Christoph Hölscher: Katalogdaten im Herbstsemester 2016
|Name||Herr Prof. Dr. Christoph Hölscher|
Chair of Cognitive Science
ETH Zürich, RZ E 23
|Telefon||+41 44 632 31 96|
|Departement||Geistes-, Sozial- und Staatswissenschaften|
|363-1065-00L||Design Thinking: Human-Centred Solutions to Real World Challenges |
Due to didactic reasons, the number of participants is limited to 30.
All interested students are invited to apply for this course by sending a one-page motivation letter until 14.9.16 to Florian Rittiner (email@example.com).
Additionally please enroll via mystudies. Places will be assigned after the first lecture on the basis of your motivation letter and commitment for the class.
|5 KP||5G||A. Cabello Llamas, F. Rittiner, S. Brusoni, C. Hölscher, M. Meboldt|
|Kurzbeschreibung||The goal of this course is to engage students in a multidisciplinary collaboration to tackle real world problems. Following a design thinking approach, students will work in teams to solve a set of design challenges that are organized as a one-week, a three-week, and a final six-week project in collaboration with an external project partner.|
Information and application: www.sparklabs.ch/ethz
|Lernziel||During the course, students will learn about different design thinking methods and tools. This will enable them to:|
- Generate deep insights through the systematic observation and interaction of key stakeholders.
- Engage in collaborative ideation with a multidisciplinary (student) team.
- Rapidly prototype and iteratively test ideas and concepts by using various materials and techniques.
|Inhalt||The purpose of this course is to equip the students with methods and tools to tackle a broad range of problems. Following a Design Thinking approach, the students will learn how to observe and interact with key stakeholders in order to develop an in-depth understanding of what is truly important and emotionally meaningful to the people at the center of a problem. Based on these insights, the students ideate on possible solutions and immediately validated them through quick iterations of prototyping and testing using different tools and materials. The students will work in multidisciplinary teams on a set of challenges that are organized as a one-week, a three-week, and a final six-week project with an external project partner. In this course, the students will learn about the different Design Thinking methods and tools that are needed to generate deep insights, to engage in collaborative ideation, rapid prototyping and iterative testing.|
Design Thinking is a deeply human process that taps into the creative abilities we all have, but that get often overlooked by more conventional problem solving practices. It relies on our ability to be intuitive, to recognize patterns, to construct ideas that are emotionally meaningful as well as functional, and to express ourselves through means beyond words or symbols. Design Thinking provides an integrated way by incorporating tools, processes and techniques from design, engineering, the humanities and social sciences to identify, define and address diverse challenges. This integration leads to a highly productive collaboration between different disciplines.
For more information and the application visit: http://sparklabs.ch/ethz
|Voraussetzungen / Besonderes||Class attendance and active participation is crucial as much of the learning occurs through the work in teams during class. Therefore, attendance is obligatory for every session. Please also note that the group work outside class is an essential element of this course, so that students must expect an above-average workload.|
|851-0252-01L||Human-Computer Interaction: Cognition and Usability |
Maximale Teilnehmerzahl: 30
Besonders geeignet für Studierende D-ARCH, D-INFK, D-ITET
|3 KP||2S||I. Barisic, C. Hölscher, S. Ognjanovic|
|Kurzbeschreibung||This seminar introduces theory and methods in human-computer interaction and usability. Cognitive Science provides a theoretical framework for designing user interfaces as well as a range of methods for assessing usability (user testing, cognitive walkthrough, GOMS). The seminar will provide an opportunity to experience some of the methods in applied group projects.|
|Lernziel||This seminar will introduce key topics, theories and methodology in human-computer interaction (HCI) and usability. Presentations will cover basics of human-computer interaction and selected topics like mobile interaction, adaptive systems, human error and attention. A focus of the seminar will be on getting to know evaluation techniques in HCI. Students form work groups that first familiarize themselves with a select usability evaluation method (e.g. user testing, GOMS, task analysis, heuristic evaluation, questionnaires or Cognitive Walkthrough). They will then apply the methods to a human-computer interaction setting (e.g. an existing software or hardware interface) and present the method as well as their procedure and results to the plenary. Active participation is vital for the success of the seminar, and students are expected to contribute to presentations of foundational themes, methods and results of their chosen group project. In order to obtain course credit a written essay / report will be required (details to be specified in the introductory session of the course).|
|851-0252-03L||Cognition in Architecture - Designing Orientation and Navigation for Building Users |
Maximale Teilnehmerzahl: 40
Besonders geeignet für Studierende D-ARCH
|3 KP||2S||V. Schinazi, B. Emo Nax, C. Hölscher|
|Kurzbeschreibung||How can behavioral and cognitive science inform architecture? This project-oriented seminar investigates contributions of cognitive science to architectural design with an emphasis on orientation and navigation in complex buildings and urban settings. It includes theories on spatial memory and decision-making as well as hands-on observations of behavior in real and virtual reality.|
|Lernziel||Taking the perspectives of building users (occupants and visitors) is vital for a human-centered design approach. Students will learn about relevant theory and methods in cognitive science and environmental psychology that can be used to understand human behavior in built environments. The foundations of environmental psychology and human spatial cognition will be introduced. A focus of the seminar will be on how people perceive their surroundings, how they orient in a building, how they memorize the environment and how they find their way from A to B. Students will also learn about a range of methods including real-world observation, virtual reality experiments, eye-tracking and behavior simulation for design. Students will reflect on the roles of designers and other stakeholders with respect to human-centered design and an evidence-based design perspective. The seminar is geared towards a mix of students from architecture / planning, engineering, computer science and behavioral science as well as anybody interested in the relation between design and cognition. Architecture students can obtain course credit in "Vertiefungsfach" or "Wahlfach"|
|851-0252-04L||Behavioral Studies Colloquium||2 KP||2K||E. Stern, H.‑D. Daniel, D. Helbing, C. Hölscher, B. Rütsche, R. Schubert, C. Stadtfeld|
|Kurzbeschreibung||This colloquium offers an opportunity for students to discuss their ongoing research and scientific ideas in the behavioral sciences, both at the micro- and macro-levels of cognitive, behavioral and social science. It also offers an opportunity for students from other disciplines to discuss their research ideas in relation to behavioral science. The colloquium also features invited research talks.|
|Lernziel||Students know and can apply autonomously up-to-date investigation methods and techniques in the behavioral sciences. They achieve the ability to develop their own ideas in the field and to communicate their ideas in oral presentations and in written papers. The credits will be obtained by a written report of approximately 10 pages.|
|Inhalt||This colloquium offers an opportunity for students to discuss their ongoing research and scientific ideas in the behavioral sciences, both at the micro- and macro-levels of cognitive, behavioral and social science. It also offers an opportunity for students from other disciplines to discuss their ideas in so far as they have some relation to behavioral science. The possible research areas are wide and may include theoretical as well as empirical approaches in Social Psychology and Research on Higher Education, Sociology, Modeling and Simulation in Sociology, Decision Theory and Behavioral Game Theory, Economics, Research on Learning and Instruction, Cognitive Psychology and Cognitive Science. Ideally the students (from Bachelor, Master, Ph.D. and Post-Doc programs) have started to start work on their thesis or on any other term paper. |
Course credit can be obtained either based on a talk in the colloquium plus a written essay, or by writing an essay about a topic related to one of the other talks in the course. Students interested in giving a talk should contact the course organizers (Rütsche, Stern) before the first session of the semester. Priority will be given to advanced / doctoral students for oral presentations. The course credits will be obtained by a written report of approximately 10 pages. The colloquium also serves as a venue for invited talks by researchers from other universities and institutions related to behavioral and social sciences.
|851-0252-05L||Research Colloquium Cognitive Science |
Prerequisite: Participants should be involved in research in the cognitive science group.
|1 KP||2K||C. Hölscher, V. Schinazi, T. Thrash|
|Kurzbeschreibung||The colloquium provides a forum for researchers and graduate students in cognitive science to present/discuss their ongoing projects as well as jointly discuss current publications in cognitive science and related fields. A subset of the sessions will include invited external visitors presenting their research. Participants of this colloquium are expected to be involved in active research group.|
|Lernziel||Graduate student train and improve their presentation skills based on their own project ideas, all participants stay informed on current trends in the field and have the opportunity for networking with invited scholars.|
|851-0252-08L||Cognition in Studio Design - Analytic Tools for Evidence-Based Design |
Maximale Teilnehmerzahl: 25
|3 KP||2S||B. Emo Nax, M. Brösamle, C. Hölscher|
|Kurzbeschreibung||How can Behavioral and Cognitive Science inform architecture? In this project-oriented course, students are introduced to cognitive and analytical methods to evaluate their design projects. Existing theories are introduced and complemented with hands-on sessions, in which students learn how to implement a range of methods. The course is tailored for students from relevant design studios.|
|Lernziel||Taking the perspectives of the end user (occupants and visitors) is vital for a human-centered design approach. Students will learn about relevant theory and methods in cognitive science and environmental psychology that can be used to address human cognitive and behavioral needs in built environments. The foundations of environmental psychology and human spatial cognition will be introduced. A focus of the course will be on how people perceive their surroundings and orient in space. Students will learn about a range of methods including real-world observation, and methods of architectural analysis such as space syntax. Students will also be exposed to behavior simulation in design, virtual reality experiments, and eye-tracking. Students will reflect the roles of designers and other stakeholders with respect to human-centered design as well as an evidence-based design perspective. The course is tailored for students from a relevant design studio. Upon registering, students should send an email about their design studio to firstname.lastname@example.org. As an alternative to obtaining D-GESS credit, architecture students can obtain course credit in "Vertiefungsfach" or "Wahlfach".|