Overview of Knowledge Sharing and Reuse Components: Ontologies and Problem-Solving Methods

Ontologies and problem-solving methods are promising candidates for reuse in Knowledge Engineering. Ontologies define domain knowledge at a generic level, while problem-solving methods specify generic reasoning knowledge. Both type of components can be viewed as complementary entities that can be used to configure new knowledge systems from existing, reusable components. In this paper, we give an overview of approaches for ontologies and problem-solving methods

Towards a shared ontology: a generic classification of cognitive processes in conceptual design

Towards addressing ontological issues in design cognition research, this paper presents the first generic classification of cognitive processes investigated in protocol studies on conceptual design cognition. The classification is based on a systematic review of 47 studies published over the past 30 years. Three viewpoints on the nature of design cognition are outlined (search, exploration and design activities), highlighting considerable differences in the concepts and terminology applied to describe cognition. To provide a more unified view of the cognitive processes fundamentally under study, we map specific descriptions of cognitive processes provided in protocol studies to more generic, established definitions in the cognitive psychology literature. This reveals a set of 6 categories of cognitive process that appear to be commonly studied and are therefore likely to be prevalent in conceptual design: (1) long-term memory; (2) semantic processing; (3) visual perception; (4) mental imagery processing; (5) creative output production and (6) executive functions. The categories and their constituent processes are formalised in the generic classification. The classification provides the basis for a generic, shared ontology of cognitive processes in design that is conceptually and terminologically consistent with the ontology of cognitive psychology and neuroscience. In addition, the work highlights 6 key avenues for future empirical research: (1) the role of episodic and semantic memory; (2) consistent definitions of semantic processes; (3) the role of sketching from alternative theoretical perspectives on perception and mental imagery; (4) the role of working memory; (5) the meaning and nature of synthesis and (6) unidentified cognitive processes implicated in conceptual design elsewhere in the literature

The development of a model of information seeking behaviour of students in higher education when using internet search engines.

This thesis develops a model of Web information seeking behaviour of postgraduate students with a specific focus on Web search engines' use. It extends Marchionini's eight stage model of information seeking, geared towards electronic environments, to holistically encompass the physical, cognitive, affective and social dimensions of Web users' behaviour. The study recognises the uniqueness of the Web environment as a vehicle for information dissemination and retrieval, drawing on the distinction between information searching and information seeking and emphasises the importance of following user-centred holistic approaches to study information seeking behaviour. It reviews the research in the field and demonstrates that there is no comprehensive model that explains the behaviour of Web users when employing search engines for information retrieval. The methods followed to develop the study are explained with a detailed analysis of the four dimensions of information seeking (physical, cognitive affective, social). Emphasis is placed on the significance of combined methods (qualitative and quantitative) and the ways in which they can enrich the examination of human behaviour. This is concluded with a discussion of methodological issues. The study is supported by an empirical investigation, which examines the relationship between interactive information retrieval using Web search engines and human information seeking processes. This investigates the influence of cognitive elements (such as learning and problem style, and creative ability) and affective characteristics (e. g. confidence, loyalty, familiarity, ease of use), as well as the role that system experience, domain knowledge and demographics play in information seeking behaviour and in user overall satisfaction with the retrieval result. The influence of these factors is analysed by identifying users' patterns of behaviour and tactics, adopted to solve specific problems. The findings of the empirical study are incorporated into an enriched information-seeking model, encompassing use of search engines, which reveals a complex interplay between physical, cognitive, affective and social elements and that none of these characteristics can be seen in isolation when attempting to explain the complex phenomenon of information seeking behaviour. Although the model is presented in a linear fashion the dynamic, reiterative and circular character of the information seeking process is explained through an emphasis on transition patterns between the different stages. The research concludes with a discussion of problems encountered by Web information seekers which provides detailed analysis of the reasons why users express satisfaction or dissatisfaction with the results of Web searching, areas in which Web search engines can be improved and issues related to the need for students to be given additional training and support are identified. These include planning and organising information, recognising different dimensions of information intents and needs, emphasising the importance of variety in Web information seeking, promoting effective formulation of queries and ranking, reducing overload of information and assisting effective selection of Web sites and critical examination of results

Continuous Improvement Through Knowledge-Guided Analysis in Experience Feedback

Continuous improvement in industrial processes is increasingly a key element of competitiveness for industrial systems. The management of experience feedback in this framework is designed to build, analyze and facilitate the knowledge sharing among problem solving practitioners of an organization in order to improve processes and products achievement. During Problem Solving Processes, the intellectual investment of experts is often considerable and the opportunities for expert knowledge exploitation are numerous: decision making, problem solving under uncertainty, and expert configuration. In this paper, our contribution relates to the structuring of a cognitive experience feedback framework, which allows a flexible exploitation of expert knowledge during Problem Solving Processes and a reuse such collected experience. To that purpose, the proposed approach uses the general principles of root cause analysis for identifying the root causes of problems or events, the conceptual graphs formalism for the semantic conceptualization of the domain vocabulary and the Transferable Belief Model for the fusion of information from different sources. The underlying formal reasoning mechanisms (logic-based semantics) in conceptual graphs enable intelligent information retrieval for the effective exploitation of lessons learned from past projects. An example will illustrate the application of the proposed approach of experience feedback processes formalization in the transport industry sector

A systematic review of protocol studies on conceptual design cognition: design as search and exploration

This paper reports findings from the first systematic review of protocol studies focusing specifically on conceptual design cognition, aiming to answer the following research question: What is our current understanding of the cognitive processes involved in conceptual design tasks carried out by individual designers? We reviewed 47 studies on architectural design, engineering design and product design engineering. This paper reports 24 cognitive processes investigated in a subset of 33 studies aligning with two viewpoints on the nature of designing: (V1) design as search (10 processes, 41.7%); and (V2) design as exploration (14 processes, 58.3%). Studies on search focused on solution search and problem structuring, involving: long-term memory retrieval; working memory; operators and reasoning processes. Studies on exploration investigated: co-evolutionary design; visual reasoning; cognitive actions; and unexpected discovery and situated requirements invention. Overall, considerable conceptual and terminological differences were observed among the studies. Nonetheless, a common focus on memory, semantic, associative, visual perceptual and mental imagery processes was observed to an extent. We suggest three challenges for future research to advance the field: (i) developing general models/theories; (ii) testing protocol study findings using objective methods conducive to larger samples and (iii) developing a shared ontology of cognitive processes in design

Towards a theory of software engineering

A theory of software engineering (SE) is presented and its application to explaining and analysing SE situations is illustrated. The theory is based on a characterization of SE representations and the fundamental activities that are applied to them. Motivations for developing a theory and means of establishing its validity are also discussed

Auditing Symposium XIII: Proceedings of the 1996 Deloitte & Touche/University of Kansas Symposium on Auditing Problems

Meeting the challenge of technological change -- A standard setter\u27s perspective / James M. Sylph, Gregory P. Shields; Technological change -- A glass half empty or a glass half full: Discussion of Meeting the challenge of technological change, and Business and auditing impacts of new technologies / Urton Anderson; Opportunities for assurance services in the 21st century: A progress report of the Special Committee on Assurance Services / Richard Lea; Model of errors and irregularities as a general framework for risk-based audit planning / Jere R. Francis, Richard A. Grimlund; Discussion of A Model of errors and irregularities as a general framework for risk-based audit planning / Timothy B. Bell; Framing effects and output interference in a concurring partner review context: Theory and exploratory analysis / Karla M. Johnstone, Stanley F. Biggs, Jean C. Bedard; Discussant\u27s comments on Framing effects and output interference in a concurring partner review context: Theory and exploratory analysis / David Plumlee; Implementation and acceptance of expert systems by auditors / Maureen McGowan; Discussion of Opportunities for assurance services in the 21st century: A progress report of the Special Committee on Assurance Services / Katherine Schipper; CPAS/CCM experiences: Perspectives for AI/ES research in accounting / Miklos A. Vasarhelyi; Discussant comments on The CPAS/CCM experiences: Perspectives for AI/ES research in accounting / Eric Denna; Digital analysis and the reduction of auditor litigation risk / Mark Nigrini; Discussion of Digital analysis and the reduction of auditor litigation risk / James E. Searing; Institute of Internal Auditors: Business and auditing impacts of new technologies / Charles H. Le Grandhttps://egrove.olemiss.edu/dl_proceedings/1012/thumbnail.jp

Technology enhance learning: A case study of the potentials of mobile technologies in Nigerian College of Education

Technology has proven to be an effective tool and a driving force for developments in the education sector, hence the term “technology enhanced learning” (TEL). Despite the continuous impact of technology in education, the lack of TEL in teacher education institutions in Nigeria has created a technological gap between learners in the teacher training institution (College of Education), and their contemporaries in other higher institutions. The primary goal of College of Education is to train students in various fields of expertise to become teachers. However, if they must function in the imminent digital era as educators, they need to learn with, and learn how to teach with technology. Using the cultural historical activity theory (CHAT), this qualitative study adopted a phenomenological case study methodology, to understand the factors affecting technology integration in Federal College of Education (Technical) Asaba, and to reveal the potentials of mobile technologies to enhance learning. The findings revealed the need to re-evaluate the structure of teacher education as poor infrastructure, unproductive professional development training on ICT integration in the classroom, lack of emphasis on teaching with technology in the curriculum, and the perception of stakeholders towards technology, has trampled its integration. Although some educators and students have adopted mobile technology and digital platforms to enhance communication, and collaboration within and outside the classroom, the consolidation of such practices within the college to meet their demands, is dependent on the perception and attitude of management towards technology. This is due to lack of knowledge of the possibilities of mobile technology in enhancing learning, and the funding to support its implementation in this institution. Therefore, this calls for a review of the curriculum and the development of new ICT policies in education to incorporate teaching and learning with mobile technology. Measures and actions to foster teacher development and training, as well as the resources to promote the digitalization of teacher education institutions in Nigeria must be ensured