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Researcher’s Presentation Day ‘03. Collective Learning in design. Zhichao Wu Alex Duffy CAD Centre, DMEM, University of Strathclyde. RPD’03 Collective learning in design. Introduction. Introduction. Learning and Collective learning. The objectives of the research. - PowerPoint PPT Presentation
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Zhichao Wu
Alex Duffy
CAD Centre, DMEM,
University of Strathclyde
Researcher’s Presentation Day Researcher’s Presentation Day ‘03‘03
Collective Learning in design
Introduction
Introduction
Learning and Collective learning
The objectives of the research
A brief review of current research
The hypothesis
The research methodology
Conclusions
RPD’03 Collective learning in
design
Findings
The focus of my work
Learning
Learning
RPD’03 Collective learning in
design
Learning
Learning involves some form of acquisition of new knowledge that is integrated into the existing pre-stored knowledge called memory.
(Kemp, 1976; Persidis and Duffy, 1991; Sim, 2000)
Memory can be considered to be the foundation upon which learning can take place.
(Atkinson and Shiffrin, 1968; Gillund and Shriffin, 1984; Adelman, 1987; Cooper, 1995; Goker, 1997; Raichie, 1994; Shank, 1982)
Collective learning
“Collective learning is such kind of learning, where a group of individuals has learnt collectively”
(Neergaard, 1994)
The Objectives
Objectives
RPD’03 Collective learning in
design
Provide a basis for computer supported collective learning in design
Provide insights for team design through investigating the nature of collective learning.
Current Research
Current Research
Most of the current research focuses on individual learning in design.
A few related work in design: Agent-based learning in design (Grecu and Brown); and shared learning (Duffy and Duffy).
Some related work in other areas: team learning, organisational learning and collective learning in organisational study; Agent-based learning in Distributed Artificial Intelligence; Team learning in psychology; etc.
No comprehensive model of collective learning in design.
RPD’03 Collective learning in
design
The Focus of My Research
My Research
Collective learning – What, How, and Why
A model of Collective learning in design
RPD’03 Collective learning in
design
Research Methodology
Research Methodology
Investigation of current
workThe
phenomena of collective
learning
Collective learning model
Protocol analysis
RPD’03 Collective learning in
design
An evolved model
The hypothesis
Hypothesis
Team design and collective learning can be linked.
Elements of team design activities include team design goal, input knowledge, and output knowledge
RPD’03 Collective learning in
design
There can be different forms of collective learning that make it unique from individual learning
Elements of collective learning activities include input knowledge, output knowledge, learning operators, rational triggers, and collective learning goal
The hypothesis
Common learning
Knowledge
Agent
Learning
RPD’03 Collective learning in
design
Hypothesis
Holistic learning
Variety of knowledge sources Holistic
knowledge
Mutual learning
Learning
Designing
Agent 1
Learning
Designing
Agent 2
1
3
2 4
Agent nAgent m
RPD’03 Collective learning in
designThe hypothesis
Hypothesis
Protocol Analysis
Protocol Analysis
Process of protocol analysis:
Segmentation, coding, analysis and interpretation of data
The experiment:
A team meeting of the 5th year students in DMEM was recorded.
Key words, phrases, and sentences used to identify the elements of team design and collective learning activities.
G: We have to use cartridge because we are using the cradle. Because Ge (an agent outside the team) said so …
…P: Where do we put a grub screw at the side to keep it
tight?
RPD’03 Collective learning in
design
Results
Results – Team Design
Team design goals:
Seem to be verbalised at the beginning of the design activities.
Input knowledge:
There can be more than one agent’s who provide input knowledge for the team design activities. For example
…G: I think it should be sealed along those edges so that the
whole thing is sealed.P: What about a small gasket?G: What do you mean?P: Just a small gasket that seal around, but I don’t know
how you’d seal it.G: Even just use silicon gel round the top.…
Output knowledge:
Output knowledge can be inferred or derived from the input knowledge and the goal.
RPD’03 Collective learning in
design
Results-Collective Learning
Results
Input knowledge:
Four modes of input knowledge have been identified.
RPD’03 Collective learning in
design
One to many Many to one
Many to one plus itself Combination: an example
Results-Collective Learning
Results
Output knowledge:
It can derived from the input knowledge of itself and other agents, or can be derived from only the other agents.
Learning operators:
Learning operators work between different agents to acquire or transform knowledge. Acquisition, Discovery, Derivation , Explanation and Association are identified as learning operators
Rational triggers:
Agreement or disagreement; the failure or success of design; the disagreement of other agents’ design; different design ideas; and explanation.
RPD’03 Collective learning in
designM: What do you mean have just a thing up here (pointing to gadget) or what?
D: Just design a system like what we’re talking about just now but instead of one that would take the tank off and have having air get into the system replacing the cartridge at certain stages, replacing the whole lot now at once…
Explanation
G: See that’s the thing, the whole bit’s moving underneath it (pointing to sketch). It is just a kind of gets in the way. I mean if you were trying to build up a part and you’ve got this whole tank in the bottom, getting the part out’s going to be a bit of a problem; not a huge problem but it’s more difficult to get into to use.
P: You could have (drawing) for real size you could have something like that.
G: But they might design it not knowing - that’s the problem as well - not knowing that they’re putting a big tank at the top. …
M: (pointing to drawing) Aye, because this bit’s full of sponge anyway - right up to the top so we’re not needing tubes that fit in between the walls, we’re needing tubes that come into the top.
G: Right so we’re gonna have to design a bit that totally sticks on there (drawing) like that. That whole bit’s gonna have to be sealed off where before we were just talking about an ordinary lid.
M: Yes.
Results-Collective Learning
Results
RPD’03 Collective learning in
design
Three forms of collective learning:
Common learning
Mutual learning
Holistic learning
G: Right, we have to use cartridge because we are using the cradle, because Gerry said so. So we have to design a little bit to go on the top of this about this topic.D: Yeah. It is not just the tube into the ink recess
or whatever it is called.M: Yeah.
G: I think it should be sealed along those edges so that the whole thing is sealed.
P: What about a small gasket?
G: What do you mean?
P: JustJust a small gasket and seal around, but I don’t know how you’d get that done and how you’d seal it.
G: Even just silicon get round the top.
D: But because it’s 3 compartments… Easier if it’s just a single compartment. But because it’s three you’d have
to have rigid edges round here and seal across.
P: Seal across here and here… you could possible have it coming in…
G: So we’d need to do something with the fluid connector bit so that it doesn’t tangle up.
P: Clarity.
M: And we’ll just have to hope that other groups haven’t made it that long.
G: We know what that depth is, Gerry told me that depth is.
Collective learning goal:
It can be inferred from the team design goals, input knowledge and output knowledge.
Results-Interactions
The epistemic (knowledge aspect) link:
learning operators work between design agents.
The teleological (goal aspect) link:
Learning goal can precede design goal, or design goal can precede learning goal.Results
RPD’03 Collective learning in
design
The rational (reason aspect) link:
The reasons that trigger collective learning.
G: Is there anyway that we can incorporate the valve that operate and that is also run by the processor in the computer? So that when that is reaching out it allow the flow to reach in.
G: Is there any other way to do it when it is being controlled?
M: Just put valve on it or something. ….
G: We need to design something to seal the tube so it doesn’t leak, whether it is choosing a component like a rubber grommets, because we cannot just ram the tubes in.
D: Grub screws?
P: Where do we put a grub screw at the side to keep it tight?
…
A model of Collective L earning
Model
RPD’03 Collective learning in
design
Team design
Team design goal
Collective learning goal
Collective Memory
Input knowledge
Epistemic Link
Learning Operator
Teleological link
?
Rational Link
Output knowledge
Rational Trigger
Collective learning
Conclusions
Conclusions
The hypotheses of collective learning in design has been evaluated through protocol analysis.
A model of collective learning in design was proposed.
Collective learning exists in team design.
The elements of team design and collective learning, and the links have been analysed.
In the future research, the proposed model will be evaluated and a computer supported means can be developed.
RPD’03 Collective learning in
design
The Assumption of The Analysis
Protocol Analysis
“The verbalisable cognitions can be described as states that
correspond to the information that is in the focus of attention”,
and “the information vocalised is the verbal encoding of the
information in short-term memory”
(Ericsson and Simon, 1984)
RPD’03 Collective learning in
design
