Class / Event | Lecturer | Abstract |
---|---|---|
Cognitive Systems |
Thomas Barkowsky, Frank Dylla, |
A two-semester course on natural and artificial cognitive systems. The first semester provides an introduction to basic concepts, terminology, and methods used in the interdisciplinary study of cognitive systems; it covers foundations of perception, memory and reasoning, learning and action, and verbal and non-verbal communication. The course consists of lectures and practical implementation tasks. The goal of the course is to provide a basic understanding of concepts and methods of cognitive science. The course will be both in English and in German such that
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Spatial Cognition |
This seminar provides an introduction to the interdisciplinary research field of spatial cognition from an informatics point of view. Spatial cognition deals with the acquisition, organization, utilization, and communication of information about spatial environments. As such, it is fundamental to intelligent human behavior and forms the basis of many other, even abstract cognitive capabilities. In the seminar, we also will learn about specific topics in spatial cognition like spatial knowledge representation, spatial memory, wayfinding and navigation, or spatial communication. |
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Cognitive Modeling |
|
A two-semester course on natural and artificial cognitive systems. The first semester provides an introduction to basic concepts, terminology, and methods used in the interdisciplinary study of cognitive systems; it covers foundations of perception, memory and reasoning, learning and action, and linguistic and non-linguistic communication. The second semester investigates methods from psychology, neuroscience, and informatics in more detail; cognitive architectures and modeling approaches are studied; we perform case studies in cognitive modeling and discuss challenges for the field of cognitive science. The course consists of lectures, reading, modeling, and writing assignments, and discussion groups. The goal of the course is to provide a firm grasp on concepts and methods of cognitive science. |
Creativity in Cognitive Systems |
How are humans creative? How can machines be creative? This seminar on the interdisciplinary field of Creativity in Cognitive Systems, aims to answer such questions, by blending state of the art topics and methods from the study of human creative cognition and computational creativity. In the field of human creative cognition, various types of creative cognitive processes and types of knowledge representation are discussed. In the field of computational creativity, we explore systems in the domains of mathematics and physics, drawing and painting, poetry and language, and even magic trick making. We then learn about how such cognitive systems are assessed, and examine systems which blend cognitive and computational goals. |
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SFB/TR 8 / IQN colloquium Spatial Cognition |
Christian Freksa, Kerstin Schill, John Bateman, Wolfram Burgard, Bernhard Nebel |
This colloquium is part of the International Quality Network of the Universities of Bremen, Freiburg, and Hamburg in cooperation with 23 international partner universities and the Transregional Collaborative Research Center Spatial Cognition: Reasoning, Action, Interaction of the Universities Bremen and Freiburg. Scientists of the participating institutions and guests report on their research in the area of spatial cognition. Usually research groups from other locations are connected through an interactive teleconferencing network. |
Graduate seminar Cognitive Systems |
Christian Freksa, Carl Schultz |
Ph.D. and master/diploma students discuss their current research. For the preparation of the session the candidates distribute a research paper one or two weeks ahead of time to the seminar participants. In the seminar session, the most important aspects of the paper are summarized by the author to initiate an in-depth discussion of the work in progress. |
Student Projects | ||
The seminar provides an introduction to Qualitative Descriptions and Reasoning from a Cognitive point of view. It is divided into 2 learning modules and 1 working module. The topic of each module is introduced as follows: Module I: If you were a robot, you would see the world pixelized through your camera. How would you explain to a human being what do you see? What concepts could you use for the human to understand you? Module II: Psychological studies proved that people with good spatial cognition skills, are successful in STEM (Science Technology Engineering and Math). Other studies say that we humans can train these spatial skills. Therefore:
Module III: From all the contents, what is the most interesting topic for you? Which one would you like to explore/learn/research more? How? Theoretically or practically? Let's explore it together. What have you learned? What can you teach us? |
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Thomas Barkowsky, Frank Dylla, Christian Freksa
Summer 2015
lecture: Mon 08:30 - 10:00 Cartesium Rotunde
tutorials:
Wed 08:30 - 10:00 Cartesium Rotunde
Wed 10:15 - 11:45 Cartesium Rotunde
4 SWS (ECTS: 6)
course language: English / German
The technical discussions ("Fachgespräche") will be held on Monday, 20 July 2015 (and on Monday, 28 September 2015, for repeaters). To participate in a technical discussion, please register by 04 July 2015 (or by 12 September 2015, for repeaters) by sending an email to cosy@informatik.uni-bremen.de. When registering, the email should list the names of all participants of the group (one mail per group is sufficient). Please note that the successful participation in the tutorials is a precondition for registering for a technical discussion.
Tutorial 1 (Thomas Barkowsky): Wed 08:30-10:00
Tutorial 2 (Thomas Barkowsky): Wed 10:15-11:45
To receive credit for this course you have to work on six written / programming exercises (see return dates below). Please send your solutions to cosy-exercises@informatik.uni-bremen.de with the subject of the mail starting with "CoSy / Tutorial <n>" (numbers of tutorials see above). The mail should contain a written documentation as .pdf, .rtf, or .doc file as well as the source code of your implementation. This work is to be done in groups of 3-4 students. In the six exercises you have to reach an average grade of at least 60%. In the tutorial, each group has to present their solutions in an appropriate way (slide presentation, handout).
At the end of the semester we will have a technical discussion of 30 minutes with every group to check whether the marks achieved in each working group are homogeneously applicable to all candidates of the group and to decide on individual marks.
We much encourage collaboration and collaborative work will be especially required when completing your exercises. However, collaboration is to be sharply distinguished from cheating. No forms of cheating (including plagiarism) will be tolerated, so don't! If you do, rest assured that we will find out about it. Should you be caught cheating, this may result in your automatic failure in the course.
Return dates for the exercises:
No. 1: 03 May; No. 2: 17 May; No. 3: 31 May; No. 4: 14 June; No. 5: 28 June; No. 6: 12 July
Anderson, J. R. (2009). Cognitive psychology and its implications (7th ed.). New York: Worth Publishers.
Palmer, S. E. (1999). Vision science - Photons to phenomenology. Cambridge, MA: MIT Press.
Winter 2016/17
Mondays 8 - 12 Cartesium Room 0.01
4 SWS (ECTS: 6)
Further detail on the course is available through Stud.IP.
Winter 2015/16
Thursdays 16:00 - 18:00h, Cartesium 0.01
2 SWS (ECTS: 4)
Syllabus
1) 15 Oct 2015:
2) 22 Oct 2015:
4) 05 Nov 2015:
5) 12 Nov 2015:
6) 19 Nov 2015:
7) 26 Nov 2015:
8) 03 Dec 2015:
9) 10 Dec 2015:
10) 17 Dec 2015:
11) 14 Jan 2016:
12) 21 Jan 2016:
G Wrap-Up
14) 04 Feb 2016:
Here are a few notes on grading and other formal aspects of the course. To receive credits for the course you will need to actively and continually participate throughout the semester; this includes:
Questions for each topic have to be submitted by email to barkowsky@informatik.uni-bremen.de by the Wednesdays preceding the day when the corresponding topic is presented and discussed. Questions will be graded according to quality. For example, questions only asking for key terms (explained) in the reading material of the topic (e.g., "What is Spatial Cognition?") will receive no credit. Questions should rather address conceptual issues arising from the text such as, for instance, regarding seeming contradictions or feasibility issues. Presentations should be well-prepared, well-informed, and above all serve to help your classmates learn about and understand the facts and issues connected with your topic and it should enable them to enter into a qualified discussion about it. Ideally, plan on a 30 - 45 min duration for your presentation and a subsequent in-depth discussions (which you will also moderate). Presentations will be graded and will account for 40% of your overall grade. Performance on questions and the term paper will account for 20% and 40% of your overall grade, respectively.
Description
A wide-range of application domains within the fields of ambient intelligence, and pervasive and ubiquitous computing environments require the ability to represent and reason about dynamic spatial phenomena. Real world ambient intelligence systems that monitor and interact with an environment populated by humans and other artefacts require a formal means for representing and reasoning with spatio-temporal, event and action based phenomena that are grounded to real aspects of the environment being modelled. A fundamental requirement within such application domains is the representation of dynamic knowledge pertaining to the spatial aspects of the environment within which an agent, system or robot is functional. At a very basic level, this translates to the need to explicitly represent and reason about dynamic spatial configurations or scenes and desirably, integrated reasoning about space, actions and change. With these modelling primitives, primarily the ability to perform predictive and explanatory analyzes on the basis of available sensory data is crucial toward serving a useful intelligent function within such environments.
The course will introduce the audience to applications of behaviour recognition which are starting to have a practical impact in the real world, but it will also familiarise the audience with the underlying methods and techniques. It will serve the following objectives:
ECTS Points: 4
Duration: 4 weeks; June 2011.
Time and place: will be announced in 1st introduction lecture
Course introduction lecture: May 26 (14.00 - 16.00, Cartesium, Level 3)
Format: One 2hr lecture per week, and reading assignments. Evaluation will be done in Seminar mode during early July.
Delivered by:
Hans W. Guesgen (Massey University, New Zealand), and Mehul Bhatt (University of Bremen)
Enrolment:
by email: bhatt@informatik.uni-bremen.de
Kind of subject | 4 ECTS Seminar |
Academic Year | 2012/2013, Summer Semester SoSe (02.04.13 - 06.07.13) |
Degree | Master Informatik at Universität Bremen |
Language | English |
First Meeting | Thursday 4th April at 9.00h in 0.41 Room, Cartesium, Groundfloor |
Initial Timing | Thursdays 8.30h – 10.00h (Open to negotiation according to students’ and teacher’s availability) |
Seminaroom | 0.41 Groundfloor at Cartesium Building |
Research group | Cognitive Systems (CoSy) |
Teacher |
Dr.-Ing. Zoe Falomir Llansola Cartesium Building, Office 3.54 |
Office attending hours: | Wednesday 15.00h – 17.00 h |
More information:
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1. Introduction
Digital images are fully integrated within modern daily life. By using digital cameras we can take photographs of trips and holidays, mobile phone cameras allow us to capture any daily scene, and we can use webcams in laptops to show where we are instantly across the network. The digital images and/or videos generated can be easily copied, deleted, edited, sent by email or multimedia messages, included in web pages, etc. and computer systems applications have been developed to provide all these possibilities. However, there is still no system capable of describing a digital image cognitively, that is, in a similar way to how human beings do it.
Psychological studies carried out on how people describe images [1–4] explain that people find the most relevant content in the images and use words to describe it. Usually nouns are used to refer to objects, adjectives to express properties of these objects and prepositions to express relationships between them. And these nouns, adjectives and prepositions are qualitative labels that extract knowledge from images and that communicate and explain image content.
As digital images represent visual data numerically, most image processing has been carried out applying mathematical techniques to obtain and describe image content. Therefore, using a computer vision system to extract information from space and interpreting it in a meaningful way as human beings can do, it is still a challenge.
In this seminar, this challenge is introduced from the perspectives of computer vision, qualitative modelling and cognitive science. And, after given the theoretical and practical fundamentals, students will have the opportunity to carry out a small project in which they will apply their knowledge and creativity. The projects will be developed in teams of two people and there will be class sessions for the students to explain their project to their classmates, for the students to help/be helped by their classmates, and for the students to evaluate/be evaluated by their classmates. This innovative teaching methodology and assessment was previously applied at Universitat Jaume I, Castellón, Spain, on master and bachelor students on Computer Science Engineering and successful results were obtained [5], such as conference papers, master thesis final projects, interships, etc.
The general skills that students will practice and improve in this seminar are:
IMPORTANT:
The most outstanding, collaborative and creative student(s) will be given the opportunity to apply for a rewarded training stay at CoSy research group in July 2013 for extending their project and collaborating in the project “Providing human-understandable qualitative and semantic reasoning” funded by the Zentrale Forschungsförderung der Universität Bremen.
Students registered in this seminar would be also given the opportunity to attend the SFB/TR 8 Colloquia on Spatial Cognition organized by Cognitive Systems research group. And if they write a good summary of the talk relating it to the contents of the seminar, they can ask for a certificate of profitable attendance for their professional CVs.
2. General Objectives
3. Contents
This seminar is divided into two thematic units. In the first unit of the seminar, the fundamental contents will be explained and, in the second unit, the students will have the opportunity to carry out a small project related to one o more of the previous explained contents.
Unit I: Learning the Fundamentals
Unit II: Introduction to Research
4. Methodology
The methodology applied to the first part of the seminar is mainly expositive but also interactive/communicative in order to discuss with students what they know about the contents but also to correct their misunderstandings and to orientate them.
The methodology applied to the second part of the seminar is based on learning by projects because it is a practical technique that helps students developing important skills, such as independent learning and problem solving, which are very important for a successful professional career.
A class session is dedicated for the students to explain to the rest of their classmates in an oral presentation: (a) their project and (b) the initial approach and means they plan to use to develop it. All the students are invited to make critical and constructive comments on the exposed work and then they are asked to fill in and submit an evaluation of the oral presentation made by each of their classmates. This evaluation is done using questionnaires that teachers provide to students which deal with the interest and difficulty of the problem, the quality of the oral presentation made, the viability of the initial solution proposed, etc.
After defining and presenting their projects, students have time to work in their projects and to discusse their progress in the group-working meetings. These group-working sessions are compulsory. Students can use them to share with the teacher and their classmates the challenges of their problems and to collaborate to find solutions. By means of these group-meetings, the teacher can follow students’ work and orientate them towards successful results and can also observe the level of cooperation that each group has.
Finally, students will present and explain their work in a joint session of oral presentations. Both teacher and classmates can ask questions to evaluate the work presented following a predefined chart. Students must also hand out the final report on the project which should be written in English and has a research paper structure: Abstract, Introduction, Methods, Results, Discussion, Conclusion and Future Work. It should not be larger than 10 pages.
5. Assessment and Final Evaluation
Introducing a formative and qualifying assessment by applying a co-evaluation or a method of evaluation between classmates [5-6] is intended to for students to develop general skills of critical and constructive thinking about their own work, very important also in professional practice.
Moreover, students’ work and progress will be followed by means of the group-working meetings. The teacher will guide the students whenever needed (formative and regulatory assessment). Students can also use their colleges and teacher feedback on their presentation and report in order to improve their oral and written skills. Students also can use the teacher’s attending hours to solve doubts and make more progress on their projects.
The percentages estimated for the final evaluation of the seminar are:
Project extensions may add 10-20% to the final grade obtained, depending of the quality and quantity of the extension made.
7. Schedule
The schedule below is for guidance only and it may be adapted to the needs of the final group of students.
Session | Week | Contents | |
1 | 4 April |
P A R T I |
Seminar Presentation |
2 | 8-12 April |
1. Motivation 2. Cognitive Vision Perception in Humans |
|
3 | 15-19 April | 3. Computer Vision Methods | |
4 | 22-26 April | 4. Qualitative Representation and Reasoning (QR) | |
5 | 29-3 May | 5. Applying QR to Analyse Scenes | |
6 | 6-10 May | Week for Deciding and Negotiating the Project | |
7 | 13-17 May |
P A R T II |
Project Presentation to Classmates |
8 | 21-24 May | 1st Group-Working Meeting | |
9 | 27-31 May | 2nd Group-Working Meeting | |
10 | 3-7 June | 3rd Group-Working Meeting | |
11 | 10-14 June | 4th Group-Working Meeting | |
12 | 17-21 June | 5th Group-Working Meeting | |
13 | 24-28 June | Week for Preparing Presentations | |
14 | 1-5 June | Final Project Presentations and Final Report |
References
[1] C. Jörgensen, Attributes of images in describing tasks, Information Processing Management: An International Journal 34 (2–3) (1998) 161–174.
[2] M. Laine-Hernandez, S. Westman, Image semantics in the description and categorization of journalistic photographs. in: A. Grove, J. Stefl-Mabry (Eds.), Proceedings of the 69th Annual Meeting of the American Society for Information Science and Technology, vol. 43, 2006, pp. 1–25.
[3] H. Greisdorf, B. O’Connor, Modelling what users see when they look at images: a cognitive viewpoint, Journal of Documentation 58 (1) (2002) 6–29.
[4] X. Wang, P. Matsakis, L. Trick, B. Nonnecke, M. Veltman, A study on how humans describe relative positions of image objects, in: Lecture Notes in Geoinformation and Cartography, Headway in Spatial Data Handling, Springer, Berlin, Heidelberg, 2008, ISBN 978-3-540-68565-4, pp. 1–18. ISSN:1863-2246.
[5] Falomir Z., Museros L., Escrig M. T., Mixing a teaching methodology based on ‘learning by projects’ with a ‘co-evaluation’ assessment for enhancing competences of students in Artificial Intelligence. In Proc. of International Conference on Education, Research and Innovation (ICERI), organized by the International Association of Technology, Education and Development (IATED), ISBN: 978-84-615-3324-4, pp. 006187 – 006192, Madrid, 14-16th November 2011.
[6] M. Valero-García, L. Díaz de Cerio Ripalda, Autoevaluación y co-evaluación: Estrategias para fomentar la evaluación continuada, Actas del Congreso Español de Informática (CEDI), 2005. http://epsc.upc.edu/projectes/usuaris/miguel.valero/ (Web access on March 2013).
About the Course.
This course will introduce students with formal logic-based methods for integrated representation and reasoning about space, actions, and change. It will prepare the students to apply these methods for solving spatio-temporal reasoning tasks for systems such as cognitive robotics, GIS, spatial puzzles, games, smart environments. Topics that will be convered include:
Summer Semester 2012 (03-ME-711.99c)
ECTS 6; One 2hrs lecture per week. (additional weekly reading assignments and final assignment);
Students have the choice to pick ECTS 4 or ECTS 6.
June 1 - July 31 2012
Lecture timing: Every Thursday, starting June 7 2012 at 16.00hrs - Cartesium. 0.01
First Student Meeting / Course Introduction
Venue: Cartesium. 0.01 (Ground floor)
Time (three possibilities):
1. Wed 16 May - 10.00hrs
2. Wed 16 May - 16.00hrs
3. Thu 17 May - 16.00hrs
Outside of these times, meet me in person - email: bhatt@informatik.uni-bremen.de
Lecturers.
Dr. Mehul Bhatt, Cognitive Systems Group (CoSy; AG Freksa), University of Bremen
Prof. Paulo E. Santos, IAAA Group, Centro Universitário da FEI, Brazil
Winter 2017/18
Thursdays 14:00 - 16:00h, Cartesium 0.01
2 SWS (ECTS: 4)
How are humans creative? How can machines be creative?
This seminar on the interdisciplinary field of Creativity in Cognitive Systems, aims to answer such questions, by blending state of the art topics and methods from the study of human creative cognition and computational creativity. In the field of human creative cognition, various types of creative cognitive processes and types of knowledge representation are discussed. In the field of computational creativity, we explore systems in the domains of mathematics and physics, drawing and painting, poetry and language, and even magic trick making. We then learn about how such cognitive systems are assessed, and examine systems which blend cognitive and computational goals.
Syllabus
1) 19 Oct 2017:
2) 26 Oct 2017:
3) 02 Nov 2017:
4) 09 Nov 2017:
5) 16 Nov 2017:
6) 23 Nov 2017:
7) 30 Nov 2017:
8) 07 Dec 2017:
9) 14 Dec 2017:
10) 21 Dec 2017
11) 11 Jan 2018:
12) 18 Jan 2018:
14) 01 Feb 2018:
Here is a template for the term paper.
Questions for each topic have to be submitted by email to amoodu@informatik.uni-bremen.de by the Wednesdays preceding the day when the corresponding topic is presented and discussed. Questions will be graded according to quality. For example, questions only asking for key terms explained in the reading material of the topic (e.g., "What is a Creative Cognitive System") will receive no credit. Questions should rather address conceptual issues arising from the text such as, for instance, regarding seeming contradictions or feasibility issues. Presentations should be well-prepared, well-informed, and serve to help your classmates learn about and understand the facts and issues connected with your topic and it should enable them to enter into a qualified discussion about it. Plan on a 30 - 45 min duration for your presentation and a subsequent in-depth discussions (which you will also moderate). Presentations will be graded and will account for 40% of your overall grade. Performance on questions and the term paper will account for 20% and 40% of your overall grade, respectively.
Experimental Cognitive Robotics (ExpCog)
Modul: Spezielle Themen der Kognitiven Systeme. (ECTS: 4)
K 2 SWS Mi von 16:00 - 18:00 CART Besprechungsraum (0.01)
Lecturers
Dr. Mehul Bhatt, and Dr. Frank Dylla
Overview
This course will give an overview of different non-classical logics and relate them with classical logics. Tentative list of topics (subject to change):
We will discuss intuitions and important theoretical aspects, and will demonstrate tools where they exist. Every lecture will be accompanied by exercises, to be discussed in the following week. There is no prerequisite for taking this course.
To be given as the course advances
Ph.D. and master/diploma students discuss their current research. For the preparation of the session the candidates distribute a research paper one or two weeks ahead of time to the seminar participants. In the seminar session, the most important aspects of the paper are summarized by the author to initiate an in-depth discussion of the work in progress.
Date | Contributer |
---|---|
13.04.2011 | post doc presentation |
27.04.2011 | -- semester break -- |
11.05.2011 | dissertation presentation |
25.05.2011 | Paolo, Giorgio |
08.06.2011 | Immo, Arne |
13.07.2011 | Jae, Jasper |
The management of the contributors is currently handled by Immo Colonius, please contact him when in doubt.
Course 03-711.91
Christian Freksa, Thomas Barkowsky (coordinated by Carl Schultz)
Summer 2014
Wednesdays 14:00 - 17:15 (approximately bi-weekly)
Cartesium 3rd floor meeting room
The Graduate Seminar programme provides PhD students with the opportunity to communicate their progress with the group and to receive constructive feedback, support, and advice. For the preparation of the session the candidates will distribute a research paper one or two weeks in advance to the seminar participants. Additionally, the student will nominate two reviewers who will provide more focused and detailed feedback. In the seminar session, the most important aspects of the paper are summarized by the author to initiate an in-depth discussion of the work in progress.
This semester's graduate seminar is coordinated by Carl Schultz. Please contact Carl if there are any enquires about the programme or scheduling.
Students will nominate two reviewers approximately two weeks in advance, and will send their material to the reviewers one week in advance. The seminar schedule is given below.
This semester we will also be conducting Lightning Talks (a very nice suggestion from our substitute professor Tomi Kauppinen):
Date | Contributor | Reviewers |
---|---|---|
7 May 2014 |
Lightning Talks |
Hosted by Tomi Kauppinen |
14 May 2014 | ||
25 June 2014 |
|
|
9 July 2014 | (to be decided) |
Ph.D. and master/diploma students discuss their current research. For the preparation of the session the candidates distribute a research paper one or two weeks ahead of time to the seminar participants. In the seminar session, the most important aspects of the paper are summarized by the author to initiate an in-depth discussion of the work in progress.
Date | Contributer |
---|---|
27.10.2010 | -- dissertation presentation -- |
10.11.2010 | -- cosyroadmap + postdoc presentation |
24.11.2010 | |
08.12.2010 | Iinjie Guan (Jason) |
05.01.2010 | Jan Frederik Sima, Jasper van de Ven |
19.01.2011 | Immo Colonius, Paolo |
02.02.2011 | Jay, Denise Peters |
The management of the contributors is currently handled by Immo Colonius, please contact him when in doubt.
Ph.D. and master/diploma students discuss their current research. For the preparation of the session the candidates distribute a research paper one or two weeks ahead of time to the seminar participants. In the seminar session, the most important aspects of the paper are summarized by the author to initiate an in-depth discussion of the work in progress.
See http://www.informatik.uni-bremen.de/~dwolter/GradSem/ for the current assignements.
The management of the contributors is currently handled by Dietrich Wolter, please contact him when in doubt.
Course 03-711.91
Christian Freksa, Thomas Barkowsky (coordinated by Carl Schultz)
Winter 2013/14
Wednesdays 14:00 - 17:15 (approximately bi-weekly)
Cartesium 3rd floor meeting room
The Graduate Seminar programme provides PhD students with the opportunity to communicate their ideas and work with the group and to receive constructive feedback, support, and advice. For the preparation of the session the candidates will distribute a research paper one or two weeks in advance to the seminar participants. Additionally, the student will nominate two reviewers who will provide more focused and detailed feedback. In the seminar session, the most important aspects of the paper are summarized by the author to initiate an in-depth discussion of the work in progress.
This semester's graduate seminar is coordinated by Carl Schultz. Please contact Carl if there are any enquires about the programme or scheduling.
Students will nominate two reviewers approximately two weeks in advance, and will send their material to the reviewers one week in advance. The seminar schedule is given below.
Date | Contributor | Reviewers |
---|---|---|
23 October 2013 | ||
20 November 2013 |
Zoe Falomir Llansola and Jae Hee Lee
|
|
4 December 2013 |
|
Giorgio de Felice and Thomas Barkowsky
|
18 December 2013 |
|
(to be decided) |
8 January 2013 |
|
|
22 January 2014 | ||
29 January 2014 |
Diedrich Wolter, 4 SWS, 6 ECTS, 03-ME-711.10
This course addresses state-of-the-art qualitative methods for spatio-temporal reasoning which are subject to contemporary research in artificial intelligence (AI). Qualitative methods draw motivation from the observation that even in infinite domains (such as spatial or temporal information) only a few distinctions are relevant for solving a given task. These distinctions are made explicit and build the basis for symbolic reasoning. This course covers both the theoretical properties of qualitative reasoning techniques (most importantly constraint-based reasoning) and their applications (e.g. navigation). We will analyze reasoning methods by theoretical means, implement algorithms for practical use, and test algorithms through empirical experiments.
[Ziel dieses Kurses ist das Erlernen des qualitativen Schlussfolgerns mit zeitlicher und räumlicher Information. Der Umgang mit zeitlicher und räumlicher Information ist wichtig in vielen Anwendungen im Themenumfeld der Künstlichen Intelligenz (KI); Beispiele reichen von Geoinformationssystemen bis hin zu Kontrolle autonomer Agenten oder Benutzerintzeraktion. Allen Aufgaben gemeinsam ist, dass häig nur wenige, gezielte Unterscheidungen und Überlegungen zu einer Lösung führen; damit eröffnet sich eine Möglichkeit, auch mit unendlichen Domänen (effizient) umgehen zu können - dies bildet die Motivation qualititativer Verfahren. Im Rahmen dieses Kurses vermitteln wir verschiedene Ansätze und Verfahren im engen Bezug zu aktueller Forschung. Der Kurs kombiniert theoretische Betrachtungen mit praktischer Umsetzung. Fragen?
Tuesday 14:15 - 15:45 Cartesium 0.001
Thursday 14:15 - 15:45 Cartesium 0.001
course language: English/ German
Description:
Design is one of the most complex of human endeavours requiring an enormous number of often conflicting criteria to be contemplated when identifying optimal solutions. It is constrained by major building codes and standards applicable to the individual location that the design will be sited. It has to be created within a collaborative team consisting of many professionals focussed on specific sub-systems that provide unique functionality to the overall design. To manage the space of potential solutions a designer typically relies upon a suite of simulation tools and rules of thumb which are based upon the precise physical properties of a design. Few of these tools support qualitative analysis within the Design Space, which is a style of analysis more closely aligned with the designer's mental model. Newly developed computing techniques now allow this form of design assistance to be created and to build upon the traditional quantitative support offered to designers.
This course will cover the basics of spatial design in the context of computer-aided architectural design. We will study design paradigms and systems, classical perspectives on the role of form and function in design, and the spatial informatics of architecture design assistance systems. Latest design standards and frameworks will also be discussed.
ECTS Points: 4
Duration: 4 weeks; June 2011 (precise lecture times and evaluation schedule will be decided in consultation with students)
Time and place: will be announced in 1st introduction lecture
Course introduction lecture: June 1 (14.00 - 16.00, Cartesium, Level 3)
Format: One 2hr lecture per week, and reading assignments. Evaluation will be done in Seminar mode during early July.
Delivered by:
Robert Amor (University of Auckland, New Zealand), and Mehul Bhatt (University of Bremen)
Enrolment:
by email: bhatt@informatik.uni-bremen.de
Blockcourse (ECTS: 6)
About: development of intelligent control systems (for a racing simulation)
Where & When:
Credit Points: 6 ECTS
Audience: Bachelor (Masters: General Studies)
Maximum participants: 30 (Minimum participants: 10)
Requirement: Basic knowledge on C/ C++
In the future autonomous artificial systems will be present more and more in our daily life. Such systems need to be able to interact with humans and to react to unexpected situations 'intelligently'. This course comprises an introduction as well as practical deepening of various agent models, psychological foundations, and diverse reasoning technics. Within small groups racing agents will be developed (racing simulation TORCS: http://torcs.sourceforge.net/). At the end of the course the developed agents are evaluated in a contest.
Homework: Schreibe einen einfachen Torcs-Agenten, der eine beliebige Strecke alleine als einziges Fahrzeug mindestens einmal abfahren kann. Installiere dir dazu selbst Torcs auf einem Rechner, schreibe einen entsprechenden Agenten und schicke den Sourcecode des Agenten an uns. Dokumentiere und nenne alle genutzten Hilfsmittel (inklusive HowTo's, Tutorials, Websites und Kooperationen!).
Attachment | Size |
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HLAgCtrl_Vorbereitung.pdf | 726.5 KB |
About: development of intelligent control systems (for a racing simulation)
Where & When:
Credit Points: 6 ECTS
Audience: Bachelor (Masters: General Studies)
Maximum participants: 30
Requirement: Basic knowledge on C/ C++
In the future autonomous artificial systems will be present more and more in our daily life. Such systems need to be able to interact with humans and to react to unexpected situations 'intelligently'. This course comprises an introduction as well as practical deepening of various agent models, psychological foundations, and diverse reasoning technics. Within small groups an racing agent will be developed to further. At the end of the course the developed agents are evaluated in a contest.
Homework: Schreibe einen einfachen Torcs-Agenten, der eine beliebige Strecke alleine als einziges Fahrzeug mindestens einmal abfahren kann. Installiere dir dazu selbst Torcs auf einem Rechner, schreibe einen entsprechenden Agenten und schicke den Sourcecode des Agenten an uns. Dokumentiere und nenne alle genutzten Hilfsmittel (inklusive HowTo's, Tutorials, Websites und Kooperationen!).
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Projektstart 01.10.2006
Das Projekt "Location Sensitive Office Communication" (LSOC) hat das Ziel, eine ortsbezogene Arbeitsplatz-Kommunikation im Informatik-Neubau zu implementieren. Basierend auf einem zu entwickelnden Indoor-Lokalisierungssystem sollen audio-visuelle Nachrichten sowohl zwischen Mitarbeitern als auch zwischen Besuchern des Gebäudes und Mitarbeitern dem Aufenthaltsort des Empfängers entsprechend verschickt und angezeigt werden. Ausserdem soll das System einen Besucher des Gebäudes mittels geeigneter Assistenz zum Ziel (einem Raum, einer Veranstaltung oder einer Person) führen können.
Von besonderer Bedeutung in einem solchen Szenario ist natürlich der Umgang mit der Privatsphäre der Mitarbeiter (Stichwort Datenschutz).
Rückrat des Systems ist ein raumgenaues Mitarbeiter-Lokalisierungssystem. Hierbei sollen entweder RFID- oder Bluetooth-basierte Lösungen zum Einsatz kommen.
Prof. Christian Freksa
About AUGMENT
The project AUGMENT aims to develop systems that will empower professional designers and practitioners in design, architecture, and spatial planning by the use of augmented reality technology, and novel methods in natural interaction and complex data visualization. The methods and envisaged results of the project aim to address aspects of (architectural) spatial cognition and spatial computing that relate to processes of Design Tools and Assistive Frameworks, real-world Design Practice, and Design Learning & Education.
Project Supervisor. Mehul Bhatt, Cognitive Systems Group (CoSy; AG Freksa).
Project URL. www ( www.tinyurl.com/project-augment )
Über Mobile4D
Ziel des Projekts ist die Konzeption und Entwicklung eines Systems zur Vernetzung landwirtschaftlicher Extension Worker in Laos mit mobilen Endgeräten. Das System soll unter Ausnutzung der Möglichkeiten moderner Smartphones ermöglichen, dass Informationen auf adäquate Weise gesammelt, aufbereitet und mit anderen geteilt werden können.
Betreuer: Lutz Frommberger, Falko Schmid
http://www.informatik.uni-bremen.de/cms/media.php/75/mobile4d.pdf
The project will develop the basis for a 'Spatial Interaction Laboratory'. It is intended to use the touch screen computers installed in the Cartesium building to provide functionality for general usage like door plates. Furthermore, the possibility to easily introduce systems to research interaction in spatially separated environments has to be created. This requires availability of and access to a spatial representation of the included parts of the building.
Further topics of interesst will be communication, configuration and user interfaces within and for the used kind of environment.
For further information please visit the project web site: http://spatial.cosy.informatik.uni-bremen.de