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  • 1
    ISBN: 9781032262673 , 9781032246482
    Language: Undetermined
    Pages: 1 Online-Ressource (18 p.)
    Keywords: Computing & information technology ; Robotics ; Human-computer interaction
    Abstract: What kind of robots do we want to live with in the future? Which ones do we not want? How will robots affect our everyday lives? What will be the consequences of our coexistence with them? Roboticists tend to focus on the product design of the robot, its exact configuration, and its technical implementation; rarely is any thought given to the far-reaching social consequences that might arise when a robot actually becomes part of our lives. So, this contribution is about how design can be used to imagine, visualize, and experience possible futures with the robots we want (or do not want). The authors introduce the design practices of Speculative Design and Design Fiction, discussing their practical applications and potential in the field of robotics. The authors offer several examples of Design Fiction projects that illustrate the use and utility of Speculative Design practices for robotic developers, researchers, and laypeople to discuss how the future of robots can be actively shaped through imagination and design. They then present a concrete tool for roboticists: A Design Fiction robot workshop where participants slip into the roles of various stakeholders to speculate about the future of mundane life with robots
    Note: English
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  • 2
    ISBN: 9781032262673 , 9781032246482
    Language: Undetermined
    Pages: 1 Online-Ressource (27 p.)
    Keywords: Computing & information technology ; Robotics ; Human-computer interaction
    Abstract: Social robots are on the brink of entering our lives. However, little knowledge is available about how best to design them. This introductory chapter discusses the real-life social robots of the present as well as of possible futures-without, of course, forgetting the history of robots and their origins in fiction. From a design perspective, robots are promising and challenging. They suggest a technological other ("otherware"). Unlike conventional technologies that directly extend the physical and cognitive abilities of their users, robots engage in social exchange with humans. The authors present an overview of possible starting points for designing meaningful relationships with robots. Recurring themes are contextualized and cross cut, e.g., the influence of science fiction on robot design is discussed and the strategy of anthropomorphization is called into question. The authors respond to these relevant issues by arguing for robots with hybrid forms and unique "superpowers". They present a new model for human-robot interaction, establishing three different kinds of interactions in terms of the meaning conveyed by robots to humans (delegating, cooperating, and socializing). Rather than imitating and thus replacing humans or animals, the authors conclude, robots should invite their own particular ways of being with us
    Note: English
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  • 3
    Online Resource
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    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: This chapter begins by providing an overview of the many educational reforms which have taken place in the United Arab Emirates within its short history as a nation. Pushed forward by neoliberalism and globalisation, such reforms have largely focused on increasing amounts of English-medium instruction at all levels of education. In the United Arab Emirates, not only does English dominate teaching and learning, but its ‘de facto lingua franca’ status in public domains has led to heated debates centred around the effects of ‘Englishisation’ on the Arabic language, as well as its impact on local cultural identities. The chapter discusses the concept of agency with reference to student and teacher roles in English-medium instruction settings. Specifically, the sociolinguistic implications of English-medium instruction for Arabic-speaking university students are explored. It is argued that often structural constraints such as ‘English only’ classroom policies reinforce monolingual ideologies, with English also acting as a gatekeeper to academic success, so that naturally occurring translingual practice is deprecated. Referencing previous research, the chapter will conclude by advocating the need for increased choice and agency surrounding English-medium instruction in order for educational experiences to be empowering rather than subtractive
    Note: English
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  • 4
    ISBN: 9781032262673 , 9781032246482
    Language: Undetermined
    Pages: 1 Online-Ressource (16 p.)
    Keywords: Computing & information technology ; Robotics ; Human-computer interaction
    Abstract: Typically, social robots are supposed to empathize with humans, understand human emotions, and anticipate human needs. With this chapter, the authors turn the table: What can humans learn through empathizing with technology? How might the design of robots change if developers adopted the perspective of a robot, walking in its shoes to perceive and understand the world from its point of view through sensors and actuators? Is the technomorphization of human bodies a mind-expanding complement to the anthropomorphization of technology? The authors present a range of innovative methods, all of which are based on empathy, for use by robot designers. For example, Thing Ethnography works by attaching cameras to access the perspective of an object. Object Personas is about imagining the personality of an object. When applying Enacting Utopia, designers perform like an object in a positive future. Through with Techno-Mimesis, they are able to perceive a use scenario as an object does. The authors clarify that such kinds of empathy do not happen out of naïveté (Old Animism). When applied consciously, they generate knowledge about-and reflexive distance from-technological objects such as robots
    Note: English
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  • 5
    ISBN: 9781032262673 , 9781032246482
    Language: Undetermined
    Pages: 1 Online-Ressource (12 p.)
    Keywords: Computing & information technology ; Robotics ; Human-computer interaction
    Abstract: Robots are often designed to increase efficiency. They are typically positioned in a particular field of application to replace humans, making someone's work obsolete. But robots are able to complement the humans they work with through collaboration and the incorporation of the psychological strengths that robots can have in social situations. This chapter presents a co-design method based on a possibility-driven design approach and "robotic superpowers" (a concept that originated from Welge, Hassenzahl, Dörrenbächer and colleagues). Social robots can offer new, positive experiences and constructively impact work practices that incorporate their social strengths, such as endless patience or unbiased selection. To that end, the chapter describes a three-step design process by collecting existing work practices, defining scenario-specific robotic superpowers, and developing concepts for future robots. To illustrate possible outcomes, the authors showcase several exemplary concepts created using this new process
    Note: English
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  • 6
    ISBN: 9781003287445 , 9781032262673 , 9781032246482
    Language: Undetermined
    Pages: 1 Online-Ressource (292 p.)
    Series Statement: Chapman & Hall/CRC Artificial Intelligence and Robotics Series
    Keywords: Computing & information technology ; Robotics ; Human-computer interaction ; a, aI, Coexistence, Designing, Dorrenbacher, Dörrenbächer, et, Felner, Futures, Hassenzahl, Judith, Marc, Meaningful, Neuhaus, New, Ringfort, Robin, Robots, Ronda
    Abstract: a, aI, Coexistence, Designing, Dorrenbacher, Dörrenbächer, et, Felner, Futures, Hassenzahl, Judith, Marc, Meaningful, Neuhaus, New, Ringfort, Robin, Robots, Ronda
    Note: English
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  • 7
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    Online Resource
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    ISBN: 9780367711733 , 9780367711719
    Language: Undetermined
    Pages: 1 Online-Ressource (22 p.)
    Keywords: Language teaching & learning (other than ELT) ; Sociolinguistics
    Abstract: The linguistic ecology of the United Arab Emirates (UAE) is characterized by diversity. While effective communication in multilingual contexts is important during ordinary times, it becomes especially vital during a crisis such as the Coronavirus pandemic. This chapter explores linguistic inclusion and exclusion on Abu Dhabi Coronavirus safety signage. An ethnographic approach to linguistic landscaping is taken through the analysis of languages and semiotic resources used on signage in community and leisure spaces. Findings revealed a prevalence of monolingual and bilingual signage which favoured the nation's official language, Arabic, and the nation's de facto lingua franca, English. Whereas examples of effective trilingual signage were found, these were the exception rather than the norm. The chapter argues that greater linguistic inclusion of languages other than English and Arabic is needed to reflect Abu Dhabi's multilingual ecology and ensure safety messages are more accessible. Raising awareness of linguistic diversity in society as well as implementing translation drives are suggested as ways to promote greater inclusion of third languages on signage during the pandemic period and beyond, as well as supporting a greater sense of belonging for linguistic minorities
    Note: English
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  • 8
    Online Resource
    Online Resource
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    ISBN: 9780367711733 , 9780367711719
    Language: Undetermined
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Language teaching & learning (other than ELT) ; Sociolinguistics
    Abstract: The introductory chapter provides an overview of the book's main theme: linguistic identities in the Arab Gulf States and waves of change. The introduction discusses the content of the book's twelve chapters as well as the need for the volume. The book's first part (Chapters 1-3) explores the theme of language and power in the Gulf from multiple angles including an exploration of power relations between languages and their speakers. The book's second part (Chapters 4-6) explores media representations of Gulf linguistic identities through the mediums of social media, modern fiction, and television drama. The focus of the book's third part (Chapters 7-9) looks at how a wide range of linguistic phenomena, situated in broader social movements, have changed over time. Transitions discussed include an analysis of Gulf expatriates' ambivalent identities, changing sociolinguistic landscapes during the Coronavirus pandemic, and a move away from culturally biased international English tests toward locally produced assessments. The final part of the book draws readers' attention to English-medium instruction contexts in the Gulf and discusses translanguaging for transformation, multilingual teacher identities, and emotions of students studying in English-medium universities
    Note: English
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  • 9
    Online Resource
    Online Resource
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    ISBN: 9780367711733 , 9780367711719
    Language: Undetermined
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Language teaching & learning (other than ELT) ; Sociolinguistics
    Abstract: This chapter explores how bottom-up and top-down language policies in the Gulf countries interact with wider language ideologies and discourses related to globalization, internationalization of higher education, and neoliberalism. Drawing on Irving and Gal's theories of semiotic formation of language ideologies and Bourdieu's theory of language and symbolic power, the chapter critically examines the interrelatedness of language ideologies, symbolic power and policies surrounding Arabic and English and resultant effects on linguistic identities. The chapter explores how the languages Arabic and English are often symbolically polarized despite the fact that in everyday practice, languages are interwoven through translingual practice. The chapter suggests concrete ways in which to bridge this ideological divide through glocalization and the legitimizing of translingual practice in multiple domains, including English-medium education
    Note: English
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  • 10
    Online Resource
    Online Resource
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    ISBN: 9781003149637 , 9780367711719
    Language: Undetermined
    Pages: 1 Online-Ressource
    Series Statement: Routledge Studies in Language and Identity
    Keywords: Language teaching & learning (other than ELT) ; Sociolinguistics ; Analysis, anthropology, Arab, culture, change, discourse, exclusions, gender, identity, ideology, inclusion, literature, media, linguistic, language, monolingual, narratives, semiotic, translanguaging
    Abstract: "Combining empirical and theoretical approaches from a range of disciplines, Linguistic Identities in the Arab Gulf States examines current issues surrounding language and identity in the Arab Gulf states. Organized in four parts, the book addresses the overarching theme of 'waves of change' in relation to language and power, linguistic identities in the media, identities in transition, and language in education. The authors of each chapter are renowned experts in their field and contribute to furthering our understanding of the dynamic, changeable, and socially constructed nature of identities and how identities are often intricately woven into and impacted by local and global developments. Although the book geographically covers Gulf region contexts, many of the concepts and dilemmas discussed are relevant to other highly diverse nations globally. For example, debates surrounding tolerance, diversity, neoliberal ideologies in English-medium instruction (EMI), media representation of language varieties, and sociolinguistic inequalities during coronavirus communication are pertinent to regions outside the Gulf, too. This volume will particularly appeal to students and scholars interested in issues around language and identity, gender, language policy and planning, multilingualism, translingual practice, language in education, and language ideologies."
    Note: English
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