KMi Publications

Tech Reports

Tech Report kmi-96-02 Abstract


Supporting Evaluation in Design
Techreport ID: kmi-96-02
Date: 1996
Author(s): Nathalie Bonnardel and Tamara Sumner

Design problem-solving requires designers to be creative and to express evaluative judgments. Designers propose successive partial solutions and evaluate these solutions with respect to various criteria and constraints. Evaluation plays a major role in design because each successive evaluation step guides the course of design activity. However, evaluation of design solutions is difficult for both experienced and inexperienced designers because: (1) in complex domains, no single person can know all the relevant criteria and constraints, and (2) design solutions must be evaluated from multiple, and sometimes conflicting, perspectives. Domain-oriented design environments have been proposed as computational tools supporting designers to construct and evaluate design solutions. Critiquing systems embedded in these environments support evaluation activities by analysing design solutions for compliance with criteria and constraints encoded in the system's knowledge-base. To investigate the impact of such systems, we have designed, built, and evaluated a domain-oriented design environment for a specific area: phone-based interface design. Professional designers were observed using the design environment to solve a complex design task. Analyses of these design sessions enabled us to identify reactions common to all designers, as well as reactions depending on the designers' level of domain experience.

Publication(s):

Acta Psychologica 91, (1996) 221-244
 
KMi Publications
 

Knowledge Management is...


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.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.