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Modelling collective learning in design

Wu, Zhichao and Duffy, A.H.B. (2004) Modelling collective learning in design. AI EDAM - Artificial Intelligence for Engineering Design, Analysis and Manufacturing, 18 (4). pp. 289-313. ISSN 0890-0604

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    Abstract

    In this paper, a model of collective learning in design is developed in the context of team design. It explains that a team design activity uses input knowledge, environmental information, and design goals to produce output knowledge. A collective learning activity uses input knowledge from different agents and produces learned knowledge with the process of knowledge acquisition and transformation between different agents, which may be triggered by learning goals and rationale triggers. Different forms of collective learning were observed with respect to agent interactions, goal(s) of learning, and involvement of an agent. Three types of links between team design and collective learning were identified, namely teleological, rationale, and epistemic. Hypotheses of collective learning are made based upon existing theories and models in design and learning, which were tested using a protocol analysis approach. The model of collective learning in design is derived from the test results. The proposed model can be used as a basis to develop agent-based learning systems in design. In the future, collective learning between design teams, the links between collective learning and creativity, and computational support for collective learning can be investigated.

    Item type: Article
    ID code: 3862
    Keywords: collective learning, creativity, protocol analysis, team design, Technology (General), Artificial Intelligence, Industrial and Manufacturing Engineering
    Subjects: Technology > Technology (General)
    Department: Faculty of Engineering > Design, Manufacture and Engineering Management
    Related URLs:
      Depositing user: Prof Alex Duffy
      Date Deposited: 21 Aug 2007
      Last modified: 02 Jul 2014 16:42
      URI: http://strathprints.strath.ac.uk/id/eprint/3862

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