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 a … Continue 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, non … Continue 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 you … Continue reading Robotics Today: We are in a Stage that Matter
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.
Integrate social robots in human societies requires their capability to decide to take actions that might affect people’s lives and that – mainly for this reason – should behave according to shared ethical principles that play a role during a decision-making process. One of the reasons why, technical robotics performance should take per hand ethical transparency to place human values and needs at the core of social robot design.
Our economy is undergoing a digital upheaval that will permeate, and even change, the type of industries we nowadays proclaim to know in-depth. The post of today will explore what is intended as Industry 4.0, clarifying a bit this term that usually stands for the fourth industrial revolution.
In this post we will explore together main differences defining machines and robots, focusing on their interventions in our complex society.