Brian Lamb, at the University of British Columbia, and his weblog on social learning, online learning, and open education

This course will present advanced topics in Artificial Intelligence (AI), including inquiries into logic, artificial neural network and machine learning, and the Turing machine. Upon successful completion of this course, students will be able to: define the term 'intelligent agent,' list major problems in AI, and identify the major approaches to AI; translate problems into graphs and encode the procedures that search the solutions with the graph data structures; explain the differences between various types of logic and basic statistical tools used in AI; list the different types of learning algorithms and explain why they are different; list the most common methods of statistical learning and classification and explain the basic differences between them; describe the components of Turing machine; name the most important propositions in the philosophy of AI; list the major issues pertaining to the creation of machine consciousness; design a reasonable software agent with java code. (Computer Science 408)

In this lesson you learn about advertising leaflets and discounts and you practice using vocabulary relating to this topic.

This class explores computing that relates to, arises from, or deliberately influences emotion. Topics include the interaction of emotion with cognition and perception, the role of emotion in human-computer interaction, the communication of human emotion via face, voice, physiology, and behavior, construction of computers that can recognize and respond appropriately to human emotional expressions, the development of computers that "have" emotion, and other areas of current research interest. Weekly reading, discussion, and a term project required.

This course is an investigation of affective priming and creation of rigorously counterbalanced, fully computerized testing paradigm. Includes background readings, study design, counterbalancing, study execution, data analysis, presentation of poster, and final paper.

Surveys research which incorporates psychological evidence into economics. Prospect theory. Biases in probabilistic judgment. Self-control and mental accounting with implications for consumption and savings. Fairness, altruism, and public goods contributions. Financial market anomalies and theories. Impact of markets, learning, and incentives. Some evidence on memory, attention, categorization, and the thinking process.

Examines the people and construction of Bent's Fort, and the Santa Fe Trail. Built originally in 1833, this adobe fort became a center of trade with Indians and trappers. For much of its 16-year history, it was the only major permanent white settlement on the Santa Fe Trail. It provided explorers, adventurers, and the U.S. Army a place to get supplies, wagon repairs, livestock, good food, water, company, rest and protection in this vast Great American Desert.

Survey of principles underlying the structure and function of the nervous system, integrating molecular, cellular, and systems approaches. Topics: development of the nervous system and its connections, cell biology or neurons, neurotransmitters and synaptic transmission, sensory systems of the brain, the neuroendocrine system, the motor system, higher cortical functions, behavioral and cellular analyses of learning and memory. First half of an intensive two-term survey of brain and behavioral studies for first-year graduate students. Open to graduate students in other departments, with permission of instructor.

This class is the second half of an intensive survey of cognitive science for first-year graduate students. Topics include visual perception, language, memory, cognitive architecture, learning, reasoning, decision-making, and cognitive development. Topics covered are from behavioral, computational, and neural perspectives.

The Culturally Authentic Pictorial Lexicon provides CC licensed images for your CC licensed foreign language teaching materials .

CETIS provides a national research and development service to UK Higher and Post-16 Education sectors, funded by the JISC (the Joint Information Systems Committee). This includes providing strategic advice to JISC, supporting its development programmes, representing it on international standardisation initiatives, and working with the wider educational community to facilitate the use of standards-based eLearning, especially through Special Interest Groups. We also provide direct support for the JISC eLearning Programme, especially the eFramework and Design for Learning strands.

In Course 1, you'll explore (a) aspects of effective teaching (b) educational theories (c) approaches to learning (d) contemporary issues in education, all for the purpose of applying what you learn to your classroom.

The goal of this assignment is to deepen your understanding of the similarities and differences between several of the theories and approaches to learning, and to do so in an assignment that requires both the "right-brain" (imagination) and "left-brain" (cognitive) functions together.

See description under subject 7.29J.

This course is designed to provide an understanding of how the human brain works in health and disease, and is intended for both the Brain and Cognitive Science major and the non-Brain and Cognitive Science major. Knowledge of how the human brain works is important for all citizens, and the lessons to be learned have enormous implications for public policy makers and educators. The course will cover the regional anatomy of the brain and provide an introduction to the cellular function of neurons, synapses and neurotransmitters. Commonly used drugs that alter brain function can be understood through a knowledge of neurotransmitters. Along similar lines, common diseases that illustrate normal brain function will be discussed. Experimental animal studies that reveal how the brain works will be reviewed. Throughout the seminar we will discuss clinical cases from Dr. Byrne's experience that illustrate brain function; in addition, articles from the scientific literature will be discussed at each class.

An introduction to human information processing and learning; topics include the nature of mental representation and processing; the architecture of memory; pattern recognition; attention; imagery and mental codes; concepts and prototypes; reasoning and problem solving.

Examines political institutions from a rational choice perspective. The now burgeoning rational choice literature on legislatures, bureaucracies, courts, and elections constitutes the chief focus. Some focus on institutions from a comparative and/or international perspective. Graduate students are expected to pursue the subject in greater depth through reading and individual research. Advanced undergrads may take subject with faculty approval. This is an applied theory course covering topics in the political economy of democratic countries. This course examines political institutions from a rational choice perspective. The now burgeoning rational choice literature on legislatures, bureaucracies, courts, and elections constitutes the chief focus. Some focus will be placed on institutions from a comparative and/or international perspective.

Na deze les weet je waar ECDL (European Computer Driving Licence) voor staat. Je leert specifieke informatie erover opzoeken op hun website.

Used for students receiving Advanced Placement credit and transfer credit. Program of study or research to be arranged with a Department faculty member. Written report required. Permission of Department required. Do you like teaching, but find yourself frustrated by how little students seem to learn? Would you like to try teaching, but are nervous about whether you will be any good at it? Are you interested in new research on science education? Research in science education shows that the greatest obstacle to student learning is the failure to identify and confront the misconceptions with which the students enter the class or those that they acquire during their studies. This weekly seminar course focuses on developing the participants' ability to uncover and confront student misconceptions and to foster student understanding and retention of key concepts. Participants read primary literature on science education, uncover basic concepts often overlooked when teaching biology, and lead a small weekly discussion session for students currently enrolled in introductory biology classes. The instructor for this course, Dr. Julia Khodor, is a member of the HHMI Education Group.