Pattern for Re-engineering a Classification Scheme, which Follows the Adjacency List Data Model, to a Taxonomy

This pattern for re-engineering non-ontological resources (pr-nor) fits in the schema re-engineering category proposed by [3]. The pattern defines a procedure that transforms the classification scheme components into ontology representational primitives. This pattern comes from the experience of ontology engineers in developing ontologies using classification schemes in several projects (seemp 1 , neon 2 , and knowledge web 3 ). The pattern is included in a pool of patterns, which is a key element of our method for re-engineering non-ontological resources into ontologies [2]. The patterns generate the ontologies at a conceptualization level, independent of the ontology implementation language

Knowledge modelling with the open source tool myCBR

Building knowledge intensive Case-Based Reasoning applications requires tools that support this on-going process between domain experts and knowledge engineers. In this paper we will introduce how the open source tool myCBR 3 allows for flexible knowledge elicitation and formalisation form CBR and non CBR experts. We detail on myCBR 3 's versatile approach to similarity modelling and will give an overview of the Knowledge Engineering workbench, providing the tools for the modelling process. We underline our presentation with three case studies of knowledge modelling for technical diagnosis and recommendation systems using myCBR 3

A Pattern Based Approach for Re-engineering Non-Ontological Resources into Ontologies

With the goal of speeding up the ontology development process, ontology engineers are starting to reuse as much as possible available ontologies and non-ontological resources such as classification schemes, thesauri, lexicons and folksonomies, that already have some degree of consensus. The reuse of such non-ontological resources necessarily involves their re-engineering into ontologies. Non-ontological resources are highly heterogeneous in their data model and contents: they encode different types of knowledge, and they can be modeled and implemented in different ways. In this paper we present (1) a typology for non-ontological resources, (2) a pattern based approach for re-engineering non-ontological resources into ontologies, and (3) a use case of the proposed approach

Pattern for Re-engineering a Term-based Thesaurus, which Follows the Record-based model, to a Lightweight Ontology

This pattern for re-engineering non-ontological resources (PR-NOR) fits in the Schema Re-engineering Category proposed by [3]. The pattern defines a procedure that transforms the term-based thesaurus components into ontology representational primitives. This pattern comes from the experience of ontology engineers in developing ontologies using thesauri in several projects (SEEMP 1 , NeOn 2 , and Knowledge Web 3 ). The pattern is included in a pool of patterns, which is a key element of our method for re-engineering non-ontological resources into ontologies [2]. The patterns generate the ontologies at a conceptualization level, independent of the ontology implementation language

A review of literature on communication skills development (CSD) in the engineering curriculum

Engineering education has expanded recently to include emphasis on the development of some very specific non-technical attributes that match a strong technical base to produce well-rounded engineering graduates who are flexible and adaptable to suit the constantly developing and changing requirements of the workplace. These non technical skills include communication skills, the ability to function in teams, knowledge of societal and contemporary issues, development of global perspective, and ethics awareness. A great importance of these abilities to engineering education has emerged over the last decade even within the international and local scene. Within the Malaysian context, the Engineering Accreditation Council’s (EAC) Engineering Program Accreditation Manual(BEM, 2007) , outlines ten learning outcomes that encompasses both the technical and non technical skills which are considered essential for graduating engineers. Similarly, the Accreditation Board of Engineering and Technology (ABET) Criterion 3 (ABET, 2000), outlines eleven criterion which targeted many of these as essential program outcomes in order for engineering programs to be accredited and which are seen as critical for the success in the twenty first century. Communication skills development(CSD) is one of the outcomes required by an undergraduate engineering program in the Engineering Accreditation Council (EAC) for Institutions of Higher Learning (IHL) in Malaysia as well as in the ABET Engineering Criteria 2000 (ABET, 2000). CSD is essential for an engineer who aspires to carry out his/her professional practice in the global arena and especially in the English language. With an increasingly global economy, the Malaysian education system must produce graduates who can communicate effectively in English. Otherwise, it would lose one of its vital selling points for foreign investors to ensure that skilled labor force are sufficient to support internationally competitive commerce and industry and to provide individuals with opportunities to optimize their potentials (Muhammad Rashid bin Rajuddin, 2006; Riemer, 2002)

Engineering enterprise through intellectual property education - pedagogic approaches

Engineering faculties, despite shrinking resources, are delivering to new enterprise agendas that must take account of the fuzzying of disciplinary boundaries. Learning and teaching, curriculum design and research strategies reflect these changes. Driven by changing expectations of how future graduates will contribute to the economy, academics in engineering and other innovative disciplines are finding it necessary to re-think undergraduate curricula to enhance students’ entrepreneurial skills, which includes their awareness and competence in respect of intellectual property rights [IPRs]. There is no well established pedagogy for educating engineers, scientists and innovators about intellectual property. This paper reviews some different approaches to facilitating non-law students’ learning about IP. Motivated by well designed ‘intended learning outcomes’ and assessment tasks, students can be encouraged to manage their learning... The skills involved in learning about intellectual property rights in this way can be applied to learning other key, but not core, subjects. At the same time, students develop the ability to acquire knowledge, rather than rely on receiving it, which is an essential competence for a ‘knowledge’ based worker

Pattern for Re-engineering a Classification Scheme, which Follows the Path Enumeration Data Model, to a Taxonomy

This pattern for re-engineering non-ontological resources (PR-NOR) fits in the Schema Re-engineering Category proposed by [3]. The pattern defines a procedure that transforms the classification scheme components into ontology representational primitives. This pattern comes from the experience of ontology engineers in developing ontologies using classification schemes in several projects (SEEMP 1 , NeOn 2 , and Knowledge Web 3 ). The pattern is included in a pool of patterns, which is a key element of our method for re-engineering non-ontological resources into ontologies [2]. The patterns generate the ontologies at a conceptualization level, independent of the ontology implementation language

Automated knowledge capture in 2D and 3D design environments

In Life Cycle Engineering, it is vital that the engineering knowledge for the product is captured throughout its life cycle in a formal and structured manner. This will allow the information to be referred to in the future by engineers who did not work on the original design but are wanting to understand the reasons that certain design decisions were made. In the past, attempts were made to try to capture this knowledge by having the engineer record the knowledge manually during a design session. However, this is not only time-consuming but is also disruptive to the creative process. Therefore, the research presented in this paper is concerned with capturing design knowledge automatically using a traditional 2D design environment and also an immersive 3D design environment. The design knowledge is captured by continuously and non-intrusively logging the user during a design session and then storing this output in a structured eXtensible Markup Language (XML) format. Next, the XML data is analysed and the design processes that are involved can be visualised by the automatic generation of IDEF0 diagrams. Using this captured knowledge, it forms the basis of an interactive online assistance system to aid future users who are carrying out a similar design task

Cloud-Based Collaborative 3D Modeling to Train Engineers for the Industry 4.0

In the present study, Autodesk Fusion 360 software (which includes the A360 environment) is used to train engineering students for the demands of the industry 4.0. Fusion 360 is a tool that unifies product lifecycle management (PLM) applications and 3D-modeling software (PDLM—product design and life management). The main objective of the research is to deepen the students’ perception of the use of a PDLM application and its dependence on three categorical variables: PLM previous knowledge, individual practices and collaborative engineering perception. Therefore, a collaborative graphic simulation of an engineering project is proposed in the engineering graphics subject at the University of La Laguna with 65 engineering undergraduate students. A scale to measure the perception of the use of PDLM is designed, applied and validated. Subsequently, descriptive analyses, contingency graphical analyses and non-parametric analysis of variance are performed. The results indicate a high overall reception of this type of experience and that it helps them understand how professionals work in collaborative environments. It is concluded that it is possible to respond to the demand of the industry needs in future engineers through training programs of collaborative 3D modeling environments

Refining an Instrument and Studying Elementary Teachers’ Understanding of the Scope of Engineering

To effectively incorporate engineering into their instruction, K–12 teachers need sufficient knowledge of the engineering discipline. An important component of teachers’ engineering knowledge is their understanding of the nature of engineering: what engineers do, the epistemological underpinnings of engineering, and the relationships between engineering and other fields of study. In this study, we present a quantitative tool that was developed to assess teachers’ knowledge of a particular nature of engineering dimension: the scope of engineering, which describes the demarcation between engineering and non-engineering. This tool was used to assess the knowledge of teachers and engineering graduate students, before and after they participated in a research project focused on improving elementary science and engineering instruction. Our results indicate that the scope of engineering knowledge of all participants, including the engineering graduate students, improved over the course of the project. Unexpectedly, we found that engineering graduate students were no more knowledgeable about the scope of engineering than the teachers in the study. We explore potential reasons for this result, propose recommendations for future use of the scope of engineering instrument, and discuss promising avenues for future instrument development