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Tech Report kmi-97-08 Abstract


The World Wide Design Lab: An Environment for Distributed Collaborative Design
Techreport ID: kmi-97-08
Date: 1997
Author(s): Zdenek Zdrahal and John Domingue
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In ever increasing frequency, designers are required to collaborate across large geographical boundaries. This collaboration presents the participants with new challenges. In this paper we describe how we have addressed two of these challenges using Internet technology. The first challenge is "How can designers discuss complex design artifacts at a distance?". Designers' discussions have a complex structure. For example, a designer can refute, justify, or revise a design proposal. These discussions are traditionally supported by sketches and formal diagrams. In this paper we show how our solution allows designers to have the same rich forms of interactions, over the Internet, with the minimum changes to their style of work. The second challenge we have addressed is "How can previous design solutions be made reusable between collaborators separated by a large distance?". Reusing old solutions is a common design practice. Sharing solutions across institutions presents an interpretation problem, as institutions may describe their solutions using different terminology. Organising a shared library also raises challenges. There is a trade-off between reducing the time to find a previous solution and reducing the duplication of design solutions across institutions.

Publication(s):

Submitted to the International Conference on Engineering design ICED 97, Tampere, Finland, August 19-21, 1997
 
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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.