Challenges in Engineering Education of Cognitive Dynamic Systems

Abstract

Diverse attempts are being made to develop new computers, machines and systems that could act not only autonomously, but also in an increasingly intelligent, perceptual and cognitive manner. This paper discusses some of the educational challenges stemming from this emerging modelling and design paradigm, including teaching appropriate subjects to undergraduate and graduate students in university engineering programs.

Teaching Design Patterns in a Real-Time Embedded Systems Interfacing Course

“…Design patterns may also be helpful in teaching other courses such as cognitive systems [27], [25], as well as in the development of new bodies of knowledge for practitioners (BoK4P) [16], and in the modification of existing courses to include humanitarian engineering [24].…”

Expanding the Body of Knowledge Concept for Professional Practitioners

“…Another direction was to use technology to develop education tailored to an individual student, such as the Keller's Personalized System of Instruction (PSI) (e.g., [47], [55]). One of the current problems is how to develop an educational process to deal with dynamical cognitive systems whose behaviour is no longer deterministic or stochastic, but evolutionary (e.g., [46], [45] The BoK4P could be structured like any other existing BoK, but could also include additional elements such as best practices; failure case studies; design case studies; design files; data bases; reliability data; technical and other eBooks; prominent technical reports; simulators; emulators; and design automation tools. Although directed to practitioners primarily, this e-learning library for continuing professional development could also be applicable to all other academics, researchers, R&D inventors, and students, thus providing feedback from practice to theory.…”

Towards Evolving Engineering Education Based on Symbiotic Cognitive Digital Twins

“…Another challenge is the need to educate individuals for more than one job due to automation, mechanization, and the unprecedented growth in deep learning (DL) [ 2 ] and artificial general intelligence (AGI), as described in the Symbiotic Autonomous Systems (SAS) White Papers I and II [3]. Some challenges in developing better engineering education in cognitive systems are described in [ 4 ], [ 5 ]. The CDT concept and its implementation are becoming feasible [6].…”