Participatory methods for digital inclusion

post by Oliver Miles (2018 cohort)

Reflections on values orientated ideation as an outreach activity

I previously reflected on my research internship with digital accessibility and mobility start-up ‘CityMaaS’, focussing on the resulting ‘drivers and barriers to digital inclusion’ report and my own experiences of working in the world of start-ups. In this post I’ll focus instead on the leadership and methods I brought to the work – a participatory ideation workshop drawing on principals of values-sensitive design (VSD) [1] – positioning this as a form of outreach to two key stakeholders: CityMaaS as the host organization and corporate professionals as participants.

As an independent researcher embedded with CityMaaS I was asked to critically uncover the drivers and barriers to digital inclusion services across three diverse B2B organizations from financial, healthcare, and higher education sectors that were current or potential clients.

Figure 1 – Speculative use case ideation

This first entailed understanding the host organization’s perspective on digital inclusion priorities, by listening to CityMaaS software and digital inclusion subject matter experts and building a detailed inventory of their solutions in terms of core features and functions.  These would later serve as card-based options and provocations in a collaborative workshop.

Considering participant organizations, I then spoke to heads of web and digital, interviewing them regarding their journeys and priorities regarding digital inclusion, with a view to uncovering core themes which could be positioned as corporate ‘practical values’ [2]. These were presented alongside software features and functions in later ideation workshops for wider web and digital teams to participate in, with a view to articulating speculative use cases.

In the example above, participants reason that the accessibility questionnaire feature of the web-page personalization tool ‘Assist Me’, considering its user data dashboard functionality, might be applied to the everyday internal practice of raising support tickets for the end-users. Conceivably, this might fulfil the chosen practical value of ‘deriving knowledge of end-users through their interaction data’ (Figure 1).

This process was repeated for three practical values chosen as priority issues across three existing software solutions using a card-based framework inspired by VSD, presented in Miro[1] (Figure 2). This resulted in a final ‘wildcard’ digital inclusion software solution being incrementally articulated, tailored to the needs of the participant. Aside from these research output, I would outline the following two benefits of the approach I took as relevant to outreach objectives.

Sharing a replicable, inclusive methodology: The VSD ideation workshop is inclusive as a practice, and in terms of the method, and can easily be reappropriated in future projects requiring participatory or deliberative approaches.

Advocating for an important equality, diversity, and inclusion issue: I was able to participate in CityMaaS’ broad stated agenda of improving ‘…the way the disabled community consumes accessibility data and services’ by contributing to raising corporate awareness of the challenges of web-accessibility, digital mapping and real-world navigation, and alignment to global web-accessibility standards [3]. As participatory methods emphasise the importance of all stakeholders working toward a shared objective, which in this case was ‘journeys to digital inclusion’, I felt this enabled constructive interactions that did not conflict with my ability to critically reflect on strengths and weaknesses in either the participant’s responses, or CityMaaS’ offering more broadly.

References

[1]        T. Winkler and S. Spiekermann, “Twenty years of value sensitive design: a review of methodological practices in VSD projects,” Ethics Inf Technol, vol. 23, no. 1, 2021, doi: 10.1007/s10676-018-9476-2.

[2]        T. Nilsson, J. E. Fischer, A. Crabtree, M. Goulden, J. Spence, and E. Costanza, “Visions, Values, and Videos: Revisiting Envisionings in Service of UbiComp Design for the Home,” 2020, doi: 10.1145/3357236.3395476.

[3]        CityMaaS, “Homepage,” https://www.citymaas.io/, Jun. 03, 2022.

 

 

 

Call for Participants – Biometric Recognition of the Hand in Uncontrolled Images

post by Gabrielle Hornshaw (2021 cohort)

Hello

My name is Gabrielle and I am a second-year PhD candidate at the Horizon Centre for Doctoral Training (CDT). I am looking for participants to contribute data to a new hand image dataset and earn a £10 Amazon voucher in return (first 50 respondents).

We are aiming to collect a wide variety of images of each participant’s hands, under different lighting conditions and performing different poses and gestures. To do this, we will be asking for 8 short videos (like these: https://youtu.be/Z5OPjIjQwi4) to be self-recorded and uploaded by participants. These recordings should take no more than 5 minutes in total but be done across a period of at least 1 day.

This data will be used to develop techniques for hand matching (deciding whether two hands are the same or not) with the aim to improve investigative processes in cases of abuse with perpetrator-recorded images, where hands can feature more often than faces. Automation of this analysis can improve the efficiency of investigations and reduce some of the human burden of viewing harmful material.

For more information on the project please see the information sheet below. For more detailed recording instructions, and to confirm your participation and submit your videos, please visit this survey:

https://forms.office.com/e/TnRStTT97z

If you do not have a University of Nottingham email address to complete the survey and would still like to participate, please email me directly at gabrielle.hornshaw@nottingham.ac.uk.

Please feel free to contact me with any further questions.

Best regards,
Gabrielle Hornshaw

Information Sheet

Reflecting on my placement with RSSB

post by Sam Smith (2021 cohort)

In Autumn 2022, I spent 3 months completing a placement in the Human Factors team at RSSB (Rail Safety and Standards Board). The placement was remote, but I was invited to come and see the office before I started. The office is in London and has a very modern but welcoming atmosphere. I enjoyed a morning being shown around the office and meeting new colleagues, followed by a couple of briefings to chat about the project and what my contributions would be.

The project that I was working on was looking at the Safety Management Intelligence System (SMIS). SMIS is a system that is designed to be a central data hub for reporting safety incidents within the rail industry. Specifically, we were interested in encouraging Train Operating Companies (TOCs) to engage more actively with SMIS. Initially, given my background in mathematics, I was tasked with delving into the data and uncovering insights that would encourage TOCs to invest more time into inputting all their incidents.

Despite finding some surface-level insights, it was clear that without some guidance from the TOCs themselves, I was searching blindly through the data. I made the decision that it was crucial to speak to TOCs to understand why they weren’t already engaging with SMIS and what their expectations were. I communicated with my team at RSSB, and we set up some meetings with TOCs. Over the next period, I conducted a series of interviews which were useful in understanding the perspectives of the different companies.

Each week my team and I had a catch-up meeting to discuss the work we had done and plan the next steps. It was useful to discuss the findings of my meetings and what other parts of the team had found so that I could improve for the upcoming interviews. Over a period of a month or so, I completed several meetings and made copious notes about the different perspectives. I then collated my findings and created a final presentation I shared with my team at RSSB.

During my placement, I used several different skills that will be useful during my PhD. I conducted some basic data analysis before identifying a fundamental problem with the task briefing. After identifying the problem, I communicated it with my team and proposed a solution that was feasible and sensible. In order to do this, I had to present the problem in a digestible and comprehensive way. I found that this was a daunting task to start with because I hadn’t been involved in an industry project before and I was unsure whether it was my place to suggest changes. Of course, the team was hugely receptive to my suggestions and that gave me confidence moving forward.

Another challenge was conducting interviews with industry professionals because it was my first time doing anything like that. Judging the tone of the interviews was difficult but I improved over the course of the placement. In the end, I felt more confident communicating with stakeholders, which is something that will be immensely helpful in my PhD. Something that I learned during this process was that each stakeholder had very contrasting views, despite their similar standpoint, so it is important to not assume any perspectives.

Overall, the placement was incredibly useful for me to see how industry works and to be exposed to new challenges. While the content of the work wasn’t directly comparable to my PhD, the skills I developed and the challenges I faced will help me complete the PhD. I am very grateful to the Human Factors team at RSSB for their support and guidance throughout the PhD. I would recommend anyone to get involved in projects where they have a good amount of creative license and responsibility as it can really help develop you as a researcher.

The Intersection of AI and Animal Welfare in Cat Royale: A Reflection on Public Engagement as a Computer Vision Expert

post by Keerthy Kusumam (2017 cohort)

Recently, I had the chance to be a part of an interview video that focused on my role as a computer vision expert in the upcoming project, Cat Royale, developed by Blast Theory. This project aims to explore the impact of AI on animals and specifically, cats. As a computer vision expert, I was thrilled to share my work and knowledge with the audience.

Reflecting back on the experience, I realize that my main aim for the video was to educate the public about the use of computer vision technology in animal welfare. The field of animal welfare has always been close to my heart, and I saw this opportunity as a way to demonstrate the impact that technology can have in this area. The Cat Royale project is a unique and creative way to showcase the application of computer vision technology in animal welfare, and I wanted to highlight this aspect of the project in the video.

The target audience for the video was the general public with an interest in technology, AI, and animal welfare. To reach this audience, I had to consider and adapt my language and presentation to suit their level of understanding and interest. I broke down the concept of computer vision technology and its application in the Cat Royale project into simple terms that could be easily understood by everyone. I also emphasized the importance of involving experts in animal welfare in the design of the project to ensure the comfort and safety of the cats.

In the video, I discussed how the computer vision system in Cat Royale measures the happiness of the cats and learns how to improve it. I highlighted the unique design of the utopia created for the cats, where their every need is catered for, and how the computer vision system understands the activities to make the cats happier. I explained that the ultimate goal of the project was to demonstrate the potential of computer vision technology in improving animal welfare.

One of the biggest challenges I faced in the video was ensuring that I provided enough technical detail for the audience to understand the concept of computer vision technology, while also keeping it simple enough for a general audience to grasp. To achieve this balance, I used analogies and examples that related to the audience’s everyday lives, making it easier for them to understand the concept.

It is important to note that people often assume that the computer vision system makes decisions about the happiness state of the cats. However, this is not the case. In fact, it is the cat experts who identify a list of behaviours that show the happiness state of the cats. The computer vision system can then reliably detect these behaviours, which inform the happy or not happy state of the cat.

In conclusion, the interview video was a great opportunity for me to share my work and knowledge with a wider audience and to spread awareness about the exciting possibilities of computer vision technology in the field of animal welfare. The Cat Royale project is a unique and creative way to showcase the application of computer vision technology in animal welfare, and I was thrilled to be a part of it. The experience has also given me a new perspective on the importance of adapting my presentation to suit my audience and ensuring that my message is effectively communicated.

Rising Spring – Awakening and Arrivals

post by Pavlos Panagiotidis (2022 cohort)

The Rising Spring: Awakening and Arrivals interactive installation is Makers of Imaginary Worlds (MOIW) latest project and will be presented at Lakeside Arts until May 2023. It is a compelling example of how multisensory interactive art can create a fun and playful experience for children and family audiences. MOIW and Lakeside Arts are the industry partners of my Horizon CDT PhD project, where I explore mixed reality performance-making methods. My task was to identify elements of the event’s narrative design and its impact on the audience’s engagement, with the aim of exploring the potential applications of digitally enhanced narratives in mixed reality theatre production.

The inspiration for the installation was the theme of spring and the feeling of transition to the blossoming season. It was designed to evoke the feeling of rejuvenation. The designers were also inspired by the beautiful landscape of Lakeside Arts, and incorporated aspects of the natural environment into the installation. MOIW designed the installation to engage the audience’s senses beyond sight, with an additional focus on touch and sound.

One of the most exciting parts of the installation is the stepping stones, where children can jump around stone-looking fabric shapes in an imaginary lake. The stones respond to people stepping on them with sounds, allowing participants to cooperate and create small symphonies and encouraging children to work together. The installation also contains giant flowers, some of which are robotic and open when approached by participants. Matt Little, the creative technologist who supported the creation of the installation, focused on ensuring that the event was safe for children and would operate continuously with minimum service. Tom Hartman from the School of Life Sciences of the University provided some 3D anaglyph images of bugs made up of red and cyan filters. By using 3D glasses, the audience could see bugs from a unique perspective, providing more layers of unique sensory engagement.

Another interesting aspect of the installation is the use of scale. The large-scale flowers and objects create an unfamiliar and aesthetically pleasing environment for children to immerse themselves. Additionally, the installation encourages visitors to leave their own mark by sharing their spring drawings. This adds a personal touch to the event and makes visitors feel part of the experience.

A critical consideration in designing interactive installations for children is promoting agency and playfulness while finding the right balance regarding the instructions provided. Too little information may leave some participants without experiencing the full extent of the event, while too much information may strip away the joy of exploration and discovery. The Rising Spring installation strikes the right balance, allowing children to explore and discover at their own pace while still providing enough information to guide them.

Overall, the event allows children and family audiences to engage with interactive art in a fun and playful environment. It encourages exploration and discovery. As the installation evolves over time with new material and activities added, repeat visits offer surprises and discoveries for participants. “Rising Spring” at Lakeside Arts is an example of how interactive installations can offer a memorable experience for young children.

Podcast: Christine Li reflects on Placement

Christine Li, a fourth-year Horizon CDT Phd candidate, is focusing on the design and study of VR prototypes for at-home bodily training, such as performance arts or sports.

Christine’s industry placement took place at KTH Royal Institute of Technology in Stockholm at the Media Technology and Interaction Design (MID) department. Christine reflects on her time at KTH, the lessons she gained there and how it has influenced her research.

Listen to Christine’s podcast:

 

My summer school experience: Inquiry through making and playing with objects, spaces and situations

post by Daniel Swann (2021 cohort)

In early June 2022, I attended a PhD summer school entitled ‘Inquiry through making and playing with objects, spaces and situations.’ The summer school lasted for three days and was organised by Design School Kolding, although was hosted by Aalborg University at their Copenhagen campus. I was looking forward to attending the summer school: I had identified play as an important theme to my research and was also engaging with theoretical approaches to design, particularly in the way that it can inform interaction. The summer school was not specifically focused on children and young people, but I felt this would be a positive as it may allow me to reengage with my research from a different perspective—which I understood as one of the main benefits of attending a summer school as a PhD student.

On the way to Copenhagen, I went over the provided list of reading resources which were curiously broad in scope. It included seminal texts from design theory, research papers from the field of Human-Computer Interaction, experimental autoethnography, and examples of futures studies (an area which was almost entirely new to me). As well as providing the reading list in advance, the organisers asked that each participant brought an object or image that somehow embodied the focus of our research. This provided the basis for introductory conversations with the group on day one of the summer school.

After we had done our introductions, the organisers each made a short presentation that established some of the key themes and ideas of the summer school. This included the many ways we can think about play, especially in the context of making, and a broad overview of design anthropology. These presentations were important as they allowed the group to share their initial interests, doubts, or queries in relation to the central themes of the summer school. Furthermore, it provided us all with a common vocabulary with which to identify the synergies and tensions between the theoretical framework(s) and the practical activities that took place over the following days.

The first day ended with a visit to the Play Lab at the National Museum of Denmark. This innovative laboratory at the heart of the museum is home to a small team that work on reimagining the relationship between the historical assets and the public in an inherently playful way. This was highly relevant to my own research, and I found their presentation and the subsequent discussion to be highly rewarding, as the Play Lab team were engaged in academic debates around playful experiences in cultural institutions as well as the practicalities of running events and exhibitions on a day-to-day basis.

Day two of the summer school represented a deeper dive into the themes as we explored how play can be thought of conceptually and applied to a variety of practical activities. The first topic was ‘Atmospheres and Ambiances.’ Two of the organisers had transformed the seminar room that we were using entirely by changing the layout of the furniture and introducing interactive artefacts, with different lighting and ambient music added also. We were invited to explore the space in silence as a group and then discussed how these changes had altered our perceptions of the atmosphere both individually and collectively. After this, we split up into small groups and explored the campus through our senses: one member of the group would provide prompts and the other would respond through a constant stream-of-consciousness.

After playing with spaces, we then played with empirical data by writing down our experiences and then editing them in a collaborative, creative, and chaotic way. For example:

I remember becoming intrigued, inspired, interested in the elemental world, the spaces we inhabit, use, appropriate, play with
Jeg husker smagen af min farmors saftevand
Jeg husker følelsen af cykelshorts
​​I remember discussing new methods, new ways of thinking
I remember being told that I was going to have a sister.

 

This activity vividly brought to life many of the ideas discussed on the first day. In the following discussion, there was a general feeling that this playful approach to poetry had enabled an entirely different engagement with our memories than was otherwise possible. I found day two of the summer school to be sometimes challenging, and often I felt outside of my comfort zone, but it certainly provided me with many ways of thinking about the central themes of my doctoral research.

On the final day, we focused mainly on making and tinkering. This was particularly rewarding as it began as quite a simple creative task but evolved into an engaging activity that questioned how we can think about both space and time in playful ways. We ended by presenting back to the group as a whole and then discussing some of the emergent themes of the summer school in a round circle debate. It was interesting how the different backgrounds of the participants had influenced the discussions and produced original thoughts and ideas that were thoroughly interdisciplinary.

As I cycled back from the campus to central Copenhagen, I quite literally bumped into another participant who was going the same way. We decided to grab a drink and reflect on the summer school as a learning experience. Without a doubt, we enjoyed our time, particularly the fact that the PhD students came from a variety of backgrounds which ensured that our debates remained dynamic and multidisciplinary throughout. During our conversation, however, we noted that sometimes these debates produced interesting ideas that could not be fully explored due to the time pressures of the summer school.

On further reflection, I felt this was somewhat unfair as it seems to me that this is the very purpose of attending a summer school as a PhD student: to be challenged and leave with fresh ideas that one’s research can attempt to resolve. My time in Denmark not only provided me with a new network of like-minded researchers, but also allowed me to reengage with my studies from a new playful perspective.

Paper Accepted in the Machine Learning, Optimization and Data Science Conference

post by Jimiama Mafeni Mase (2018 cohort)

EFI: A Toolbox for Feature Importance Fusion and Interpretation in Python

Divish Rengasamy (a PhD candidate with the Institute for Aerospace Technology at the University of Nottingham, who recently passed his viva) and Dr. Grazziela Figueredo (my supervisor) published a manuscript to Applied Sciences. Their manuscript proposed a solution to address the lack of agreement among feature importance techniques regarding how they quantify the importance of features to machine learning predictions.  Their solution combined the results from multiple feature importance quantifiers to reduce the variance in estimates and to improve the quality of explanations using crisp information fusion techniques, such as mean and majority vote. A few months later, Grazziela scheduled a meeting to discuss opportunities to improve their solution using a fuzzy logic system (FLS), which is one of the main approaches in my PhD due to its capability to capture and model uncertainties and ambiguity in information.  Divish, Dr. Mercedes Torres Torres (who was my second supervisor at that time, but now works for B-Hive Innovations at Lincoln) and I attended the meeting. In the meeting, Divish went through their proposed solution and together we identified some limitations i.e., significant loss of information as their approach reduced several quantifiers to crisp outputs and difficulty to understand the representation of `importance’ as continuous values (also known as importance coefficients). Next, I described the potential benefits of FLSs, such as using human-understandable linguistic terms to define concepts and using fuzzy sets and rules to handle ambiguous information. They loved the idea and provided synthetic data for experiments.

After obtaining the results from the experiments, we observed that FLSs outperformed the previous solution proposed by Divish in capturing increased variation of feature importance caused by increased data dimensionality, complexity and noise. However, the previous solution still showed remarkable performance in situations with less noise and less variability in the importance of features produced by the multiple machine learning models and feature importance techniques.  It was at this point that we decided to develop an open-source Python toolbox called Ensemble Feature Importance (EFI) consisting of the two solutions i.e., crisp information fusion and FLS.  However, we needed an expert in software modularity and testing to handle the development of the toolbox. Fortunately, Aayush Kumar (a software data scientist), who was doing a master’s in data science at the University of Nottingham, agreed to come on board as the developer of the toolbox. Aayush implemented the toolbox in Python programming language as his master’s dissertation. The toolbox consists of packages to automatically optimise ML algorithms, calculate and visualise the importance of features using various feature importance techniques, aggregate the importance of features from multiple ensemble methods, and create fuzzy logic systems for capturing uncertainties and interpreting importance. The audience for the toolbox is machine learning researchers, end-users of machine learning systems, and decision-makers. After developing and testing the toolbox, we approached Professor David Winkler (a Professor of Biochemistry & Chemistry at La Trobe University, Professor of Pharmacy at the University of Nottingham, and Professor of Medicinal Chemistry at Monash University) to assist in the theoretical motivation of the solutions and as a  second pair of eyes in reviewing the paper.

The paper was written in two weeks and the team was divided into two groups. The first group was made up of Divish, Grazziella and I, who developed the paper structure and decided on the content.  We used `Overleaf’, an open-source online collaborative platform for writing and editing documents, to write the paper. The second group was made up of Mercedes, Benjamin Rothwell (Divish’s supervisor) and David, who reviewed and proofread the paper. Comments were made in ‘Overleaf’ using color-coding and the platform’s chat functionality. After several iterations, we all agreed the paper was ready for submission. A month after submission, we received an email titled ‘Final Decision: Notification of Paper’ with delightful content that our paper had been accepted for presentation at the conference. It was indeed a pleasant message because we were aware of the importance of our toolbox to the machine-learning community. There were a few comments from the reviewers. We were required to address all the comments before uploading a camera-ready version of the paper with a maximum of 15 pages including references. I quickly created a google word document for addressing the comments and shared the link with the other authors. We dedicated a week to addressing the comments, as they were minor. Divish and I did a majority of the revision, as we were more familiar with the methodologies. The most recent version of the toolbox is limited to classification tasks; however, we plan to extend the toolbox to deal with regression tasks. In addition, the toolbox is open-source (i.e., accessible to the public for review, modification and extension)  and we encourage other researchers and ML engineers to contribute to its growth, such as improving the structure of the toolbox, implementing additional state-of-the-art ML algorithms and implementing other feature importance techniques.

Finally, I will like to mention the role of this paper in my PhD. To recap, my PhD aims to develop a reliable, comprehensive and interpretable intelligent driving risk assessment system that considers the simultaneous occurrence of driving behaviours and external conditions. The fuzzy approach implemented in the toolbox for aggregating importance coefficients from multiple machine learning models and feature importance techniques, and to make the importance of features easily understandable has also been explored in my thesis. In my thesis, we explore FLSs for capturing uncertainties in driving data and providing meaningful representations of driving behaviours as linguistic terms using fuzzy sets. In addition, we explore human-understandable fuzzy rules to combine the impact of driving behaviours and external conditions on road safety and incorporate expert knowledge into the system.

Gaining another perspective – a reflection on my internship with Derbyshire County Council (DCC)

post by Kathryn Baguley (2020 Cohort)

My internship opportunity arose from my ongoing work with DCC. Whilst working on another project in early January 2022, I was excited to hear the news that DCC was looking to initiate two large data projects. Hearing this made me wonder whether there might be an opportunity for me to experience some different work within DCC and complete my internship. Upon enquiring, I was delighted to hear that DCC and the CDT thought this would be a good match, and I was given the go-ahead to continue.

As you might expect, DCC, like many large organisations, holds vast amounts of data across many systems. The projects I worked on aim to enable more meaningful use of data for DCC, its employees, and service users. The work looks at aspects such as the accuracy of data, data migration, and the interoperability of new systems moving forward. At the end of the project, DCC hopes that having data in a better place can drive key performance indicators (KPIs). KPIs will assist with better planning, which it hopes will result in a better outcome for service users and generate much-needed savings for the public purse.

I completed my internship over three months on a full-time basis in the Information Technology team. I was excited to be a part of a new team, but it was reassuring that I had worked with some colleagues on previous projects. Overall, my role was part of a larger multidisciplinary team to assist DCC in achieving better management of its data, and enable more agile working.

Going into my internship I hoped for further insights into how a large organisation makes system changes, mainly around automated decision-making. I was also looking to dive deeper into understanding Microsoft systems and work more closely with my new colleagues in Information Technology (IT).

My internship plan was to liaise with IT, the project team and internal clients (various departments) to understand both the technology and the intended context for use. However, we quickly discovered that the scope was too broad, so I concentrated on the technology side and laid foundations to assist the context later. I prepared documents showing the work carried out for accountability of which also acted as a living document moving forward. I also gave ongoing feedback to the project and senior management teams. I recorded my work through a data protection impact assessment (DPIA). The document quickly grew to some 100 pages just to lay down the foundations. I feel the learning acquired here is something that I will definitely carry forward and use in my PhD writing. I am also reflecting on how the Council is carrying out these projects. I am thinking about how risks were assessed relating to automated decision-making and how I can expand my Peer Review Module output to integrate into my PhD writing.

My internship was fully remote, but I do not feel this negated my experience in any way. I felt fully integrated into the organisation and into the project teams from the very beginning. I accept that I may feel this way simply because of my pre-existing relationship with the organisation and colleagues within. It was helpful to me that I had some knowledge of the wider Council and basic knowledge of the IT systems. The experience did build my research skills in both a practical and academic way, since I had to use a combination of speaking with skilled colleagues and online research. It also underlined to me that I find research is much more satisfying if it can be done in a collaborative way with others, as it brings the topic to life. Moving forwards, I am now wondering how I might bring in the practical and collaborative approach to my work, so as to limit the usual loneliness a PhD can bring.

I thoroughly enjoyed the internship, and it is always a pleasure to work on projects where the people in the organisation are passionate about what they do and about doing the right thing. At the end of the internship, I was recognised for doing a good job, and this has helped me to build confidence in an area to which was technically unfamiliar.

On reflection of the module, I feel the biggest challenge was obtaining the right internship in the first place. I envisaged that the process might be more accessible in my case being a qualified and practising solicitor with several years of professional practice experience. In reality I found opportunities scarce, and maybe this appeared to be the case, owing to increased remote working in 2020 with the pandemic and less collaboration in general. I also had my doubts about the module and how I might make it useful for me. As someone with a professional career before starting my PhD, I was keen to ensure the internship gave me more than ‘work experience’ and provided insights that I could use in my PhD.

A further reflection I have is that while there is an emphasis on doing the internship early, I think it is more important to conduct it when the right opportunity comes along with the right organisation. I began to feel pressure to find and do the placement module from the start. For me, I did not feel I had enough detail to understand what I wanted from the experience in the first year. By my second year I did know more about what I wanted from the internship and I am very glad I did wait; the experience has definitely benefited me.

In conclusion, while the internship is complete, I am happy that DCC have provided me with more opportunity to continue working with them to progress these projects. The work carried out over the placement underlines for me the need for industry and academia to work together and how it can produce much better results for all. In particular, I am currently liaising with the IT team about building on the systems work, and risk assessments carried out in the internship.