the Development of Salutogenesis

In this chapter, the author reviews mileposts in the development of the field of salutogenesis from the late 1990s until today. This is a chronology of the meetings, seminars and other events that have provided space and time for the development of salutogenesis as an academic field. This chapter is of historical value and helps describe the global collaborative work that has supported the network of colleagues whose work is in the book.