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Tech Report kmi-99-11 Abstract


Creative designer: What & how? (Intelligent support for problem formalisation in engineering design)
Techreport ID: kmi-99-11
Date: 1999
Author(s): Martin Dzbor
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Engineering design is a kind of human activity that makes use of many different knowledge sources. Basically, this may be a well structured, explicit, and domain specific knowledge or tacit, implicit, and experience-based knowledge. Each type of knowledge has its particular role in design, and thus in knowledge-based design support systems. The aim of this document is to present a new view on the knowledge-based systems supporting design and designers especially in the early phases. Although the design support systems may be described and compared on many different levels, the knowledge-centred view in this document is emphasised by the three facets that describe the proposed approach: design knowledge representation, design process control, and analogous design cases retrieval and presentation.

Publication(s):

this is a revised and extended version of a paper that appeared at the 3rd IEEE Conference on Intelligent Engineering Systems, Slovakia, pp. 279-284
 
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.