External Publications

2013 [18]

2012 [97]
2011 [137]

2010 [191]

2009 [166]

2008 [191]

2007 [145]

Earlier Publications [787]

Tech Reports

2012 [3]

2011 [4]

2010 [3]

2009 [6]

2008 [8]

2007 [4]

Earlier Tech Reports [197]

Books [8]

JIME
 

News

 
KMi Publications

Tech Reports

Tech Report kmi-99-10 Abstract


Knowledge-intensive design support: An enquiry into the role of the ontologies and analogous thinking in design support
Techreport ID: kmi-99-10
Date: 1999
Author(s): Martin Dzbor
Download Postscript Download PDF

This literature review builds a base for the further research of knowledge-intensive approach for the design problem formalisation. Engineering design is in general a complex activity; therefore, the document will focus on one specific part of the design process, namely the problem formalisation. The review discusses the following points: (i) various approaches to design and nature of design tasks; (ii) knowledge modelling research and its place in design support; and (iii) implications drawn from the nature of design tasks and knowledge modelling toward intelligent design support.

Publication(s):

as literature and state-of-the-art review
 
KMi Publications Event | SSSW 2013, The 10th Summer School on Ontology Engineering and the Semantic Web Journal | 25 years of knowledge acquisition
 

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.