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Tech Report kmi-01-10 Abstract


Towards a Logical Framework for Sequential Design
Techreport ID: kmi-01-10
Date: 2001
Author(s): Martin Dzbor and Zdenek Zdrahal
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Engineering design is usually seen as a knowledge-intensive process that driven by certain objectives eventually delivers an artefact having the desired properties or functions. Design is inherently iterative and the design goals evolve together with the solutions. Many current design theories present more or less efficient ways for finding a suitable solution to the given goals. However, they often leave open the question of the 'solution talkback'. Under 'solution talkback' we understand the reasoning process that is able to infer what formal amendments to the initial design specification need to be made in order to produce a feasible solution. Modified explicit design specification would in turn enable designers to refine the solutions to their design problems. This paper suggests an early-stage theory that incorporates some typical features of design problems, and defines a reasoning framework for the reflection on the actions in design. First, the key terms are defined that are elaborated later with the focus on generation of new design goals through the reflection on the partial design solutions.

Publication(s):

13th Conference on Design Theory and Methodology (part of ASME Design Engineering Technical Conferences), September 2001, Pittsburgh, USA
 
KMi Publications Event | SSSW 2013, The 10th Summer School on Ontology Engineering and the Semantic Web Journal | 25 years of knowledge acquisition
 

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Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
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