The retrieval of structured design knowledge

Design rationale is an effective way of capturing knowledge, since it records the issues addressed, the options considered, and the arguments used when specific decisions are made during the design process. Design rationale is generally captured by identifying elements and their dependencies, i.e. in a structured way. Current retrieval methods focus mainly on either the classification of rationale or on keyword-based searches of records. Keyword-based retrieval is reasonably effective as the information in design rationale records is mainly described using text. However, most of the current keyword-based retrieval methods discard the implicit structures of these records, resulting either in poor precision of retrieval or in isolated pieces of information that are difficult to understand. This ongoing research aims to go beyond keyword-based retrieval by developing methods and tools to facilitate the provision of useful design knowledge in new design projects. Our first step is to understand the structured information derived from the relationship between lumps of text held in different nodes in the design rationale captured via a software tool currently used in industry, and study how this information can be utilised to improve retrieval performance. Specifically, methods for utilising various structured information are developed and implemented on a prototype keyword-based retrieval system developed in our earlier work. The implementation and evaluation of these methods shows that the structured information can be utilised in a number of ways, such as filtering the results and providing more complete information. This allows the retrieval system to present results that are easy to understand, and which closely match designers' queries. Like design rationale, other methods for representing design knowledge also in essence involve structured information and thus the methods proposed can be generalised to be adapted and applied for the retrieval of other kinds of design knowledge. Copyright © 2002-2012 The Design Society. All rights reserved.

Evidence-informed development of engineering practical work: Effecting change through staff and student engagement

This paper discusses innovations in curriculum development in the Department of Engineering at the University of Cambridge as a participant in the Teaching for Learning Network (TFLN), a teaching and learning development initiative funded by the Cambridge-MIT Institute a pedagogic collaboration and brokerage network. A year-long research and development project investigated the practical experiences through which students traditionally explore engineering disciplines, apply and extend the knowledge gained in lectures and other settings, and begin to develop their professional expertise. The research project evaluated current practice in these sessions and developed an evidence-base to identify requirements for new activities, student support and staff development. The evidence collected included a novel student 'practice-value' survey highlighting effective practice and areas of concern, classroom observation of practicals, semi-structured interviews with staff, a student focus group and informal discussions with staff. Analysis of the data identified three potentially 'high-leverage' strategies for improvement: development of a more integrated teaching framework, within which practical work could be contextualised in relation to other learning; a more transparent and integrated conceptual framework where theory and practice were more closely linked; development of practical work more reflective of the complex problems facing professional engineers. This paper sets out key elements of the evidence collected and the changes that have been informed by this evidence and analysis, leading to the creation of a suite of integrated practical sessions carefully linked to other course elements and reinforcing central concepts in engineering, accompanied by a training and support programme for teaching staff.