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Posts by alex
The recent lunch debate on Health and Wellbeing explored future scenarios for old age, medicine, care and the human body, asking what sort of future should we be preparing our young people for? Robots and Avatars brought together a range of experts including Professor Raymond Tallis (Emeritus Professor of Geriatric Medicine at the University of Manchester) and Professor Kevin Warwick (Professor of Cybernetics at Reading University) to discuss and debate the issue.
As part of the debate participants visioned care being administered by and through robots and avatars, the development of implants that would alter the way the brain works in order to cure many common diseases, a greater life expectancy with a shorter period of ‘woe’ towards the end of peoples lives and the possibility of self diagnosis and treatment as a result of advances in medical technology.
Central to the debate were questions around the representation of humans in care scenarios. Some participants resolutely argued that there can be no replacement for human to human care, emphaising the importance of empathy in care. Others were keen to emphasise the relatively low uptake of new technologies such as telecare and mobile apps which help patients self-diagnose. Whilst participants’ personal trepidations about their own old age entered into the debate, it was also emphasized that a future of health and wellbeing where robots and avatars play an increasingly important role, is very unlikely to completely replace the human to human contact but instead would most likely serve to augment it. This area of the debate touched on many of the issues that Robots and Avatars has been exploring over the course of the Lunch Debate Series including the credibility of artificial intelligence, the need to address illusion within representational forms and thinking about the ways in which we adopt new technologies.
Another key area of the debate focused around increased life expectancy, new ways of thinking about ‘old age’ and how we might go about changing perceptions now? According to ‘most attractive model’ for the future of ageing put forward by Professor Raymond Tallis, today’s young people are expected to live longer and have better health for longer, significantly affecting the way the population ages. As such, it is clear that we will have to develop new ways of thinking about not just old age but age more generally. It’s interesting to note that the word ‘teenager’ originated in the early 20th Century and has given rise to a complex set of ideas that strongly inform the ways we relate to, provide for and deal with 13-19 year olds, now it is time for teenagers to start thinking about what they want to be called when they are fit and healthy and in their 80’s – and still with another 20 years to live.
We will be sharing video content from the Health and Wellbeing soon. To see video and reports from previous debates click here.
Here is an intresting article from Gizmag about The Playtime Computing System developed by MIT Media Laboratory’s Personal Robots Group. The system blends robotic and virtual interfaces and is currently designed for children between the ages of 4 and 6 years old. This blend also allows the device to be used with telepresence, enabling a play and learning to occur in real-time across continents.
In an increasingly tech-centric world, keeping kids interested in learning can be an uphill battle. With teaching that involves play recently attracting some powerful supportive voices, students from MIT’s Media Lab have developed a system which merges technology and play to stimulate young minds. The Playtime Computing system uses infrared emitters and tracking cameras to monitor the position of a special robot within a play area. As the bot disappears into a hole in a panel, it appears to continue its journey into a virtual world projected onto the walls.
The Playtime Computing system developed by MIT Media Laboratory’s Personal Robots Group is aimed at children between 4 and 6 years old and allows them to get up and about instead of sitting around and getting bored, a hot topic at the moment given Michelle Obama’s Let’s Move campaign. It also allows for early experimentation in such things as symbolic reasoning and social roles.
The system is made up of three panels with projectors behind them, and a set of four ceiling projectors for sending images to the play area floor. Alphabot, a cube-shaped robot with infrared emitters at its corners, is tracked by ceiling-mounted cameras. A virtual landscape is projected onto the panels and floor to blur the barriers between reality and the artificially-created world. To further add to the illusion, as Alphabot disappears into a hole in the panel and some robotic foliage closes behind, the image projected onto the panel appears to show it continuing its journey into the virtual world.
A set of RFID-tagged wooden alphabet letters or symbols such as musical notes was also created so that the children can stick them onto Alphabot’s face. Placing letters onto the bot results in its face changing color to match, with musical notes causing music to be played through its onboard speakers. As the robot disappears into the virtual world beyond the panel, the symbol placed by the kids will also continue through to the animated version.
The fun needn’t stop with just one play room, however. “One of the things we’re really excited about is having two of these spaces, one here and maybe one in Japan, and when the robot goes into the virtual word here, it comes out of the virtual world in Japan,” explained the group’s Adam Setapen. “So that kind of fits in with that one-reality concept, that there’s one robot, and whether it’s physical or virtual is based on the state of the robot in the Playtime Computing system.”
Of course, kids being kids, the young prototype testers crammed lots of different symbols onto the bot, which it wasn’t developed to handle. They also expected other objects placed in the hole to appear on the screen. Future developments of the system may well take such things in stride, with children perhaps being able to send a favorite toy into the virtual world.
Maybe it would also be interesting to see how they would deal with a digital twin!
Another aspect of the system is the Creation Station, a table-top computer where youngsters can arrange objects or draw pictures. Whatever is on the Station is recreated on the panels via the projectors.
The researchers also kitted out the playful system testers with baseball caps sporting infrared emitters. This allowed the system to keep track of the kids as well as the Alphabot, which could make it possible for such things as interaction with the computer animated robot in future versions. If the team can develop the system to operate using something like Microsoft’s Kinect gaming technology, then players could be tracked without having to rely on infrared clothing.
The team says that the current prototype was put together using off-the-shelf parts at a cost of just a few hundred dollars, and believe that mass production for home use is a viable possibility.
Thecla Schiphorst is a Media Artist/Designer and Faculty Member in the School of Interactive Arts and Technology at Simon Fraser University in Vancouver, Canada.
On sensory technologies and the future of education and can be used as an introduction for young people to Sensory Technologie
With the students at South Norwood we have been exploring Telepresence – full body two way video connections projected onto very large screens and at Merton we have been experimenting with, creating and modifying our own Avatars in Second Life. We have also been running learning experiences which how social media and social networks can be used by young people to get their voices heard about the issues that really matter to them.
The students have been doing some great work, thinking about innovation and creatively experimenting with new technologies and the skills that will help them in their future work lives. We hope to share some of the work done by the students as the term progresses.
Robots and Avatars are delivering a series of learning experiences as part of iDiscover which engage young people in the skill-sets, aptitudes, resources and methodologies they will require for work and play in the future.
The learning experiences explore issues of identity, communication and team work for the 21st century with young people. Through the blending of virtual/physical worlds we give young people the opportunity to investigate and play with their relativity to others in online virtual spaces.
We provide key creative trainers to deliver the sessions who bring with them excellence in areas of collaboration, articulation, self presentation and socialisation.
Learning experiences are offered in the areas of:-
- Avatars and Virtual Worlds
- Virtual Physical Event Production & Management
- Social Media
A full education pack is available on request.
body>data>space is a learning provider for NESTA’s idiscover education programme working with schools in London (The Harris Federation), Manchester and the Scottish Highlands which helps young people develop skills and attributes needed in an innovation driven society.
This year as part of London Design Festival the public were invited to take control of eight industrial robots on loan from Audi’s production line. OUTRACE is an installation by Clemens Weisshaar and Reed Kram, that consists of 6 independent systems coordinated by one KWTC CONTROLLER. Messages were sent in by the public, via a website, and then processed by the system every 60 seconds.
By way of a powerful LED light source, positioned at the tool head of each robot, people’s messages were traced into the public space of Trafalgar Square. Long-exposure cameras captured the interactive light paintings and relayed them to the project website and social media platforms to be shared.
Robots and Avatars sent in a message to OUTRACE which was shown at the rather unsociable time of 7.08am! Here is the video of the drawing – see if you can work out what we sent…
On behaviours and ethics in education. With Professor Anna Craft, Professor of Education at the University of Exeter and the Open University.
TIGA, the trade association representing the UK games industry, today released key findings from a new report ‘State of the UK Video Games Development Sector’. The report is a comprehensive survey of 78 UK games development businesses and provides an accurate picture of games development in the UK.
The report covers areas such as industry profile; platforms and genres; self-publishing; in-game advertising; outsourcing; the cost of games development; customers and markets; the main obstacles to business growth and policies to promote growth. The report was supported by Train2Game.
Over the next week TIGA will be releasing a number of findings from different sections of the report. Today’s findings relate to the overall profile of the games development industry. To purchase a copy of the full report visit www.tiga.org.
Profile of the Games Development industry [report excerpts]:
• The average size of an independent developer is 51. The average size of an independent developer who also publishes games is 45. The average size of a publisher owned studio is 245.
• Games development businesses on average employ a workforce comprising 88 per cent male and 12 per cent female.
• 12 per cent of the UK games development workforce is on average non-UK citizens.
• The average mean turnover of an independent development studio that develops games was £3,130,600. The equivalent figures for independent developers that also publish games and for in-house, publisher owned studios were £4,055,000 and £15,500,000 respectively.
• The average UK game development business has been in operation for 7 years.
• On average, developers surveyed spent £570,800 to develop a game over the last year. This figure is based on the cost of developing games on all types of platforms. There is a large difference between independent developers (£897,700), independent developers who also publish games (£133,700) and publisher owned studios (£3,000,000).
• For 72 per cent of UK game developers surveyed, the USA constitutes one of their most important geographical markets. For 44 per cent of developers, the UK is regarded as one of their most important market. 41 per cent cited the rest of the EU, excluding the UK, as one of their most vital markets.
Dr. Richard Wilson TIGA CEO stated: “The State of the UK Video Games Development Sector Report is intended to provide the games industry with an accurate set of data that can be used to shape a model of the sector as a whole. The report clearly showed the incredible diversity that exists in the development community from size of studio to location, genre of game and distribution method. Games development is a real UK success story, we have an immensely talented workforce and we are at the cutting edge of changes in technology and business practices.”
For more information visit www.tiga.org.
1 Gibson, R. And Gibson, N., Raise the Game (NESTA, December 2008), p. 9.