Design reuse research : a computational perspective

This paper gives an overview of some computer based systems that focus on supporting engineering design reuse. Design reuse is considered here to reflect the utilisation of any knowledge gained from a design activity and not just past designs of artefacts. A design reuse process model, containing three main processes and six knowledge components, is used as a basis to identify the main areas of contribution from the systems. From this it can be concluded that while reuse libraries and design by reuse has received most attention, design for reuse, domain exploration and five of the other knowledge components lack research effort

Re-using knowledge : why, what and where

Previously the 're-use' focus has centred on specific and/or standard parts, more recently however, [standard components] are being developed...to enable both the re-use of the part and the experience associated with that part'. This notion is further extended by Finger who states that 'designers may re-use a prior design in it's entirety,...may re-use an existing shape for a different function, or may re-use a feature from another design'. Reinforcing this notion we currently consider re-use to reflect the utilisation of any knowledge gained from a design activity and not just past designs of artefacts. Our research concerns the improvement of formal 're-use' support and as such we have identified a need to gain a better understanding of how design knowledge can be utilised to support 're-use'. Thus, we discuss the requirements of successful 're-use' and attempt to ascertain within this skeleton: what knowledge can be re-used; how to maximise its' applicability; and where and when it can be utilised in new design

Representing and Capturing the Experts´ Knowledge in a Design Process

An object-oriented framework to support the modeling and management of the design process is introduced. It naturally integrates the representation of both the design process itself, and the outcomes that are achieved as the result of the various design activities. The integral view of tracing that was adopted not only captures and manages the products being generated but also the activities that occurred, their associated context and the adopted decisions. The Version Administration System introduced in this paper provides an explicit mechanism to manage the different model versions being generated during the course of a design project as design activities are executed.Fil: Gonnet, Silvio Miguel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe. Instituto de Desarrollo y Diseño. Universidad Tecnológica Nacional. Facultad Regional Santa Fe. Instituto de Desarrollo y Diseño; ArgentinaFil: Leone, Horacio Pascual. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe. Instituto de Desarrollo y Diseño. Universidad Tecnológica Nacional. Facultad Regional Santa Fe. Instituto de Desarrollo y Diseño; ArgentinaFil: Henning, Gabriela Patricia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe. Instituto de Desarrollo Tecnológico para la Industria Química. Universidad Nacional del Litoral. Instituto de Desarrollo Tecnológico para la Industria Química; Argentin

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Hypermedia support for argumentation-based rationale: 15 years on from gIBIS and QOC

Having developed, used and evaluated some of the early IBIS-based approaches to design rationale (DR) such as gIBIS and QOC in the late 1980s/mid-1990s, we describe the subsequent evolution of the argumentation-based paradigm through software support, and perspectives drawn from modeling and meeting facilitation. Particular attention is given to the challenge of negotiating the overheads of capturing this form of rationale. Our approach has maintained a strong emphasis on keeping the representational scheme as simple as possible to enable real time meeting mediation and capture, attending explicitly to the skills required to use the approach well, particularly for the sort of participatory, multi-stakeholder requirements analysis demanded by many design problems. However, we can then specialize the notation and the way in which the tool is used in the service of specific methodologies, supported by a customizable hypermedia environment, and interoperable with other software tools. After presenting this approach, called Compendium, we present examples to illustrate the capabilities for support security argumentation in requirements engineering, template driven modeling for document generation, and IBIS-based indexing of and navigation around video records of meetings

Towards a methodology for rigorous development of generic requirements patterns

We present work in progress on a methodology for the engineering, validation and verification of generic requirements using domain engineering and formal methods. The need to develop a generic requirement set for subsequent system instantiation is complicated by the addition of the high levels of verification demanded by safety-critical domains such as avionics. We consider the failure detection and management function for engine control systems as an application domain where product line engineering is useful. The methodology produces a generic requirement set in our, UML based, formal notation, UML-B. The formal verification both of the generic requirement set, and of a particular application, is achieved via translation to the formal specification language, B, using our U2B and ProB tools

Arguing security: validating security requirements using structured argumentation

This paper proposes using both formal and structured informal arguments to show that an eventual realized system can satisfy its security requirements. These arguments, called 'satisfaction arguments', consist of two parts: a formal argument based upon claims about domain properties, and a set of informal arguments that justify the claims. Building on our earlier work on trust assumptions and security requirements, we show how using satisfaction arguments assists in clarifying how a system satisfies its security requirements, in the process identifying those properties of domains that are critical to the requirements