5 min read

+TALKS #5

Banner for the fifth edition of the +TALKS, the same text in light color can be read over a reddish background

The fifth edition of +TALKS focused on robots, possibly in celebration of Johnny 5 (or not). From how materials impacts physical interaction with machines, the neuroscience-psychological quest on the perceived benefits or downsides of applying emotional traits to robots, to the unknown problems of mechanically creating a tesseract in our merely three-dimensional universe.

Anna Schaeffner

Photo of Anna Schaeffner at the start of her talk. The initial slide titled "Material as Interface" is visible on the screen

Fascinating and direct proposal on how to improve social interaction with robots by evolving materials. On how we can create Cobots that can even perform with dancers in 6DOF. It was really interesting to learn about each step of the process, and it was also significant the reflection on how this research could potentially lead to the development of more inclusive interfaces (by not assuming a single manner of manipulation).

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Air pressure and temperature pads as feedback
One of the presentation slides had a diagram of the robotic arm with sections that were highlighted to show how they were meant to work with the person. Based on study into the effects of physical contact on complex movements, there are three areas: Programmation, Interaction, and Communication

Anna recommended this movie in her talk, so I'll oblige

Eva Wiese

Photo of Eva Wiese at the start of her talk. The initial slide titled "Can (and should) robots be our social companions?" is visible on the screen

Many captivating points, such as how the uncanny valley might affect performance in collaborative work by increasing cognitive burden on the decision about whether the robot is human-like or not (making this a crucial decision to consider when designing time-sensitive, critical tasks). 

Social cues coming from robots or AI have proven to be meaningless for humans (so far). The minimum facial features required for recognizing a face as a face. Animism, and the ephemerality of the studies in moving cultural scenarios (reactions 12 years ago are really far from the replies you receive now) 

Social perception of robots is shaped by beliefs about their minds - Scientific Reports
Scientific Reports - Social perception of robots is shaped by beliefs about their minds
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Body swapping: using VR to interact from within a robot's body

What looks to be yet another enjoyable recommendation

Benjamin Maus

Constructing 4D mechanisms in our 3D environment, and how do you power them!? The dynamics at work and the leap of faith when dealing with art-driven engineering.

Round About Four Dimensions — allesblinkt
Apparatus for projecting a four-dimensional cube to a three-dimensional object. CERN, Switzerland

But the result is definitely something to contemplate. Sometimes naivety triumphs over even physics


Anna Schaeffner
Cargo
Kognitionspsychologie und Kognitive Ergonomie
Projects — allesblinkt
allesblinkt is Benjamin Maus with varying collaborators – a bureau for art and invention. It produces installations and apparatuses.
michelafilzi
cargo.site
Cozmo Robot 2.0 - The Little Robot with a Big Personality
Meet Cozmo Robot 2.0. The playful little robot friend that interacts and learns from its surrounding environment.
Short Circuit (1986 film) - Wikipedia
Teaching Accessible Computing
For computing to work for everyone, it must be accessible to everyone. Alas, it is not: people with disabilities in mobility, vision, hearing, learning, attention, and more regularly face software that is hard or impossible for them to use. One reason for this is that when we educate future software engineers, we rarely teach them anything about accessibility. This limits their ability to find and fix accessibility defects and advocate to their organization to prioritize those fixes. More importantly, it limits the capacity of software organizations to design software that is accessible from day one. This book addresses this problem by offering concrete pedagogical ideas for educators about how to integrate accessibility into their computer science classes. It teaches basic foundations of accessibility that are relevant to major areas of computer science teaching, and then presents teaching methods for integrating those topics into course designs. Our hope is that computer science teachers will be able to read the first few introductory chapters, and the chapters relevant to their teaching, and use their learning to teach accessible computing in their classes. This book is a living document! If you’d like to be notified of future updates, or if you’re interested in contributing a chapter in your area of expertise, please let us know through the [Teaching Accessible Computing book Interest Form|https://forms.gle/a7KDmxnoyvi5ueUu9]. If you have suggestions for improvement, send them to our lead editor, [Alannah Oleson|https://alannaholeson.com/]. Many people contributed time, effort, and expertise to this book beyond just the authors and editors, including those listed in the [Acknowledgements|Acks] chapter.