and start very simple in the beginning, just follow two event types and then go further and further...
Some more ideas about how to teach U-CEP after introducing the motivation of such a course http://forum.complexevents.com/viewtopic.php?f=13&t=273.
Aim of such a lesson or a course is
- not to bore students with a long theoretical intro
- to introduce how limited our brain actually is as an Event Processing "tool"
- and make the students curious as to why the brain still seems to work so well
- perhaps introduce the model of Jeff Hawkins about "On Intelligence" http://www.amazon.de/gp/product/images/0805078533/ref=dp_image_0?ie=UTF8&n=52044011&s=books-intl-de and how it could work with the six neocortex layers of event processing, where the "invariant" event patterns are stored in the deepest layer, are not processed conscoiusly again when happening, and are combined with "new" events presently happening, etc.
For instance, download the project "Brain workshop" http://brainworkshop.sourceforge.net/.
The dual-task n-back task was proposed by Susanne Jaeggi et al. in 2003 In this variation, two independent sequences are presented simultaneously, typically using different types of stimuli, such as one auditory and one visual. The study has been replicated in 2010 http://en.wikipedia.org/wiki/N-back#Dual_n-back.
The subject is presented with a sequence of stimuli, and the task consists of indicating when the current stimulus matches the one from n steps earlier in the sequence. The load factor n can be adjusted to make the task more or less difficult.
Question to be discussed first: Is it the same event type "same position - visually seen" and "same alphabetic character - not visually, but spoken". Of course, we have two different event types.
Then react by triggering the accordant (in this case very simple) process per event type and pattern deliberately.
This is similar to detecting event patterns from one or more event types and triggering a pre-modelled process, what we do as the simplest case with edBPM.
Perhaps we would be able to add a third event type (as a lab, if we would have some money). We could use a normal biofeedback tool (and use it reversely) in order to connect Touch, also called tactition or mechanoreception, is a perception resulting from activation of neural receptors, generally in the skin... http://en.wikipedia.org/wiki/Sense#Touch
To process three event types consciously and to react on accordant event patterns would impose the students/us before probably unsolvable problems, where training would not help anymore. Although the mentioned recent study published in PNAS, an important scientific journal, shows that a particular memory task like Dual N-Back may actually improve working memory (short term memory) and fluid intelligence. This finding is described as important, because fluid intelligence was previously thought to be unchangeable (http://www.pnas.org/content/early/2008/04/25/0801268105.abstract). Anyway.
In order to generate respect for what we do with edBPM and U-CEP and the complexity of modelling event patterns and processes which we deal with, we might ask the following tasks:
A job for a student team might be to make this Brain Workshop U-CEP compliant by adding more event types, as a model and architecture at first.
Then make the event patterns more complex, but let the triggered process be simple.
Then, increase the complexity of the accordant processes.
Then, change the execution of the triggered processes when an accordant simple event is detected.
At last, change the execution of the triggered processes when an accordant complex event (also from different event types) is detected.
And so on...
Some ideas might be found in my first sketch of a taxonomy, e.g. see our paper http://www.citt-online.com/downloads/62750370.pdf.
Imagine what it means and what was said about the problem with the evolution in http://forum.complexevents.com/viewtopic.php?f=13&t=261or also http://forum.complexevents.com/viewtopic.php?f=13&t=268and http://forum.complexevents.com/viewtopic.php?f=13&t=257about 120.000 automatically, unconciously processed events per second and less than 10 logically, consciously processed events.
Let's model the huge complexity of processes, as a reaction to event patterns, e.g. according to the well described and available NASA study of the next solar storm or future war/terrorism sceniaros as mentioned in the links above, first separately for each individual problem like no electricity, no water, no gas, ... and the potential consequences in order to show the complexity of pre-modelled processes, later let's model the interdependencies, too. Only as a sketch, because we could not model such processes in one semester.
Think about an exocortex in order to connect more event types or to enhance the sensitivity range, e.g. of sound perception or of visible light etc. and the problem to map the output of such an exocortex to the human brain as mentioned in these links.
And so on... After that the semester of an introducing course would be over:-) But we could also develop a special Master course of study (like the former idea of an edBPM course http://www.citt-online.com/downloads/Mastercourse-EDBPM-v02.doc), which would not be outdated within the next years or even decade(s) and which might be the basis for a lot of new products and outcomes and we might catch a lot of students who would love it perhaps. Each chapter of our U-CEP textbook http://www.citt-online.com/downloads/Book-Ubiquitous%20Complex%20Event%20Processing.pdfmight be a special course module in the curriculum. We are working on it. It would be possible to get budget for that, e.g. as a submission to the European FET Open http://cordis.europa.eu/fp7/ict/fet-open/home_en.html or like http://www.citt-online.com/downloads/Executive-Summary.pdf. But the actual challenge is to establish an engaged consortium from universities and companies what we try since a year. We'll discuss this at the Ghent workshop, 13 Dec 2010.
I would be happy to help a consortium with the preparation and the proposal on the basis of an edBPM or U-CEP curriculum.