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Engaging children with STEM

post by Neeshé Khan (2018 cohort)

Last year I decided to partake in a program that engages primary school children from disadvantaged backgrounds to engage with students from the local university. This provides an opportunity for children to have positive role models or Mentors that can provide support and some sort of a roadmap to whatever they might dream to be when they grow up. I decided to do this to encourage a child to dream about a life in STEM.

As young adults, it is easy and intuitive to explore, experiment, and discover the right choices for your future career. Despite having an aptitude for STEM you might want to explore Arts or Business which is perfectly acceptable. However, when you change your mind STEM doesn’t welcome you back into the fold. There are stringent requirements for the combinations of subjects you must have and the grades you need to be able to start an undergraduate degree. If you have Physics at A-levels (anyone who has done this will tell you that Physics contains more Mathematics than A-Level Mathematics subject) it is required that you must also have Mathematics in A-levels. So if like me, a student also wants to explore economics, business studies, and a language, it means you can no longer enter an Engineering undergraduate degree regardless of your grade in Physics. However, this poses no issues for pursuing a degree in any non-science subjects as all undergraduate degrees will make you relearn the basics, and often lecturers will tell you to forget what you learnt in previous years as it’s mostly inaccurate for truly understanding the subject. Unsurprisingly, I believe that this ‘locking out’ of bright young minds for STEM fields based on ‘desirable combinations’ is in large the main contributor towards the STEM skills crisis that the western world is now facing.

But coming back to the point, I wanted to help a young child strengthen their academic STEM foundations and generate interest where they can see an exciting future in this space. In a few days, I was matched to an 11-year-old (let’s call her “Tara”) who’s interested in STEM and aspires to become a doctor.

While there are several programs available, I really enjoyed this one. It was structured, transparent, had clear expectations and outcomes, and well organised. It offered training and support for the Mentors which meant I would enjoy speaking to Megan (project co-ordinator at the venue) about what my meeting plans were or if I wanted some insights or advice.

I started off the program by providing continuity. I became a staple figure in her life which meant we would meet at a fixed schedule, for the agreed duration, at the agreed time, and follow the agenda that we had agreed in our previous meeting. I always showed up. Much like the gym, showing up (to see this little person waiting for me) meant more than half the effort was already done. We had decided to work on subjects that Tara identified she needed help with, particularly focusing on SATs (Maths, Science, and English). I also allowed Tara to decide what our meetings would look like, empowering her to be in control of our progress. This meant that while she performed very well on tests, we also reflected on what factors contributed to the mistakes and explored tools to overcome them. After a year, Tara ended up achieving one of the top scores in her school and got one of the two scholarships for a private secondary school in the area.

There were also some difficult times. I sometimes struggled to get her attention or interest. Many times this was because she had other things on her mind. Her mom was a qualified nurse from another country who couldn’t practice in the UK without an equivalence which takes time and money, two of the biggest resources for any immigrant. She ended up working two jobs in a profession outside her qualification. Tara discussed her challenges in trying to study in close quarters with her younger siblings. At a young age, she was wise beyond her years and I would often catch myself remembering how little she actually was. We put in the effort to developing skills to overcome the pressure and stress SATs bring to their young lives. We practised exercises to help retain focus in busy environments and relieve stress which included slime making and controlled breathing.

I really enjoyed discovering how the current education system uses new techniques to teach children. For instance, the way we would multiply was completely different! Thankfully our answers almost always matched! When they didn’t, I had to learn her system of understanding and convert my reasoning to fit Tara’s model so it would a) be correct/spot her mistake in her workings and b)make sense to her. I took this as a challenge and found this quite a fun exercise on most days.

Overall, I feel that I made some difference towards Tara achieving her goals and hopefully contributed towards making her STEM career aspirations a real option in her future. I would really encourage everyone to take up this as a rewarding experience to engage the future in any discipline and field you personally care about. Just be consistent and dedicate as much time as you think you can spare. Even a half-hour a week can help contribute to a young life that might need skills you might not know you have.

–originally posted on Neeshé’s blog

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Dtree – Digital Global Health

Maddy’s Reflections

Post by Madeleine Ellis (2016 cohort)

Dtree’s Vision
‘Our vision is a world in which every person has access to high quality health care.’

Dtree’s Mission
‘Our mission is to work with partners to leverage digital tools and data to save lives. We will be as focused as you on your health system goals, while working in partnership with you to implement digital solutions to improve program quality and impact.’

Who are Dtree?
Dtree focuses on a number of different projects on digital global health. Current projects include: Sexual and reproductive health (helping women achieve their reproductive goals), maternal and new-born health (working to reduce maternal and neonatal mortality), child health (preventing treatable childhood deaths) and emergency transport (Where no ambulances are available). With field offices in Dar es Salaam, Zanzibar Tanzania, as well as Lilongwe and Malawi and management offices in Boston and Washington DC, Dtree’s projects are engaged in countries throughout Africa. To expand projects Dtree have conducted 2 million area visits and are continuing to expand their engagements. The underlying system for Dtree is based on three main philosophies: Innovation, implementation and Impact. They leverage technologies to support and improve program efficiency in the projects. They use high levels of experience to help partners replicate and scale high impact programs. Finally, they work with partners to continually measure impact and increase efficiency. The core that ensures their success is this incredible collaboration between innovative technology and strong relationships with expert partners and local communities. This project structure is responsible for the high levels of impact they already have and continue to achieve. In a nutshell, this is my main take away from the experience and is something I plan to rely on for all my future ambitions within the field.

D-tree offices which are shared with the Department of Health in Zanzibar

What are we at N/Lab working on with Dtree?
I joined a project on maternal and neonatal care responding to healthcare challenges in Zanzibar. D-Tree International has been working with the Zanzibar Ministry of Health to improve the delivery of community based maternal and neonatal care via innovative and award winning Safer Deliveries program. The project will also hopefully be expanding to include child health, looking at issues such as malnutrition. A critical component of the program is the analysis and use of data for decision making to support and design effective interventions. Using machine learning and advance analytical approaches to find higher risk cases of clients information sharing and education can be better targeted for allocation of limited resources.

Maddy presenting to the Tanzania country manager at D-tree.

So, what did I learn from the visit to Dtree in Zanzibar?

Popping the research bubble
The nature of PhD’s require an intense level of focus on one fine-grained topic. Within this process, that particular topic can become all encompassing; it will gradually start to feel bigger and bigger. This can make it easy to lose the context of your topic. This internship helped remind me that my PhD is a tiny dot within the field I am focused on. More than that, the field itself is also just a tiny dot in the grand scheme of things. Internships provide a wonderful opportunity to pop this research bubble, remind ourselves of the context we are working in and get insight into problem sets, methods and opportunities that we might not have even been aware existed before this. This has not only been an incredible thing for my personal growth through life, but also strengthened my PhD by allowing me to address some elements of my work with newly formed perspectives.  Importance of working with communities

Importance of working with communities
Another key take away is that the importance of working with communities and collaborating with related experts cannot be underestimated. I have always taken the importance of community collaboration as an essential for sustainable change in the other charity work I do, this experience with Dtree has taken that further and helped me to understand different levels of this and the application to academic research. Dtree has an iterative process of developing and applying technologies and programs with numerous assessments from collaborators at each stage. Anything you want to build needs to have the end used in mind at every stage and should utilise as much expert advice as possible on the way. While with Dtree we had a meeting with some of the field workers, the purpose of the meeting was for us to understand the context of the work and for them to understand the basic ideas of the applied machine learning. This shared knowledge allowed an extremely productive conversation about the future steps of the project. By understanding each other’s challenges and capacities we were able to reach novel solutions and approaches to the task at hand.There is a difference between the right solution and the ‘best’ solution.

There is a difference between the right solution and the ‘best’ solution.
This take away is linked to the two reflections above. Researchers working on a thesis are bound to have expert knowledge on a topic, combine this with the academic pressure of technical novelty and it is easy to become focused on finding that ‘incredible new publishable method’. In the real world, these complicated impressive methods are not always going to be the most helpful or appropriate. Sometimes the application of a quick simple existing model will provide the most efficient support for an impactful project. This experience has shown me the importance of addressing this conflict as early as possible in a project. What are the goals of each stakeholder, what do I want my impact to be? This has lead me to reflect on my own goals. Am I looking to publish papers and make mathematical advances, which can provide long-term large scaled impacts, or do I want to make simple technological applications to problems with immediate community impact. Actually, I think I sit somewhere in the middle, I want to be a part of increasing the capacity for long term impact and technical novelty but also I want to prioritize appropriate impactful projects at the present moment.

The future is now
Data and technology are advancing rapidly before our eyes, with every step forward technology takes; the availability of the previous steps becomes more and more accessible to problems sets with limited resources to make change. This is beyond a silver lining for development. Take for example the development of face recognition phone passwords. Before this experience, I wouldn’t have thought that holds much relevance to my work at all, but that’s not true. It’s the butterfly affect, the small improvement will move like a wave through the mobile phone industry making all previous models that little bit more accessible and affordable. Increasing access to these technologies opens opportunities, for examples improved data collection which can advance a project. 

Technology isn’t the only thing which is moving at lightning speed, the older I get the faster time seems to move. I found the work Dtree do extremely inspiring and it has cemented some of my future professional goals. This bridge between mathematical technologies and impactful social good developments is where I want to be. Life is moving fast and although it’s great to have these goals, all of these experiences and moments are part of my goals. As cheesy as its sounds, it really is a journey not a destination. My advice to other PhD students taking internships would be to use this as a time to be reflective, make time to think about the things you haven’t thought of yet!

Side note
I used to think networking was a bit of a buzzword… It isn’t… talk to EVERYONE you can. Ask their advice, ask for their thoughts, ask to hear about their journey and ask for their contact information.

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Writing PhD thesis in the middle of a Pandemic

Post by Kate (Green) O’Leary (2016 Cohort)

It’s been a long while since I last blogged; seems like an ongoing theme over the past few years. It’s not that I purposefully don’t, I honestly just forget.

Anyway, here we are, in the middle of a pandemic and boy aren’t we feeling it. In a lot of ways life in my household has not changed a great deal. I have worked from home for over three years and my husband is a keyworker so, for the most part, things are relatively ‘normal’.

That doesn’t mean however, that I am finding writing my PhD thesis a walk in the park. It’s been extremely testing to say the least. I am currently about 4 months away from submission and on paper I am more than on track to finish on time; I am also determined to make that a reality. I still have my discussion, introduction, epistemological position, and appendices left to draft and my goal is to have the discussion written by the end of May.

Something that I find particularly difficult is going from the anxiety-filled, but excited and accomplished feeling when sending a section of chapters to supervisors, to a blank document: the next chapter. After having just finished one roller coaster of emotions the thought of starting it all again with another chapter feels painful. So much so that I don’t even want to get started on it.

I know that the best advice is “to just start” and then when I am in the zone, things will fall into place. Right now, it’s not like I have anything really to do that gives me a legitimate excuse not to do it. I am pretty sure that terraforming my island on Animal Crossing isn’t a good enough reason really.

Knowing that the final 9 months leading up to the submission was going to be a difficult one, in January I organised a writing group that met biweekly in Nottingham. It was organised as a relaxed space for people to write/work together and feel that they can have a ‘blah’ moment if they needed it. Going into lockdown, I knew that people transitioning to working from home constantly was going to rattle with their motivation to work, as having that separation between work and home is so valuable. Having all that roll into one gets messy.

The writing group now meets 3 times a week online. We turn our mics and cameras off for the most part, and work together. There is a chat box and we break (randomly) for chats. Knowing that there is someone on the other end of the line trying to work, brings a sense of community and the feeling that we are all in this together.

Without the encouragement of my friends at the CDT, I honestly don’t know how the past few weeks would have shaped up.

Today was a writing group day. I have grown tired of having no motivation and genuinely wanted to make a dent into this next chapter. With the encouragement of others, I’ve broken ground; two discussion points have been completed. Two of many, many more.

I hope that tomorrow I can tackle one more, hopefully more; but I won’t put too much pressure on myself.

Until next time folks.

–originally posted on Kate’s blog

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Coronavirus, Social Isolation and Loneliness

Post by Dominic Reedman-Flint (2017 Cohort)

As the Coronavirus moves into Pandemic status and more and more countries use ‘Lock Down’ techniques to mitigate the spread, we are going to be left with more and more people self-isolating. Have the effects of self-isolation been considered on individuals’ mental wellbeing?  We are suddenly plunging large swathes of the population into social situations that they may never have experienced before over the long-term. How will they cope? How would you cope if you have to self-isolate?

Another concern is that this self-isolation feels enforced in that we feel like there is no alternative. This, again, plays against our natural, social instincts and serves to ‘confuse our senses’. We are having to force ourselves to be isolated when we are naturally social animals. From a mental wellbeing perspective, this is a challenge.

However, the good news is we all have our digital selves and social networks for company. We ‘chat’ and message and read and ‘meme’ daily. Indeed, we have never been more technologically supported to manage this exact circumstance with mobile phones, FaceTime, WhatsApp, Slack et al we can connect instantaneously to multiple friends and family (and fellow researchers.) However, our physical networks are being broken so will our digital identities be strong enough to support our mental health? Evidence of extreme isolation and survival through digital identity is, perhaps unsurprisingly, scarce (maybe this will be an opportunity for me to get a study active) but evidence of mental health problems from lack of physical human contact exists. This is what we are facing on a global scale thanks to Coronavirus.

What is the loneliness we are discussing, we have all felt a bit down when we can’t connect or don’t have plans to connect. FOMO (or Fear Of Missing Out) can also feed feelings of loneliness but essentially what we are dealing with here is a much more deep-seated ‘need’ for connection that is not being met. Clearly Self-isolation will expose more people to the chance of feeling a connection is not being met. This could potentially lead to more people having mental health problems in the short and the long run or turning to addictions to quell the feelings of loneliness. It’s more easily done than you realise. Mind, a UK charity have this simple diagram that demonstrates, what I call, the downward spiral of loneliness.

https://www.mind.org.uk/information-support/tips-for-everyday-living/loneliness/about-loneliness/

The sort of effects of this spiral include ‘depression, anxiety, low self-esteem, sleep problems and increased stress.’ None of which we particularly need to be feeling when there is a deadly pandemic flying around the planet.

I’m speaking from personal experience as I was terrible at being alone and dealing with loneliness in my 20’s so I went out to pubs. A lot. And then it became a habit, which became an addiction. It was only through building physical connections that I didn’t fall off the edge altogether.

So how can we mitigate the dangers of enforced self-isolation? Some simple steps help to maintain mental wellbeing when isolated. Having agendas or timetables or just to do lists helps to motivate and rewards progress. Having hobbies and activities you can enjoy alone, be it computer games, music, reading or binge watching to name a few. Also building connections by reaching out, keep what communication channels are available open and use them regularly to show you are thinking about one another. Play games together, Word with Friends is a good start.  Make plans for the end of the pandemic.  Discuss the potential end of capitalist societies due to the pandemic. Just connect.

The important thing is to be aware that self-isolation will not suit everybody and those that struggle with it may need your help. And if you find you are struggling, I’m only as message away.

Another concern is that this self-isolation feels enforced in that we feel like there is no alternative. This, again, plays against our natural, social instincts and serves to ‘confuse our senses’. We are having to force ourselves to be isolated when we are naturally social animals. From a mental wellbeing perspective, this is a challenge.

However, the good news is we all have our digital selves and social networks for company. We ‘chat’ and message and read and ‘meme’ daily. Indeed, we have never been more technologically supported to manage this exact circumstance with mobile phones, FaceTime, WhatsApp, Slack et al we can connect instantaneously to multiple friends and family (and fellow researchers.) However, our physical networks are being broken so will our digital identities be strong enough to support our mental health? Evidence of extreme isolation and survival through digital identity is, perhaps unsurprisingly, scarce (maybe this will be an opportunity for me to get a study active) but evidence of mental health problems from lack of physical human contact exists. This is what we are facing on a global scale thanks to Coronavirus.

What is the loneliness we are discussing, we have all felt a bit down when we can’t connect or don’t have plans to connect. FOMO (or Fear Of Missing Out) can also feed feelings of loneliness but essentially what we are dealing with here is a much more deep-seated ‘need’ for connection that is not being met. Clearly Self-isolation will expose more people to the chance of feeling a connection is not being met. This could, potentially, lead to more people having mental health problems in the short and the long run or turning to addictions to quell the feelings of loneliness. It’s more easily done than you realise, Mind, a UK charity have this simple diagram that demonstrates, what I call, the downward spiral of loneliness.

https://www.mind.org.uk/information-support/tips-for-everyday-living/loneliness/about-loneliness/

The sort of effects of this spiral include ‘depression, anxiety, low self-esteem, sleep problems and increased stress.’ None of which we particularly need to be feeling when there is a deadly pandemic flying around the planet.

I’m speaking from personal experience as I was terrible at being alone and dealing with loneliness in my 20’s so I went out to pubs. A lot. And then it became a habit, which became an addiction. It was only through building physical connections that I didn’t fall off the edge altogether.

So how can we mitigate the dangers of enforced self-isolation? Some simple steps help to maintain mental wellbeing when isolated. Having agendas or timetables or just to do lists helps to motivate and rewards progress. Having hobbies and activities you can enjoy alone, be it computer games, music, reading or binge watching to name a few. Also building connections by reaching out, keep what communication channels are available open and use them regularly to show you are thinking about one another. Play games together, Word with Friends is a good start.  Make plans for the end of the pandemic.  Discuss the potential end of capitalist societies due to the pandemic. Just connect.

The important thing is to be aware that self-isolation will not suit everybody and those that struggle with it may need your help. And if you find you are struggling, I’m only a message away.

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Working with Inspire Foundation Nottingham

Post by Symeon Dionysis (2017 Cohort)

 

In a society that seems to be increasingly motivated by personal gain, be it financial or otherwise, altruistically offering your energy, knowledge, and more importantly your time, towards a cause you find meaning to is a refreshing deed for the soul. Although I have participated in voluntary work before, the academic workload over the past three years has not allowed me to do so. Until now! Inspire Foundation was established in early 2019 by a group of researchers/employees of the University of Nottingham as well as individual from across the city. The goal? To bring together and integrate new and established communities through cultural and educational events and activities.

(Inspire Foundation at the Signpost to Polish Success (SPS) Event – November 2019)

Back in April, during a conversation with a friend (and one of Inspire’s founders), he informed me about the project they were putting together and the STEM club for young people they had just start running. I have always enjoyed working with kids (I have spent more than two years doing work on the social-emotional development of pre-schoolers) and I thought it would be a great opportunity to get involved, once again, in voluntary work. I decided to attend one session which was a broad and palatable introduction to computer science. The youngsters were enthusiastic and after the presentation, we spend some bonding time together. It was apparent to me at this point that this was an initiative worth getting involved with.

The main project of the foundation is the “Victor Tudorica” Bursary and Saturday Club, in memory of Victor Tudorica, a student at The University of Nottingham how unfortunately passed away back in 2016. With the goal of promoting and delivering educational activities and workshops in the STEM (Science, Technology, Engineering & Mathematics) fields this initiative is aimed at young people between 11-15 years of age from disadvantages and potentially vulnerable backgrounds. The club ran for 6 months (March 2019 – August 2019) and it included a vast array of activities ranging from building LEGO robots to discussing skills for the future and from creating short movies to dismantling old computer hardware. The club also paid a visit to our own Mixed Reality Lab where we had the chance to talk to researchers, have fun at the VR playground and get our personalised laser-cut tags.

The most memorable activity for me was the movie-making session. At the previous meeting, we formed groups of 3-4 people and decided the theme of the short movie as well as set up our storyboards. We had, therefore, the structure of the story ready and upon our arrival, we decided what roles each one will play, where we are going to shoot our scenes and what kind of props we will need. After finishing with shooting, we spend a good amount of time editing our movies which we then presented to the entire group. It was an excellent activity for the young ones, being both engaging and informative since they learned how to use a camera and editing software as well as solving problems on the spot.

(Video Making Session at the Saturday Club – July 2019)

After the completion of the Saturday Club, I was wondering whether to get more involved with Inspire Foundation in the upcoming year and a couple of weeks ago I received a message regarding Inspire’s annual general meeting. Walking into the meeting, I was still not sure whether my academic work will allow me for a more committed role in the charity. These doubts, however, were waived away after experiencing first-hand the commitment and engagement from all other members. I decided, consequently, to become a trustee for this year. It is, indeed, the first time I become involved in this way with a charity and I very much looking forward to this journey.

(Inspire Foundation Annual General Meeting – October 2019)

Inspire Foundation has already several plans for the upcoming months, ranging from events with communities around Nottingham to re-initiating the Saturday club and engaging with the University of Nottingham in promoting STEM activities. Last week, for example, we participated in an event organised by the Polish community in which we set up an exhibit with our Lego Mindstorms Robots. Three kids from the Saturday Club were also present and helped out with the event. I will try to keep you updated on our activities with another blog post in the near future.

My overall experience with the Inspire Foundation has been nothing less than fantastic. Engaging with an organization that provides teenagers with the opportunity to explore new routes for their future as well as allowing me to meet new people and interact with local communities is one of the best decisions I have made this year and I would highly recommend for everyone to get involved.

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The GIFT project

Post by Harriet Cameron (2018 Cohort)

The GIFT Project is an international project funded by Horizon 2020, which explores new ways of engaging with cultural heritage through gifting . The scope of the project is huge, and draws together researchers, artists, designers and museum professionals from across Europe, including the University of Nottingham’s Mixed Reality Lab . GIFT has developed and deployed various experiences with museums in Denmark, Italy, Norway, Spain, Serbia, the UK and the USA since it began in 2017. It has several different ‘tracks’ within it, each of which explores different elements of gifting, interactivity and cultural experiences. For example The Gift Experience allows the user to choose objects or places within the museum; photograph them; personalise elements of it, for example with a written note or audio comment; and then gift it to someone to experience for themselves. Another example is The One Minute Experience, which uses templates and guidelines to enable visitors to write short texts about objects viewed in the museums, which they can then leave as gifts for other visitors. I was lucky enough to meet the wonderful Dr Jocelyn Spence, the lead Research Fellow at the University of Nottingham for the GIFT project and originator of VRtefacts (developed alongside the equally wonderful Dr Dimitrios Darzentas), early on in my PhD. Through her, I learned about the GIFT project and the amazing work they were doing.

My PhD project is working with the Nottingham Contemporary art gallery  to explore relationships between audience, art and venue, and how those relationships can be better understood and developed into something more long term, personal and meaningful, through the use of novel technologies. Naturally, the GIFT project offered a fantastic insight into some of the ways work like mine is already being undertaken, and a chance to see how this work is received by the public users. When I was given the opportunity to help with a two day deployment of the VRtefacts experience as part of the GIFT project, I was delighted to get on board.

In late May 2019, at the Derby Museum and Art Gallery  we showed VRtefacts to the public for the first time. The project, without spoiling anything for any reader who may yet get a chance to experience it themselves, used virtual reality (VR) to encourage visitors to donate personal stories to the Derby Museum. Enabled by a combination of tactile and digital technologies, and a beautiful VR environment created by Dr Dimitrios Darzentas, visitors were able to interact with artefacts in a thoroughly immersive and novel way. My role for the course of the deployment was to get the visitor settled into the VR environment, set the scene for their donation experience, and then to guide them through their storytelling. We heard from a broad array of people, who donated an even broader range of stories. From hypothesising what the artefact may have been used for, to memories of related objects and places, to tangential personal anecdotes and fictional hyperbole, we were gifted with some fantastic tales that added a resonant, human layer to the objects displayed. The value of this to the museum, the visitor, and the research project are multiple. For example, for the museum, it gave a new avenue to understanding their audiences, and the meanings they take from the exhibits shown. For the visitor, it allowed them a deeper way to engage with the exhibits, a space to reflect on their own experience or expertise, and a platform to share those reflections with others. Finally, in terms of research, it demonstrated a novel, exciting way of accessing audiences, as well as the importance of inter-disciplinary projects in contemporary research.

The future for museums and galleries comes, in part, in a technologically driven, interactive format, which enables visitors to experience not just the exhibits, but the museum experience as a whole in novel and exciting ways. VRtefacts is a timely and exhilarating glimpse at what future museum visiting may entail, and the feedback from the public who engaged with the project was overwhelmingly positive. By providing a way for visitors to interact with artefacts and exhibits in a tactile, personal way, it became apparent that each visitor had their own interpretations, reflections, and indeed stories for each piece, brought to the fore by the enoblement of the technologies involved, that they were excited to share with the museum as well as each other. Enabling the visitor to share their stories was not only well received by them, but also by the museum who were pleased to learn about the histories of each piece, or the personal relevance of the artefacts to the individual. VRtefacts represents one face of the future for museums and galleries, in which personalised interactivity forms an important part of the visitor experience.

On a more personal note, the project demonstrated just one way that technologies can be utilised to enable and encourage connections between visitors, cultural venues, and exhibits. Despite my involvement beginning late in the process, just a few weeks before the date of the intervention, I was delighted that my feedback on the human engagement element was integrated into the final experience, and it provided a valuable insight into how these kind of projects are developed and deployed in a museum setting. Running the experience also allowed me to revisit storytelling skills I had established during my time working at an escape room, and develop those skills in a new context. Most importantly I think, it gave me an insight into the practicalities of running an intervention; potential pitfalls and opportunities, the value of a strong team, and the importance of foresight (like bringing spares for your spares!). I’m looking forward to being involved in more projects like this in the future, learning more and offering more back, even at some point using these skills I have been developing to stage my own interactive experience within a cultural institution as part of my PhD.

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Identity/Space/Place workshop

Post by
Harriet Cameron (2018 Cohort) and Velvet Spors (2017 Cohort)

📷 Felicia Black

Hi, our names are Harriet and Velvet, and we’re PhD students within the Horizon CDT. In September 2019 we ran a full day workshop as part of the Digital Economy Network summer school. The workshop was designed to reach academics from across a broad spectrum of subjects and schools of thought, and bring them together to explore how identity, space, and place (ISP) were present in their research.

We ran the workshop as a group of four researchers; Velvet, Harriet, Luke and Hanne, all of whom are currently at various stages of their PhD’s within Horizon, and all of whom have different academic and professional backgrounds. We came together as a group because we recognised that each of us had a strong link with identity, space and place within our work, and were keen on exploring how these concepts both shape, and are shaped by, a wealth of different influences. For instance, Harriet comes from a background in human geography, and explores situated identities in both virtual and physical worlds, and Velvet is interested in human-centred, holistic ways of being with each other as a way of caring for yourself—being explicitly and implicitly connected. Together, we were able to provide a broad basis of theoretical and practical knowledge about identity, space and place, in order to facilitate valuable discussions around the importance of these topics, and their impact on research practices and outcomes.

We split the day into three core sections, each to address a different aspect of ISP. The first part of the day was spent simply getting to grips with these ambiguous and diverse concepts, sharing each other’s understandings and reflecting on our own assumptions. In our first activity, we set everyone free to spend a few minutes running around Jubilee campus, and finding examples of identity, space, and place; sending photos back to us so we could then discuss what everyone had chosen and why. This was a fantastic exercise, because all the photos taken were unique and showed completely different interpretations of not just definitions of identity, space, and place, but also different interpretations of the spaces they interacted with.

📷 Jennifer Agwunobi

The second part of the day was designed to encourage reflection on how ISP affects daily life, and daily routines. We asked each delegate to draw a map of a route they take regularly or had recently taken, and then talked through what each person had created. Each map was highly individualised, in terms of what was represented, how those things were represented, and how the delegates showed their own personalities on their maps. This activity demonstrated not only how ISP impacts every single person on a mundane level, but it also allowed us to begin discussions on how technology shapes and is shaped by ISP at a day-to-day level.

📷 Jennifer Agwunobi

The third part of the day continued to draw on themes of technology in ISP and got everyone thinking about how ISP related technology might be shaping their research, and how technology could be used to capture and explore ISP more overtly. In this section we got everyone to play free games related to ISP in some way and talk through which elements from our earlier discussions were apparent in the games, and which were more hidden. This allowed for some great exploration of how virtual and digital space, place and identity can be experienced, accessed and represented.

The last bit of our write-up contains personal reflections from each of us individually, showcased in a conversational presentation (if you feel like it, please read it out loud in two silly voices!).

Velvet: We ran the workshop not only to get researchers thinking about these complex themes and how they shape and are shaped by our research, but also as a part-experimental pilot and part sense-making activity: It was designed to feel the space out — literally and figuratively — to see if there was potential for a collective way of working and being with each other. Happily, the workshop was a success, and it seems that long term connections were made which will be fostered as a mechanism to continue these crucial discussions and share knowledge between participants.

Harriet: The multitude of voices we were lucky enough to bring together for the workshop, ranging from computer scientists, to engineers, to architects and more, contributed momentously to the positive outcomes we were able to draw from the day. It also demonstrated the value of these kind of events, where researchers with different ideas and perspectives come together, break each other out of their comfort zones, and question the assumptions that are all too easy to forget to question ourselves. It’s sometimes easy to become so involved in your own subject that you can forget the real-world applications and implications of concepts you may have come to take for granted. Hearing from those other perspectives not only re-centred us, but it also gave some fresh ideas and takes on those topics that we had almost forgotten to continue to critically examine. This was best demonstrated for me during our discussions defining space, place and identity early on in the day, when one delegate offered their definition of place as a “region in space, defined by co-ordinates”. This was so interesting, because they took their definition and applied it to cyberspace, comparing co-ordinates as used in the physical world, to URL’s used to navigate the internet. They explained that navigating websites, much like navigating physical places, requires you to narrow down your co-ordinates further and further, until you reach a point where you are capable of finding your exact destination. In the real world, this might be zooming in on your map app, or switching to a local paper map instead of a regional one. Online, this might mean navigating to the area of the website which contained the content you were interested it, by clicking through toolbars and hyperlinks. This offered a fresh perspective on navigating online spaces which I had never consciously considered before and has contributed to my own understanding of cyberspace.

Velvet: But apart from these overarching understandings and fresh impulses, running the workshop also generated insights for own personal research.

Harriet: A big part of my own research centres around trying to understand identities of individuals as situated, fluid constructs which are performed as part of social, cultural and political contexts. Part of the value of this workshop for me came in the form of being able to see those different identities demonstrated, not only in the context of students studying all over the UK taking part in a workshop at the University of Nottingham, but also in the ways that those different identities were reflected on during the activities and within the discussions. During the mapping activity for example, we were shown what priorities and performed identities the workshop participants had as part of their daily routine, be that in the form of their favourite shop, their place of worship, their favourite places to study, and so on. No two maps were drawn in the same way, even if they shared certain places or themes, demonstrating the breadth of experiences and the impact of our own identities on the landscape.

Velvet: On a very individual level, this workshop also showed me how people approach similar topics in very different, multifaceted ways. For my own PhD work, this means that I now feel even stronger about bringing people from different areas together and to create a safe, inclusive and open space together, so that synergies and a mingling of ideas can happen. When we first discussed doing this workshop, we were worried – perhaps even slightly apprehensive – about the experimental and open nature we wanted to implement. Most workshops we have attended in research or academic settings tend to be very directed, expert-led and focused on clearly defined goals or outcomes. In most of these workshops, we also bring ourselves in as a researcher or expert – a very different version of ourselves than in private. In a way, our workshop asked for a researcher perspective, but also a very private and personal one. Bringing an authentic version of yourself into an unknown space is difficult and a slightly scary undertaking – especially if you feel strongly about the concepts that are being discussed. Space, place and identity can become very personal very soon, especially since they are ideas and factors that everybody has experienced. Bringing lived experienced into a group requires a collective understanding of what it means to open up and how to approach it respectfully, without letting ideas go unchallenged. Now, having conducted this workshop, I am excited about exploring a variety of facilitation, openness and outlines with space/place/identity and in my own studies – especially how to do the whole process justice.

Harriet: In conclusion, hosting this workshop as part of a series of Digital Economy Network summer school activities was a fantastic opportunity to share and develop expertise and ideas, with a host of others who all brought their own invaluable perspectives to the workshop. On a personal note, it was also a much-appreciated plunge into facilitation and public speaking, in a way where I was able to practice those valuable skills, in a space with other researchers at similar points in their academic journey, whilst also facilitating and encouraging them to do the same.

Velvet: After a personal reflection and getting feedback, we aim to turn “Space/Place/identity” into a series of activities, with other workshops and get-togethers to exchange knowledge, but also to hold space for each other to be. How that’s going to look like in future? We are not entirely sure yet, but this workshop has laid out the groundwork for sure. We aim to facilitate it in an unconventional, experimental way that allows for a non-hierarchal way of organising ourselves. Maybe we are going back to web rings, individual HTML webpages – maybe we are going to use peer-seeded automated networks. Whatever shape it might take, we are excited to work on it collectively!

Finally, we want to shout out to Felicia Black and Monica Cano, whose patience and perseverance made this workshop not only possible, but a success. Thank you, Felicia and Monica!

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Mel travels to Sweden for CRITIS2019

Mel Wilson  (2018 cohort) has recently returned from the CRITIS 2019 conference in Linkoping, Sweden where she successfully submitted the paper titled  Exploring How Component Factors and Their Uncertainty Affect Judgements of Risk in Cyber-Security 

Post by Melanie Wilson (2018 Cohort)

This conference paper was submitted following the work done for my PLP. It involved the process of recording and analysing the effects of uncertainty in experts’ ratings of cyber security risks, using an interval range method. This procedure allows capture of a value for uncertainty in a rating, by the use of an elliptical marking, as illustrated below.

A larger ellipse represents a greater uncertainty and a smaller represents greater certainty.

Following the PLP write up my PLP supervisor Josie McCulloch suggested that I might like to present the findings at a conference. Coincidentally I had been talking with an industry colleague who holds a doctorate in cyber security and is a senior figure in the cyber security industry with a large, international company with a particular interest in the industry sector addressed by the PLP work. He had suggested CRITIS as an ideal showcase for the paper.

After passing the details on to Josie, Zack and Christian we all felt that this was a worthwhile submission and after some discussions decided that we would submit a long paper with some adjustments from the original PLP work, to cover a greater range of data and greater depth of statistical analysis. Zack was to work on the statistical adjustment, with Josie and me looking at the general paper presentation and Christian inputting as necessary from his more experienced perspective of conference submissions.

I have been a commercially published author since the late 1980s, but I have not published an academic paper before. I enrolled on the Graduate School online course “ An Introduction to writing for academic Journals” which I found very helpful. It explained clearly the process and ways of dealing with each stage both practically and emotionally, as it recognised that peer review can be a harsh undertaking and hurtful if one’s mindset it not aligned to the process.

In general peer review does not differ too much from that of submitting to a mainstream publication. The biggest difference from my perspective was that you had several reviewers, rather than just a single editor. This meant that there were several different perspectives to address.

As a team I felt that each of us as contributors brought a different perspective and style to the paper. I had wondered how this might be aligned, as this kind of working, on a paper, was new to me. We all contributed to the paper by using overleaf; we also discussed ideas around changes and met to talk over differing aspects before the first submission. This was a really interesting process and one I really valued as it gave me a good insight into the way others could work in academia.

Following submission and peer review we again put our ideas forward on adjustments that could be made, and each contributed in their area. We met a discussed the points and addressed each one that was highlighted by each reviewer taking on board the suggestions and often hypothesising on the perspective of each reviewer and their field of expertise. Most of the points were valid and were useful contributions towards clarity and completeness within the paper.  I feel we addressed all the points we felt had validity for change and we explained our perspective if we felt the point was perhaps unclear, but correct. I felt that working in this way was very helpful and our different ways of looking at the project benefited us all as it brought greater depth of multiple perspectives in to play.

I was impressed with how we all worked together on the project and how well everyone’s skills complemented the others. I’ve worked in a great many industry and charity sector teams and am very aware of the psychological process of team building, but in this case the transitions were smooth and at all times calm and friendly.

CRITIS2019

CRITIS2019

The conference was very interesting and gave me a chance to hear about other work in the area as well as the have many talks with various attendees on a large range of associated subjects. Particularly interesting were those working is gamification on learning strategies which link into my PhD work.

An added and very exciting bonus was that the paper was presented with the Young CRITIS award. The conference process has a rejection rate of 2/3rds of submissions and our paper was stated as a clear winner of the award, which is something I feel proud to have been a part of.

I am hoping to use this method of recording uncertainty in some of the questionnaires for my PhD in terms of capturing the uncertainty of risk, online as experienced by children.  I also want to use the capture of uncertainty from the teachers of the children in terms of the skills changes they perceive that the children have experienced.

From my perspective as an Evolutionary psychologist the capture of uncertainty in risk is a very necessary part of the data needed to improve the industry’s ability to predict and assess how both experts and the general population assess risks and consequently respond to them. Using this uncertainty capture can help us to analyse what biases may be influencing decision making and to find methods to mitigate these as we increase individuals’ abilities to accurately predict the probability of the risks effect.

I am pleased that I undertook the PLP I chose and have progressed the work in this way. I am looking forward to working with this method and team in the future.

LINK TO PAPER https://arxiv.org/abs/1910.00703

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Human Aspects of Cyber-crime and Online Fraud Summer school

Post by Melanie Wilson (2018 Cohort)

This summer school was presented by Canterbury University in collaboration with the Leicester Castle Business School of De Montfort University, Leicester.

I attended on the Monday & Tuesday of this three-day event, as I had a family commitment on the Wednesday.

The presentations on the Monday were specifically addressing ideas around cyber-crime, social engineering and fraud. These are particularly relevant to me as my PhD is around increasing children’s abilities to identify and resist activities and approaches whilst online. I am addressing these from the perspective of enabling children to recognise attempts from others to engage in social engineering and to have the confidence and personal autonomy to reject anything they feel uncomfortable with, and to seek help where it is needed.

I am working with the Northamptonshire Police cyber-crime team on this and as such have a valuable insight into the challenges they have seen children facing as well as my own perspective as a psychotherapist working with children.

The summer school was the first of its kind to be run at Canterbury University and was led with great enthusiasm and skill by Jason Nurse. The summer school involved people from academia, social enterprise and industry which allowed a large variety of input and ideas to be expressed. Jason was skilful in accommodating discussions within the topics and I found that this approach, rather than the “talked at” approach, was very beneficial. Cyber-crime is a fast-growing field and the traditional approaches of academic study, which often take years to complete, are at risk of being overtaken as both technology and its associated exploitation by criminals proceeds at a rate far outstripping the slower traditional progress of academic work.

I feel this pace change was reflected well in the way the summer school was run. Some of the input could have been improved with more industry input to increase the pace and knowledge of the current challenges further, but I believe that Jason is aware of this and plans to address this in future events.

The first session explored the basics of cyber-crime reflecting on what forms it can take and highlighting how insidious it can be. It addressed the aspects of this area of criminology that are rapidly expanding and exploiting the tools that are available to enhance crime via technological means. One big take-home from this introduction and discussion was how fast this is developing in criminal circles where there are few restrictions and great financial gains to be made. This is at odds with the crime fighters and honest technological industry where there are checks and balances to be met in all circumstances which often results in a slower response which the criminal can exploit.

The Cyber Protect and Prevent Officer for Kent then gave us her perspective on how cyber-crime was affecting policing and the tensions between businesses which often wanted  just to solve the issue and move on with business as usual and the desire to pursue cyber-crime as a crime with ramifications for the criminals.

The final session of the day looked at profiling cyber criminals and looking at how these criminals might be led into a perpetrator role. This is particularly relevant to my work because vulnerability leads to both perpetrator and victim activities and the two routes often share common factors.

At the end of the sessions we arranged to meet after dinner in a pub in Canterbury. Doing so was valuable as it provided a relaxed atmosphere in which to talk further with other attendees both about their work and that of others and gave a great deal of insight into the varying field that are involved with this ever-expanding and important field.

Tuesday morning looked at how cyber-crime is often underlined by psychological methodologies that criminals have learnt to use in order to perpetrate their crimes. We explored how social engineering uses a number of methods to elicit cooperation from people, utilising their vulnerabilities and often just their normal desires to help others and be nice. Again, this is an area that I focus on a great deal and feel addressing our ability to say “no” is fundamentally decreasing individuals’ vulnerability to such tactics. There is a noticeable difference in the psychological mechanisms that criminals exploit ruthlessly and the non-criminals’ tendency to trust.

The afternoon sessions addressed the cost to businesses from cyber-crime.  It was led by Edward Cartwright from De Montfort University and Anna Cartwright from Coventry University. It addressed business vulnerabilities and the attacks that businesses face daily, and the routes into the enterprise which are often indirect. The conflicts of security and running businesses were highlighted and discussed. The reality of end users often not rejecting companies following a breach and whether reputational damage is as damaging as is often thought.  In Anna’s session we looked at the financial motivation for attacks and at what level the attacks and demands became profitable for criminals.

Finally, we looked at the problems and advantages in cyber security that Small and Medium Sized Enterprises face, addressing the challenges of this sector where often there are just a few individuals trying to complete multiple roles.

This summer school was fun. Where a learning experience is fun, lively and open to discussion, I feel far more is gained than from a situation where there is just one voice with very little interaction.

It greatly benefited from a range of perspectives and allowing those to be expressed and discussed. I feel everyone learned something from the variety and range of participants at the event and very much look forward to taking part next year.