Project Laboratory Human-Centered Neuroengineering for Cybathlon
|Language of instruction||English|
|Position within curricula||See TUMonline|
- 25.10.2019 15:00-17:00 2026, Karlstraße-Seminarraum
- 08.11.2019 15:00-17:00 2026, Karlstraße-Seminarraum
- 15.11.2019 15:00-17:00 2026, Karlstraße-Seminarraum
- 22.11.2019 15:00-17:00 2026, Karlstraße-Seminarraum
- 29.11.2019 15:00-17:00 2026, Karlstraße-Seminarraum
- 06.12.2019 15:00-17:00 2026, Karlstraße-Seminarraum
- 13.12.2019 15:00-17:00 2026, Karlstraße-Seminarraum
- 20.12.2019 15:00-17:00 2026, Karlstraße-Seminarraum
Course criteria & registration
"At the end of this course, students are able to: - record and process neural signals (EEG, EMG) - apply and develop machine learning algorithms on neural data - integrate sensory feedback mechanisms - develop assistive systems with which the pilots can complete everyday life tasks in the context of the Cybathlon competition Additionally, non-technical skills are learned: The students are able to: - organize and lead a large technological project - work in small teams and communicate the team's progress - participatorily include people with disability in their research and development work - apply methods of human-centered design and reflect neurotechnology with respect to ethical perspectives "
The students build teams to work on scientific-technological-social problems in the context of the arm prosthesis or the brain-computer interface discipline of the Cybathlon competition. In collaboration with "pilots" (persons with a physical disability, who use the technology within the Cybathlon competition) and following the human-centered design approach, the students are tasked to find socio-technical challenges and iteratively work on them. The technical focus is about recording, processing and classifying neural signals, combination with contextual information and sensory feedback. The human-centered focus is about participatory inclusion of the pilots and a value-sensitive approach. The final goal is to participate in the Cybathlon competition and at the same time to work on scientific problems which are important for the future users of these neurotechnologies. Cybathlon is a competition in which humans with disability compete to complete everday life activities as fast as possible, while being supported by assistive technology. The course consists of 4 phases: - Kick-off meeting: The students meet the lecturers, set the time plan and form groups. The formation of groups depends on prior knowledge. The students choose a team leader who manages the contact to the lecturers. - Initialization phase: The students get to know the technologies (EEG, EMG, Prosthesis) and the pilots. This phase also consists of social events with the pilots and is intended to help the students to get to know the challenges and desires of amputees and tetraplegics and to compare them with the state-of-the-art of assistive technologies. - Iterative development phase: The students develop and implement the algorithms. This development is connected to the test and validation phase - through objective measures and subjective feedback from the pilots. - Reflexion Phase: The students write a report about their project results. In this report they reflect about the collaboration with the pilot, e.g. which problems arose, which solutions they found and what they learned from it.
"The students should possess programming skills. Prior knowledge in machine learning and signal processing is helpful. "
Teaching and learning methods
"Media formats: - Papers - Computer-supported presentations - Neurotechnologies (EEG & EMG sensors)"
The examination consists of the practical part (60%), a written report (20%), and a presentation (20%). In the practical part, the students collaborate in small teams with the pilots (disabled people who will use the technologies in the Cybathlon competition) on a socio-technological problem in the context of the arm prosthesis discipline or the brain-computer interface discipline of the Cybathlon competition. The written report will reflect the ability of the students to analyze technological, scientific and social issues with regards to arm prostheses and brain-computer interfaces and to present their own results and experiences. The presentations show the students' ability to summarize their research and to reflect the human-centered design approach.
" Brain-Machine Interfaces: From Basic Science to Neuroprostheses and Neurorehabilitation. Mikhail A. Lebedev, Miguel A. L. Nicolelis. Physiological reviews 2017 - Teaching brain-machine interfaces as an alternative paradigm to neuroprosthetics control. Inaki Iturrate, Ricardo Chavarriaga, Luis Montesano, Javier Minguez, José del R Millán (2015), Scientific Reports - The Human Use of Human Beings. Norbert Wiener (1950) - Human-Machine Symbiosis: The Foundations of Human-centred Systems Design. Editor: Karamjit S. Gill (1996)"