Robots and Automation in Society

Learning Outcomes

The Engineer and Society

Having successfully completed this module you will be able to:

• Assess the use of risk management processes to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity [ES-M9]
• Analyse various holistic approaches to the mitigation of security risks and assess their appropriateness given a sociotechnical context [ES-M10]
• Analyse various inclusive approaches to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion in a given sociotechnical context [ES-M11]
• Evaluate the environmental and societal impact of solutions to complex problems (to include the entire life-cycle of a product or process) and minimise adverse impacts [ES-M7]
• Identify and analyse ethical concerns and make reasoned arguments about ethical choices informed by professional codes of conduct [ES-M8]

Engineering practice

Having successfully completed this module you will be able to:

• Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance by setting milestones and contributing to and responding to peer review within mentored peer groups [EP-M16]
• Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the various methods that are used [EP-M17]

Engineering analysis

Having successfully completed this module you will be able to:

• Select and critically evaluate technical literature and other sources of information to solve complex problems. [EA-M4]

The module consists of a short series lectures to set expectations of the module and guide the development of the assignments. Students will apply sociotechnical concepts to a robotic application domain of the their choice. Each student will be part of a mentored peer group, where they will work towards individual milestones, review and give feedback on their progress during timetabled sessions guidance of their mentor. Lectures: •Module introduction: Picking your robotic application domain •Policy paper: Structure, evidence and milestones •Posters: Modelling audience interests and capturing attention Mentored Workshops (peer groups of ~8 students, held weekly): •Scoping your robotic application domain •Planning your policy paper •Conducting a critical review of literature •Exploring different perspectives •Adding insights and making recommendations •Presenting posters for the audience perspective These timetabled slots will alternate between the peer group’s supervising mentor, and a rotation of non-supervising mentors to expose the students to diverse perspectives. Students will take part in a structured debate, championing different perspective of an assigned aspect of robotics in society. Each will prepare and submit a two-page evidence summary (A4) supporting different viewpoints, and participate in a live debate where they will be assigned a viewpoint to argue, developing their skill in critical argumentation and evidence-based reasoning. Students will produce an individual 8-page IEEE conference-style policy paper and a poster for their chosen robotics domain. For MSc RAS students, the poster may be presented at the MSc RAS mini-conference, organised as part of Robotics Fundamentals, Research Management, and Professional Development.

Teaching methods include •~3 lectures •~10 mentored workshop sessions including a structured debate Learning activities include • Directed reading and independent learning • Preparing for and participating in a structured debate • Mentored workshops for staff and peer feedback

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.