Abstract: Cognitive Computing involves many terms and concepts associated with the areas of computer science and neurosciences. We define Cognitive Computation as the manipulation of symbols in order to obtain new symbols of interest, both to solve tasks and to design new systems.

Cognitive computing is an emerging area in higher education. For this reason, it has become necessary to introduce to the university community (teachers and students) the fundamental concepts of its two supporting areas: a) artificial and natural computing; and b) neurosciences, with the remarkable advances of the last two decades.

The current state of World education, according to the PISA reports, is one where the in the academic and teaching community is not producing the quality results expected from a modern society (OECD, 2014 and 2016). Two deficiencies have been identified in the research literature: the curriculum is obsolete for our modern society demands, and the teaching methodologies are outdated according to advances in modern neuroscience. To address this situation, a new set of teaching methodologies and fundamental cognitive contents are being explored. Here we present some work in the area Cognitive Computing that offers a sound alternative and a path to its implementation.

The experiences described in this communication detail the main activities that our research group is developing as part of project on educational innovation at the University of the Basque Country. We are an interdisciplinary group and we teach both at the Faculty of Education of Bilbao and at the School of Engineering of Bilbao. At present, we are developing the project "Application of Cognitive Computing in Education" (ACCE).

Our objective in this communication is to disseminate the experience carried out with three groups of participants: a) all members of the research group; b) a workshop at the international conference REDES-INNOVAESTIC 2018; and c) university students from several Spanish institutions.) These experiences explored fundamental ideas of cognitive computing, and strategies developed for their immediate integration in the classroom.

To help achieve this goal, we designed and implemented a set of resources (videos, Google forms, questionnaires, publications, interactive tools and online platforms.) Also, as part of the blended learning modality selected for the project, these resources were later integrated into face-to-face sessions with participants