Cognitive Systems - SoSe 2015

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.

Tutorials (22 April; 06 May; 20 May; 03 June; 17 June; 01 July; 15 July)

Tutorial 1 (Thomas Barkowsky): Wed 08:30-10:00
Tutorial 2 (Thomas Barkowsky): Wed 10:15-11:45
 

Assignments / Credits

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

Literature

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.

Cognitive Modeling - WS 2016/17

Further detail on the course is available through Stud.IP.

Spatial Cognition - WS 2015/16

Behaviour Recognition in Ambient and Smart Environments (Be-AmI 2011)

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:

• Introducing the basic concepts of behaviour recognition
• Introducing spatio-temporal representation and reasoning
  • formal methods in qualitative reasoning about space and time
  • spatio-temporal dynamics
  • reasoning about space, actions and change
• Space, time, and the modelling of spatio-temporal context (as applicable to behaviour recognition)
• Demonstrating the significance and role of spatio-temporal context in behaviour recognition
• Illustrating particular applications of behaviour recognition
• Outlining scientific challenges and future trends

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

Cognitive Analysis of Scenes: from Computer Vision to High-Level Descriptions for Reasoning and Generating Natural Language Descriptions (SoSe 2013)

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:

1. Team working, problem solving, autonomous learning, and critical thinking, and communicating effectively orally and in writing;
2. Learning how to evaluate, how to give/receive critical feedback to/from their equals and how to use it to improve their knowledge and work.

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

1. Knowing the fundamentals on cognitive vision perception.
2. Understanding computer vision techniques and how and where to apply them.
3. Learning how to use computer vision libraries i.e. OpenCV, CImg, OpenSIFT, OpenSURF, etc.
4. Using computer vision methods and techniques by means of computer vision libraries.
5. Understanding what is a Qualitative Representation, a Qualitative Model, and what Qualitative Spatial Reasoning involves.
6. Knowing what is a research paper and where and how to find them.
7. Learning the structure of a research paper: how to read it and how to write it.
8. Learning how to make an effective oral presentation.
9. Improving students' English language skills.

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

1. Motivation (1h)
   • 1.1  The Challenge
   • 1.2.  The Contribution to the Research Community
2. Cognitive Vision Perception in Humans (1h)
   • 2.1.  Fundamentals
   • 2.2.  Mental Imagery
3. Computer Vision Methods (2h)
   • 3.1.  Definition and Applications
   • 3.2.  Image Formation
   • 3.3.  Segmentation Methods
   • 3.4.  Object Descriptors and Detectors
   • 3.5.  People Pose Descriptors and Detectors
4. Qualitative Representation and Reasoning (QR) (2h)
   • 4.1.  Qualitative Representations: Symbolic or Interval-based
   • 4.2.  Qualitative Modelling
     • 4.2.1.    Qualitative Models of Distance
     • 4.2.2.    Qualitative Models of Shape
     • 4.2.3.    Qualitative Models of Colour
     • 4.2.4.    Qualitative Models of Topology
     • 4.2.5.    Qualitative Models of Orientation
   • 4.3.  Qualitative Reasoning
5. Applying QR to Analyse Scenes (2h)
   • 5.1.  Interesting Approaches in the Literature
   • 5.2.  Advantages and Disadvantages
   • 5.3.  Generation of Semantic Information
     • 5.3.1.    For Users: Natural Language
     • 5.3.2.    For Users and Agents: Ontology
   • 5.4.  Spatial Reasoning in Scenes

Unit II: Introduction to Research

1. Project Selection and Exposition to Classmates (2h x 2 sessions)
   • Example of Theoretical Project: State-of-the-art and critical review of the literature on an issue related to the seminar contents, i.e. Semantic perception with RGB-D cameras/Android devices/etc.
   • Example of Practical Project: Using computer vision libraries to detect events in digital images (i.e. objects, people faces, people poses, movement, etc.) and to extract some semantic information from them (i.e. locations, kind of environment, activity, etc.)
2. Project Development (2h x 5 attending sessions)
   • 2.1.  Group-Working Meeting 1
   • 2.2.  Group-Working Meeting 2
   • 2.3.  Group-Working Meeting 3
   • 2.4.  Group-Working Meeting 4
   • 2.5.  Group-Working Meeting 5
3. Project Results Presentation and Evaluation (2h x 2 sessions): Final Report

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:

• Up to 10% of the final grade is obtained for attending the sessions;
• Up to 10% of the final grade is obtained for helping their classmates by providing constructive criticism to their work;
• Up to 20% of the final grade is obtained for handing out a good Final Report on the project;
• Up to 20% of the final grade is obtained for giving a good talk explaining the initial objectives of the project and the final results of the project;
• Up to 40% of the final grade is obtained taking into account the progress of the project, which will be evaluated by (1) the classmates, and (2) by the teacher. The teacher can ask the team members for a separate interview or Fachgespräch in order to evaluate the individual contribution of each member to the project.

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.

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, 14-16^th 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).

Cognitive Computing - SoSe 2015

Commonsense Spatial Reasoning (CSR) - SS 2012

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:

1. Commonsense reasoning
2. Non-Monotonic Reasoning
3. Reasoning about Actions and Change
4. Spatial Representation and Reasoning, Spatial Logics
5. Qualitative Spatial Calculi
6. Reasoning about Space, Actions, and Change
7. Collaborative Spatial Reasoning
8. Applications and Future Perspective for Research, Projects

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

Creativity in Cognitive Systems - WS 2017/18

Experimental Cognitive Robotics. ExpCog (WS 2011-12)

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

From Syllogism to Commonsense: A Tour through the Logical Landscape (WS 2011-12)

Lecturers

Dr. Mehul Bhatt, Dr. Oliver Kutz, Dr. Thomas Schneider
 

Audience

Diplom, MSc, and PhD students in computer science, mathematics, philosophy and related subjects
 

Hours

V2Ü1 – 90min lecture, break, 45min tutorial
 

Time and place

Thu 16:00–18:00 and 18:00–19:00 MZH 1110 (exceptions: 3rd and 17th Nov in MZH 3150)

 

Abstract

This course will give an overview of different non-classical logics and relate them with classical logics. Tentative list of topics (subject to change):

• Syllogism
• Propositional logic
• Intuitionistic logic
• Strict implication and modal logic
• Many-valued and fuzzy logic
• Description logic
• First-order logic
• Commonsense logic: situation calculus, event calculus
• Commonsense Spatial Reasoning

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.

Literature

To be given as the course advances

Graduate Seminar Cognitive Systems - SS 2011

Course 03-711.91

Graduate Seminar Cognitive Systems
S 2 SWS bi-weekly Wed. 14:00 - 17:00 CARTESIUM Rotunde
Freksa, Christian; Barkowsky, Thomas

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.

The management of the contributors is currently handled by Immo Colonius, please contact him when in doubt.

Graduate Seminar Cognitive Systems - SS 2014

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):

• these will let other students, and the rest of the group, "catch up" on what each student is doing at the moment
• each student will have a 3 minute slot to share their progress and challenges with the group
• no slides
• the group will then discuss and comment on the plans and challenges for an additional few minutes
• all students are kindly requested to attend and present

Graduate Seminar Cognitive Systems - WS 2010/2011

Course 03-711.91

Graduate Seminar Cognitive Systems

S 2 SWS bi-weekly Wed. 14:00 - 17:00 CARTESIUM Rotunde

Freksa, Christian; Barkowsky, Thomas

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.

The management of the contributors is currently handled by Immo Colonius, please contact him when in doubt.

Graduate Seminar Cognitive Systems - WS 2011/2012

Course 03-711.91

Graduate Seminar Cognitive Systems
S 2 SWS bi-weekly Wed. 14:00 - 17:00 CARTESIUM Rotunde
Freksa, Christian; Barkowsky, Thomas; Dietrich Wolter

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.

Graduate Seminar Cognitive Systems - WS 2013/2014

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.

Qualitative Spatial and Temporal Reasoning-summer term 2012

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

Spatial Computing for Design (SpaDe 2011)

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

Spatial Reasoning for Computational Cognitive Systems - SoSe 2015

Start your Engines ... High-level Agent Control (WS 2011/12)

About: development of intelligent control systems (for a racing simulation)

Where & When:

• Preparation date 1: 10.01.2012, 4pm, Cartesium room 0.01 (approx. 1h)
• Preparation date 2: 26.01.2012, 4pm, Cartesium room 0.01 (approx. 1h)
• 2-Week block course: 05.-16.03.2012 (9:00 - 21:00)

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!).

Start your Engines ... High-level Agent Control

About: development of intelligent control systems (for a racing simulation)

Where & When:

• Preparation date 1: 25.5.2011, 4pm, Cartesium room 0.01
• Preparation date 2: 09.6.2011, 2pm, Cartesium room 0.01 (approx. 1h)
• 2-Week block course: 25.7.-5.8.2011 (9:00 - 21:00)

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!).

Student Projects