Categorization of Information Loss During the Dissemination of Design Ideas

Author(s):  
Victoria Zhao ◽  
Conrad S. Tucker

Information is transferred through a process consisting of an information source, a transmitter, a channel, a receiver and its destination. Unfortunately, during different stages of the engineering design process, there is a risk of a design idea or solution being incorrectly interpreted due to the nonlinearity of engineering design. I.e., there are many ways to communicate a single design idea or solution. This paper provides a comprehensive review and categorization of the possible sources of information loss at different stages of the engineering design process. Next, the authors present an approach that seeks to minimize information loss during certain stages of the engineering design process. The paper i) explores design process and dissemination methods in engineering design; ii) reviews prior work pertaining to these stages of the engineering design process and iii) proposes an information entropy metric that designers can utilize in order to quantify information loss at different stages of the engineering design process. Knowledge gained from this work will aid designers in selecting a suitable dissemination solution needed to effectively achieve a design solution.

Author(s):  
Zixuan Victoria Zhao ◽  
Christian E. Lopez ◽  
Conrad S. Tucker

Information is transferred through a process consisting of an information source, a transmitter, a channel, a receiver, and its destination. Unfortunately, during the engineering design process, there is a risk of a design idea or solution being incorrectly transferred and interpreted due to the nonlinearity of the process, and many ways to communicate and disseminate ideas or solutions. The objective of this work is to explore the amount of relevant design information transmitted by different idea dissemination methods and how the receiver's familiarity with the idea impacts the effectiveness of the methods. First, this work explores the advantages and disadvantages of different dissemination methods in engineering design. Next, an experiment is conducted with engineering and nonengineering participants in order to quantify the information transmitted by different idea dissemination methods. This work also quantifies the effect that receivers' familiarity with a design artifact has on the amount of information transmitted by different dissemination methods. Finally, the results obtained from the experiments are compared with a previous theoretical model for validation. The results indicate that while certain methods are perceived as more informative and are able to convey more information than others (e.g., linguistic textual description versus virtual three-dimensional (3D) models), the effectiveness of the methods depends on a receiver's familiarity with the ideas being transmitted. Knowledge gained from this work can aid designers in selecting a suitable dissemination method needed to effectively communicate ideas and achieve a design solution.


Science Scope ◽  
2017 ◽  
Vol 041 (01) ◽  
Author(s):  
Nicholas Garafolo ◽  
Nidaa Makki ◽  
Katrina Halasa ◽  
Wondimu Ahmed ◽  
Kristin Koskey ◽  
...  

Procedia CIRP ◽  
2021 ◽  
Vol 100 ◽  
pp. 660-665
Author(s):  
Giovanni Formentini ◽  
Núria Boix Rodríguez ◽  
Claudio Favi ◽  
Marco Marconi

Author(s):  
Serhad Sarica ◽  
Binyang Song ◽  
Jianxi Luo ◽  
Kristin L. Wood

Abstract There are growing efforts to mine public and common-sense semantic network databases for engineering design ideation stimuli. However, there is still a lack of design ideation aids based on semantic network databases that are specialized in engineering or technology-based knowledge. In this study, we present a new methodology of using the Technology Semantic Network (TechNet) to stimulate idea generation in engineering design. The core of the methodology is to guide the inference of new technical concepts in the white space surrounding a focal design domain according to their semantic distance in the large TechNet, for potential syntheses into new design ideas. We demonstrate the effectiveness in general, and use strategies and ideation outcome implications of the methodology via a case study of flying car design idea generation.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael S. Rugh ◽  
Donald J. Beyette ◽  
Mary Margaret Capraro ◽  
Robert M. Capraro

Purpose The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas. Design/methodology/approach As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL. Findings Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints. Practical implications STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios. Social implications For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction. Originality/value For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.


Sign in / Sign up

Export Citation Format

Share Document