Discursive design thinking: the role of explicit knowledge in creative architectural design reasoning

The main hypothesis investigated in this paper is based upon the suggestion that the discursive reasoning in architecture supported by an explicit knowledge of spatial configurations can enhance both design productivity and the intelligibility of design solutions. The study consists of an examination of an architect’s performance while solving intuitively a well-defined problem followed by an analysis of the spatial structure of their design solutions. One group of architects will attempt to solve the design problem logically, rationalizing their design decisions by implementing their explicit knowledge of spatial configurations. The other group will use an implicit form of such knowledge arising from their architectural education to reason about their design acts. An integrated model of protocol analysis combining linkography and macroscopic coding is used to analyze the design processes. The resulting design outcomes will be evaluated quantitatively in terms of their spatial configurations. The analysis appears to show that an explicit knowledge of the rules of spatial configurations, as possessed by the first group of architects can partially enhance their function-driven judgment producing permeable and well-structured spaces. These findings are particularly significant as they imply that an explicit rather than an implicit knowledge of the fundamental rules that make a layout possible can lead to a considerable improvement in both the design process and product. This suggests that by externalizing th

Abstract Interactions and Interaction Refinement in Model-Driven Design

In a model-driven design process the interaction between application parts can be described at various levels of platform-independence. At the lowest level of platform-independence, interaction is realized by interaction mechanisms provided by specific middleware platforms. At higher levels of platform-independence, interaction must be described in such a way that it can be further refined and realized onto a number of different middleware platforms, each with its particular interaction mechanisms and implementation constraints. In this paper, we investigate concepts that support interaction design at various levels of middleware-platform-independence. Also, we propose design operations for interaction refinement. The application of these operations to source designs results in target designs that take into account implementation constraints imposed by platforms, while preserving characteristics prescribed in source designs

A foundation for machine learning in design

This paper presents a formalism for considering the issues of learning in design. A foundation for machine learning in design (MLinD) is defined so as to provide answers to basic questions on learning in design, such as, "What types of knowledge can be learnt?", "How does learning occur?", and "When does learning occur?". Five main elements of MLinD are presented as the input knowledge, knowledge transformers, output knowledge, goals/reasons for learning, and learning triggers. Using this foundation, published systems in MLinD were reviewed. The systematic review presents a basis for validating the presented foundation. The paper concludes that there is considerable work to be carried out in order to fully formalize the foundation of MLinD

Commutative association schemes

Association schemes were originally introduced by Bose and his co-workers in the design of statistical experiments. Since that point of inception, the concept has proved useful in the study of group actions, in algebraic graph theory, in algebraic coding theory, and in areas as far afield as knot theory and numerical integration. This branch of the theory, viewed in this collection of surveys as the "commutative case," has seen significant activity in the last few decades. The goal of the present survey is to discuss the most important new developments in several directions, including Gelfand pairs, cometric association schemes, Delsarte Theory, spin models and the semidefinite programming technique. The narrative follows a thread through this list of topics, this being the contrast between combinatorial symmetry and group-theoretic symmetry, culminating in Schrijver's SDP bound for binary codes (based on group actions) and its connection to the Terwilliger algebra (based on combinatorial symmetry). We propose this new role of the Terwilliger algebra in Delsarte Theory as a central topic for future work.Comment: 36 page

An investigation into the validation of formalised cognitive dimensions

The cognitive dimensions framework is a conceptual framework aimed at characterising features of interactive systems that are strongly influential upon their effective use. As such the framework facilitates the critical assessment and design of a wide variety of information artifacts. Although the framework has proved to be of considerable interest to researchers and practitioners, there has been little research examining how easily the dimensions used by it can be consistently applied. The work reported in this paper addresses this problem by examining an approach to the systematic application of dimensions and assessing its success empirically. The findings demonstrate a relatively successful approach to validating the systematic application of some concepts found in the cognitive dimensions framework.</p

The teacher as action researcher : Using technology to capture pedagogic form

The paper argues that we make best use of learning technologies if we begin with an understanding of educational problems, and use this analysis to target the solutions we should be demanding from technology. The focus is to address the issue from the perspective of teachers and lecturers – the 'teaching community', and to consider how they could become the experimental innovators and reflective practitioners who will use technology well. Teachers could become 'action researchers', collaborating to produce their own development of knowledge about teaching with technology. For this to be possible, they must be able to share that knowledge, and the paper proposes the use of an online learning activity management system (LAMS) as a way of capturing and sharing the pedagogic forms teachers design. An action research approach, like all research, needs a theoretical framework from which to challenge practice, and paper shows how teachers could use the Conversational Framework to design and test an optimally effective learning experience. Examples of 'generic' learning designs illustrate how such approach can help the teaching community rethink their teaching, collectively, and embrace the best of conventional and digital methods. In this way they will be more likely to harness technology to the needs of education, rather than simply search for the problems to which the latest technology is a solution

Embodiment and designing learning environments

There is increasing recognition amongst learning sciences researchers of the critical role that the body plays in thinking and reasoning across contexts and across disciplines. This workshop brings ideas of embodied learning and embodied cognition to the design of instructional environments that engage learners in new ways of moving within, and acting upon, the physical world. Using data and artifacts from participants' research and designs as a starting point, this workshop focuses on strategies for how to effectively leverage embodiment in learning activities in both technology and non-technology environments. Methodologies for studying/assessing the body's role in learning are also addressed

Using Experiments to Foster Innovation and Improve the Effectiveness of Energy Efficiency Programs

This paper argues that the establishment of a process designed to manage innovation must be developed in California to foster the creation of needed program improvements and develop new and more effective energy efficiency delivery programs. This paper discusses several key institutional problems that must be overcome to achieve significant progress

Extraterritorial Intellectual Property Enforcement in the European Union

This paper was prepared for the 2011 ABILA International Law Weekend – West volume of the Southwestern Journal of International Law. It addresses extraterritorial enforcement of intellectual property rights in the European Union. The maximum length of the paper was set by the Journal. The problems associated with extraterritorial enforcement of intellectual property rights in the European Union (the “EU”) may be divided into three categories: enforcement of unitary EU-wide rights, enforcement of multiple national rights, and enforcement of rights based on one national law with extraterritorial effects on activities in other countries. Although these are three distinct categories of problems, they are interconnected; problems in one category may exacerbate problems in another category, and solutions developed in one category may contribute to the resolution of problems in another category. This article briefly reviews the three categories of problems and demonstrates the interrelatedness of solutions that have been developed or will have to be developed to address the problems