Dario Bauso | Friday 6 September | 11:00am | Lakeside Labs B04b B4 1.114

Abstract: The massive penetration of smart technology has changed energy systems and many other engineering applications such as transportation, logistics, and security. In all these contexts, one often observes a large number of machines and humans interacting with each other. Thus there is a need to redefine the boundaries of some engineering disciplines to accommodate both physical and socio-economic components. Control Engineering, the discipline which studies the ways in which one can control the evolution of a system is no exception. A core concept in control is ‘feedback’ whereby a machine (the controller) gets measurements from sensors about the state of the system one wishes to control and sets the inputs to the system. In the presence of numerous machines and humans, one observes the humans turning into strategic players who learn the environment and make decisions knowing that the environment (which is constituted by the other players) is at the same time learning about them and will react accordingly. This takes the concept of feedback to the next level and opens the floor to a number of game theoretic aspects (learning, incentives, pricing).

In this tutorial I will present new perspectives and challenges arising when dealing with co-existing physical and socio-economic components. I will introduce dynamic games with a large number of players, (also known as mean-field games) and discuss recent trends. I will also discuss the role of strategic thinking and learning in competitive scenarios. The tutorial will conclude with a look at bio-inspired collective decision making problems and related evolutionary game models.

Bio: I received the Laurea degree in Aeronautical Engineering in 2000 and the Ph.D. degree in Automatic Control and System Theory in 2004 from the University of Palermo, Italy. Since 2018 I have been with the Jan C. Willems Center for Systems and Control, ENTEG, Faculty of Science and Engineering, University of Groningen (The Netherlands), where I am currently Full Professor and Chair of Operations Research for Engineering Systems. Since 2005 I have also been with the Dipartimento di Ingegneria, University of Palermo (Italy). From 2015 to 2018 I was with the Department of Automatic Control and Systems Engineering, The University of Sheffield (UK), where I was Reader in Control and Systems Engineering. From 2012 to 2014 I was also Research Fellow at the Department of Mathematics, University of Trento (Italy).

I have been academic visitor in several universities. From October 2001 to June 2002, I was a Visiting Scholar at the Mechanical and Aerospace Engineering Department, University of California, Los Angeles (USA). In 2010 I was short-term visiting scholar at the Department of Automatic Control of Lund University (Sweden) and at the Laboratory of Information and Decision Systems of the Massachusetts Institute of Technology (USA). In 2013 I was visiting lecturer at the Department of Engineering Science, University of Oxford (UK) and at the Department of Electrical and Electronic Engineering of Imperial College London (UK). In 2018-2019 I have been guest professor at Keio University, Japan.

My research interests are in the field of Optimization, Optimal and Distributed Control, and Game Theory. Since 2010 I am member of the Conference Editorial Board of the IEEE Control Systems Society. I was Associate Editor of IEEE Transactions on Automatic Control from 2011 to 2016. I am Associate Editor of IFAC Automatica, IEEE Control Systems Letters and Dynamic Games and Applications. I have also been general chair of the 6th Spain, Italy, and Netherlands Meeting on Game Theory (SING 6).

Der Rückblick zum TEWI-Kolloquium von Prof. Dr. Benjamin Rott am 8. November 2018 beinhaltet das Video und Vortragsfolien (siehe unten):

Kurzfassung:
In der Mathematikdidaktik wird das Problemlösen seit Pólyas „Schule des Denkens“ – mal mehr und mal weniger intensiv – thematisiert. Im Vortrag werden wichtige Ergebnisse entsprechender Forschung resümiert und es werden an konkreten Beispielen aktuelle Forschungsprojekte aus Deutschland erläutert, in denen es u. a. um Heurismen, ihre Wirksamkeit und Lehrbarkeit sowie um Problemlösen im Mathematikunterricht und in der Lehrerbildung geht.

Abschließend wird aus Sicht des Vortragenden beschrieben, wie nächste Schritte auf dem Gebiet der Problemlöseforschung aussehen könnten und sollten.

CV:
Benjamin Rott hat von 2001 bis 2006 Mathematik und Physik für das gymnasiale Lehramt in Oldenburg studiert und anschließend in Salzgitter das Referendariat absolviert. Von 2008 bis 2012 hat er an der Universität Hannover in Mathematikdidaktik promoviert und anschließend eine Postdoc-Stelle an der PH Freiburg angenommen. Von 2014 bis 2017 war Benjamin Rott Juniorprofessor an der Universität Duisburg-Essen und seit 2017 ist er Universitätsprofessor an der Universität zu Köln.
Die Forschungsschwerpunkte von Benjamin Rott sind das mathematische Problemlösen, Überzeugungen und Beliefs zur Mathematik sowie mathematische Begabung.

The review of the TEWI colloquium of Prof. Liang ZHANG (Leon) Ph.D from July 5, 2019 comprises the slides (below):

Abstract:

Dynamic, distributed and open business forces enterprises to support various critical requirements, such as, timely reacting to changes, properly reusing business assets and smoothly collaborating with external partners. Existing approaches focus on mechanisms dealing with heterogeneity, but there is a lack of frameworks enabling legacy business processes performing collaboration in an open service environment. This paper proposes the L2L service framework featuring reactive IoT event messaging and coordinator-based collaborating between autonomous enterprises. Along with the emerging of coordinators, L2L empowers on-the-fly business process collaboration with dynamic changes. We present our experiments with a real-world scenario from the shipping industry of China.

CV:

Liang Zhang is a Professor of Computer Science at Fudan University, China. He received B.S. and Ph.D. degrees in computer science from Wuhan University, China. He has published over 70 journal and conference papers concerning multimedia databases, digital library, web services, and recently business process management (BPM). He is a Steering Committee Member of ICSOC, and has been the PC co-Chair of ICSOC 2013, General co-Chair of ICSOC 2012, publicity co-chair of BPM 2011, program co-chair of CBPM 2011, and NDBC 2011. His current research interests include XaaS infrastructure for CPS, and collaborative workflows for instant virtual organizations. He has been collaborating with Jianwen Su’s group at the University of California, Santa Barbara, Jian Yang’s group at Macquarie University, and Marlon Dumas at Tartu University. Recently, he collaborates with Prof. Hong-Linh Truong Aalto University, Finland, for IoT/BPM integration research. Dr. Zhang’s research has been supported by NSFC and other national agencies.

The review of the TEWI colloquium of PD Dr. Ralf Klamma from June 17, 2019 comprises the video and slides (below):

Abstract:

Augmented Reality (AR) is on the way to establishing itself in business and teaching once more. However, there is a lack of uniform guidelines or even standards both in the creation of teaching materials and in the use of AR in teaching. In addition, the industry needs enough well-trained specialists who can implement the established AR concepts, making a transfer from university to industry necessary. Therefore, in this talk we address both challenges in teaching with AR and the special needs of teaching about AR.

As teaching with AR will surely advance human performance and also brings in new perspectives with the communication, coordination and collaboration of AR in supporting human performance. As computer scientists, we have a European, interdisciplinary and application-oriented perspective, as our experience comes from several funded European projects in these areas. We also incorporate new incentives into teaching contexts in our framework, such as gamification, learning analytics and experience capturing. In addition, we refer to international standardization efforts such as IEEE ARLEM.

Teaching about AR adopts a multi-perspective view. First, there is scientific and technological basic knowledge helping to understand the underlying physical and technical principles. Second, there is engineering and design knowledge to master the creation, fabrication, and utilization of AR in many ways. Third, there is the necessary pedagogical knowledge to transform these complex settings in manageable teaching scenarios and processes, e.g. for higher education curricula.

Here, teaching AR can learn from traditions of science and engineering education as well as from more recent knowledge about computer science education. Examples from recent and on-going European projects will illustrate the argumentation.

CV:

Ralf Klamma holds diploma, doctoral and habilitation degrees in computer science from RWTH Aachen University. He leads the research group “advanced community information systems” (ACIS) at the information systems chair, RWTH Aachen University. He is known for his work in major EU projects for Technology Enhanced Learning (PROLEARN, GALA, ROLE, Learning Layers, TELMAP, Tellnet, CUELC, SAGE, BOOST, VIRTUS and WEKIT).

Ralf organized doctoral summer schools & conferences in Technology Enhanced Learning, Web Engineering and Social Network Analysis. He serves as associate editor for Social Network Analysis and Mining (SNAM), Frontiers of AI for Human Learning and Behavior Change and the International Journal on Interaction Design & Architecture(s) (IxD&A).

He was associate editor for IEEE Transactions on Learning Technologies (ToLT). His research interests are community information systems, serious games, augmented reality & wearables, web engineering, social network analysis, requirements engineering and technology enhanced learning.

The review of the TEWI colloquium of Dr. Johanna Pirker from May 16, 2019 comprises the video and slides (below):

Abstract:

AI is used to create parts of our games. It provides intelligent enemy behavior, techniques such as pathfinding or can be used to generate in-game content procedurally. AI can also play our games. The idea to train computers to beat humans in game-like environments such as Jeopardy!, Chess, or soccer is not a new one. But can AI also design our games? The role of Artificial Intelligence in the game development process is constantly expanding. In this talk, Dr. Pirker will talk about the importance of AI in the past, the present, and especially the future of game development.

Bio:

Dr. Johanna Pirker is researcher at the Institute of Interactive Systems and Data Science at Graz University of Technology (TUG). She finished her Master’s Thesis during a research visit at Massachusetts Institute of Technology (MIT) working on collaborative virtual world environments. In 2017, she finished her doctoral dissertation in computer science on motivational environments under the supervision of Christian Gütl (TUG) and John Belcher (MIT). She specialized in games and environments that engage users to learn, train, and work together through motivating tasks. She has long-lasting experience in game design and development, as well as virtual world development and has worked in the video game industry at Electronic Arts. Her research interests include AI, data analysis, immersive environments (VR), games research, gamification strategies, HCI, e-learning, CSE, and IR. She has authored and presented numerous publications in her field and lectured at universities such as Harvard, Berlin Humboldt Universität, or the University of Göttingen. Johanna was listed on the Forbes 30 Under 30 list of science professionals.

The review of the TEWI colloquium of Dr.-Ing. Christian Keimel  from May 9, 2019 comprises the video and slides (below):

The review of the TEWI colloquium of Dr. Stephan Alexander Weiss from May 22, 2019 comprises the slides (below):