9/8 – INTRODUCTION

Introduction to the class and expectations. What is cognitive augmentation and why should you care? Historical context. Ethics considerations. 

Intro to Cognitive Augmentation : Pattie Maes

9/15 – AUGMENTING ATTENTION & MEMORY

We will discuss the various systems that have been built in the research community to enhance a person’s memory. Some of these help a person improve their innate ability to remember things, while others act as an external memory that a person can rely on when their own memory is declining.

9/22 – ENHANCING REASONING & DECISION MAKING

The field of AI aims to reproduce human-level intelligence in machines. But a more exciting and important goal may be that of IA or intelligence augmentation. How can people augmented with technology make smarter and better-informed decisions? We will survey related topics such as Extended Intelligence and more.

Feeling, Thinking : Valdemar Danry
Thinking about Thinking with a Thinking Machine : Pat Pataranutaporn

9/29 – SUBCONSCIOUS INTERFACES & EMBODIED COGNITION

Today’s devices and interfaces require our undivided focus and attention. Can we design systems that interact with us without requiring our complete attention? How can we exploit the theories of the embodied mind and physical intelligence in our designs of HCI systems? We will review theories of embodied cognition, and discuss how wearable and immersive devices can alter our bodily self-perception and how such means to “write to the body” can be used to change our beliefs and behavior.

10/6 – ENGINEERING SLEEP & DREAMS

Can we design interfaces for sleep and harness the power of dreams to help with learning, memory, creativity, and processing of emotions?

10/13 – AUGMENTING THE SENSES & PERCEPTION

How can we help people restore a sense or develop one they never had? We will talk about sensory augmentation, sensory substitution, sensory and motor implants and more.

10/20 – PROJECT PROPOSAL PRESENTATIONS

Students present proposals for some sort of novel Cognitive Augmentation system. What is the motivation? Who do you intend to help with what? What is the core idea of the proposed solution? How could the system be realized? What is some related work and relevant background research? 

10/27 – SUPPORTING COMMUNICATION

Can systems help us with becoming better communicators? Can they help us become better, more confident speakers? Can they teach us to be more empathetic communicators? 

11/3 – SUPPORTING CREATIVITY

How can systems support our creativity? 

11/10 – SUPPORTING BEHAVIOR CHANGE

Devices can now “read” our internal state and external context in great detail and detect patterns, including some that we may not be aware of. They can mirror this data back to us, even in real time, to enable us to learn about ourselves. This functionality can be used to support deliberate “life hacking” or indirect behavior change. But this massive capturing of our most private data also raises dangers and big ethical questions.

11/17 – INTERIM PROJECT PRESENTATIONS 

Student groups present their intermediate designs and implementations for some sort of novel Cognitive Augmentation system. 

11/24 – EMOTION REGULATION

How can devices help us understand and regulate our emotions? 

12/1 – ETHICS & PHENOMENOLOGY

Many devices that enhance our cognitive functions (EMS, Brain implants, etc.) are often abandoned because they create experiences of self-estrangement. We will talk about our sense of agency and body-ownership with integrated devices. We will also have a closing discussion on the ethics of integration and augmentation with machines.

12/8 – FINAL PROJECT PRESENTATIONS

Students present their final projects. An implementation and some evaluation is required, as well as a short paper (CHI late breaking work format) describing: What is the motivation for this work? What is the related work and relevant background literature? What is the core idea and how was it realized? What did you learn?