Spring 2018 - IAT 481 D300

Special Topics in Interactive Arts and Technology (Science) (3)

Class Number: 13131

Delivery Method: In Person

Overview

Course Times + Location:

Jan 3 – Apr 10, 2018: Thu, 4:30–7:20 p.m.
Surrey

Instructor:
Diane Gromala
gromala@sfu.ca
(778) 782-8013
Office: 2813 Podium 2 (beyond SIAT main office)
Office Hours: after class or by appt.
Instructor:
Sylvain Moreno
sylvainm@sfu.ca
(778) 782-9742
Office: 4190, Galleria 4
Office Hours: by appt.

Prerequisites:
69 units.

Specific details of courses to be offered will be published prior to enrollment each term. This course can be repeated for credit up to a maximum of three times, if topic studied is different. Variable units: 1,2,3,4,5,6,7,8,9.

COURSE DETAILS:

Course Description:
As technology becomes more integrated into our daily lives, one area that is quickly growing is ‘experiential technology’, or Xtech: technology that directly influences the human experience. This industry includes health, wellness, learning, training, sports and entertainment, creating massive new growth opportunities. For example, the XTech industry market has been evaluated to reach over $100B per year. This class will focus on one area of XTech: neurotechnologies that combine digital technology with advances in neuroscience to rehabilitate, manage, change or improve the human. Building on the most recent research in neuroscience and brain science, some neurotechnologies are digital therapies that seek to help people recover from ailments or to manage chronic conditions. Other forms of neurotechnologies are looking to take human performance to the highest levels.

First, students will be introduced to the fundamentals of neuroscience alongside of some of the theoretical concepts of cutting edge brain sciences that are emerging and are being implemented in industry. Next, students will explore the notion of "innovation," particularly in the technological realms, with an emphasis on human experience, health and wellness. This exploration will involve hands-on experiments and projects with diverse forms of technology, and will focus on considerations that designers of these technologies need to take into account, from the biological/neurological to the affective, experiential and contextual issues. In doing so, students will gain insight into the changing innovation needs of today, and will be better prepared to contribute to contribute to this fast-growing area.

Course Topics: Neuroscience, Neuropsychology, Health, Affective Computing, Digital Media, Video Game Design, Wearable Computing and portable devices, Brain Training, Body Illusions, Virtual Reality and Innovation. The class will include lectures, screenings, class discussions, course readings, writing assignments and neurotechnology project assignments. Modest software design assignments, hands-on exercises and short quizzes will be conducted during class times throughout the semester.

Class Mtg. 1: Intro to Course & an overview of neurotechnology
Class Mtg. 2: Neuroscience, Neuropsychology: human brains, minds & bodies
Class Mtg. 3: Brain theories
Class Mtg. 4: Brain training & wellness
Student project: team creation and concept proposal
Class Mtg. 5: Innovation & the Role of Design in technological R&D
Class Mtg. 6: Brain Control Interface technologies, neurofeedback/treatment, monitoring/diagnosis, stimulation
Student project: project development prototype
Class Mtg. 7: High performance guided training: examples of expert-centered design & embodiment
Class Mtg. 8: Physiological Control Interface technologies: examples of patient-centered design
Class Mtg. 9: Virtual Reality, rubber hands & virtual tails: modifying brain states, a sense of self, and the experience of pain
Class Mtg. 10: Video games & gamification: quantifying & modelling affect and experience
Class Mtg. 11: Therapeutic solutions: cognitive, sensorial & motor training
Class Mtg. 12: Culture Matters: affective aspects of robots in health- & eldercare
Class Mtg. 13: The Power of Art therapies & neuroaesthetics: what neurotechnologies are revealing about sensemaking, aesthetics and conditions such as synaesthesia, and how the senses interact and co-mingle.
Student project/paper presentations

COURSE-LEVEL EDUCATIONAL GOALS:

Upon completion of this course students will be able to:
• Understand and articulate the concepts of neurotechnology, and the differing kinds of neurotechnologies.
• Understand processes of innovation by learning how specific neurotechnologies are invented, researched and brought to market, particularly through start-up companies.
• Critically analyze claims made by creators of neurotechnologies and distinguish valid scientific claims from questionable technological hype.
• Identify and discuss the concepts of experiential technology, affective computing and interfaces with the brain.
• Write critically about the history and evolution of neurotechnology.
• Analyze the design of neurotechnology devices, products and systems, with a focus on identifying the role of critical design variables such as brain processing, sensory processing, neural signals, learning processes, affect/emotions, user involvement in design, and the needs of patients/users and other stakeholders.
• Analyze & critique direct experiences with neurotechnologies in small class experiments, relating them to the fundamentals of neuroscience and human behavior.
• Develop & critique a neurotechnology project prototype.
• Identify & discuss critical cultural and social issues in neurotechnology contexts, such as industry.
• Identify the roles of technology in supporting and extending the design and experience of neurotechnology products.
• Identify & discuss a variety of emerging new paradigms in neurotechnologies.
• Interact with graduate students and experts from diverse disciplines.
• Understand the basic protocols for interacting with patients and health professionals in clinical and research contexts.

Grading

Exam 25%
Project/Paper 50%
Assignments, Quizzes & Hands-on Experiments 25%

NOTES:

This course is cross-listed with IAT 881: BioAffective Media.
Students from diverse departments are encouraged to work together on a project in small groups OR may choose to develop an individual project. Examples of projects: a computational/neurotech prototype, a sensorially-engaging artefact such as an artwork or neurotech game, developing a strategy to capture neurotech gameplay data, conduct an experiment or set of experiments, design a well-articulated study (such as one meant to be "in the wild" – that is, outside of a university lab), or write a paper that relates to the issues examined in class.

Innovation is often driven by "thinking outside of the box" -- that is, by ideas and skills that don't necessarily fit into or emerge from existing disciplines. Similarily, this class includes students from varied disciplines, each of whom brings particular ideas, skills, ways of inventing things and building them. Because of that, and because repeated access to certain kinds of neurotechnologies can be challenging, the scope of the project or paper needs to be carefully considered. For example, a well-articulated prototype, the design of a study, or a series of small but provocative experiments are more viable than a fully developed and tested project.
Dr. Gromala and Dr. Moreno will discuss your ideas for your project or paper, the viability of your proposed timeline and scope, and appropriate approaches to grading with you or your multidisciplinary team.

REQUIREMENTS:

Senior undergraduate students from any department are welcome -- the course is organized to take that into account.
Each student is expected to contribute skills and knowledge from their department, background or experience, including experience in industry, start-ups, or work in healthcare or biological sciences. Dr. Gromala & Dr. Moreno have extensive multidisciplinary experience in the tech industry and developed this class to focus on innovation with a diversity of students in mind. Thus, you should be prepared for the uncertainty of questioning, inventing, testing and collaborating. Mantras in the tech industry or innovation and entrepreneurship contexts such as “Fail Fast, Fail Often,” “Fail Better” or “Fail Forward" don't translate into a failing grade in this class, but they do emphasize that you may encounter more unknowns than usual. The way we organize this class and how we grade student projects takes that uncertainty into account.

If you have questions, please contact Dr. Gromala gromala@sfu.ca. Be sure to title the email IAT481.

Materials

MATERIALS + SUPPLIES:

A number of neuro- and biotechnologies for hands-on experiments, projects and experiences will be provided at SFU Surrey's School of Interactive Arts & Technology.

In addition, we will visit labs and facilities to see more robust health-related technologies at the nearby Surrey Memorial Hospital and Innovation Boulevard-related facilities.

REQUIRED READING:

Marie T., Banich, Rebecca, J., Compton (2018). Cognitive Neuroscience. 4th ed. Wadsworth. (textbook)
ISBN: 978-1316507902

Other required readings will be available online.

Registrar Notes:

SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

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