-
-
An Initial Exploration
-
Course Overview
-
What is Agent-Based Modeling?
-
Introductory Models
-
Complex Models
-
Complexity, Emergence, and Feedbacks
-
When Should You Use ABM?
-
Comparing ABM to Other Methods
-
What Good is an Agent-Based Model?
-
-
-
Intro to NetLogo
-
Turtles, Patches, and Links
-
Code and Properties
-
Heroes and Cowards
-
Extending the Heroes and Cowards Model
-
-
-
The El Farol Model
-
First Extension: Coloring Agents Based on Success
-
Second Extension: Understanding Rewards
-
Third Extension: Histograms
-
Advanced El Farol
-
Unit 3 Wrap-up
-
-
-
Design of the Model
-
Seven Design Choices
-
Beginning the Diffusion Model
-
Networks
-
Influentials and Analyzing the Model
-
-
-
Architecture of an ABM and Agents
-
Agent Granularity, Other Types of Agents, and Agent Cognition
-
Spatial and Network Environments
-
3D and GIS Environments and Interactions
-
The Interface and Scheduling
-
-
-
An Initial Investigation
-
Networks and Environments
-
Advanced Analysis
-
-
-
Verification, Part 1
-
Verification, Part 2
-
Validation, Part 1
-
Validation, Part 2
-
-
-
Cellular Automata and ABM
-
GAs, John Holland and CAS
-
Seymour Papert, Logo, and the Turtle
-
Object-Oriented Programming
-
Parallelism and Graphics
-
Unit 8 Wrapup
-
-
-
Big Data, Social Media, and Agent-Based Modeling
-
Model Construction and Goals
-
Advanced NetLogo / Programming Constructs
-
Participatory Simulation and System Dynamics Modeling
-
Extensions
-
Wrapup and the Future of ABM
-
4.6 Unit 4 Overview » Model Design Assignment Rubric
The first answer is worth 0 points, the second answer is worth 1 point, and the third answer is worth 2 points. So effectively each question is worth up to 2 points.
Question 1
Did the student correctly identify a particular phenomenon that they will build a model of?
No, no phenomenon was identified at all.
Yes, a particular phenomenon was identified.
Yes, and the scope of the phenomenon seemed appropriate for an agent-based model that could be completed in the next month.
Question 2
Did the student identify the types of agents that they will use in their model?
No, they did not identify any types of agents.
Yes, they identified at least one type of agent.
Yes, and the explained why these were the only agent types necessary for their model.
Question 3
Did the student correctly identify the properties of each agent type?
No, they did not identify any properties.
Yes, they identified some properties of some agent types.
Yes, they identified all of the properties of all agent types.
Question 4
Did the student identify the behaviors of the different agent types?
No, they did not identify any agent behaviors.
Yes, they identified at least one agent behavior.
Yes, they identified all of the appropriate agent behaviors for all agents.
Question 5
Did the student identify the environment in which these agents operate?
No, they did not identify the environment.
Yes, they at least described the basic type of environment (e.g., spatial, network, featurespace, etc.)
Yes, they fully described the environment.
Question 6
Did the student break down the model behaviors into a time step?
No, the student did not illustrate what a time step would look like in the model.
Yes, they identified the basic behaviors that happen during a time step.
Yes, they fully described everything that happens during a time step.
Question 7
Did the student identify the inputs to the model?
No, they did not identify any inputs to the model.
Yes, they identified at least one input to the model.
Yes, they identified all of the inputs to the model.
Question 8
Did the student identify all of the output measures of the model?
No, they did not identify any outputs of the model.
Yes, they identified at least one output of the model.
Yes, they identified all of the relevant outputs of the model.