I teach in the department of Psychology at the University of Sheffield.
Cooperative models of mind is an optional level three undergraduate psychology module organised by Prof Tony Prescott. The module examines models of mind inspired by the architecture of the brain and the distributed nature of biological cognition. A central thread is the idea that complex, intelligent systems are made up of large numbers of relatively simple, co-operating sub-systems -- that the "mind emerges from the interaction of many simpler systems that are themselves mindless". The main focus of the module is on synamic systems and connectionist approaches to understanding human development, memory, and language, and on the implications of this co-operative view for understanding the relationship between main and brain. Since 2012, I have been teaching a series on competitive models of mind, which explores how ideas from 'evo-devo' (evolutionary developmental) biology can help us to understand brains and minds.
Neural bases of learning & development is an optional level three undergraduate psychology module organised by Dr Enrico Bracci. The aims of the module are i) to describe recent progress in finding out which parts of the brain are involved in the fundamental processes of associative learning, ii) to describe current understanding of how topographic sensory representations are formed in the brain during development, and iii) to relate both learning and development to underlying synaptic mechanisms, as embodied in computational models. In 2012, I run a short lecture series and a practical lab class on the topic of topographic map self-organisation.
Computational Neurscience II is a core module for students taking our MSc course in Computational and Cognitive Neuroscience and is organised by Dr Jim Stone. The module builds on ideas developed in Computational Neuroscience I to explore computational models of neuronal function, with an emphasis on Shannon's information theory, Bayesian perception, and models of map formation and learning. Since 2012, I have been running a lecture series and a practical lab class on learning, which covers topics in unsupervised learning, supervised learning, and reinforcement learning.
I am the module organiser for critical skills for psychologists, which is a core module for lfirst-year undergraduates. The module aims i) to provide students with the set of practical skills they need to hep support their independent study and research in psychology, ii) to develop critical scientific thinking necessary for conducting research in psychology, and iii) to develop the skills essential for clear and cogent scientific writing.