Design knowledge capture for a corporate memory facility

Currently, much of the information regarding decision alternatives and trade-offs made in the course of a major program development effort is not represented or retained in a way that permits computer-based reasoning over the life cycle of the program. The loss of this information results in problems in tracing design alternatives to requirements, in assessing the impact of change in requirements, and in configuration management. To address these problems, the problem was studied of building an intelligent, active corporate memory facility which would provide for the capture of the requirements and standards of a program, analyze the design alternatives and trade-offs made over the program's lifetime, and examine relationships between requirements and design trade-offs. Early phases of the work have concentrated on design knowledge capture for the Space Station Freedom. Tools are demonstrated and extended which helps automate and document engineering trade studies, and another tool is being developed to help designers interactively explore design alternatives and constraints

An Overview and Tutorial of the Repertory Grid Technique in Information Systems Research

Interest in the repertory grid technique has been growing in the IS field. This article seeks to inform the reader on the proper use and application of the technique in IS research. The methodology has unique advantages that make it suitable for many research settings. In this tutorial, we describe the technique, its theoretical underpinnings, and how it may be used by IS researchers. We conclude by detailing many IS research opportunities that exist in respect to the repertory grid technique

Eliciting Expertise

Since the last edition of this book there have been rapid developments in the use and exploitation of formally elicited knowledge. Previously, (Shadbolt and Burton, 1995) the emphasis was on eliciting knowledge for the purpose of building expert or knowledge-based systems. These systems are computer programs intended to solve real-world problems, achieving the same level of accuracy as human experts. Knowledge engineering is the discipline that has evolved to support the whole process of specifying, developing and deploying knowledge-based systems (Schreiber et al., 2000) This chapter will discuss the problem of knowledge elicitation for knowledge intensive systems in general

An analysis of the teaching of introductory statistics at university in 'context'

In this research study I explore the teaching of introductory inferential statistics to non- statistics undergraduates. My main aim in this work is a characterisation of teaching practice in the context of two introductory statistics university modules, one aimed at Psychology students and another at Engineering students from the perspective of the lecturers.In the pilot study, I investigated lecturers’ beliefs about intended statistics curricula at university. The study used repertory grid interviews with twenty statistical methods lecturers. Qualitative and quantitative data analysis revealed that lecturers conceptualised the intended curricula around three themes: (1) teaching of statistics with “context”, (2) teaching the statistical process components, and (3) student learning.The main study focused on the teaching of statistics on two introductory modules. Ob- servational and interview data was interpreted at the macro and micro levels of analysis using sociocultural theory as a theoretical lens and applying a grounded analytical approach. In- troductory statistics modules are taught in a range of disciplines, including Psychology and Engineering. Previous research shows that some students find statistics very difficult and challenging. The two lecturers, although approached the teaching of statistics very differ- ently, had a deep concern for their students’ learning. The first lecturer, a Psychologist, approached the teaching of statistics in a ‘philosophical’ way meaning that the explanations were non-mathematical and there was a sequence of cases or “contexts” which the lecturer taught in different ways throughout the module. The second lecturer, a Mathematician, taught a ‘typical’ statistics module consisting of the mathematical underpinnings of statistical models through a sequence of statistical theory and calculations.Through this research, I provided representations into the lecturers’ beliefs, intentions and strategies in relation to their teaching. The application of the sociocultural lens with a grounded analytical approach enabled me to conceptualise the lecturers’ teaching actions and present a model of teaching statistics in context.</div

Known and unknown requirements in healthcare

We report experience in requirements elicitation of domain knowledge from experts in clinical and cognitive neurosciences. The elicitation target was a causal model for early signs of dementia indicated by changes in user behaviour and errors apparent in logs of computer activity. A Delphi-style process consisting of workshops with experts followed by a questionnaire was adopted. The paper describes how the elicitation process had to be adapted to deal with problems encountered in terminology and limited consensus among the experts. In spite of the difficulties encountered, a partial causal model of user behavioural pathologies and errors was elicited. This informed requirements for configuring data- and text-mining tools to search for the specific data patterns. Lessons learned for elicitation from experts are presented, and the implications for requirements are discussed as “unknown unknowns”, as well as configuration requirements for directing data-/text-mining tools towards refining awareness requirements in healthcare applications

Understanding the risk in South African construction projects - a case of the Western Cape

Purpose: The purpose of this dissertation is to understand the risk in South African construction projects that affect the achievement of objectives, with respect to time, cost and quality. Design/methodology/approach: A comprehensive review of Risk management and construction risks in South Africa and abroad was conducted. This was followed by a review of construction risks in the Western Cape from a perspective, using the Repertory Grid Analysis Technique (RGT) methodology. The results of the RGT were then analysed against the preceding literature to draw inferences and conclusions. Findings: This study has provided insight to the risks that hinder the realisation of project objectives in the Western Cape, through the Triad and Elicitation process of the Repertory Grid Technique. The identified risks were categorized in groups based on their similarity and the groups ranked in order of frequency and importance as follows: labour, material, selected subcontractor, programme and scheduling and client. Originality/Value: The research represents one of the few attempts to understand construction risks utilising the RGT, thus forming a valued contribution to the project management database

Influences on Beginning Teacher Construing: Beliefs, Stories and Trajectories

This study focuses on the experiences of beginning teachers in the British Army’s training and education branch. The research sought to identity what influenced participants’ construing about teaching and learning, teacher identity, role, and trajectory during initial teacher education. By utilising Personal Construct Psychology (PCP) and Communities of Practice as analytical frameworks, the impact of influences on the construing of the research participants was identified. The research was underpinned by a constructivist and interpretive epistemology and utilised a collaborative, narrative-based case study approach. Interviews, Repertory Grids and Trajectory Targets were used to provide insight into the construing and experiences of the participants during their teacher education. The research was conducted by a former Army officer and data were collected from and analysed with five participants during their teacher education programme. Research data suggested that these beginning teachers were highly influenced by their previous experience as a student and this experience left strong personal biographies and images of teaching that appeared to be maintained throughout their early explorations of professional practice. The beginning teachers in this study appeared to rely heavily on these stable images and constructs during their early practice when classroom 'survival' was paramount and at this point attached little value to the pedagogical content of their teacher education programme. Data further suggested that it is only once these beginning teachers built a level of confidence, began to 'routinise' aspects of their practice, and had the opportunity to validate their initial images of teaching that they become more receptive to other influences such as their teacher education or their community of practice. This confirmed the findings of a number of other studies and, by utilising the theories that underpin PCP, a rationale for this situation was advanced. The implications of the research findings suggest that care must be taken to ensure that teacher education courses are designed to allow the opportunity for beginning teachers to critically analyse and validate their initial beliefs and constructs through the experience of practice before embarking on significant theoretical and practical pedagogical content. It is argued that this initial period of professional practice provides the opportunity for beginning teachers to develop the cognitive and emotive dissonance or 'anxiety' that appears to be required before they are willing to step away from the relative stability and safety of their personal biographies. Based on these research findings a '4-dimensional' pedagogical model (Do, Discover, Diversify, Deepen) is developed to underpin the design of practice-based teacher education programmes

Supporting engineering design using knowledge based systems technology with a case study in electricity distribution network design

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.This thesis explores the architectural requirements of engineering design support systems based on knowledge based systems technology. The exploration is based on an understanding of the nature of designing as a professional activity and on the extent to which designers' competence can be modelled. Attention is focused on certain salient aspects of designers' competent behaviour. The theoretical study leads to the specification of requirements to be satisfied by a knowledge based system which will support designers in their professional setting and to the proposal of some knowledge based system components which will meet the requirements identified. The theoretical aspect of the thesis is complemented by a case study based on a designer of high voltage electricity distribution networks. The case study illustrates the theoretical component of the thesis and the methodological basis for the work. The practical realizability of the components of the knowledge based systems architecture proposed are demonstrated using the results of the analysis of the knowledge elicited in the case study without prejudicing the general applicability of the ideas. An object-oriented knowledge engineering software development environment is used to demonstrate how some components of the design situation represented can be implemented.Financial support provided by Brunel University