The topic of a long-term foresight, regarding the present and the proximal future of the so-called professional soft and hard skills turns out to be a complex one. When is time to make a specific analysis in these terms, and if we want to achieve a sharp picture in these terms, we cannot skip aContinue reading “How soft and hard professional skills could develop – and change – after the COVID-19 era”
Il tema della previsione a lungo termine, per quanto riguarda il presente e il futuro delle cosiddette “competenze professionali” risulta essere un argomento complesso, non esente da successivi approfondimenti legati a nuove analisi inerenti al sistema sociale e politico di riferimento. Inoltre, la rincorsa – oggi di moda – ad approcci di analisi misti, nonContinue reading “Il futuro delle competenze professionali, alla luce della rivoluzione tecnologica e al crescente trend dell’automazione in tempo di COVID-19, è soggetto a cambiare?”
The robotics revolution has arrived. If you define yourself part of the ordinary crew of modern society it is STILL normal that you do not met a robot. No worries, you don’t need to wait a lot to change this. For the sake of clarity I also need to point out that the drone youContinue reading “Robotics Today: We are in a Stage that Matter”
Without the statements made by equations, in which we usually apply to measure and represent specific conditions, our world would not exist as we know and define it. Maybe this is the reason why human beings need equations – moved by the trait to be eager – and able – to add something new to familiar landscapes across acts of thinking and tentative to grasp and understand mathematical ratios.
Today the so-called ICT (information and communication technology) is pervading almost every production process, both horizontally (across products) and vertically (when machines, shops floors and supply chains become the reference). We have tons of smart factories that aiming to reach flexibility and higher adaptation to variegated goals, such as performance, production quality and overall efficiency need to (still, instead of what people might think of being afraid of) rely on the human factor to picture the canvas of Industry 4.0 trends, lines and new patterns.
Very often our ethical choices are framed by what we know. Science helps us when inquired with the right methodologies and instruments, to know a snapshot of reality. There is a huge debate on how scientists, philosophers, social researchers and investors can support public discussion and public relations campaigns that are more “inclusive” for youth. Key people, at the peak of our democracy, should learn by mistakes made in the past to open and guarantee new perspectives of youth empowerment, as this class is destined to be protagonist of a dialog process and in future political turmoils able to accept the limits implied by epistemological ethics. Here science rationale and enterprise can offer educative examples of action.
In the past, individuals have over predicted artificial intelligence, but it does not mean that artificial intelligence in constructing machine has proved greater than the pioneers foresaw. Even in the theme of humanoid robot usefulness – considered at a short term – is not always very clear which solutions they best fit in. Nevertheless, to the majority of us (without any surprise), one thing is crystal clear: the progress in Artificial Intelligence appears to be an ineluctable movement that will manifest – in the long term – autonomous behaviours and higher embodied adaptivity.
In the latest years the literature on robots and education has addressed the inspiring possibility to insert robots as educators in classes. However, a full list of case studies – despite the ones of Saya in Japan and ARTIE at the Oxford Brooks University – have been lacking so far. This post aims to address this relationship, somehow complex and for lots barely possible, following a fil rouge aiming to highlight how the harmonious interactions between robot teachers and schoolers aren’t far from being a concrete possibility. Designed to appear and move like humans, and already well equipped to support education, they seems to face yet one major challenge: propose a model -being in control of its premises – and consider which design could let this pedagogy to blossom in hybrid contexts.
Nowadays, humanities are and want to be included in the interdisciplinary and transdisciplinary dialogue of Human-Robot interaction and social robotics. Social robots start to compose a higher number of workplaces. For us is time to have a better understanding of what this co-working relationship does mean in terms of psychological and ethical-existential aspects exploring some current and subsequent implications.
In this post we will explore together main differences defining machines and robots, focusing on their interventions in our complex society.