Towards Inclusive Digital Museum Innovation is a cross-disciplinary research network primarily between the UK and South Korea exploring inclusive approaches to the digital transformation of arts and heritage organisations. The COVID-19 pandemic has affected our lives in many ways, including how we learn about new things and how we choose to spend our leisure time. Digital leisure, like digital games, has diversified and attracted more players during times of social distancing, with benefits for their mental health and well-being (Barr & Copeland-Stewart 2021). Museums that have vastly expanded digital programmes for the public over the last three decades have further accelerated digital approaches to engaging remote audiences. In a post-pandemic society, digital has become the default even for our leisure. This project connecting the UK's world-leading academic museum studies at UCL IoA and South Korea's outstanding strengths in the digital sector and game studies at KAIST GSCT, offers a unique platform for museum professionals to reflect on the distribution of digital resources, exchange knowledge and experiences of current digital practices in the museum sector, and review their digital strategies and development plans to contribute to further equity, diversity, and inclusion (EDI) in society. Although emerging digital technologies (e.g. AI, ML, VR/AR, robotics) have created exciting opportunities for museums, it is undeniable that neither museums nor technologies are neutral. We have already noticed the increasing social awareness of historical and cultural biases in museums, as well as of the technological and human biases in digital technologies and the digital industry. Certain groups of people in our society have been left behind by digital innovation. Digital inequality is a valid concern across the world. Digital ethics must not, therefore, be overlooked when discussing digital transformations of museums and developing new digital initiatives. Digital inclusion is not something to check at the end of the digital development process, it should be an integral part of that process from the initial planning stages on. Otherwise, digital methods will only amplify the inherent biases of museums while perpetuating the exclusion of underrepresented groups in society, for example, people with disabilities and people with marginalised ethnic and cultural backgrounds. This project provides opportunities for museums to look at their digital initiatives and discuss practical actions to take to implement inclusion in digitally enhanced ways. Over 18 months, museum professionals, academics, activists, and social enterprises will join the network for a series of thematic workshops exploring the three key themes, namely Technology, Culture & Ethics, the Digital Divide, and Inclusive Technology. Public engagement events online, including casual talks will provide further opportunities for different stakeholders to take part in fruitful discussions. A final international conference in London open to the wider public will share the accumulated knowledge and examples of digital museum innovation. A website built for the project will be used to form a community of practice (Wenger, 1998) regarding inclusive digital museum innovation, facilitating the knowledge exchange that is the foundation for the development of a joint research proposal between UCL IoA and KAIST GSCT. This project takes advantage of the two countries' strengths in digital innovation and their cultural and creative industries to make not only an academic contribution to the identification and development of themes and topics around digital inequality and the social responsibility of museums in the digital age, but also practical contributions to museums and other collecting institutions.

Presentation failures are defects in the visual appearance of a web page. They range from flaws in the page's layout such as overlapping content, and text rendered off the edge of the page, to usability problems such as unreadable text and inaccessible navigation. An organisation's website is often one of its primary means of driving its business and establishing information about itself. As such, presentation failures undermine an organisation's message, its credibility, and potentially its revenue. Repairing presentation failures is difficult for web developers. Websites need to display correctly on a wide range of devices from mobile phones to desktops, meaning that developers need to ensure web pages lay out correctly on a vast range of screen sizes, with varying amounts of space available to lay out content and graphical elements. Websites need to format correctly regardless of the browser that a user is using, or what language it has been translated to. Furthermore, they must be accessible to disabled users. The complexity of presentational code (developed using a combination of HTML, CSS, and JavaScript) means that accounting for each of these different aspects when repairing a presentation failure manually is challenging. Manual "repairs" can even inadvertently lead to further defects. Automated repair techniques would therefore greatly assist developers in this task. RE-PRESENT is a proposal for an overseas travel grant intended to allow the PI to continue and develop international collaborations to solve these problems. It intends to develop search-based techniques to automatically generate repairs to HTML, CSS, and JavaScript code used to manage the layout and design of web pages. Search-based techniques treat the current version of the code as a point in a search space, and use a problem-specific fitness function to guide a search method to another point in the space that constitutes a repaired, or "fixed" version of the page. RE-PRESENT will make the following innovations: - It will develop automated repair techniques for presentation failures currently unrepairable automatically, including those related to "responsive designs" (web page layouts that are intended to adjust to different screen sizes), accessibility issues, and defects related to faulty JavaScript code responsible for handling user interaction. - It will develop techniques that are capable of accounting for different types of presentation failure at once, rather than in isolation. This is important, because the act of fixing one presentation failure (e.g., reducing the size of a button, so that it no longer overlaps other content on a page) may inadvertently cause others (e.g., an accessibility issue, because the button is now too small for visually impaired users to see). - It will investigate techniques that produce results fast enough for developers to use in practice. Search-based approaches are effective, but often slow because repairs need to be evaluated by rendering the page with the fix applied in a browser. RE-PRESENT will investigate ways of modelling web page layout to avoid the need for more, lengthy, fitness calculations than are strictly needed.

One of the critical questions that the COVID-19 pandemic has posed concerns the relationship of science, technology and society in times of disasters, and particularly how such a relationship should be addressed to young people across different stages of education. In the past two decades, several major disasters in South Korea have provoked science and technology educators' awareness of the need for disaster education. Likewise, the UK has been under the threat of natural and technological disasters arising from climate change as well as increasing complexities of technological systems. Although an informed understanding of disasters would be essential to promote disaster resilience and social justice through education, systematic efforts to integrate science and humanities in the context of disaster education have been scarce. This proposal aims to set up a sustainable network between leading disaster education research groups in the UK and South Korea. This 18-month project involving 11 researchers from education, socioecology of disasters, history and social studies of science will provide a unique opportunity for interdisciplinary and intercultural disaster education research. The UK team based at the University of Southampton (http://www.mshe.org.uk/, https://www.southampton.ac.uk/lifelab/) will be led by Park (PI), an expert in disaster education, and will also include experts in science education and health education across primary and secondary education levels. The partners at the Research Center for Hazard Literacy Education at Ewha Womans University are experts in socioscientific issues (SSI) education (http://enactproject.com/). Further, our partners at the Centre for Anthropocene Research, Korea Advanced Institute of Science and Technology (KAIST) (https://anthropocenestudies.com/) have expertise in disaster research through historical and sociological lenses and have engaged in various disaster education activities. Collaboration between the three groups will offer a timely opportunity for knowledge exchange and dissemination in an interdisciplinary and intercultural manner. We build on our previous work on disaster education (Lee & Jeon, 2015; Park, 2020), disaster studies (Kang, 2016; Knowles, 2012; Park, 2019) and SSI education (Christodoulou et al., 2021; Lee et al., 2012; Lee & Lee, 2021; Ratcliffe & Grace, 2003) to develop a new conceptualisation of disaster education that integrates the scientific, technological and social aspects of disasters that can guide future research and practice. Using the networking grant with the support of existing institutional funding sources, we will organise conferences and seminars to bring together knowledge and experiences of disaster education in the UK and South Korean contexts. Members will work together to identify new avenues for cross-disciplinary collaboration in disaster education research through two intensive disaster education conferences and develop a research proposal to continue with the international collaboration. Through various knowledge exchange activities including conferences, seminars, early career researcher exchanges and mentoring, the network will explore directions for enhancing disaster preparedness and resilience in young people through intercultural research and education. There will be events to interact with teachers, which will help disseminate the project activities and receive user feedback. The project activities will be shared via a project website that is accessible for both researchers and practitioners. Project outputs will include opinion pieces, a disaster education resource book, an edited book and three journal articles, each targeted at different groups of users. These outputs will have an appeal for academics, university educators, teachers of different subjects (science, geography, social studies, history, etc.) and policymakers in the UK, South Korea and other countries.

With the latest developments in Machine Learning (ML), ML-enabled Autonomous Systems (MLAS), such as Automated Driving Systems (ADS) for self-driving cars, are coming close to our everyday lives. By 2035, 40% of new cars in the UK could have self-driving capabilities, and the UK market could be worth £42 billion, providing up to 38,000 new jobs in the industry. However, these promising figures would not mean anything if we do not make sure MLAS are safe and reliable. To ensure the system does not cause any problems (e.g., colliding with surrounding cars), we can test the system under different "scenarios". For example, in the automotive domain, we can use high-fidelity simulators to automatically change different driving conditions like the shape of the road, trees, buildings, traffic signs, other vehicles, and pedestrians. Often, we find many scenarios where the system fails. These failure scenarios give us useful information and chances to fix and upgrade the system. However, we need to thoroughly understand why the system failed in these scenarios. Unfortunately, failure scenarios are already very complicated, with many entities involved (e.g., moving cars, pedestrians, and other roadside objects). Therefore, it is hard to determine exactly which scenario entities caused the failure. To make it easier to figure out the root cause of the failure, we need to make failure scenarios simpler by finding a minimal set of failure-inducing scenario entities. However, simplifying failure scenarios entails several challenges. First, the number of possible combinations of scenario entities in a failure scenario increases quickly as the number of elements grows, making it impossible to check all of them. Second, different groups of scenario entities can lead to the same failure because of the non-linear behaviours of ML components and how they interact. Third, to see if a (simplified) failure scenario causes the same failure as the original failure scenario, we need a time-consuming, realistic simulation. Fourth, MLAS can include components (especially ML models) made by 3rd parties, so we can't assume we have the source code and other internal details. This project, SimpliFaiS, is designed to address the challenges mentioned above. It will use Search-Based Software Engineering (SBSE) and Surrogate-Assisted Optimisation (SAO). SBSE is a branch of software engineering that effectively solves complex problems by formulating them into optimisation problems when there are too many candidate solutions to be exhaustively enumerated or explored. SAO is an optimisation approach that uses computationally lightweight surrogate models instead of computationally expensive simulations to minimise relevant computations. Ultimately, SimpliFaiS will enable us to efficiently investigate and thoroughly address the root causes of MLAS failures, facilitating the safety and reliability of MLAS.

Plastic Electronics embodies an approach to future electronics in their broadest sense (including electronic, optoelectronic and photonic structures, devices and systems) that combines the low temperature, versatile manufacturing attributes of plastics with the functional properties of semiconductors and metals. At its heart is the development, processing and application of advanced materials encompassing molecular electronic materials, low temperature processed metals, metal oxides and novel hybrids. As such it constitutes a challenging and far-ranging training ground in tune with the needs of a wide spectrum of industry and academia alike. The general area is widely recognised as a rapidly developing platform technology with the potential to impact on multiple application sectors, including displays, signage and lighting, large area electronics, energy generation and storage, logistics, advertising and brand security, distributed sensing and medical devices. The field is a growth area, nationally and globally and the booming organic (AMOLED) display and printed electronics industries have been leading the way, with the emerging opportunities in the photonics area - i.e. innovative solid-state lighting, solar (photovoltaics), energy storage and management now following. The world-leading, agenda-setting UK academic PE research, much of it sponsored by EPSRC, offers enormous potential that is critical for the development and growth of this UK technology sector. PE scientists are greatly in demand: both upstream for materials, process and equipment development; and downstream for device fabrication and wide-ranging applications innovation. Although this potential is recognised by UK government and industry, PE makes a major contribution to the Advanced Materials theme identified in Science Minister David Willet's 'eight great technologies', growth is severely limited by the shortage of trained scientists and engineers capable of carrying ideas forward to application. This is confirmed by industry experts who argue that a comprehensive training programme is essential to deliver the workforce of scientists and engineers needed to create a sustainable UK PE Industry. The aim of the PE-CDT is to provide necessary training to develop highly skilled scientists and engineers, capable both of leading development and of contributing growth in a variety of aspects; materials-focused innovation, translation and manufacturing. The CDT brings together three leading academic teams in the PE area: the Imperial groups, with expertise in the synthesis, materials processing, characterisation, photonics and device physics, the Oxford team with expertise in ultrafast spectroscopes probes, meso and nano-structured composites, vacuum processing and up scaling as well as the material scientists and polymer technologists at QMUL. This compact consortium encompasses all the disciplines relevant to PE, including materials physics, optoelectronics, physical chemistry, device engineering and modelling, design, synthesis and processing as well as relevant industrial experience. The programme captures the essentially multidisciplinary nature of PE combining the low temperature, versatile manufacturing attributes of plastics with the functional properties of semiconductors and metals. Yet, to meet the needs of the PE industry, it also puts in place a deep understanding of basic science along with a strong emphasis on professional skills and promoting interdisciplinary learning of high quality, ranging across all areas of plastic electronics.