Building expert systems: cognitive emulation.

Chapter 1 briefly introduces the concept of cognitive emulation, and outlines its current status. Chapter 2 reviews psychological research on human expert thinking. First, the study of expert thinking is placed in the context of modern cognitive psychology. Next, the principal methods and techniques employed by psychologists examining expert cognition are examined. The remainder of the chapter is given over to a review of the published literature on the nature and development of human expertise. Chapter 3 reviews the main arguments for and against cognitive emulation in expert system design. The tentative conclusion reached is that a significant degree of emulation is inevitable, but that a pure, unselective strategy of emulation is neither realistic nor desirable. Chapter 4 examines the prospects for cognitive emulation from a more pragmatic angle. Several factors are identified that represent constraints on the usefulness of a cognitive approach. However, a second set of factors is identified which should facilitate an emulation strategy - especially in the longer term. Some guidance is given on when to seriously consider adopting an emulation strategy. Chapter 5 presents a critical survey of expert system research that has already addressed the emulation issue. Six basic approaches to cognitive emulation are distinguished and evaluated. This helps draw out in more detail the implications of an emulation strategy for knowledge acquisition, knowledge representation and system architecture. The chapter concludes by discussing the issues that arise when different approaches to emulation are combined. Some guidance is offered on how this might be achieved. Chapter 6 summarizes the main themes and issues to have emerged, the design advice contained in the thesis, and the original contributions made by the thesis

The Standard Problem

Crafting, adhering to, and maintaining standards is an ongoing challenge. This paper uses a framework based on common models to explore the standard problem: the impossibility of creating, implementing or maintain definitive common models in an open system. The problem arises from uncertainty driven by variations in operating context, standard quality, differences in implementation, and drift over time. Fitting work by conformance services repairs these gaps between a standard and what is required for interoperation, using several strategies: (a) Universal conformance (all agents access the same standard); (b) Mediated conformance (an interoperability layer supports heterogeneous agents) and (c) Localized conformance, (autonomous adaptive agents manage their own needs). Conformance methods include incremental design, modular design, adaptors, and creating interactive and adaptive agents. Machine learning should have a major role in adaptive fitting. Choosing a conformance service depends on the stability and homogeneity of shared tasks, and whether common models are shared ahead of time or are adjusted at task time. This analysis thus decouples interoperability and standardization. While standards facilitate interoperability, interoperability is achievable without standardization.Comment: Keywords: information standard, interoperability, machine learning, technology evaluation 25 Pages Main text word Count: 5108 Abstract word count: 206 Tables: 1 Figures: 7 Boxes: 2 Submitted to JAMI

Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

Communicating open systems

Just as conventional institutions are organisational structures for coordinating the activities of multiple interacting individuals, electronic institutions provide a computational analogue for coordinating the activities of multiple interacting software agents. In this paper, we argue that open multi-agent systems can be effectively designed and implemented as electronic institutions, for which we provide a comprehensive computational model. More specifically, the paper provides an operational semantics for electronic institutions, specifying the essential data structures, the state representation and the key operations necessary to implement them. We specify the agent workflow structure that is the core component of such electronic institutions and particular instantiations of knowledge representation languages that support the institutional model. In so doing, we provide the first formal account of the electronic institution concept in a rigorous and unambiguous way

Fabricate 2020

Fabricate 2020 is the fourth title in the FABRICATE series on the theme of digital fabrication and published in conjunction with a triennial conference (London, April 2020). The book features cutting-edge built projects and work-in-progress from both academia and practice. It brings together pioneers in design and making from across the fields of architecture, construction, engineering, manufacturing, materials technology and computation. Fabricate 2020 includes 32 illustrated articles punctuated by four conversations between world-leading experts from design to engineering, discussing themes such as drawing-to-production, behavioural composites, robotic assembly, and digital craft

Design, decisions and dialogue

This thesis presents a design for an Intelligent Educational System to support the teaching of design evaluation in engineering. The design consists of a simple computerbased tool (or 'learning environment') for displaying and manipulating infonnation used in the course of problem solving, with a separate dialogue component capable of discussing aspects of the problem and of the problem solving strategy with the user. Many of the novel features of the design have been incorporated in a prototype system called WOMBAT. The main focus of this research has been on the design of the dialogue component. The design of the dialogue component is based on ideas taken from recent work on rational agency. The dialogue component has expertise in engaging in dialogues which support collaborative problem solving (involving system and user) in domains characterised as justified beliefs. It is capable of negotiating about what to do next and about what beliefs to take into account in problem solving. The system acquires problem-related beliefs by applying a simple plausible reasoning mechanism to a database of possible beliefs. The dialogue proceeds by turn-taking in which the current speaker constructs their chosen utterance (which may consist of several propositions and questions) and explicitly indicates when they have finished. When it is the system's turn to make an utterance, it decides what to say based on its beliefs about the current situation and on the likely utility of the various possible responses which it considers appropriate in the circumstances. Two aspects of the problem solving have been fully implemented. These are the discussion about what criteria a decision should be based on and the discussion about what decision step should be taken next. The system's contributions to the interaction are opportunistic, in the sense that at a dialogue level the system does not try to plan beyond the current utterance, and at a problem solving level it does not plan beyond the next action. The results of a formative evaluation of WOMBAT, in which it was exposed to a number of engineering educators, indicate that it is capable of engaging in a coherent dialogue, and that the dialogue is seen to have a pedagogical purpose. Although the approach of reasoning about the next action opportunistically has not proved adequate at a problem solving level, at a dialogue level it yields good results