Studiewijzer 2025/2026
Leerdoelen
- Understand the principles of human-robot interaction (HRI) and their implications for social robotic design
- Apply machine learning and natural language processing (NLP) techniques to enhance a robot’s social capabilities
- Analyze case studies of social robot implementations to identify key design and ethical considerations
- The student is able to apply qualitative and quantitative methods to understand the societal impact and challanges of integrating social robots into everyday life
- Create a prototype or conceptual design for a social robot addressing a specific human need in diverse contexts
- Evaluate the societal impact and ethical challenges of integrating social robots into everyday life
- The student demonstrates professional responsibility by incorporating timeliness and iterative design into their working habits while developing a design portfolio across structured deadlines that mirror professional design interaction workflows - showcasing growth, critical reflection, and integration of feedback across multiple stages of the course.
Onderwijsvormen
- Hoorcollege
- Werkcollege
- (Computer)practicum
Verdeling leeractiviteiten
Activiteit | Uren |
Hoorcollege | 14 |
Werkcollege | 14 |
Zelfstudie | 140 |
Totaal | 168 | (6 EC x 28 uur) |
Aanwezigheid
Voor sommige studieonderdelen geldt een aanwezigheidsplicht. Indien er een aanwezigheidsplicht geldt, dan staat dit aangegeven in de studiegids die te raadplegen is via de UvA-website. De onderbouwing voor, en invulling van, deze aanwezigheidsplicht kan per vak verschillen, en is indien van toepassing opgenomen in deze studiewijzer.
Toetsing
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Fraude en plagiaat
Dit vak hanteert de algemene 'Fraude- en plagiaatregeling' van de UvA. Hier wordt nauwkeurig op gecontroleerd. Bij verdenking van fraude of plagiaat wordt de examencommissie van de opleiding ingeschakeld. Zie de Fraude- en plagiaatregeling van de UvA: http://student.uva.nl
Weekplanning
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AI Policy
The use of generative AI is not encouraged.
It is permitted for the final portfolio submission in very constrained ways:
- It must only be used for purposes that do not constitute "thinking"-steps or purposes that do not immediately contribute to the learning objectives that are covered in the course.
- Students should weigh their usage of generative AI against the environmental consequences of that generative AI tool's development, training, deployment.
- Students must provide a short declaration on their use of generative AI in their design portfolio using the provided template.
- Based on the CEUR taxonomy for AI contributions, the following use of AI is permitted without reservation:
- generate images
- grammar & spelling check
- citation management (i.e., formatting!)
- peer review simulation
- Based on the CEUR taxonomy for AI contributions, the following use of AI is permitted only with strong constraints - specifically, use on single word(s) and/or sentence(s) constituting up to 30% of the design portfolio length as a whole, and with comprehensive pre-/post-prompt documentation:
- paraphrase and reword
- improve writing style
- text translation
- Any use of generative AI must be in accordance with the above contributions (permitted and constrained-use), but also must be documented comprehensively in the design portfolio appendix, listing:
- the contribution role based on the CEUR taxonomy,
- the AI tool that was used, and
- a detailed account of the full prompt. In case of the constrained-use AI contributions (listed above), this must include the pre-prompt word or sentence and the post-prompt word or sentence.
Students are responsible for any submissions they make and must be able to explain it if prompted.
Any hallucinated / non-existing references or other indications that the work was not completed by the student (beyond what is outlined earlier in this section) are treated as evidence of fraud and submitted to the examination board for further investigation.
The point of writing tasks or design activities is not to create a portfolio or more prototypes or more student essays and texts. The point is to make the students go through the process of figuring out what they think about a topic, creating ideas and reflecting on them, and finally, putting those words together in a way that communicates their thought process to others.
“This process cannot be short-circuited by outsourcing it to Al; to do so removes the entire fucking point." - Dr. Andrew Perfors
Coördinator