The role of goals in design reasoning

Designers reason from real or imagined stakeholder goals about a problem context, to desired properties of artifacts that should contribute to these goals in this context. The general pattern of reasoning is the same in software engineering, information systems and industrial product design: Given stakeholder goals G and assumptions about a context C, find artifact requirements R such that C × R ⇒ G. Design reasoning is creative, as goals are usually not given ready-made to designers, the problem context is often partly unknown, assumptions about it are usually incomplete, and the artifact does not exist yet. Increased understanding of one of the three components (goals, context, artifact) changes the designer’s understanding of the other two. This is not a stepwise refinement process but a non-monotonic process in which earlier beliefs may have to be retracted. The result, the contribution argument C × R ⇒ G, is defeasible (it may turn out to be wrong).\ud After an analysis of design reasoning, I will zoom in on the role of goals in this kind of reasoning. I will define goals as stakeholder desires for which the stakeholder has committed resources (time and money) to achieve them. Stakeholders have different levels of goal awareness, ranging from unaware to actively pursuing the goal. Goals change, and in particular they can change by introduction of an artifact. Pursuing a goal entails having a problem theory that provides explanations, right or wrong, of the current state of the world, and predictions, right or wrong, about the future evolution of the world, and about the impact of different possible events on goal achievement.\ud I will end the talk by discussing implications for goal-oriented requirements specification languages such as i* at two levels. At one level, my analysis has implication about what aspects of goal-oriented design reasoning can be repre- sented in a goal-oriented language. At another level, my analysis can be used to assess the role of i* as artifact used in a requirements context to contribute to goals of requirements engineers

Creative Discovery in Architectural Design Processes: An empirical study of procedural and contextual components

This research aims to collect empirical evidence on the nature of design by investigating the question: What role do procedural activities (where each design step reflects a unit in a linear process) and contextual activities (an action based on the situation, environment and affordances) play in the generation of creative insights, critical moves, and the formation of design concepts in the reasoning process? The thesis shows how these activities can be identified through the structure of a linkograph, for better understanding the conditions under which creativity and innovation take place. Adopting a mixed methodology, a deductive approach evaluates the existing models that aim to capture the series of design events, while an inductive approach collects data and ethnographic observations for an empirical study of architectural design experiments based on structured and unstructured briefs. A joint approach of quantitative and qualitative analyses is developed to detect the role of evolving actions and structural units of reasoning, particularly the occurrence of creative insights (‘eureka’ and ‘aha!’ moments) in the formation of concepts by judging the gradual transformation of mental imagery and external representations in the sketching process. The findings of this research are: (1) For any design process procedural components are subsets in solving the design problem for synchronic concept development or implementation of the predefined conceptual idea, whereas contextual components relate to a comprehensive view to solve the design problem through concept synthesis of back- and forelinking between the diachronic stages of the design process. (2) This study introduces a new method of looking at evolving design moves and critical actions by considering the time of emergence in the structure of the reasoning process. Directed linkography compares two different situations: the first is synchronous, looking at relations back to preceding events, and the second is diachronic, looking at the design state after completion. Accordingly, creative insights can be categorised into those emerging in incremental reasoning to reframe the solution, and sudden mental insights emerging in non-incremental reasoning to restructure the design problem and reformulate the entire design configuration. (3) Two architectural designing styles are identified: some architects define the design concept early, set goals and persevere in framing and reframing this until the end, whereas others initiate the concept by designing independent conceptual elements and then proceed to form syntheses for the design configuration. Sudden mental insights are most likely to emerge from the unexpected combination of synthesis, particularly in the latter style. In its contribution to design research and creative cognition this dissertation paves the way for a better understanding of the role of reflective practices in design creativity and cognitive processes and presents new insights into what it means to think and design as an architect

Characterizing lab instructors' self-reported learning goals to inform development of an experimental modeling skills assessment

The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students' model-based reasoning exist for upper-division labs. This study is the first step toward development of modeling assessments for optics and electronics labs. In order to identify test objectives that are likely relevant across many institutional contexts, we interviewed 35 lab instructors about the ways they incorporate modeling in their course learning goals and activities. The study design was informed by the Modeling Framework for Experimental Physics. This framework conceptualizes modeling as consisting of multiple subtasks: making measurements, constructing system models, comparing data to predictions, proposing causes for discrepancies, and enacting revisions to models or apparatus. We found that each modeling subtask was identified by multiple instructors as an important learning outcome for their course. Based on these results, we argue that test objectives should include probing students' competence with most modeling subtasks, and test items should be designed to elicit students' justifications for choosing particular modeling pathways. In addition to discussing these and other implications for assessment, we also identify future areas of research related to the role of modeling in optics and electronics labs.Comment: 24 pages, 2 figures, 5 tables; submitted to Phys. Rev. PE

Conceptual modeling for the design of intelligent and emergent information systems

A key requirement to today's fast changing economic environment is the ability of organizations to adapt dynamically in an effective and efficient manner. Information and Communication Technologies play a crucially important role in addressing such adaptation requirements. The notion of `intelligent software' has emerged as a means by which enterprises can respond to changes in a reactive manner but also to explore, in a pro-active manner, possibilities for new business models. The development of such software systems demands analysis, design and implementation paradigms that recognize the need for ‘co-development’ of these systems with enterprise goals, processes and capabilities. The work presented in this paper is motivated by this need and to this end it proposes a paradigm that recognizes co-development as a knowledge-based activity. The proposed solution is based on a multi-perspective modeling approach that involves (i) modeling key aspects of the enterprise, (ii) reasoning about design choices and (iii) supporting strategic decision-making through simulations. The utility of the approach is demonstrated though a case study in the field of marketing for a start-up company

Towards next generation coordination infrastructures

Coordination infrastructures play a central role in the engineering of multiagent systems. Since the advent of agent technology, research on coordination infrastructures has produced a significant number of infrastructures with varying features. In this paper, we review the the state-of-the-art coordination infrastructures with the purpose of identifying open research challenges that next generation coordination infrastructures should address. Our analysis concludes that next generation coordination infrastructures must address a number of challenges: (i) to become socially aware, by facilitating human interaction within a MAS; (ii) to assist agents in their decision making by providing decision support that helps them reduce the scope of reasoning and facilitates the achievement of their goals; and (iii) to increase openness to support on-line, fully decentralised design and execution. Furthermore, we identify some promising approaches in the literature, together with the research issues worth investigating, to cope with such challenges

A Semantic Rule-Based Approach for Software Privacy by Design

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the URI link. Open access journalInformation system business is currently witnessing an increasing demand for system conformance with the international regime of GRC Governance, Risk and Compliance. Among different compliance approaches, data protection and privacy laws plays a key role. In this paper, we propose a compliance requirement analysis method from early stages of system modelling based on a semantically-rich model, where a mapping can be established from data protection and privacy requirements defined by laws and regulations to system business goals and contexts. The early consideration of requirements satisfies Privacy by Design, a key concept in General Data Protection Regulation 2012. The proposed semantic model consists of a number of ontologies each corresponding to a knowledge component within the developed framework of our approach. Each ontology is a thesaurus of concepts in the compliance related to system along with relationships and rules between these concepts that encompass the domain knowledge. The main contribution of the work presented in this paper is the ontology-based compliance framework that demonstrates how description-logic reasoning techniques can be used to simulate legal reasoning requirements employed by legal professions against the description of each ontology

Towards an understanding of the impact of resources on the design process

Considerable effort has been devoted within the design research community to understanding the structure of design processes and their development for different design problems. Whilst much work has examined the impact of design goals upon the structure of a design process, less attention has been paid to the role that design resources can play. This paper describes an experiment directed towards gaining an understanding of the impact that both active resources (which perform design tasks) and passive resources (which are used by active resources) can have upon design process structure. Main outcomes from the experiment were the conclusive identification that resources can significantly impact design process structure and a number of examples of how these impacts manifest themselves. The main conclusion of the paper is that given the sizeable impact resources can have upon process structure, there is a considerable need to obtain a greater understanding of these impacts to facilitate the development of techniques that can support design process definition based upon an understanding of the design resources being used to solve a design problem

Argumentation in school science : Breaking the tradition of authoritative exposition through a pedagogy that promotes discussion and reasoning

The value of argumentation in science education has become internationally recognised and has been the subject of many research studies in recent years. Successful introduction of argumentation activities in learning contexts involves extending teaching goals beyond the understanding of facts and concepts, to include an emphasis on cognitive and metacognitive processes, epistemic criteria and reasoning. The authors focus on the difficulties inherent in shifting a tradition of teaching from one dominated by authoritative exposition to one that is more dialogic, involving small-group discussion based on tasks that stimulate argumentation. The paper builds on previous research on enhancing the quality of argument in school science, to focus on how argumentation activities have been designed, with appropriate strategies, resources and modelling, for pedagogical purposes. The paper analyses design frameworks, their contexts and lesson plans, to evaluate their potential for enhancing reasoning through foregrounding the processes of argumentation. Examples of classroom dialogue where teachers adopt the frameworks/plans are analysed to show how argumentation processes are scaffolded. The analysis shows that several layers of interpretation are needed and these layers need to be aligned for successful implementation. The analysis serves to highlight the potential and limitations of the design frameworks