A voice-based annotation system for collaborative computer-aided design

In this paper, we describe a voice-based interaction mechanism to annotate 3D models directly from a computer-aided design (CAD) modeling environment. The audio signal is captured and automatically transcribed to a textual 3D note, which is attached to the geometry and made available to other product information and business processes across the enterprise via a product data management system. Our approach provides a more natural and intuitive method to capture design and engineering knowledge that is particularly effective when large amounts of information need to be communicated. We discuss the rationale of the software architecture and the value of this modality for capturing knowledge in a collaborative engineering context. Finally, we examine the results of an experiment to validate our proposal. Our results show that 3D annotations are an effective mechanism to communicate design knowledge, which suggests the need for further developments in the areas of multimodal interaction methods and interfaces for CAD and collaborative tools

Holistic engineering design : a combined synchronous and asynchronous approach

To aid the creation and through-life support of large, complex engineering products, organizations are placing a greater emphasis on constructing complete and accurate records of design activities. Current documentary approaches are not sufficient to capture activities and decisions in their entirety and can lead to organizations revisiting and in some cases reworking design decisions in order to understand previous design episodes. Design activities are undertaken in a variety of modes; many of which are dichotomous, and thus each require separate documentary mechanisms to capture information in an efficient manner. It is possible to identify the modes of learning and transaction to describe whether an activity is aimed at increasing a level of understanding or whether it involves manipulating information to achieve a tangible task. The dichotomy of interest in this paper is that of synchronous and asynchronous working, where engineers may work alternately as part of a group or as individuals and where different forms of record are necessary to adequately capture the processes and rationale employed in each mode. This paper introduces complimentary approaches to achieving richer representations of design activities performed synchronously and asynchronously, and through the undertaking of a design based case study, highlights the benefit of each approach. The resulting records serve to provide a more complete depiction of activities undertaken, and provide positive direction for future co-development of the approaches

From voice to knowledge: A proposal for a voice annotation system to support collaborative engineering design processes

This paper describes a novel voice interaction mechanism for capturing and managing design knowledge within a collaborative Computer-Aided Design (CAD) environment. We present a software module for speech recognition that integrates with a CAD application to allow the automatic creation of textual annotations in a 3D model directly from voice data. Audio is transcribed automatically, resulting in a textual note that is searchable and available to other users via a Product Data Management (PDM) system, providing an intuitive mechanism to document modeling processes and design knowledge. The system consists of three functional blocks: (1) audio recording, (2) speech recognition, and (3) query management against a cloud-based service. In this paper, we justify the need for our system from a human-computer interaction standpoint and discuss the rationale of its design and implementation in the context of collaborative design communication. Finally, we discuss some application spaces that demonstrate the capability of voice annotations for capturing knowledge

A framework for design rationale capture and use during geometry design

Despite broad agreement on the utility of design rationale use and capture, a review of the relevant literature shows that industrial usage remains limited, especially during geometry design.An initial field study confirmed low design rationale capture during the geometry design stage. The lack of linking between design rationale and geometry models is identified as a factor holding back design rationale capture.A toolset is presented to link entities in geometry models to design rationale, allowing the creation of design rationale referring to a specific geometry design decision. Using the design rationale links it is possible to create graphs of the structure of geometry models and attached rationale. Furthermore the presence and quantity of design rationale can be displayed as a coloured overlay on the geometry.The toolset has been tested by 7 groups of student-designers, and although the uptake of the design rationale linking tool by the users was low, results show that groups using the tool captured relatively more design rationale during geometry design, although reservations have to be made regarding to self-selection bias. The study shows that the availability of design rationale linking tools is not by itself enough to improve design rationale capture during geometry design

Explicit Communication of Geometric Design Intent in CAD: Evaluating Annotated Models in the Context of Reusability

CAD model reusability is largely determined by a proper communication of design intent, which is usually expressed implicitly within the model. Recent studies have suggested the use of 3D annotations as a method to embed design information in the model’s geometry and make part of the design knowledge explicitly available. In this paper, we evaluate the effectiveness of this method and analyze its impact in model alteration tasks. Our goal is to determine whether annotated models provide significant benefits when performing activities that require a direct manipulation of the geometry. We present the results of a study that measured user performance in two scenarios. First, we tested whether annotations are helpful when inadequate modeling assumptions can be made by designers. Second, we evaluated annotations as tools to communicate design decisions to select the most appropriate solution to a challenge when multiple options are available. In both cases, results show statistically significant benefits of annotated models, suggesting the use of this technique as a valuable approach to improve design intent communication

Implementation challenges of annotated 3D models in collaborative design environments

Recent studies in the area of collaborative design have proposed the use of 3D annotations as a tool to make design information explicitly available within the 3D model, so that different stakeholders can share information throughout the product lifecycle. Annotation practices defined by the latest digital definition standards have formalized the presentation of information and facilitated the implementation of annotation tools in CAD systems. In this paper, we review the latest studies in annotation methods and technologies and explore their expected benefits in the context of collaborative design. Next, we analyze the implementation challenges of different annotation approaches, focusing specifically on design intent annotations. 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ASSEMBLY DIFFERENTIATION IN CAD SYSTEMS

This work presents a data model for differentiating and sharing assembly design (AsD) information during collaborative design. Joints between parts are an important aspect of assembly models that are often ambiguous when sharing of models takes place. Although various joints may have similar geometries and topologies, their joining methods and process parameters may vary significantly. It is possible to attach notes and annotations to geometric entities within CAD environments in order to distinguish joints; however, such textual information does not readily prepare models for sharing among collaborators or downstream processes such as simulation and analysis. At present, textual information must be examined and interpreted by the human designer and cannot be interpreted or utilized by the computer; thus, making the querying of information potentially cumbersome and time consuming.This work presents an AsD ontology that explicitly represents assembly constraints, including joining constraints, and infers any remaining implicit ones. By relating concepts through ontology technology rather than just defining an arbitrary data structure, assembly and joining concepts can be captured in their entirety or extended as necessary. By using the knowledge captured by the ontology, similar-looking joints can be differentiated and the collaboration and downstream product development processes further automated, as the semantics attached to the assembly model prepares it for use within the Semantic Web

Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: the case of visually impaired mathematics students

Blind and visually impaired mathematics students must rely on accessible materials such as tactile diagrams to learn mathematics. However, these compensatory materials are frequently found to offer students inferior opportunities for engaging in mathematical practice and do not allow sensorily heterogenous students to collaborate. Such prevailing problems of access and interaction are central concerns of Universal Design for Learning (UDL), an engineering paradigm for inclusive participation in cultural praxis like mathematics. Rather than directly adapt existing artifacts for broader usage, UDL process begins by interrogating the praxis these artifacts serve and then radically re-imagining tools and ecologies to optimize usability for all learners. We argue for the utility of two additional frameworks to enhance UDL efforts: (a) enactivism, a cognitive-sciences view of learning, knowing, and reasoning as modal activity; and (b) ethnomethodological conversation analysis (EMCA), which investigates participants’ multimodal methods for coordinating action and meaning. Combined, these approaches help frame the design and evaluation of opportunities for heterogeneous students to learn mathematics collaboratively in inclusive classrooms by coordinating perceptuo-motor solutions to joint manipulation problems. We contextualize the thesis with a proposal for a pluralist design for proportions, in which a pair of students jointly operate an interactive technological device