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Next steps

This article summarises what has been covered over the course of the two weeks, and provides information on further learning opportunities.

Well done! You’ve made it to the end of our two-week introductory course on conversational interfaces.

You’ve gained a high-level perspective on what conversational interfaces are and what makes for a successful experience. You’ve also seen what practitioners are doing with the technology, how conversational interfaces are becoming more advanced and widespread, and what skills you would need if you were to pursue a career in voice technology.

You’ve seen videos featuring Nicky Birch from the BBC and Kane Simms from VUX World, two leaders working in the field of voice design. They took you through their perspectives and knowledge of the technology, and their views on the ethics around creating conversational interfaces.

Importantly, you’ve also taken part in discussions with your fellow learners. This has given you the opportunity to develop your own understanding of the issues at hand, and also engage on complex topics such as privacy, bias and accessibility. We hope you’ve found that useful and thought-provoking.

Further learning

If you would like to progress on to the next stage, why not take our four-week course, Design a Feminist Chatbot? Here you can explore in more detail the principles of creating ethical interfaces, as well as having the chance to design and build a chatbot prototype.

In addition, there are now excellent programmes offered by the Creative Coding Institute at UAL which include the Masters in Creative Computing, an MRES in Creative Computing, an MA in Internet Equalities, and various creative computing courses supervised by leaders in the field.

You can also browse a selection of longer in-depth courses on creative computing in the program A Practical Guide to Essential Creative Technologies. You’ll be able to participate in more practical activities to extend your knowledge of this key area.

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Introduction to Conversational Interfaces

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