Reflect on the programme core course and its relevance to the development of your project idea.
This semester, I am taking the programme core course Ethical Data Futures, led by Shannon Vallor. Additionally, I am taking the following core courses: Data Ethics as a Practice, Translational Data and AI Ethics, and Algorithmic Bias, Fairness and Justice.
Even though we have only had a single class so far, Ethical Data Futures already has relevance to my project idea. In our first class, we discussed descriptive and normative theories of ethics and politics of data, and I realised in endeavouring to create a board game to teach children about AI and data rights, I am relying on a descriptive dimension of the problem. Although I would like to incorporate some normative theories or dimensions, I understand that this might be too advanced for young children to digest easily. I want to ensure that I make the game as palatable and enjoyable as possible, to have the maximum desired effect of sharing knowledge on data rights, and giving them the tools to recognise when their descriptive rights might be violated. However, it would be interesting to incorporate some normative theories or ideas, to engender consideration of what is right or just for AI to consider.
Both Ethical Data Futures and Data Ethics as a Practice introduced some tools in Futures thinking. I am skeptical of this kind of normative ethical incorporation into the game as I think it could become difficult for children to grasp. But, in one guest lecture, a futurist Fillipo Cuttica spoke about his ‘Futures Bazaar’, where he challenges people to think about the future through gamification (Available here: https://situationlab.org/the-futures-bazaar/). Recognising his experience with games and futures thinking in relation to data, I asked whether I could get his feedback on my board game once it was further along. I know I will draw good insights from his feedback and hope he can lend his experience to my game! It made me optimist that perhaps some normative ad futures reflection could be incorporated into the board game. Moreover, I thought he may be able to aid in some advice for digital design of the board game to made it ope-source available, as this is his field of expertise. Regardless, my focus is more on the substance of the game rather than the design, given that core objectives of designing the game.
Data Ethics as a Practice also reminded me of the importance of stakeholder consultation in designing systems. In relation to my project, although it may be difficult to get children’s feedback on the game, I have already secured an offer for a games team that is willing to test the game and give feedback on where aspects may need to be clearer. One of the guest lecturers was also an organisation located at the university, called Data for Children, who I’m sure will be able to provide some specificities to the design and give some ideas about how to best communicate data rights to children. Through keeping my project at the forefront of my mind, I am finding connections and sources of feedback everywhere.
I hope Translational Data and AI Ethics will give me some more skills in breaking down complex concepts, and communicating them to people with disciplines outside of ethics. Although the principles of Algorithmic Bias, Fairness and Justice may be outside the scope of this game, I am confident it will introduce me to some more relevant use cases to consider.
