Christoph Hölscher: Katalogdaten im Frühjahrssemester 2024 |
| Name | Herr Prof. Dr. Christoph Hölscher |
| Lehrgebiet | Kognitionswissenschaft |
| Adresse | Chair of Cognitive Science ETH Zürich, RZ E 23 Clausiusstrasse 59 8092 Zürich SWITZERLAND |
| Telefon | +41 44 632 31 96 |
| choelsch@ethz.ch | |
| Departement | Geistes-, Sozial- und Staatswissenschaften |
| Beziehung | Ordentlicher Professor |
| Nummer | Titel | ECTS | Umfang | Dozierende | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 364-1058-00L | Risk Center Seminar Series | 0 KP | 2S | H. Schernberg, D. Basin, A. Bommier, D. N. Bresch, S. Brusoni, L.‑E. Cederman, P. Cheridito, F. Corman, H. Gersbach, C. Hölscher, K. Paterson, G. Sansavini, B. Stojadinovic, B. Sudret, J. Teichmann, R. Wattenhofer, U. A. Weidmann, S. Wiemer, R. Zenklusen | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | In this series of seminars, invited speakers discuss various topics in the area of risk modelling, governance of complex socio-economic systems, managing risks and crises, and building resilience. Students, PhD students, post-docs, faculty and individuals outside ETH are welcome. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Participants gain insights in a broad range of risk- and resilience-related topics. They expand their knowledge of the field and deepen their understanding of the complexity of our social, economic and engineered systems. For young researchers in particular, the seminars offer an opportunity to learn academic presentation skills and to network with an interdisciplinary scientific audience. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Academic presentations from ETH faculty as well as external researchers. Each seminar is followed by a Q&A session and (when permitted) a networking Apéro. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The sessions are recorded whenever possible and posted on the ETH Risk Center webpage. If available, presentation slides are shared as well. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Each speaker will provide a literature review. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | In most cases, a quantitative background is required. Depending on the topic, field-specific knowledge may be required. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Kompetenzen |
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| 851-0252-01L | Human-Computer Interaction: Cognition and Usability  Besonders geeignet für Studierende D-ITET | 3 KP | 2S | C. Hölscher, I. Barisic, B. Davison | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This seminar will introduce key topics, theories and methodology in human-computer interaction (HCI) and usability, with a focus on applying them to real situations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Presentations will cover the basics of human-computer interaction and selected topics: ● History of HCI ● Research ethics ● Literature reviews ● Participant-free methods: cognitive walkthrough and heuristic evaluation ● Card sorting and information architecture ● Usability studies ● Unmoderated research and diary studies ● Surveys ● User Logs and metric frameworks On a weekly basis, students will conduct authentic research in class covering the topics above. They will submit their in-class research results regularly and also present their findings to the class once per semester. The final project demonstrates class topic adoption by deeply exploring one HCI problem using the covered methods and tools. Students will choose a research topic and execute their research plan. They will individually write a formal report including problem definition, literature review, methodology, findings and discussion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0252-04L | Behavioral Studies Colloquium | 0 KP | 2K | E. Cross, U. Brandes, D. Helbing, C. Hölscher, M. Kapur, M. Rau, C. Stadtfeld, E. Stern, V. Zimmermann | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This colloquium offers an opportunity to discuss recent and ongoing research and scientific ideas in the behavioral sciences, both at the micro- and macro-levels of cognitive, behavioral and social science. The colloquium features invited presentations from internal and external researchers as well as presentations of doctoral students close to submitting their dissertation research plan. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Participants are informed about recent and ongoing research in different branches of the behavioral sciences. Presenting doctoral students obtain feedback on their dissertation research plan. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This colloquium offers an opportunity to discuss recent and ongoing research and scientific ideas in the behavioral sciences, both at the micro- and macro-levels of cognitive, behavioral and social science. It covers a broad range of areas, including theoretical as well as empirical research in social psychology, 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. The colloquium features invited presentations from internal and external researchers as well as presentations of doctoral students close to submitting their dissertation research plan. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Doctoral students in D-GESS can obtain 1 credit point for presenting their research in the colloquium. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0252-05L | Research Seminar Cognitive Science Prerequisite: Participants should be involved in research in the cognitive science group. | 2 KP | 2S | C. Hölscher, S. Andraszewicz | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 | Evidence-Based Design: Methods and Tools for Evaluating Architectural Design Particularly suitable for students of D-ARCH | 3 KP | 2S | M. Gath Morad, C. Hölscher, L. Narvaez Zertuche, C. Veddeler | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course focus is on pre-occupancy evaluation in architecture to support an evidence-based design process. Students are taught a variety of methods such as virtual reality, agent-based simulations and spatial analysis. The course is project-oriented and is open for architecture and STEM students with an interest in interdisciplinary teamwork. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This semester, students would focus on evaluating healthcare and office typologies from the perspective of building occupants’ and across scenarios, including routine operation and post-pandemic scenarios. Students will apply the tools learned in the course to compare building typologies, using various metrics including spatial proximity, visibility, orientation and movement. On the basis of this multi-objective evaluation, students would propose and evaluate design interventions across scenarios, identifying the Strength, Weaknesses, Opportunities and threats across the various typologies. The course is tailored for students studying for B-ARCH and M-ARCH degrees and is also suitable for students in STEM faculties. As an alternative to obtaining D-GESS credit, architecture students can obtain course credit in "Vertiefungsfach" or "Wahlfach". | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | English | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0252-60L | Informal Learning Spaces | 3 KP | 2S | B. Emo Nax, C. Hölscher | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course tackles the topic of informal learning spaces: what they are, their relevance historically, and their current role in shaping students’ learning behaviour. It has a strong behavioural component: students will collect behavioural data on a learning space to evaluate how it is used. Students will then propose a way to improve the space. The course is open to architect and non architects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | To critically reflect on how the design of a learning space impacts the student learning experience. To engage with ideas and methods from several different disciplines: spatial cognition, architecture, and learning sciences. To propose a redesign of spaces that are typically used as they are. To be able to communicate the value of such a redesign to students from different disciplines. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | What makes a good learning space? How does this differ for students from different disciplines? This interdisciplinary seminar addresses the design of learning spaces by combining methods from architecture and psychology. Students are taught formal methods of behavioural observation so that they can observe and analyse how their intervention is used by others (students, faculty, visitors) over time. By collecting behavioural data on how their intervention is used, students will be able to assess the impact of their design on other users. The seminar encourages students to critically reflect on what elements are necessary for designing the learning spaces of the future. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0253-08L | Advanced Topics in Evidence-Based Design for Architecture Course requirements: Completion of the course Evidence-Based Design: Methods and Tools For Evaluating Architectural Design (851-0252-08L) | 3 KP | 2U | C. Hölscher, M. Gath Morad | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Students will gain advanced knowledge and practical hands-on experience with agent-based simulations and spatial analysis tools to evaluate hospital layouts from the perspective of end-users. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students will build on their previous projects as part of the course “ Evidence-Based Design: Methods and Tools For Evaluating Architectural Design” (851-0252-08L). Students enrolled will participate in an international workshop with GSAPP at Columbia University Designing the post-pandemic hospital with evidence. for people. The course is funded by an ETH innvoedum project entitled cogARCH: linking cognition and architecture to design resilient hospitals architecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||