I recently followed an excellent three-day course on engineering ethics. It was offered by the TU Delft graduate school and taught by Behnam Taibi with guest lectures from several of our faculty.
I found it particularly helpful to get some suggestions for further reading that represent some of the foundational ideas in the field. I figured it would be useful to others as well to have a pointer to them.
So here they are. I’ve quickly gutted these for their meaning. The one by Van de Poel I did read entirely and can highly recommend for anyone who’s doing design of emerging technologies and wants to escape from the informed consent conundrum.
I intend to dig into the Doorn one, not just because she’s one of my promoters but also because resilience is a concept that is closely related to my own interests. I’ll also get into the Floridi one in detail but the concept of information quality and the care ethics perspective on the problem of information abundance and attention scarcity I found immediately applicable in interaction design.
Stilgoe, Jack, Richard Owen, and Phil Macnaghten. “Developing a framework for responsible innovation.” Research Policy 42.9 (2013): 1568–1580.
Van den Hoven, Jeroen. “Value sensitive design and responsible innovation.” Responsible innovation (2013): 75–83.
Hansson, Sven Ove. “Ethical criteria of risk acceptance.” Erkenntnis 59.3 (2003): 291–309.
Van de Poel, Ibo. “An ethical framework for evaluating experimental technology.” Science and engineering ethics22.3 (2016): 667–686.
Hansson, Sven Ove. “Philosophical problems in cost–benefit analysis.” Economics & Philosophy 23.2 (2007): 163–183.
Floridi, Luciano. “Big Data and information quality.” The philosophy of information quality. Springer, Cham, 2014. 303–315.
Doorn, Neelke, Paolo Gardoni, and Colleen Murphy. “A multidisciplinary definition and evaluation of resilience: The role of social justice in defining resilience.” Sustainable and Resilient Infrastructure (2018): 1–12.
We also got a draft of the intro chapter to a book on engineering and ethics that Behnam is writing. That looks very promising as well but I can’t share yet for obvious reasons.
On Wednesday Péter Kun, Holly Robbins and myself taught a one-day workshop on machine learning at Delft University of Technology. We had about thirty master’s students from the industrial design engineering faculty. The aim was to get them acquainted with the technology through hands-on tinkering with the Wekinator as central teaching tool.
Photo credits: Holly Robbins
Background
The reasoning behind this workshop is twofold.
On the one hand I expect designers will find themselves working on projects involving machine learning more and more often. The technology has certain properties that differ from traditional software. Most importantly, machine learning is probabilistic in stead of deterministic. It is important that designers understand this because otherwise they are likely to make bad decisions about its application.
The second reason is that I have a strong sense machine learning can play a role in the augmentation of the design process itself. So-called intelligent design tools could make designers more efficient and effective. They could also enable the creation of designs that would otherwise be impossible or very hard to achieve.
The workshop explored both ideas.
Photo credits: Holly Robbins
Format
The structure was roughly as follows:
In the morning we started out providing a very broad introduction to the technology. We talked about the very basic premise of (supervised) learning. Namely, providing examples of inputs and desired outputs and training a model based on those examples. To make these concepts tangible we then introduced the Wekinator and walked the students through getting it up and running using basic examples from the website. The final step was to invite them to explore alternative inputs and outputs (such as game controllers and Arduino boards).
In the afternoon we provided a design brief, asking the students to prototype a data-enabled object with the set of tools they had acquired in the morning. We assisted with technical hurdles where necessary (of which there were more than a few) and closed out the day with demos and a group discussion reflecting on their experiences with the technology.
Photo credits: Holly Robbins
Results
As I tweeted on the way home that evening, the results were… interesting.
Not all groups managed to put something together in the admittedly short amount of time they were provided with. They were most often stymied by getting an Arduino to talk to the Wekinator. Max was often picked as a go-between because the Wekinator receives OSC messages over UDP, whereas the quickest way to get an Arduino to talk to a computer is over serial. But Max in my experience is a fickle beast and would more than once crap out on us.
The groups that did build something mainly assembled prototypes from the examples on hand. Which is fine, but since we were mainly working with the examples from the Wekinator website they tended towards the interactive instrument side of things. We were hoping for explorations of IoT product concepts. For that more hand-rolling was required and this was only achievable for the students on the higher end of the technical expertise spectrum (and the more tenacious ones).
The discussion yielded some interesting insights into mental models of the technology and how they are affected by hands-on experience. A comment I heard more than once was: Why is this considered learning at all? The Wekinator was not perceived to be learning anything. When challenged on this by reiterating the underlying principles it became clear the black box nature of the Wekinator hampers appreciation of some of the very real achievements of the technology. It seems (for our students at least) machine learning is stuck in a grey area between too-high expectations and too-low recognition of its capabilities.
Next steps
These results, and others, point towards some obvious improvements which can be made to the workshop format, and to teaching design students about machine learning more broadly.
We can improve the toolset so that some of the heavy lifting involved with getting the various parts to talk to each other is made easier and more reliable.
We can build examples that are geared towards the practice of designing IoT products and are ready for adaptation and hacking.
And finally, and probably most challengingly, we can make the workings of machine learning more transparent so that it becomes easier to develop a feel for its capabilities and shortcomings.
We do intend to improve and teach the workshop again. If you’re interested in hosting one (either in an educational or professional context) let me know. And stay tuned for updates on this and other efforts to get designers to work in a hands-on manner with machine learning.
Special thanks to the brilliant Ianus Keller for connecting me to Péter and for allowing us to pilot this crazy idea at IDE Academy.
References
Sources used during preparation and running of the workshop:
The Wekinator – the UI is infuriatingly poor but when it comes to getting started with machine learning this tool is unmatched.
Arduino – I have become particularly fond of the MKR1000 board. Add a lithium-polymer battery and you have everything you need to prototype IoT products.
OSC for Arduino – CNMAT’s implementation of the open sound control (OSC) encoding. Key puzzle piece for getting the above two tools talking to each other.
Remote Control Theremin – an example project I prepared for the workshop demoing how to have the Wekinator talk to an Arduino MKR1000 with OSC over UDP.
