DOCSLIB.ORG

Learningbydesign

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Learningbydesign L E A R N I N G B Y D E S I G N DEVELOPING TEEN DESIGNERS Blurrydots Media Group A Facilitator’s Curriculum Guide LEARNING BY DESIGN A Facilitator’s Curriculum Guide ã Blurrydots Media Group 4048 Twyla Lane, Campbell, CA 95008 Phone 650.315.7424 • Fax 561.760.0376 Deborah Kim – [email protected] Sarah Lewis – [email protected] Bhavin Nicholas Shah – [email protected] Table of Contents Facilitator Letter i Peer Review 27 Design – Redesign Cycle 28 CHAPTER 1 - OVERVIEW & BACKGROUND Toolkit 29 Curriculum Rationale 1 CHAPTER 4- LESSON PLANS Reframing the Digital Divide 1 The Need 3 Lesson Overview 32 The Site 3 Preparatory Lesson 33 Historical and Demographic Context 4 Day 1 35 Overall Goals 5 Day 2 38 Constraints 6 Day 3 40 Day by day 6 Learning and Pedagogical Framework 7 Theoretical Context 7 CHAPTER 5 - APPENDICIES Practices 8 Assessment Rubric 43 CHAPTER 2- FACILITATOR PREPARATION Eye-for-Critiquing Worksheet 44 Props and Iteration 45 What is design? 9 Usability Checklist 46 Summary of Visual Design 12 User-testing/Think Aloud Worksheet 47 Summary of Readability Design 15 Tufte Presentation Tips Sheet 48 Summary of Interaction Design 18 Discourse Glossary 49 Summary of Usability Design 19 Site Requirements 51 Mini – Lesson for Learning Design 22 Redesign Example (bad) 52 Redesign Example (good) 53 CHAPTER 3- THREADS OF THE LESSON PLAN Web Design Resources Online! 54 Web Resources for Exploring 55 Warm-up 24 Design and the Digital Divide 56 Critique 26 Bibliography 63 ii Learning by Design Dear Instructor, Welcome to Learning by Design, a curriculum to get teen web designers thinking about underlying issues in their work as media creators. Over the course of four afternoons, you will be guiding teens as they explore issues related to design of media, learning to see from the point of view of a designer and critic. Throughout the days, youth will uncover principles behind "good design" by exploring their own likes and dislikes in web and print media; they will practice using these principles while designing and producing a public service announcement meaningful to them and their community. We hope you and the youth you work with will find the approach to be empowering, in that it focusing on the development of teens own ideas about design rather than presenting rules. The curriculum is designed to be flexible in that it is modular. Each activity could take the allotted time, or could be spread over days or weeks, depending on the needs of participants. It is consistent, providing a model for design process that is durable beyond the immediate classroom; and it is sustainable, focusing on the development of enduring team dynamics and the creation of a "toolkit" that can be used by design teams in their future work. We hope that you will customize the lesson plans and supporting materials to fit your own and your students needs, using the "my adaptations" margins to record what works and doesn't work so that the curriculum becomes a living document for your organization. Sincerely, BlurryDots Media Group ii OVERVIEW & BACKGROUND Chapter 1 Overview & Background This curriculum is designed to bring the thinking strategies and best practices of designers to teens involved in web development. Curriculum Rationale hile many of the budding urban technology training programs established to bridge the “digital divide” (commonly understood as the differential access to technology of low-income and “minority” populations to W technical training and skills), most programs limit goals to creating fluent technology users. This curriculum hopes to open the issue of “access” up to a broader definition, in which members of all communities strive to be not just users of technology, but designers. Designers have a different relationship to technology than consumers; they create technological experiences for others, and they view media with a critical eye, understanding the goals and constraints of creating with technology. While knowledge of technical skills opens many doors for employment in the high- tech job market, skills in design are essential to breaking into the most creative (and more lucrative) web design positions. A language of design provides a platform on which to continue to build technical skills. Being able to design engaging and effective web-based media enables a voice, reflecting communities’ own identities and intentions in the new information economy. Reframing In recent months, public attention to the problem of the “Digital Divide1” has grown with the release of research studies, news reports, and even a television series on the the Digital topic. The basis for public concern stems from a series of U.S. Department of Divide Commerce studies (1994, 1999) reporting that low-income households are much less likely to have Internet access or a computer in the home than households that earn incomes of more than $75,000. These same studies have shown that African American and Latino household are much less likely to have Internet access than Anglo-American households and that the gap between the technology “haves” and 1 For further information see “Design and the Digital Divide” in the Chapter 5: Appendices. 1 OVERVIEW & BACKGROUND “have-nots” has only widened in recent years. As a recent study by the Children’s Partnership shows, differential access to the Internet is only one manifestation of the Digital Divide. Youth and adults in the communities studied understand that the Digital Divide is not just a problem of access to technology but fundamentally one of access to opportunities to learn and succeed in the new economy, that is an economy driven by information and shaped by rapid cycles of product and technology innovation. The Children’s Partnership study underscores that the technology access divide may in fact contribute to an opportunity divide in the new millennium. In other words, low- income Americans with little access to technology may have fewer opportunities to learn technology skills that are often required for jobs in today’s information-based economy. The opportunity divide is nowhere more evident than in the San Francisco Bay Area, where there is perhaps the highest concentration of high technology jobs in the United States. A study published by Joint Venture: Silicon Valley Network (1999), a partnership of government and industry leaders in the region, has found that area high school students have little understanding of high-tech careers and almost no interest in pursuing computer science and other technology-related majors in college. Awareness of the region’s economic opportunities is lowest among girls in general and among Latino students, who tend to come from more low-income communities in the area. Community centers and community-based youth organizations have been points of access for youth and their families for much more than the Internet. They have been “urban sanctuaries” (McLaughlin, Irby, & Langman, 1994). In fact, those groups of people with less access to the Internet at work or at home are more likely to use technology in a library or community center (U.S. Department of Commerce, 1999). This is especially true for lower-income families and for African Americans, who are much more likely to use these access points than Anglo-American and middle- and high-income families. These centers have been growing in number and resources, thanks to a number of federal initiatives, including the U.S. Department of Education’s Community Technology Centers program and the U.S. Department of Commerce’s Technology Opportunities Program, and foundations that have invested in technology for community-based organizations. Studies by the Educational Development Center (EDC) of its Community Technology Centers' Network (CTCNet) have found that overall the centers are perceived as safe, supportive environments that provide valuable resources to community members. A large majority of participants surveyed said they had taken classes to improve their job skills, literacy and language skills, to get help with homework, or to participate in GED and other adult education programs (Chow, Ellis, Mark, & Wise, 1998). Community- based organizations that integrate new technologies into their activities have tremendous potential to improve access to technology, prepare youth and adults for 2 OVERVIEW & BACKGROUND the jobs of tomorrow, and allow community members to engage critically with the social forces behind the new economy. The Need Currently there is a dearth of materials that present advanced design principles to youth. Most of the materials available for youth teach them only the technical skills to construct web pages and online content, covering subjects such as HTML, Photoshop, and Dreamweaver. The focus has been to teach youth how to use the applications for web design. They tend to concentrate on tools that youth can use to express themselves online, but do not provide them with design principles that they can use to help guide their construction. Much knowledge exists about presentation of information and navigation on computers, yet very little has been distilled and transformed into curriculum for youth. One reason for the scarcity of relevant design materials for youth has been a lack of relevant resources and professional development for the staff who work with teens. Unlike schoolteachers, there are no avenues for program directors and staff of community technology centers to gain the skills necessary to teach about or with high- level design principles. Many program staff attempt to stay two paces ahead of their students by reading manuals and teaching themselves how to create online content and web sites. In addition, overworked staff have little time to develop cohesive curriculums that are attentive to theories of youth development, learning, and design. The extent of support these program staff receive are curriculums that others may have published on the Internet; even these tend to lack a teacher’s guide to support instruction.
Load more

Recommended publications
  • Generative Design Rationale: Beyond the Record and Replay Paradigm
    Knowledge Systems Laboratory December 1991 Technical Report KSL 92-59 Updated February 1993 Generative Design Rationale: Beyond the Record and Replay Paradigm by Thomas R. Gruber Daniel M. Russell To appear in a forthcoming collection on design rationale edited by Thomas Moran and John Carroll, to be published by Lawrence Erlbaum Associates. KNOWLEDGE SYSTEMS LABORATORY Computer Science Department Stanford University Stanford, California 94305 Generative Design Rationale: Beyond the Record and Replay Paradigm Thomas R. Gruber Daniel M. Russell Knowledge Systems Laboratory Systems Sciences Laboratory Stanford University Xerox Palo Alto Research Center 701 Welch Road, Building C 3333 Coyote Hill Road Palo Alto, CA 94304 Palo Alto, CA 94304 [email protected] [email protected] Updated February 1993 Abstract. Research in design rationale support must confront the fundamental questions of what kinds of design rationale information should be captured, and how rationales can be used to support engineering practice. This paper examines the kinds of information used in design rationale explanations, relating them to the kinds of computational services that can be provided. Implications for the design of software tools for design rationale support are given. The analysis predicts that the “record and replay” paradigm of structured note-taking tools (electronic notebooks, deliberation notes, decision histories) may be inadequate to the task. Instead, we argue for a generative approach in which design rationale explanations are constructed, in response to information requests, from background knowledge and information captured during design. Support services based on the generative paradigm, such as design dependency management and rationale by demonstration, will require more formal integration between the rationale knowledge capture tools and existing engineering software.
    [Show full text]
  • Daniela Pardo [email protected]
    Daniela Pardo www.danipardo.com [email protected] Relevant Experience Sr. User Experience Designer • Golden Frog • April 2014 - December 2015 Responsible for the interaction design and user experience for VyprVPN Sr. User Experience Designer • Bypass Mobile • (personal VPN) and Cyphr (encrypted messaging app) across multiple December 2015 - Present platforms including iOS, Android, Web, Windows and Mac OS. Lead user research, ux strategy, information architecture, and interaction design for our enterprise mobile POS solutions. Bypass serves three Responsibilities: of the five largest food and beverage merchants in the world and has • Produce taxonomy, wireframes, mockups and user flows from high profile deployments in all North American sports leagues, collegiate business requirements. and corporate campuses, entertainment facilities, and quick service • Define information architecture, structures and patterns. restaurants. • Apply user experience research methodologies to early phases of the projects (e.g. open and closed card sorting, surveys, personas). Responsibilities: • Usability testing of new features (remote and in-person). • Plan, prioritize, coordinate, and conduct user requirements analysis, • Collaborate on web projects by defining information architecture, conceptual modeling, information architecture, and interactions. navigation and flows (e.g. company website, user control panel). • Define information architecture, structures and patterns to build • Participate in early product definition and understand end-user needs consistency across the products. to define user experience parameters and acceptance criteria. • Produce user requirements specifications, personas, flowcharts, prototypes, and design specifications. User Experience Designer • Moxie Software • March 2013 - March 2014 • Communicate research findings, conceptual ideas, detailed design, Designer responsible for the visual development, models of interaction and design rationale. and user experience for Collaboration Spaces by Moxie.
    [Show full text]
  • Conceptual Design Concrete Design Design Rationale Prototyping
    Design and Prototyping . Conceptual Design . Concrete Design . Design Rationale . Prototyping H. C. So Page 1 Semester B 2018-2019 Design and Prototyping Recall the simple HCI lifecycle model: Design: ideas Build an interactive version: prototypes to evaluate ideas H. C. So Page 2 Semester B 2018-2019 Conceptual Design About transforming requirements into a conceptual model It is fundamental but difficult to grasp the idea, e.g., conceptual models take many different forms A conceptual model is an outline of what people can do with a product (obtained from the current functional requirements) and what concepts are needed to understand and interact with it (related to who the user will be, what kind of interface will be used, etc.) Alternatives are needed Guiding principles of conceptual design: . Keep an open mind but never forget the users and context . Discuss ideas with other stakeholders as much as possible . Use prototyping to get rapid feedback . Iterate, iterate and iterate H. C. So Page 3 Semester B 2018-2019 Conceptual Design 3 perspectives to develop the conceptual model: 1. Which interaction type? . Type refers to how the user invokes actions when interacting with the system (may not be mutually exclusive) Instructing: user gives instructions to the system to perform his task such as typing in commands, selecting options from menus in windows environment, voice control commands, gesturing Conversing: user has a dialog with the system via speaking or typing in questions to which the system replies via speech or text output such
    [Show full text]
  • Legal Review on Industrial Design Protection in Europe
    Legal review on industrial design protection in Europe Under the contract with the Directorate General Internal Market, Industry, Entrepreneurship and SMEs (MARKT2014/083/D) Legal review on industrial design protection in Europe Final Report - 15 April 2016 EN This study was carried out for the European Commission by For further information on this report, please contact: Mr. Jos Dumortier time.lex - information & technology law 35 rue du Congrès B-1000 Brussels - Belgium M: +32 477 33 82 96 [email protected] www.timelex.eu Core Team: Prof Jos Dumortier time.lex Davide Parrilli time.lex Prof Uma Suthersanen Queen Mary Intellectual Property Research Institute, Queen Mary, London Honorary Prof David Musker Queen Mary Intellectual Property Research Institute, Queen Mary, London; Consultant, Jenkins Patricia Ypma Spark Legal Network Peter McNally Spark Legal Network Jasmine Simpson Spark Legal Network Dr Lena Boucon Spark Legal Network Jo Steyaert Indiville Wouter Samyn Indiville Country Experts: Prof Clemens Appl Austria Vienna University of Economics and Business Susie P. Arnesen Denmark Løje, Arnesen & Meedom Prof Mario Franzosi Italy Avvocati Associati Franzosi Dal Negro Setti Prof Ignacio Garrote Spain Autonomous University of Madrid Prof Christophe Geiger, France CEIPI, University of Strasbourg Natalia Kapyrina Prof Pavel Koukal Czech Republic Masaryk University Dr Ewa Laskowska Poland Jagiellonian University Prof Marianne Levin Sweden Stockholm University Dr Vytautas Mizaras Lithuania Valiunas Ellex Mark Pohar Slovenia - Dr Ana Ramalho Portugal Maastricht University Allard Ringnalda Netherlands Klos cs Dr Dharamveer Singh Chauhan Luxembourg VP Fund Solutions (Luxembourg) SA Prof Guido Westkamp, Germany Queen Mary Intellectual Property Dr Marc Mimler Research Institute, Queen Mary, London DISCLAIMER The information and views set out in this report are those of the authors and do not necessarily reflect the official opinion of the Commission.
    [Show full text]
  • The Design Rationale Editor (Dred)
    INTRODUCING THE CAPTURE OF ARGUMENTATION-BASED DESIGN RATIONALE INTO INDUSTRIAL PRACTISE Rob Bracewell Ken Wallace Cambridge Engineering Design Centre Department of Engineering E-mail: [email protected] Trumpington Street Web: www-edc.eng.cam.ac.uk Cambridge Tel: +44 (0)1223 332742 CB2 1PZ Fax: +44 (0)1223 332662 The Design Rationale editor (DRed) • What is DRed? • Where did it come from? • How was it researched, implemented and introduced? • Why do designers seem to find it a help rather than a hindrance? 2 What is DRed? • DR capture tool used by aerospace designers on live tasks from v0.1 onward – just 3 weeks’ software development in v0.1 • Example: Dave Williams, July 2002 – ANTLE Internal Gear Box – Issue: how to improve scavenge while avoiding oil leaks? – Rationale shown in recent DRed, but was originally captured with crude early version 3 Issue: Open Start with an open issue Note “traffic light” statuses 4 No hidden information, easy to scan and browse 5 Proposed answers: Open Pro argument Con argument (qualified) Development of answers and arguments 6 Argument declared to be false All elements have alternative statuses, easily changed 7 Answer rejected in response to dominant con Changes of status capture decisions Follow arrows for knock-on effects Rejection decisions captured 8 Mouth of “tunnel” carrying link into a new file Tunnel links enable large, connected rationales to be distributed legibly 9 Far end of tunnel 10 Back to previous graph 11 Where did it come from? KCSR Project: Socio-Technical Approach to Engineering
    [Show full text]
  • A Comparative Analysis of Design Rationale Representations
    T55.4 .W2 CSWEY no. A Compararive Analysis of Design Rationale Representations Jintae Lee Kum-Yew Lai March 1992 WP # 84-92 INTERNATIONAL CENTER FOR RESEARCH ON MANAGEMENT OF TECHNOLOGY Massachusetts Institute of Technology Sloan School of Management Cambridge, Massachusetts The International Center for Research on the Management of Technology A Compararive Analysis of Design Rationale Representations Jintae Lee Kum-Yew Lai March 1992 WP # 84-92 Sloan WP# 3295 & 3405 CCS TR# 121 A revised and condensed version of this report appears in the special issue of Human-Computer Interaction on design rationale, v.6(3-4), pp.251-280. © 1992 Massachusetts Institute of Technology Sloan School of Management Massachusetts Institute of Technology 38 Memorial Drive, E56-390 Cambridge, MA 02139-4307 l,f'''^A»''^"1 d/l.l.T. TF^ ? 3 1993 A revised and condensed version of this report appears in the special issue of Human-Computer Interaction on design rationale, v.6(3-4), pp. 251-280 A Comparative Analysis of Design Rationale Representations Jintae Lee and Kum-Yew Lai Center for Coordination Science and MIT Artificial Intelligence Laboratory ABSTRACT A few representations have been used for capturing design rationale. It is important to know in what ways they are adequate or limited so that we know how to improve them. In this paper, we develop a framework for evaluating design rationale representations based on a set of generic design tasks. We build the framework by progressively differentiating the elements of design rationale that, when made explicit, support an increasing number of the design tasks. With this framework, we evaluate the expressiveness of the existing representations.
    [Show full text]
  • A Tool for Designers to Record Design Rationale of a Constructed Project
    Transactions on Information and Communications Technologies vol 8, © 1995 WIT Press, www.witpress.com, ISSN 1743-3517 A tool for designers to record design rationale of a constructed project J. M. de la Garza, S. Ramakrishnan Department of Civil Engineering, Virginia Tech., 200 Patton Hall, Blacksburg, Virginia, VI24061 -0105, USA Abstract Design rationale is the concept underlying the design of a project. Communicating design rationale to everyone involved in the project's life-cycle can bring about a better understanding of the project. This paper describes how design rationale can be represented and stored in a computer tool. The tool uses an object oriented model and incorporates multimedia. 1 Introduction The AEC industry in the United States is highly fragmented [5]. It is vertically fragmented into the various project phases of conceptualization, preliminary design, detailed design, construction, retrofit and finally decommission. It is also horizontally fragmented in that there are many specialists working in each of these phases. Communication among the project personnel is primarily through drawings and specifications. The knowledge about the project decisions and the concepts and assumptions underlying the design, called design rationale, may not be explicitly communicated to the project personnel [7]. The impact of design rationale not being available to all project personnel could lead to a project that may not suitably satisfy all its functions and performance requirements. This paper describes the methodologies used in implementing the concept of design rationale in a computer tool called DRARS (Design Rationale Authoring and Retrieval System) that can capture, store and retrieve design rationale for use by the project personnel.
    [Show full text]
  • Part 3 Design Rationale and Software Architecting
    Part 3 Design Rationale and Software Architecting I. Mistrík Design rationale as it applies to software architecture has become an established area of software engineering research. Design rationale can be defined as an expression of the relationships between a design product (in this case, an architecture), its purpose, the designer’s (architect’s) concep- tualization and the contextual constraints on realizing the purpose [12]. It represents knowledge that provides the answers to questions about a particular design choice or the process followed to make that choice [8]. Software architecture is concerned with the study of the structure of software, including topologies, properties, constituent components and relationships and patterns of interaction and combination [7,14]. A modern definition of software architecture is given by Bass et al. in [2]: “The soft- ware architecture of a program or computing system is the structure or structures of the system, which comprise software elements, the externally visible properties of those elements, and the relationships among them”. The importance of relating design rationale and software architecting has been recognized by many researchers and practitioners [5,14,15]. Design rationale researchers have developed different representation sche- mas, capture methods, repository models, and use cases for recording design decisions. However, most approaches represent only arguments surrounding design decisions [11]; more work remains to be done in repre- senting domain knowledge in terms that are understandable to the domain experts [9]. During the last 10 years it has been recognized that the quality requirements are heavily influenced by the architecture of the system [2,3] and capturing the relationship between architectural design decisions and quality attributes provides an important new role for rationale.
    [Show full text]
  • Design Rationale Anatomic Primary Anatomic Fracture Reverse Fracture Reverse Primary
    Design Rationale Anatomic Primary Anatomic Fracture Reverse Fracture Reverse Primary Providing solutions for the patient’s continuum of care and intraoperative surgeon choice and flexibility The DELTA XTEND™ Reverse Shoulder System and the GLOBAL UNITE™ Shoulder System come together to create a true platform system. This system is designed to address a wide variety of shoulder arthroplasty pathologies, while providing efficiencies in the surgical process. It provides treatment options for reverse and anatomic shoulder reconstruction, for primary, revision and fracture cases with grossly deficient rotator cuff. The system can either be used in a cemented or press-fit fashion. The modular system allows for conversion of a GLOBAL UNITE Anatomic or Fracture implant into a reverse implant – DELTA XTEND or GLOBAL UNITE Reverse Fracture – without the need to remove the stem. ADDRESSING RANGE OF MOTION Range of motion is important to the surgical outcome and the patient’s return to daily activities. The system offers a small metaglene diameter, choice of glenosphere diameters and off-sets which have been shown in modeling to improve range of motion and help reduce the risk of interior scapular notching.1 Glenosphere Overhang 5.5 mm 2 mm 7.5 mm 7.5 mm 2 mm 9.5 mm Inferior Overhang Inferior Overhang Inferior Overhang Inferior Overhang 38 mm standard 38 mm eccentric 42 mm standard 42 mm eccentric The metaglene diameter of 27mm, enables the surgeon The glenosphere diameters (38 and 42mm) and to position the metaglene at the inferior border of eccentric option designed for enhanced stability and the glenoid face. In biomechanical testing it has been further increased range of motion.
    [Show full text]
  • Software Design Description
    Software Design Description Prepared by CODEFELLAS2 for the project LINUX PASSWORD VAULT METU ­ Department of Computer Engineering CENG 492 Senior Design Project II Spring 2015­2016 Ali Can Oğul ­ 1746304 1 Table of Contents Table of Contents 1. Overview 1.1 Scope 1.2 Purpose 1.3 Intended Audience 2. Definitions 3. Conceptual Model For Software Design Descriptions 3.2 Software Design Descriptions Within The Life Cycle 3.2.1 Software Design Descriptions Within The Life Cycle 3.2.2 Influences On Software Life Cycle Products 3.2.3 Design Verification And Design Role In Validation 4. Design Description Information Content 4.1 Introduction 4.2 SDD Identification 4.3 Design Stakeholders And Their Concerns 4.4 Design Views 4.5 Design Viewpoints 4.6 Design Elements 4.7 Design Overlays 4.8 Design Rationale 4.9 Design Languages 5. Design Viewpoint 5.2.1 Login Use Case 5.2.2 Quit Use Case 5.2.3 Store Password Use Case 5.2.4 Get Password Use Case 5.2.5 Allow User Use Case 5.2.6 Revoke User Use Case 5.2.7 Change Password Use Case 5.2.8 Add User Use Case 5.2.10 Remove From Group Use Case 5.2.11 Allow Group Use Case 5.2.12 Remove Domain Use Case 2 5.3 Interaction Viewpoint 5.3.1 Login Logout Interaction 5.3.2 Store And Get Password Interaction 3 1. Overview 1.1 Scope This Software Design Description (SDD) document provides necessary information about the project Linux Password Vault. This document includes design principles of the software with its requirements, functionalities and necessary definitions.
    [Show full text]
  • Capturing and Managing Design Rationale for Aero Engine Component Development
    2008:164 CIV MASTER’S THESIS Capturing and managing Design Rationale for aero engine component development Erika Andersson MASTER OF SCIENCE PROGRAMME Mechanical Engineering Luleå University of Technology Department of Applied Physics and Mechanical Engineering Division of Functional Product Development 2008:164 CIV • ISSN: 1402 - 1617 • ISRN: LTU - EX - - 08/164 - - SE 'we know more than we can tell' Michael Polanyi (1967: 4) The Tacit Dimension Preface This thesis work is the final project for receiving a Master of Science degree in mechanical engineering at Luleå University of technology (LTU), Luleå and has been conducted at Volvo Aero in Trollhättan. The project has been carried out between February 2008 and September 2008 and has been very interesting and rewarding from start. I feel that this project has made me more prepared for future work and has given me other perspectives to the work of engineering. I will definitely bring all my lessons learned and experiences with me in my “knowledge backpack” using them whenever needed. I would like to thank all those people both within and without Volvo Aero that has shown interest in my thesis and without any doubt helped me by answering all of my questions and interviews. Tanks to Gunnar Marke (Volvo Aero) and Mats Lejon (Volvo Aero) for your support and care for my wellbeing during this project. A special thanks to my supervisors Ola Isaksson (Volvo Aero) for his never-ending enthusiasm in my moments of frustration and Andreas Larsson (LTU) for taking his time answering my emails despite being in USA. Thank you for your support, guidance and help! Last but not least, thanks to my family and dear friends for putting up with me during this process.
    [Show full text]
  • Background Study: Requisite Elements, Rationale, and Technology
    i \ Requisite Elements, Rationale, AND Technology Overview for THE Systems Integration for Manufacturing Applications (SIMA) Program i Edward J. Barkmeyer Theodore H. Hopp Michael J. Pratt Gaylen R. Rinaudot STATES I UNITED DEPARTMENT OF COMMERCE NATIONAL INSTITUTE OF STANDARDS AND TECHNOLOGY NISTIR 5662 U.S. DraAKTMENT OF COMMERCE TECHNOLOGY ADMINISTRATION National Institute of Standards and Technology NISTIR 5662 Background Study Requisite Elements, Rationale, and Technology Overview for the Systems Integration for Manufacturing Applications (SIMA) Program Editors: Edward J. Barkmeyer Theodore H. Hopp Michael J. Pratt Gaylen R. Rinaudot Contributors: Neil Christopher Shaw Feng Simon Frechette Al Jones Mark Luce Kevin Lyons Chuck McLean Stephen A. Osella Steven Ray Bradford Smith Evan Wallace Peter Wilson U.S. DEPARTMENT OF COMMERCE Technology Administration National Institute of Standards and Technology Gaithersburg, MD 20899 September 1995 U.S. DEPARTMENT OF COMMERCE Ronald H. Brown, Secretary TECHNOLOGY ADMINISTRATION Mary L. Good, Under Secretary for Technology NATIONAL INSTITUTE OF STANDARDS AND TECHNOLOGY Arati Prabhakar, Director No approval or endorsement of any commercial product by the National Institute ofStandards and Technology is intended or implied. The work described wasfunded by the United States Government and is not subject to copyright. Table of Contents Executive Summary vii Preface xi Parti: Project Overview 1 Chapter 1: Introduction to the MSE Project 3 1.1 The National Challenge of Advanced Manufacturing 3 1.2
    [Show full text]