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Sharing the learning activity using intelligent CAD

Published online by Cambridge University Press:  27 February 2009

Sandra M. Duffy  and
Alex H.B. Duffy
Sandra M. Duffy
Affiliation:
CAD Centre, University of Strathclyde, Glasgow, Scotland, U.K.
Alex H.B. Duffy
Affiliation:
CAD Centre, University of Strathclyde, Glasgow, Scotland, U.K.
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Abstract

In this paper the need for Intelligent Computer Aided Design (Int.CAD) to jointly support design and learning assistance is introduced. The paper focuses on presenting and exploring the possibility of realizing “learning” assistance in Int.CAD by introducing a new concept called Shared Learning. Shared Learning is proposed to empower CAD tools with more useful learning capabilities than that currently available and thereby provide a stronger interaction of learning between a designer and a computer. “Controlled” computational learning is proposed as a means whereby the Shared Learning concept can be realized. The viability of this new concept is explored by using a system called PERSPECT. PERSPECT is a preliminary numerical design tool aimed at supporting the effective utilization of numerical experiential knowledge in design. After a detailed discussion of PERSPECT's numerical design support, the paper presents the results of an evaluation that focuses on PERSPECT's implementation of “controlled” computational learning and ability to support a designer's need to learn. The paper then discusses PERSPECT's potential as a tool for supporting the Shared Learning concept by explaining how a designer and PERSPECT can jointly learn. There is still much work to be done before the full potential of Shared Learning can be realized. However, the authors do believe that the concept of Shared Learning may hold the key to truly empowering learning in Int.CAD.

Keywords

Design AssistanceLearning AssistanceShared LearningControlled Computational Learning
Type
Articles
Information
AI EDAM , Volume 10 , Issue 2: Special Issue: Machine learning in design , April 1996 , pp. 83 - 100
Copyright
Copyright © Cambridge University Press 1996

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