Caricamento in corso...
Neuroengineering and active aging (Global Challenges - Health)
01DENNX, 01DENJM, 01DENLH, 01DENLI, 01DENLM, 01DENLN, 01DENLP, 01DENLS, 01DENLU, 01DENLX, 01DENLZ, 01DENMA, 01DENMB, 01DENMC, 01DENMH, 01DENMK, 01DENMN, 01DENMO, 01DENMQ, 01DENOA, 01DENOD, 01DENPC, 01DENPI, 01DENPL, 01DENPM, 01DENPW
A.A. 2022/23
Course Language
Inglese
Degree programme(s)
1st degree and Bachelor-level of the Bologna process in Ingegneria Elettronica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Meccanica (Mechanical Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Design E Comunicazione - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dell'Autoveicolo (Automotive Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Informatica (Computer Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dell'Autoveicolo - Torino
1st degree and Bachelor-level of the Bologna process in Electronic And Communications Engineering (Ingegneria Elettronica E Delle Comunicazioni) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dei Materiali - Torino
1st degree and Bachelor-level of the Bologna process in Architettura (Architecture) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Elettrica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Aerospaziale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Biomedica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Chimica E Alimentare - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Civile - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Edile - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Energetica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Meccanica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Per L'Ambiente E Il Territorio - Torino
1st degree and Bachelor-level of the Bologna process in Matematica Per L'Ingegneria - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Informatica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Fisica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Del Cinema E Dei Mezzi Di Comunicazione - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Gestionale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Gestionale - Torino
1st degree and Bachelor-level of the Bologna process in Architettura - Torino
1st degree and Bachelor-level of the Bologna process in Pianificazione Territoriale, Urbanistica E Paesaggistico-Ambientale - Torino
Course structure
| Teaching | Hours |
|---|---|
| Lezioni | 36 |
| Esercitazioni in aula | 24 |
| Tutoraggio | 24 |
Lecturers
| Teacher | Status | SSD | h.Les | h.Ex | h.Lab | h.Tut | Years teaching |
|---|---|---|---|---|---|---|---|
| Agostini Valentina | Professore Associato | IBIO-01/A | 12 | 12 | 0 | 0 | 4 |
Co-lectures
Context
| SSD | CFU | Activities | Area context | *** N/A *** ING-INF/06 |
3,6 2,4 |
D - A scelta dello studente D - A scelta dello studente |
A scelta dello studente A scelta dello studente |
|---|
2022/23
The aim of this class is to establish a dialogue between the engineering knowledge and know-how developed to support elderly subjects with their own practical knowledge relatively to their health and how to preserve it.
Technology always plays a key role in the great challenges that are currently facing humanity. Talking about digital, energy, mobility, climate, health or humanity in general, technology is mostly at the core. However, nowadays challenges cannot be reduced to a mere technical data, either analysing or designing possible solutions. To comprehend and face them successfully, all forms of knowledge are essential, from the techno-scientific field to the human, social and artistic ones. The “Big Challenges” courses are an opportunity to examine with interdisciplinary lens a number of relevant topics concerning humanity, focusing on technology and its key role on human living. In this framework, all the courses will address the UN Sustainable Development Goals, a global initiative aimed at renewing local and international policy.
NEUROENGINEERING AND ACTIVE AGING
The aim of this class is to establish a dialogue between the engineering knowledge and know-how developed to support elderly subjects with their own practical knowledge relatively to their health and how to preserve it.
The student will acquire a multi-faceted understanding of the interplay of neurotechnologies and ageing processes, both in terms of the knowledge of currently available and emerging technologies for interfacing with the human brain and of their application to support elderly individuals, as well as their social impact on elderly people’s lives and their implications in the construction of ideas of appropriate ageing. Soft skills will also be developed such as: the ability to work in a team; the competence to analyze and intertwine different epistemological perspectives addressing a same issue.
Knowledge of UN SDGs. Understanding of the processes constituting the given global challenges (environmental costs, circular health, ecosystem services and biodiversity, technological solutions). Acquisition of the basic elements of the scientific method (falsifiability, repeatability, models, science dissemination). General knowledge of major technical elements related to the challenge circular health.
NEUROENGINEERING AND ACTIVE AGING
The student will acquire a multi-faceted understanding of the interplay of neurotechnologies and ageing processes, both in terms of the knowledge of currently available and emerging technologies for interfacing with the human brain and of their application to support elderly individuals, as well as their social impact on elderly people’s lives and their implications in the construction of ideas of appropriate ageing. Soft skills will also be developed such as: the ability to work in a team; the competence to analyze and intertwine different epistemological perspectives addressing a same issue.
Having a basic scientic culture, such as that developed attending the courses of the first year master of science in engineering.
Basic scientic culture, such as that developed attending the courses of the first year master of science in engineering or architecture.
1. Neuroengineering: challenges and opportunieties for the elderly patients
2. Developing a social understanding of neurotechnologies and ageing
2.1 Social history of neurosciences
2.2 The impact of neuroscience and neurotechnologies on ageing experiences
2.3 Questioning notions of active and healthy ageing: lay perspectives and their diversity.
3. Socio-gerontechnologies: integrating interdisciplinary knowledge on ageing and technology
1. Neuroengineering: challenges and opportunities for elderly patients
2. Developing a social understanding of neurotechnologies and ageing
3. Social history of neurosciences
4. The impact of neuroscience and neurotechnologies on ageing experiences
5. Questioning notions of active and healthy ageing: lay perspectives and their diversity.
6. Socio-gerontechnologies: integrating interdisciplinary knowledge on ageing and technology
36 total hours of lessons
24 hours of lab
LAB PROBLEM: Critical analysis of experiments and devices on neurotechnologies applied to ageing, identifying their underlying social assumptions, and development of proposals for a stronger integration of elderly people’s perspectives on healthy ageing in the projects themselves.
A first introduction to all the “Big Challenges” courses (11,5 hours) will consist of:
- the UN Sustainable Development Goals (SDGs)
- four samples of global challenges needing an integrated approach: 1) Climate Change and the definition of Anthropocene; 2) One Health (i.e.: pandemics and ecology); 3) Biodiversity crisis (Sixth Extinction model); 4) Beyond Problem Solving: global crisis and the evolution of technologies.
The specific challenge 2) will then be detailed analysing the technical elements of greatest social relevance (3 hours); the following 48 hours of lectures will be structured as follows:
NEUROENGINEERING AND ACTIVE AGING
- 24 total hours of lessons
- 24 hours of lab
LAB PROJECT: The students will be grouped in teams of 6-7 persons and will actively co-operate in the development of an essay, focusing on a topic proposed by the team itself, supervised by the teacher(s). The lab work will progress with the aim of critically analysing devices and experiments on neurotechnologies applied to ageing, identifying their underlying social assumptions, and development of proposals for a stronger integration of elderly people’s perspectives on healthy ageing in the projects themselves.
Slides, articles and laboratory assignments provided by the teachers.
Required reading:
- Rose, N., & Abi-Rached, J. (2014). Governing through the brain: Neuropolitics, neuroscience and subjectivity. The Cambridge Journal of Anthropology, 32(1), 3-23.
- Katz, S., & Marshall, B. L. (2018). Tracked and fit: FitBits, brain games, and the quantified aging body. Journal of aging studies, 45, 63-68.
Suggested readings:
J. Wolpaw and E. Wolpaw - "Brain-Computer Interfaces. Principles and Practice", Oxford University Press, USA
PIEVANI:
Books:
- Jared Diamond, 1997, Armi, acciaio e malattie, Einaudi, Torino, 1998 (+ nuove edizioni)
- Simon L. Lewis, Mark A. Maslin, 2018, Il pianeta umano, Einaudi, Torino, 2019.
Articles (available on Politecnico Library System website, https://www.biblio.polito.it/):
- David Morens, Anthony Fauci, 2020, “Emerging Pandemic Diseases: How We Got to COVID-19”, in Cell, 182: 1077-1092.
- Emily Elhacham, Liad Ben-Uri, Jonathan Grozovski, Yinon M. Bar-On & Ron Milo, 2020, “Global human-made mass exceeds all living biomass”, in Nature, 588: 442-444.
NEUROENGINEERING AND ACTIVE AGING
Slides, articles and laboratory assignments provided by the teachers.
Required readings:
- Rose, N., & Abi-Rached, J. (2014). Governing through the brain: Neuropolitics, neuroscience and subjectivity. The Cambridge Journal of Anthropology, 32(1), 3-23.
- Katz, S., & Marshall, B. L. (2018). Tracked and fit: FitBits, brain games, and the quantified aging body. Journal of aging studies, 45, 63-68.
Suggested readings:
S. Rossi - "Le sfide della neuromodulazione" - Raffaello Cortina Editore, Italia, 2020
J. Wolpaw and E. Wolpaw - "Brain-Computer Interfaces. Principles and Practice", Oxford University Press, USA, 2011
Modalità di esame: Elaborato scritto individuale; Elaborato scritto prodotto in gruppo;
Exam: Individual essay; Group essay;
...
EXPECTED LEARNING OUTCOMES
Knowledge of UN SDGs. Understanding of the processes constituting the given global challenges (environmental costs, circular health, ecosystem services and biodiversity, technological solutions). Acquisition of the basic elements of the scientific method (falsifiability, repeatability, models, science dissemination). General knowledge of major technical elements related to the challenge circular health.
The student will acquire a multi-faceted understanding of the interplay of neurotechnologies and ageing processes, both in terms of the knowledge of currently available and emerging technologies for interfacing with the human brain and of their application to support elderly individuals, as well as their social impact on elderly people’s lives and their implications in the construction of ideas of appropriate ageing. Soft skills will also be developed such as: the ability to work in a team; the competence to analyze and intertwine different epistemological perspectives addressing a same issue.
CRITERIA, RULES AND EXAM PROCEDURES
The evaluation criteria refer to the expected learning outcomes declared above. To obtain the final evaluation it will be necessary to actively participate in the lab team work during the course, collaborating effectively to the construction of the lab essay.
The students' evaluation will be composed of 2 parts (team lab-project essay + individual evaluation):
• TEAM LAB-PROJECT ESSAY. Score: up to 21/33 points. The lab project will be discussed and revised by the teachers during the lab hours, throughput the course. The Lab-team will produce an final written essay with a textual and/or graphical description (e.g. conceptual mapping) of the critical analysis, including methods used to approach the Lab-project, the developed proposals, and their its discussion. (Language: English).
• INDIVIDUAL EVALUATION. Score: up to 12/33 points. The student will evaluate the lab essay produced by other teams, guided by an written evaluation grid (peer-grading). The teacher will score the appropriateness of the written peer-grading evaluation produced, including the comments justifying and supporting it. (Language: English).
The final score will be obtained by adding the scores achieved in the 2 parts. If the final mark score is equal to or greater than 31.5 the Laude will be assigned.
Gli studenti e le studentesse con disabilità o con Disturbi Specifici di Apprendimento (DSA), oltre alla segnalazione tramite procedura informatizzata, sono invitati a comunicare anche direttamente al/la docente titolare dell'insegnamento, con un preavviso non inferiore ad una settimana dall'avvio della sessione d'esame, gli strumenti compensativi concordati con l'Unità Special Needs, al fine di permettere al/la docente la declinazione più idonea in riferimento alla specifica tipologia di esame.
Exam: Individual essay; Group essay;
EXPECTED LEARNING OUTCOMES
Knowledge of UN SDGs. Understanding of the processes constituting the given global challenges (environmental costs, circular health, ecosystem services and biodiversity, technological solutions). Acquisition of the basic elements of the scientific method (falsifiability, repeatability, models, science dissemination). General knowledge of major technical elements related to the challenge circular health.
The student will acquire a multi-faceted understanding of the interplay of neurotechnologies and ageing processes, both in terms of the knowledge of currently available and emerging technologies for interfacing with the human brain and of their application to support elderly individuals, as well as their social impact on elderly people’s lives and their implications in the construction of ideas of appropriate ageing. Soft skills will also be developed such as: the ability to work in a team; the competence to analyze and intertwine different epistemological perspectives addressing a same issue.
CRITERIA, RULES AND EXAM PROCEDURES
The evaluation criteria refer to the expected learning outcomes declared above. To obtain the final evaluation it will be necessary to actively participate in the lab team work during the course, collaborating effectively to the construction of the lab essay.
The students' evaluation will be composed of 2 parts (team lab-project essay + individual evaluation):
• TEAM LAB-PROJECT ESSAY. Score: up to 21/33 points. The lab project will be discussed and revised by the teachers during the lab hours, throughput the course. The Lab-team will produce an final written essay with a textual and/or graphical description (e.g. conceptual mapping) of the critical analysis, including methods used to approach the Lab-project, the developed proposals, and their its discussion. (Language: English).
• INDIVIDUAL EVALUATION. Score: up to 12/33 points. The student will evaluate the lab essay produced by other teams, guided by an written evaluation grid (peer-grading). The teacher will score the appropriateness of the written peer-grading evaluation produced, including the comments justifying and supporting it. (Language: English).
The final score will be obtained by adding the scores achieved in the 2 parts. If the final mark score is equal to or greater than 31.5 the Laude will be assigned.
In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.