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

Gateway Modeling and Simulation Plan

This plan institutes direction across the Gateway Program and the Element Projects to ensure that Cross Program M&S are produced in a manner that (1) generate the artifacts required for NASA-STD-7009 compliance, (2) ensures interoperability of M&S exchanged and integrated across the program and, (3) drives integrated development efforts to provide cross-domain integrated simulation of the Gateway elements, space environment, and operational scenarios. This direction is flowed down via contractual enforcement to prime contractors and includes both the GMS requirements specified in this plan and the NASASTD- 7009 derived requirements necessary for compliance. Grounding principles for management of Gateway Models and Simulations (M&S) are derived from the Columbia Accident Investigation Board (CAIB) report and the Diaz team report, A Renewed Commitment to Excellence. As an outcome of these reports, and in response to Action 4 of the Diaz team report, the NASA Standard for Models and Simulations, NASA-STD-7009 was developed. The standard establishes M&S requirements for development and use activities to ensure proper capture and communication of M&S pedigree and credibility information to Gateway program decision makers. Through the course of the Gateway program life cycle M&S will be heavily relied upon to conduct analysis, test products, support operations activities, enable informed decision making and ultimately to certify the Gateway with an acceptable level of risk to crew and mission. To reduce risk associated with M&S influenced decisions, this plan applies the NASA-STD-7009 requirements to produce the artifacts that support credibility assessments and ensure the information is communicated to program management

The LAB@FUTURE Project - Moving Towards the Future of E-Learning

This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment

Reducing the "Information Gap" Between Synchronous and Asynchronous Co-operative Design Phases

This paper aims to describe a particular role of annotations as co-operative artefacts in engineering design. In co-operative processes, where achieving a shared understanding between the participants from different domains is crucial, sharing the decisions and argumentations which lead to a solution is as important as sharing the solution itself. In our case study, we describe what we call an "information gap" between the asynchronous phase, when individual decisions are made, and the design review, when the solution is evaluated, and collective thinking influences the decisions. Then, within a conceptual design scenario, we show how semantic annotations can create a shared environment to help to reduce this gap, where all actors are able to elicit domain-specific constraints and engage discussions on design solution during the asynchronous phase.semantic annotation; engineering design; design communication; collaborative tool

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

A web-based teaching/learning environment to support collaborative knowledge construction in design

A web-based application has been developed as part of a recently completed research which proposed a conceptual framework to collect, analyze and compare different design experiences and to construct structured representations of the emerging knowledge in digital architectural design. The paper introduces the theoretical and practical development of this application as a teaching/learning environment which has significantly contributed to the development and testing of the ideas developed throughout the research. Later in the paper, the application of BLIP in two experimental (design) workshops is reported and evaluated according to the extent to which the application facilitates generation, modification and utilization of design knowledge