Characteristcs
Time: Medium
Difficulty: Advanced
People: 6-25 people
Intro
Theatrical Technology Assessment (TTA) is a designed roleplay in which participants slip into the role of one stakeholder by means of instruction and improvisation. This enables participants to explore complex dynamics around emerging technologies from different stakeholder perspectives and to translate these experiences into strategies how to anticipate and steer innovation. The TTA cases are designed for education, but can also be played with professionals.
Steps
- Preparation:
- Select one of the three cases and designate roles to the participants (minimum of 5 players and 1 person as moderator). Ideally, more people are present who can serve as an audience to interact with during the warming up and reflection moments. Introductory material and printouts for the participants are available below, under the heading DOWNLOADS.
- The moderator is responsible for the introduction of the roleplay, the warming up exercise, leading the stakeholder discussion in the roleplay, and guiding the reflection. The moderator should be familiar with the material provided with the case. It is also possible to share the moderator tasks among two people, one focusing on the organizational tasks (introducing roleplay, guiding reflection) and another person on the theatrical part (warming up, leading the roleplay discussion).
- The players receive a technology and role description at the beginning of the TTA session to become familiar with their role and the setting of the play. If possible, the material can be handed out prior to the session to allow more time for preparation. Players should hand back the descriptions to the moderator before the actual playing begins.
- Roleplay:
- The roleplay is designed for a lecture unit of 105 minutes. If more time is available, the preparation, warming up and discussion time can be extended.
- Reflection:
- In the last reflection round it is important to articulate what you learned from the roleplay, in terms of relevant theories, models, and goals of the context in which the TTA is embedded.
Case 1: ‘Screening Society’
- Technology in the roleplay: A lab-on-a-chip device is developed which enables highly sensitive and selective detection of cancer biomarkers. The hand-held device promises the early detection of prostate cancer at home.
- Context of the stakeholder meeting: The ministry wants to initiate a public prostate cancer screening program based on self-tests which people can take at home. The stakeholders need to decide on the desirability and conditions of such a screening program, taking into account the practical implementation, shifting roles and responsibilities and financial issues.
- Main questions and tensions:
- Implementation: how can we implement such a home screening test? Which role do doctors play in this program?
- Reliability and safety: How can we ensure that the tests are reliable and safe, especially if they are taken by lay-persons?
- Wellbeing: how do patients respond to the results of the test? Can you leave them alone with the result?
- Finances: who bears the costs of the screening program?
- Accessibility: will the test be accessible to everyone? What about people who can’t / won’t take the test by themselves?
- Stakeholders: (1) CEO technology company, (2) ministry of health, (3) general practitioner, (4) Dutch National Institute for Public Health and the Environment (RIVM), (5) patient organization.
- Stakeholder perspectives:
Case 2: ‘Quantum Revolution’
- Technology in the roleplay: Advances in the field of quantum technology have led to first demonstrations of quantum computers. Although their actual implementation is expected only years ahead, the threats are already present: the decryption of currently stored data by a quantum computer can be an issue in the future.
- Context of the stakeholder meeting: Based on recent developments in the field of quantum technology, the government is under pressure to push the development of quantum computers and/or focus on the quantum-safe encryption of communication. Money is made available to invest in this research field, and decisions must be taken on the goal and prerequisites of this investment.
- Main questions and tensions:
- Research approach: going for open source developments involving non-professionals and international partners vs. a confidential national approach to limit compromises on national safety. Which groups have access and partake in quantum research?
- Research focus: rather focus on encryption vs. invest in fundamental research to develop a quantum computer (time-pressure)?
- Paradox of security: steal now, decrypt later leads to a high pressure to invest in safe encryption.
- Technological optimism: is it likely for quantum technologies to deliver on its promise? What are the desired applications?
- Stakeholders: (1) professor quantum optics, (2) head of the national program Quantum Delta NL (QDNL), (3) an NGO for privacy and internet freedom, (4) Dutch secret service, (5) global technology company.
- Stakeholder perspectives:
CASE 3: ‘INTERNET OF PLANTS’
- Technology in the roleplay: In a large research project, nanosensors are developed which can be attached to plants to monitor temperature, plant vitality, water and nutrition levels to help farmers optimize the use of fertilizers and water.
- Context of the stakeholder meeting: The researchers plan their first field trial with the sensors in an fruit orchard. Because the sensors will be attached to the stem of the fruit trees, the ecological safety of the device is important, and the system needs to comply to food safety standards and local regulations. Additionally, feasibility of the implementation must be considered.
- Main questions and tensions:
- Scope of the issue: mismatch between the technical focus of researcher and the implementational requirements & importance of safety raised by others.
- Question of responsibility: who takes the responsibility for possible consequences?
- Equity discussion: who has access to this technology, who can afford it?
- Unknown unknowns: how should we deal with uncertainties regarding the technology and its implementation?
- Regulatory issues: current regulations do not apply to the intended use of this technology, is there a way that regulatory bodies and innovators work together (pacing problem, regulatory preparedness)? What if the technology is applied in countries with a different regulatory framework?
- Global perspective: what is the impact if this technology is used on a large scale?
- Stakeholders: (1) Leader research project, (2) representative of municipality, (3) local farmer, (4) Dutch National Institute for Public Health and the Environment (RIVM), (5) director of a research institute focusing on Global Sustainability.
- Stakeholder perspectives:
TTA for educational professionals
The stakeholder roleplay “Embedding Transdisciplinary Education” is developed to give teachers and other educational professionals insights into common challenges faced by educational innovators in complex and dynamic multi-stakeholder settings. In this roleplay, participants will develop and practice strategies to overcome these challenges and will be empowered in their journey to realise organisational change. This TTA is developed in collaboration with the ComeniusNetwerk and funded by the Netherlands Initiative for Education Research (NRO).
- Context of the stakeholder meeting: An innovative form of transdisciplinary education has been tested at Comenius University in the form of a pilot during an honours program. After the pilot, the innovator now wants to embed this innovative education in the regular curriculum which is dependent on an internal subsidy. Various stakeholders from Comenius University come together to discuss the future of the innovation.
- Main questions and tensions:
- The increased workload that comes with the implementation of this innovation for involved teachers
- The educational format not directly compatible with existing examination requirements for the study and institutional structures concerning teacher allocation, intellectual property, and the distinction between education and work
- The way the innovation challenges the boundary between education and industry; do students do work for the company, does the company provide education, or is it just a worthwhile collaboration?
- Stakeholders:
- Educational innovator
- Student biomedical engineering
- Chair examination board & lecturer cognitive psychology
- Faculty director
- Colleague, lecturer statistics
- Depending on the pressure cooker you choose, you can add different stakeholders:
- Policy maker at the Ministry of Education, team quality assurance
- Full professor in educational sciences
- Board member of ISO (national student representative)
- Board member of VNO-NCW (national representative of Dutch businesses)
Downloads
If you are interested in doing a TTA yourself, you can download all information here, including the moderator material, the technology description and the role descriptions for each case. The content is made available under a Creative Commons Attribution - NonCommercial-ShareAlike 4.0 License (International).
Screening Society - Case
Quantum Revolution - CASE
INTERNET OF PLANTS - CASE
Embedding Transdisciplinary Education - Case
Literature
Visscher, K. (2020). Theatrical Technology Assessment: A Role-play Simulation for Bridging the Gap between Technology and Society in Interdisciplinary Engineering Education. (STePS working paper series "Science, Technology & Policy Studies"; Vol. 2020, No. 01). Universiteit Twente - Department of Science, Technology and Policy Studies (STePS). https://doi.org/10.3990/4.2589-2169.2020.01
Visscher (2022), Experiencing complex stakeholder dynamics around emerging technologies: A role-play simulation, forthcoming.
Van Bilsen, G., Kadijk, J., & C. Kortleven (2013), Yes and…your business; The added value of improvisation in organizations. http://www.yesandyourbusiness.com/order-book/