Knowledge Spaces

2010 ◽  
pp. 43-60 ◽  
Author(s):  
Jean-Claude Falmagne ◽  
Jean-Paul Doignon
Keyword(s):  
Knowledge Spaces

scholarly journals Triple-Helix Structured Model Based on Problem-Knowledge-Solution Co-evolution for Innovative Product Design Process

2020 ◽  
Vol 33 (1) ◽  
Author(s):  
Qian Hui ◽  
Yan Li ◽  
Ye Tao ◽  
Hongwei Liu
Keyword(s):  
Product Design ◽  
Design Process ◽  
Design Problem ◽  
Triple Helix ◽  
Problem Solution ◽  
Innovative Product ◽  
Innovative Design ◽  
Structured Model ◽  
Knowledge Spaces ◽  
Product Design Process

AbstractA design problem with deficient information is generally described as wicked or ill-defined. The information insufficiency leaves designers with loose settings, free environments, and a lack of strict boundaries, which provides them with more opportunities to facilitate innovation. Therefore, to capture the opportunity behind the uncertainty of a design problem, this study models an innovative design as a composite solving process, where the problem is clarified and resolved from fuzziness to satisfying solutions by interplay among design problems, knowledge, and solutions. Additionally, a triple-helix structured model for the innovative product design process is proposed based on the co-evolution of the problem, solution, and knowledge spaces, to provide designers with a distinct design strategy and method for innovative design. The three spaces interact and co-evolve through iterative mappings, including problem structuring, knowledge expansion, and solution generation. The mappings carry the information processing and decision-making activities of the design, and create the path to satisfying solutions. Finally, a case study of a reactor coolant flow distribution device is presented to demonstrate the practicability of this model and the method for innovative product design.

Knowledge Spaces with Arbitrarily High Rank

1998 ◽  
Vol 22 (2) ◽  
pp. 260-273 ◽  
Author(s):  
Aviad Heifetz ◽  
Dov Samet
Keyword(s):  
High Rank ◽  
Knowledge Spaces

Navigation and interaction in medical knowledge spaces using topic maps

2001 ◽  
Vol 1230 ◽  
pp. 384-388 ◽  
Author(s):  
Jürgen Beier ◽  
Tom Tesche
Keyword(s):  
Medical Knowledge ◽  
Topic Maps ◽  
Knowledge Spaces

Ontology Knowledge Spaces for Semantic Collaboration in Networked Enterprises

2006 ◽  
pp. 336-347 ◽  
Author(s):  
Silvana Castano ◽  
Alfio Ferrara ◽  
Stefano Montanelli
Keyword(s):  
Knowledge Spaces

The building of knowledge spaces in Mexico: a regional approach to networking

2000 ◽  
Vol 29 (2) ◽  
pp. 225-241 ◽  
Author(s):  
Rosalba Casas ◽  
Rebeca de Gortari ◽  
Ma.Josefa Santos
Keyword(s):  
Regional Approach ◽  
Knowledge Spaces

Aboriginal knowledge, the history classroom and the Australian university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nell Musgrove ◽  
Naomi Wolfe
Keyword(s):  
University Students ◽  
Collaborative Teaching ◽  
Subject Area ◽  
Knowledge Structures ◽  
Content Type ◽  
Knowledge Spaces ◽  
University History ◽  
History Of ◽  
Aboriginal History ◽  
The Impact

PurposeThis article considers the impact of competing knowledge structures in teaching Australian Indigenous history to undergraduate university students and the possibilities of collaborative teaching in this space.Design/methodology/approachThe authors, one Aboriginal and one non-Aboriginal, draw on a history of collaborative teaching that stretches over more than a decade, bringing together conceptual reflective work and empirical data from a 5-year project working with Australian university students in an introductory-level Aboriginal history subject.FindingsIt argues that teaching this subject area in ways which are culturally safe for Aboriginal and Torres Strait Islander staff and students, and which resist knowledge structures associated with colonial ways of conveying history, is not only about content but also about building learning spaces that encourage students to decolonise their relationships with Australian history.Originality/valueThis article considers collaborative approaches to knowledge transmission in the university history classroom as an act of decolonising knowledge spaces rather than as a model of reconciliation.

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