Wiring optimization explanation in neuroscience: What is Special about it?

This paper examines the explanatory distinctness of wiring optimization models in neuroscience. Wiring optimization models aim to represent the organizational features of neural and brain systems as optimal (or near-optimal) solutions to wiring optimization problems. My claim is that that wiring optimization models provide design explanations. In particular, they support ideal interventions on the decision variables of the relevant design problem and assess the impact of such interventions on the viability of the target system

Development of an automated aircraft subsystem architecture generation and analysis tool

Purpose – The purpose of this paper is to present a new computational framework to address future preliminary design needs for aircraft subsystems. The ability to investigate multiple candidate technologies forming subsystem architectures is enabled with the provision of automated architecture generation, analysis and optimization. Main focus lies with a demonstration of the frameworks workings, as well as the optimizers performance with a typical form of application problem. Design/methodology/approach – The core aspects involve a functional decomposition, coupled with a synergistic mission performance analysis on the aircraft, architecture and component levels. This may be followed by a complete enumeration of architectures, combined with a user defined technology filtering and concept ranking procedure. In addition, a hybrid heuristic optimizer, based on ant systems optimization and a genetic algorithm, is employed to produce optimal architectures in both component composition and design parameters. The optimizer is tested on a generic architecture design problem combined with modified Griewank and parabolic functions for the continuous space. Findings – Insights from the generalized application problem show consistent rediscovery of the optimal architectures with the optimizer, as compared to a full problem enumeration. In addition multi-objective optimization reveals a Pareto front with differences in component composition as well as continuous parameters. Research limitations/implications – This paper demonstrates the frameworks application on a generalized test problem only. Further publication will consider real engineering design problems. Originality/value – The paper addresses the need for future conceptual design methods of complex systems to consider a mixed concept space of both discrete and continuous nature via automated methods

Analyzing Requirement Type Influence on Generated Solutions

Several ideation methods are available and used by engineering designers to enable the generation of alternative designs [1]. However, there has been little work done to understand the role that the design problem given to participants plays in the ideation process. The contribution of this research is found through the proposed guidelines with respect to the type of requirements to include as part of the design problem in order to achieve the desired quantity, quality, novelty, and variety of solutions during the early stages of the design process. This work is the first attempt at analyzing the effect of requirement type on the solutions generated to a design problem. A user study is conducted with undergraduate mechanical engineering students to test the hypothesis that functional requirements lead to better understanding of the design problem, and thereby to improved ideation with respect to the quality, quantity, novelty, and variety scores on the solution sets. All the participants were given a burrito folder design problem and asked to generate solutions. The four experimental conditions were functional requirements, non-functional requirements, mixed prioritized requirements, and non-prioritized requirements. This study used a standard set of outcome based measures for ideation: quantity, quality, novelty and variety [1]. The findings reveal that non-functional requirements are useful in ideation to achieve a greater quantity of solution (p-value=0.09) and better quality of solutions (p-value=0.018). It also shows that non-functional requirements positively impact the variety and novelty of solutions. In addition, the mixed requirements groups achieve a better variety than the functional requirements groups. The results highlight potential improvements that might be achieved by using non-functional requirements in ideation. Therefore it is recommended that designers explore these non-functional requirements of a problem, a recommendation that does not align with current best practice design education as seen through a review of popular design engineering text books. These findings lead to areas for future research in understanding how the functionality of requirements influence an engineer’s thinking

The Missing Basics & Other Philosophical Reflections for the Transformation of Engineering Education

The paper starts by reflecting on what senior engineering students don't know how to do when they confront a real-world project in an industrially sponsored senior design project. Seven, largely qualitatively, skills are found to be lacking: questioning, labeling, qualitatively modeling, decomposing, measuring, ideating, and communicating. These skills, some of the most important critical and creative thinking skills in the arsenal of modern civilization, are termed "the missing basics" and contrasted with what engineering faculty usually call "the basics." The paper critically examines the term "the basics" and other terms that are conceptual hurdles to fundamental reassessment of engineering education at this time. The paper concludes that the engineering academy is stuck in a Kuhnian paradigm born in the cold war, that the reflexive belief in the superiority of math, science, and engineering science to the exclusion of other topics is not itself scientific, and that the use of tired code words is not an argument or a rational defense of a paradigm that may have outlived its usefulness. The paper concludes by highlighting the role philosophy can play in clearing away the conceptual confusion, thereby permitting a more reasoned conversation on the needs of engineering education in our times

Reinventing learning: a design-research odyssey

Design research is a broad, practice-based approach to investigating problems of education. This approach can catalyze the development of learning theory by fostering opportunities for transformational change in scholars’ interpretation of instructional interactions. Surveying a succession of design-research projects, I explain how challenges in understanding students’ behaviors promoted my own recapitulation of a historical evolution in educators’ conceptualizations of learning—Romantic, Progressivist, and Synthetic (Schön, Intuitive thinking? A metaphor underlying some ideas of educational reform (working paper 8). Division for Study and Research in Education, MIT, Cambridge, 1981)—and beyond to a proposed Systemic view. In reflection, I consider methodological adaptations to design-research practice that may enhance its contributions in accord with its objectives

Facilitating Design-by-Analogy: Development of a Complete Functional Vocabulary and Functional Vector Approach to Analogical Search

Design-by-analogy is an effective approach to innovative concept generation, but can be elusive at times due to the fact that few methods and tools exist to assist designers in systematically seeking and identifying analogies from general data sources, databases, or repositories, such as patent databases. A new method for extracting analogies from data sources has been developed to provide this capability. Building on past research, we utilize a functional vector space model to quantify analogous similarity between a design problem and the data source of potential analogies. We quantitatively evaluate the functional similarity between represented design problems and, in this case, patent descriptions of products. We develop a complete functional vocabulary to map the patent database to applicable functionally critical terms, using document parsing algorithms to reduce text descriptions of the data sources down to the key functions, and applying Zipf’s law on word count order reduction to reduce the words within the documents. The reduction of a document (in this case a patent) into functional analogous words enables the matching to novel ideas that are functionally similar, which can be customized in various ways. This approach thereby provides relevant sources of design-by-analogy inspiration. Although our implementation of the technique focuses on functional descriptions of patents and the mapping of these functions to those of the design problem, resulting in a set of analogies, we believe that this technique is applicable to other analogy data sources as well. As a verification of the approach, an original design problem for an automated window washer illustrates the distance range of analogical solutions that can be extracted, extending from very near-field, literal solutions to far-field cross-domain analogies. Finally, a comparison with a current patent search tool is performed to draw a contrast to the status quo and evaluate the effectiveness of this work.National Science Foundation (U.S.) (grant number CMMI-0855510)National Science Foundation (U.S.) (grant number CMMI-0855326)National Science Foundation (U.S.) (grant number CMMI-0855293)SUTD-MIT International Design Centre (IDC

Leveling transparency via situated intermediary learning objectives (SILOs)

When designers set out to create a mathematics learning activity, they have a fair sense of its objectives: students will understand a concept and master relevant procedural skills. In reform-oriented activities, students first engage in concrete situations, wherein they achieve situated, intermediary learning objectives (SILOs), and only then they rearticulate their solutions formally. We define SILOs as heuristics learners devise to accommodate contingencies in an evolving problem space, e.g., monitoring and repairing manipulable structures so that they model with fidelity a source situation. Students achieve SILOs through problem-solving with media, instructors orient toward SILOs via discursive solicitation, and designers articulate SILOs via analyzing implementation data. We describe the emergence of three SILOs in developing the activity Giant Steps for Algebra. Whereas the notion of SILOs emerged spontaneously as a framework to organize a system of practice, i.e. our collaborative design, it aligns with phenomenological theory of knowledge as instrumented action