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Getting to know each other and building 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?
Exploring 'The Big Question': What is Trust?
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?'
Our student co-researchers respond to the big question: 'What is trust?'
Together, our students co-theorised trust as:
Together, our students co-theorised trust as:
Honesty - believing people will be honest with what they say;
Trusting those close to you (friends and family);
How trust is hard to get back once it has been broken;
Trust involves following instructions;
Trust comes down to loyalty;
Trust involves believing in something;
Being independent and your parents trusting you with money;
Respect;
Doing things for people;
Depending on or relying on someone to do something for you;
Trust is about people you know and not always trusting strangers - based on family, friendship, relationships and beliefs;
Trust takes time;
Trust is a big thing;
Proving to someone you can do something;
Trust is always different;
Informing others what they are doing; we have to accept trust and not deny it.
"You can trust a dog more than you can a cat."
"Cats trust robot hoovers - they can help with cleaning up!"
Our student co-researchers respond to the big question: Do we trust Technology?
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:
distrust in robots
how features influence trust e.g. if it can walk and talk
role of privacy in shaping trust
trust is related to programming
if technology makes a mistake or something goes wrong, its hard to trust it again
robots need to get to know you and we need to get to know them
importance of following instructions
trusting after seeing other people using it
importance of clear instructions
"Robot can help you in the bath or with putting on clothes but it needs to be slow."
"Robot can help you in the bath or with putting on clothes but it needs to be slow."
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