A coloured pencil sketch detailing a group holding hands in a circle. The group has four children and a robot connected in the circle. One of the children is a wheelchair user.

Workshop 1: Establishing Trust 

Getting to know each other and building trust 

The first activity of workshop one and getting our research project started more generally was to take time to get to know each other, build relationships and establish trust. 

One of the ways we sought to achieve this was through talking through objects of our own that represented some of our hobbies (and thus, things about us). We introduced our hobby prompt and explored as a team what this might represent. 

We also talked about our thoughts and knowledge about research. Our student co-researchers identified that research could involve looking for information on the internet such as google or wikipedia, it could involve going to a library and searching for/reading books, and research could also involve speaking to other people and asking them questions. 

As a team, we shared some examples of research that has developed and advanced science and technology, such as robots that could taste food and the development of the Covid-19 vaccine.

Exploring 'The Big Question': What is Trust? 

A diagram detailing 'the big question' method'. The circular trail includes pointers which include 'silent thinking time', 'Q and A debate', 'input stimuli', 'discuss the abstract', 'group activity', 'students ask questions', 'develop a learning journey', 'plan topic informed questions and knowledge' and 'think differently'.

Our central activity for workshop one was exploring definitions and understandings of trust. This is based on one of educator researcher’s Harry Gordon’s methodology of ‘the big question’ (see image on the left). This builds upon established methods developed by our school partners (Harry Gordon, Greenacre School), PI (Dan Goodley) and Co-I (Kirsty Liddiard) through their co-production toolkit ‘Why Can’t We Dream?’ available via the website: https://www.whycantwedream.co.uk and in particular, resources on working with schools and communities. This work emerged out of an ESRC funded project entitled Life, Death, Disability and the Human: Living Life to the Fullest. 

Our student co-researchers respond to the big question: 'What is trust?' 

Together, our students co-theorised trust as: 

"You can trust a dog more than you can a cat." 

A greyscale pencil sketch of a cat and a dog. The cat is riding a robot vacuum cleaner. The dog is holding a newspaper in its mouth.

"Cats trust robot hoovers - they can help with cleaning up!" 

Our student co-researchers respond to the big question: Do we trust Technology? 

After co-theorising trust together, we sought to bring technology into the discussion. We asked questions such as 'Do we trust technology?' and 'Would you trust a robot?' We talked about some technology such as play stations, mobile phones and the importance of trusting the programming.  

We also explored the contexts, jobs and roles related to this (e.g. the army; personal assistance; transport

These discussions included: 

a greyscale pencil sketch of two robots that look like a rabbit and a snail.

"Robot can help you in the bath or with putting on clothes but it needs to be slow."