This document provides an overview of the Cognitive Science major at Carleton University. It outlines the required courses which include introductory courses in cognitive science, philosophy, linguistics, psychology, and computer science. It also details the philosophy and linguistics courses students must take based on their chosen stream of language, vision, or artificial intelligence. The major prepares students for graduate school or employment and includes an honours thesis project. Direct questions to the undergraduate coordinator.
Introduction to the information processing level, or cognitive level. I distinguish it from other levels, higher and lower, and defend the need for them.
Introduction to the information processing level, or cognitive level. I distinguish it from other levels, higher and lower, and defend the need for them.
How Cognitive Science Can Help You Through SchoolJim Davies
Study tips that are backed up by science (education, psychology, cognitive science) plus some personal advice that is not backed up by science. Yet.
The second half is about learning disabilities, with some specific to Carleton University.
Introduction to cognitive architectures, with a focus on those that have been implemented as software. Differentiates architectures from models and theories.
Michelle Miller: Design for the Mind: What Cognitive Science Tells Us About T...Alexandra M. Pickett
Fundamentally, education is about changing minds. Effective teaching means guiding students as they build new memories, strengthen thinking skills, and transform the ways in which they view the world. An understanding of key principles about how the mind works amplifies the impact of our teaching, shedding new light on the best ways to structure learning experiences that are memorable, compelling and effective. In this address, Dr. Michelle Miller, author of Minds Online: Teaching Effectively with Technology, will demonstrate and explain how processes within mind and brain drive learning, and how these principles can be applied to online teaching and course design practices, and inform our understanding of effective online learning.
This is Your Brain on Content: Cognitive Science Lessons for Content StrategyNoz Urbina
A 'director's cut' of my Biological Imperative for Adaptive Content session from earlier this year.
The thesis: semantic, structured content is more suited to our brains natural functioning and mechanisms than traditional, unstructured content. It’s counter-intuitive, but is it true?
Our basic understanding of communicating content has changed. Under the pressures of multi-channel and multi-device content challenges, the old rules we learned about good content and processes are breaking down. How do we optimize for all this diversity?
Contemporary research in cognitive science and neurobiology can offer us new ways of thinking about communication at a basic, human level. This session could be considered a study in empathy, looking at how we can break out of our current mindsets, deconstruct old habits, and see justification for new ones around user needs. It offers cognitive science
and neurolobiology lessons relevant to today’s content landscape, and a common language to help you bridge the communication issues with your clients, colleagues, managers, and end users.
This session will cover models and methodologies to better structure content, optimize editorial processes, and build effective, influential strategies couched in the most human of terms.
What every teacher should know about cognitive scienceStephanie Chasteen
This is a presentation that I've given a few times for GK12 programs at CU, with some main messages on how people learn and a non-exhaustive look at findings from cognitive science, and how these ideas might apply to the classroom.
How Cognitive Science Can Help You Through SchoolJim Davies
Study tips that are backed up by science (education, psychology, cognitive science) plus some personal advice that is not backed up by science. Yet.
The second half is about learning disabilities, with some specific to Carleton University.
Introduction to cognitive architectures, with a focus on those that have been implemented as software. Differentiates architectures from models and theories.
Michelle Miller: Design for the Mind: What Cognitive Science Tells Us About T...Alexandra M. Pickett
Fundamentally, education is about changing minds. Effective teaching means guiding students as they build new memories, strengthen thinking skills, and transform the ways in which they view the world. An understanding of key principles about how the mind works amplifies the impact of our teaching, shedding new light on the best ways to structure learning experiences that are memorable, compelling and effective. In this address, Dr. Michelle Miller, author of Minds Online: Teaching Effectively with Technology, will demonstrate and explain how processes within mind and brain drive learning, and how these principles can be applied to online teaching and course design practices, and inform our understanding of effective online learning.
This is Your Brain on Content: Cognitive Science Lessons for Content StrategyNoz Urbina
A 'director's cut' of my Biological Imperative for Adaptive Content session from earlier this year.
The thesis: semantic, structured content is more suited to our brains natural functioning and mechanisms than traditional, unstructured content. It’s counter-intuitive, but is it true?
Our basic understanding of communicating content has changed. Under the pressures of multi-channel and multi-device content challenges, the old rules we learned about good content and processes are breaking down. How do we optimize for all this diversity?
Contemporary research in cognitive science and neurobiology can offer us new ways of thinking about communication at a basic, human level. This session could be considered a study in empathy, looking at how we can break out of our current mindsets, deconstruct old habits, and see justification for new ones around user needs. It offers cognitive science
and neurolobiology lessons relevant to today’s content landscape, and a common language to help you bridge the communication issues with your clients, colleagues, managers, and end users.
This session will cover models and methodologies to better structure content, optimize editorial processes, and build effective, influential strategies couched in the most human of terms.
What every teacher should know about cognitive scienceStephanie Chasteen
This is a presentation that I've given a few times for GK12 programs at CU, with some main messages on how people learn and a non-exhaustive look at findings from cognitive science, and how these ideas might apply to the classroom.
A Design Thinking Workshop for the MSIS CoreCarl M. Briggs Ph..docxblondellchancy
A Design Thinking Workshop for the MSIS Core
Carl M. Briggs Ph.D.
Fettig/Whirlpool Faculty Fellow
Co-Director, Business Operations Consulting Workshop
Fall 2019
1
Outline
Welcome & Introductions
What is Design Thinking?
About the class
Exercises:
Conditioning Exercise
Show Don’t Tell
Welcome & Introductions
Introductions…
Professor Carl M. Briggs Ph.D.
26 years of experience leading, and managing projects, and teaching the principles of effective project management to undergraduates, MBA’s and executives in the United States, Europe and Asia. Academic appointments in the United States (IU) , the Europe (Berlin) and Asia (Seoul).
Married to Annette Hill Briggs and father to Mariah, Ben and Emily.
Academia
Industries
Companies
Consulting
Mfg.
Healthcare Life Sciences
Supply Chain & Strategic Sourcing
Regions
NASA
Toyota
Samsung
FedEx
WalMart
Samsung
US DOD
4
Why we’re here…
?
?
?
What kind of problems have you solved?
6
MY STORY
YOUR WORLD…
MY WORLD…
What is Design Thinking?
BAD DESIGN MAY NOT BE IMMEDIATELY OBVIOUS
BUT OVER TIME THE TRUTH BEGINS TO SHOW
UNTIL IT IS ALL THAT IS LEFT, AND ALL
THAT YOUR CUSTOMERS REMEMBER
Bad design is all around us…
9
Design is not everything, but it somehow gets into everything.
Ralph Caplan, By Design
Design Thinking is …
… human-centered, collaborative, possibility-driven, options-focused, and iterative.
… the confidence that new, better things are possible and that you can make them happen.
Ralph Caplan, born January 4, 1925 is a design consultant, writer and public speaker. After serving in the Marines in WWII, he graduated from Earlham College and then went on to Indiana University for his Masters Degree. He later taught at Wabash College before moving to NYC where he became editor of Industrial Design.
He is the author of By Design: Why There are No Locks on the Bathroom Doors in the Hotel Louis XIV and Other Object Lessons.
He is considered a founding father of modern design thinking.
10
Roots of Design Thinking…
Developed/Made famous by Tim Brown at IDEO, taught at the Stanford School of Design.
Very influential in design circles, but becoming more influential in business
DEFINITION:
“A making-based problem solving process that is rooted in human empathy, done iteratively in collaborative multi-disciplinary teams.”
The Thought Leaders…
Tim Brown (IDEO)
https://www.youtube.com/watch?v=UAinLaT42xY
When did Design Thinking Become Small?
“Instead of starting with technology, the team started with people and culture…”
Design vs. Design Thinking
Design became small when it became the tool of consumerism
“Instead of starting with technology, the team started with people and culture…”
Design Thinking is about collaborative human creativity applied using a specific mindset and process framework focused on solving a wicked problem
Collaborative
Human
Creativity
Mindset
The Design Thin ...
Utilizing information that is currently in the news, presentation will explore project-based/ problem-based learning by focus on the renewable energy questions, along with the recent coal ash problem facing our communities, which are impactful and relevant to our students and our future. We will investigate this topic through live interactive technology integration, discussion, writing, and hand-on exploration via group collaboration and individual learning.
What might a decolonised computing and IT curriculum look like?decolonisingdmu
Zoe Tompkins, Kate Feliciello and Amaninder Singh
The Open University
Decolonisation is a complex challenge for Higher Education Institutions and no less so for the discipline of computing and IT as there are many ways to frame and imagine what a decolonised technical curriculum would like look. At The Open University in the School of Computing and Communications we have started to debate new ways of knowing and to explore how to re-focus the teaching of the subject through a large-scale mixed methods survey of students from within School. 17 modules were surveyed with a total of 394 responses (10% response rate). The JISC online survey consisted of 12 quantitative questions using a five-point Likert scale and drawing on the Challenge Power and Diversity Represented constructs from Thomas and Quinlan’s Culturally Sensitive Scales. There were also 5 qualitative questions using free text.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
An Essay On Computer. Click here to view my essay on computer networksMorgan Hampton
Importance of Computer Essay | Essay on Importance of Computer for .... Essay on Computer | Computer Essay for Students and Children in English .... Essay on Computer for all Class in 100 to 500 Words in English. Essay on Importance of Computer in Life for Students. Essay on Computer - YouTube. Essay On Computer In English ll Short Essay Writing ll - YouTube. Click here to view my essay on computer networks. Computers Are Everywhere Essay Example | StudyHippo.com. 006 Essay Example On Computer 62 Thumb ~ Thatsnotus. Essay On History Of Computer Free Essay Example. What Is Computer Essay In English | Sitedoct.org. Computer System - PHDessay.com. What is Computer - PHDessay.com. Essay On Computer and It's Uses for School Students - The Study Cafe. How Computer Has Made Learning Easier For Students Essay Example .... The Computer Essay Introduction | Science And Technology | Office Equipment. Importance of
2. Making the world better
• Part of that is reducing problems
Cue:
http://www.ted.com/talks/richard_dawkins_
on_our_queer_universe.html
2
3. Problems getting
worse:
• Environmental
damage
• Social capital
Read “Bowling Alone”
by Robert Putnam
3
Problems on the
decline:
War and Torture
Crime
Starvation
Disease
Short life span
Inequality
4. Reduce Carbon Emissions
• Technological Solution: Come up with an alternate,
safe energy source.
Fund science and engineering to do it.
Get more people to care so our representatives will make it
happen.
Market the problem.
Get money to market the problem.
How?
• Social Solution: Convince people to use (much) less
oil.
Market the problem.
Get money to market the problem.
How?
4
5. The reason we can’t solve all the problems
in the world is, ultimately, because we
don’t know how to do it.
Figuring out how to do it requires thinking
and problem solving.
Guess what field is best suited to study
thinking and problem solving?
• Artificial blood vessel example
5
6. The human modeling side of cognitive
science studies how people actually solve
problems, and all of the other cognitive
functions it takes to do it.
The AI engineering side of cognitive
science tries to make programs that can
solve problems for us, often better than us.
6
8. Language
Physical Movement
Creativity (arts, science, etc.)
Science
Social interaction
Vision
Many games
Most everyday tasks, etc.
However, AIs and other programs can make
humans more effective, used as tools.
8
9. Even if there is some other problem you
think is more important, you can apply
cognitive science to the problem solving in
that problem.
That’s what I did for a time.
9
12. There are currently about 220 majors
Small classes
Majors have to take some programming
Honours project or extra course
Also a non-honours 3 year degree
About half of our graduates go on to graduate
school, and the other half goes to work
Required classes are 15 or 16 credits (4 year
degree; out of a total of about 20 for your
entire time at Carleton)
It’s not particularly easy
12
14. All cogsci majors must take everything on
the top half (3 year degree does only top)
The bottom half is split by “stream.”
So if you’re a language stream student,
you must take all of the classes in the
language column on the bottom half.
Direct questions to ugrad coordinator:
Mark MacLeod mark.macleod@carleton.ca
14
15. 15
General Cogsci Courses Majors must take:
CGSC 2001 Kind of like this course but
more in depth (often taught by MacLeod)
CGSC 2002 Focus on Methodologies
(Davies)
CGSC 4808 Honours Thesis. Original
research mentored by a faculty member
Philosophy Courses majors must take
Two of the following:
PHIL 1301 philosophy of mind
PHIL 2501 official philosophy of mind
PHIL 3502 Agency, free will, rationality,
etc.
One of the following:
PHIL 2001 Symbolic Logic
PHIL 2520 Logic and rational thinking
(non-symbolic)
PHIL 3306 Symbolic Logic 2
One of the following:
PHIL 3201 Analytic philosophy (how to think like a
philosopher)
PHIL 2504 philosophy of language and communication
PHIL 3104 Roots of Analytic philosophy
PHIL 3301 Philosophy of Science
PHIL 3501 Philosophy of Cognitive Science
PHIL 3502 Agency, free will, rationality, etc.
PHIL 3504 Pragmatics (language) same as LING 3504
PHIL 3506 Semantics (language) same as LING 3505
PHIL 3530 Philosophy of Language
CGSC 3004 Philosophy of mind, reliably offered
(MacLeod)
Linguistics courses majors must take:
LING 1001 introduction to linguistics
LING 2001 Phonetics
LING 2005 Linguistic Analysis
LING 3505 Semantics same as PHIL 2506
Psychology courses majors must take
PSYCH 1001 Introduction to psych
PSYCH 1002 intro to psych 2
PSYCH 2001 Research methods
PSYCH 2700 Cognitive Psychology
NEUR 2200 Biological Foundations of Behavior
Computer Science courses majors must take
CS 1005 Java programming and introduction to object-
oriented programming.
CS 1006 Creating computer applications (graphics,
user interface, etc.)
One of the following:
CGSC 4001 Artificial intelligence for cognitive
scientists (Davies)
COMP 4106 Artificial intelligence for computer
scientists (difficult)