DOCSLIB.ORG

Conceptualisation: Chapters from Harmonising Enterprise and Software Engineering By

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Conceptualisation: Chapters from Harmonising Enterprise and Software Engineering By Conceptualisation: Chapters from Harmonising Enterprise and Software Engineering by Robert Pergl A habilitation thesis submitted to the Faculty of Information Technology, Czech Technical University in Prague Prague, September 2018 Department of Software Engineering Faculty of Information Technology Czech Technical University in Prague Th´akurova 9 160 00 Prague 6 Czech Republic Head of Department: Ing. Michal Valenta, Ph.D. Copyright c 2018 Robert Pergl ii Abstract This habilitation thesis deals with leveraging conceptualisation for harmonising software en- gineering in the context of enterprise engineering. It is based on the research and work done in the Centre of Conceptual Modelling and Implementation (CCMi) at the Department of Software Engineering since its foundation by the author in 2012. Theoretical founda- tions and key methodologies are introduced. Past and ongoing research and applications based on them are then elaborated on; These consist of several layers: (i) Methodological Studies, (ii) Methodological Improvements, (iii) Tooling and (iv) Applications. Achieved results at the levels of bachelor and diploma theses, Ph.D. and post-doc research projects are discussed. Key international collaborations, both academic and from practice are also explained. The core of the thesis then consists of chapters being key already-published, peer-reviewed publications. Keywords: conceptual modelling, ontologies, UML, OntoUML, UFO, BPMN, enterprise engineer- ing, business process management, DEMO, model-driven engineering, models transform- ation, evolvability, normalised systems, software engineering, models execution, workflow, CASE. iii Acknowledgements My deep gratitude belongs to my family, especially my wife Hanka, who devotedly supports me in my endeavours both mentally and practically. I wish all professors to have such a wonderful wife! Starting from the beginnings, I would like to express a deep gratitude to a great evange- list doc. Ing. VojtˇechMerunka, Ph.D. for kindling the spark in me to pursue the academic path and opening many wonderful doors to exciting knowledge and opportunities. I am grateful to late prof. RNDr. Jiˇr´ıVan´ıˇcek,CSc. for opening the golden vault of theoretical foundations of computer science to me and being my kind mentor during uneasy explorations. My sincere thanks go to my superior and dear friend, Ing. Michal Valenta, Ph.D., an exemplar of an enlightened leader, whose support, wisdom, understanding and excitement give a unique soul to our family | the Department of Software Engineering. Similarly, my many thanks go to our first Dean, prof. Ing. Pavel Tvrd´ık,CSc.. The immense support and trust of these two outstanding personalities enabled founding of the Centre for Conceptual Modelling and Implementation and its successes. I am happy and grateful that I found the same trust and support in our current Dean, doc. RNDr. Ing. Marcel Jiˇrina,Ph.D.. An immense merit goes then to the members of CCMi | my colleagues, PhD, master and bachelor students who have done a lot of hard work with me (or without me) on the research and projects; many thanks for their enthusiasm and making CCMi great! I would like to namely thank prof. Dr. Ing. Petr Kroha, CSc., my kind mentor and Ing. ZdenˇekRybola, Ph.D., who tirelessly pushed forward our research on OntoUML for software engineering. My thanks also go to our wonderful department assistant, Mgr. Alena Lib´ansk´a, for all her help, smile and warm heart. And there are many more outstanding people at our Faculty who also have my admiration and thanks, the acknowledgements to whom could easily fill the whole text. Now going abroad, my first thoughts go to prof. Giancarlo Guizzardi, an exceptional scientist and person, whose work has been literally the corner-stone of CCMi. Every meeting with Giancarlo is a great pleasure, every talk is life-changing and eyes-opening. Going further in time, the same thanks for bringing an essential and foundational work v then goes to the \father of enterprise engineering", the esteemed prof. Jan L.G. Dietz, whose kindness and trust in our potential laid foundations in many of our successes and his invitation to the CIAO! Network opened a wonderful world of topics, collaborations and friendships. My thanks goes to the wonderful CIAO! community consisting of excellent scientists and professionals, whose enthusiasm and knowledge changes the world. My special thanks go to prof. Jan Verelst for research inspiration and substantial support and belief in our potential that has brought several trails of intensive and fruitful collaboration. Next special thanks go to Dr. Steven van Kervel, the founder of ForMetis Consultants and a person with a golden human character, whose merit is DEMO embedding in practice; we are honoured he took us to sail that ship with him. A substantial funding of ForMetis to CCMi members will also not be forgotten. And arriving to the \implementation" part, we owe a lot to prof. St´ephaneDucasse, a true visionary and the driving force of the Pharo community, who has been helping and supporting us tremendously. Recently, we also found a nice open community in the body of the ELIXIR infrastruc- ture. Here go many thanks to the Head of ELIXIR Czech Node, RNDr. Jiˇr´ıVondr´aˇsek, Ph.D. for accepting us warmly in the community, opening opportunities of contribution to us and giving us much support in the hard beginnings. Also, this would not happen without Dr. Luiz Olavo Bonino, who had persuaded me that we can bring a value to ELIXIR. My thanks also go to Netherlands to amazing prof. Dr. Barend Mons, a vision- ary now changing the data world to a better, FAIR future, who gave us the opportunity to start leveraging our skills for this great purpose. Here, I must not forget Dr. Rob Hooft | it is a real pleasure to cooperate with a genius mind. Last but not least, I would like to acknowledge a place | a cottage built my grand parents near the village Zloukovice,ˇ where my thoughts flow as nicely as the river Berounka. vi Dedication In loving memory of my dear mother, Ing. Bohdanka Perglov´a(1946-2018). My deepest gratitude. ... vii Contents 1 Foreword of the Author 1 2 Structure of the Thesis 3 I Introduction 7 3 Conceptualisation 9 3.1 Introduction . 9 3.2 Formal Foundations . 10 3.3 Modelling . 12 3.4 Ontologies . 13 3.4.1 UFO and OntoUML . 15 3.4.2 Our Contribution and Applications . 16 3.5 Behaviour Conceptualisation . 16 3.5.1 Our Contribution and Applications . 18 3.6 Conceptual Modelling Notations . 19 3.6.1 UML and OCL . 19 3.6.2 BPMN . 21 4 Enterprise Engineering 25 4.1 The Discipline of Enterprise Engineering . 25 4.2 Enterprise Engineering Theories . 26 4.3 The DEMO Methodology . 28 4.3.1 Methodological Foundations of Enterprise Engineering . 28 4.3.2 DEMO Principles . 28 4.3.3 DEMO Diagrams . 32 4.3.4 Our Contribution and Applications . 33 4.4 Business Object Relation Modelling . 35 viii Contents 4.4.1 The Object-Oriented Paradigm Alignment . 35 4.4.2 BORM Object Behaviour Analysis . 35 4.4.3 Process models in OBA . 36 4.4.4 Our Contribution and Applications . 36 4.5 MEMO . 37 5 The Relation of Conceptualisation and Implementation 41 5.1 The Relation of Conceptual Ontological Models and Their Implementation 41 5.1.1 Model-Driven Engineering . 42 5.1.2 Model Execution . 45 5.2 Conceptualisation in Implementation . 46 5.2.1 Interactive Development . 46 5.2.2 Reverse Engineering . 47 5.2.3 Our Contribution and Applications . 48 6 Evolvability and Normalized Systems 51 6.1 Introduction . 51 6.2 Principles . 51 6.3 Elements . 52 6.4 Applications and Research . 52 6.5 Our Contribution and Applications . 53 6.5.1 Component Software Systems Design . 53 6.5.2 Conceptual Modelling of Precise Technical Systems . 54 6.5.3 Evolvability of Documents . 55 6.5.4 Applying the Functional Paradigm for the Normalized Systems Ex- panders . 55 6.5.5 Normalized Systems Conceptual Modeller . 55 7 Software Implementation 57 7.1 The Discipline of Software Engineering . 57 7.2 The Object-Oriented Paradigm . 58 7.2.1 Pharo . 59 7.2.2 Our Contribution and Applications . 60 7.3 The Functional Paradigm . 62 7.3.1 Theoretical Foundations . 62 7.3.2 Practical Relevance . 62 7.3.3 Interactive Development . 63 7.3.4 Challenges of FP in Software Engineering . 63 7.3.5 Our Contribution and Applications . 64 8 Tooling 67 8.1 Computer-Aided Engineering Tools . 67 8.2 Execution Tools . 67 ix Contents 8.2.1 Business Process Management Tools . 67 8.2.2 Workflow Management Systems . 69 8.2.3 Our Contribution and Applications . 70 8.3 A Conceptual Modelling Platform . 71 8.3.1 Our Contribution and Applications: OpenCASE/OpenCABE . 72 8.3.2 Our Contribution and Applications: DynaCASE/OpenPonk . 72 9 Final Thoughts 75 II Chapters 77 10 Supporting Enterprise IS Modelling using Ontological Analysis 79 11 Instance-Level Modelling and Simulation Revisited 97 12 Towards OntoUML for Software Engineering: From Domain Ontology to Implementation Model 115 13 Towards Formal Foundations for BORM ORD Validation and Simu- lation 131 14 The Prefix Machine | a Formal Foundation for the BORM OR Dia- grams Validation and Simulation 141 15 Revisiting the BORM OR Diagram Composition Pattern 161 16 Empirical Study of Applying the DEMO Method for Improving BPMN Process Models in Academic Environment 175 17 Converting DEMO PSI Transaction Pattern into BPMN: A Complete Method 185 18 Modelling and Prototyping of Business Applications Based on Multi- level Domain-Specific Language 203 19 Analysing Functional Paradigm Concepts: The JavaScript Case 223 20 OpenCASE | A Tool for Ontology-Centred Conceptual Modelling 235 21 BORM-II and UML as Accessibility Process in Knowledge and Busi- ness Modelling 245 22 The OpenPonk Modeling Platform 253 x Contents IIIReferences 265 Bibliography 267 Relevant Publications Authored and Co-Authored 283 Relevant Supervised Bachelor's and Master's Theses 289 Relevant Reviewed Bachelor's and Master's Theses 293 xi Chapter 1 Foreword of the Author Software engineering is an ultimate human design endeavour.
Load more

Recommended publications
  • Archimate Cookbook Patterns & Examples
    ArchiMate Cookbook Patterns & Examples Document information Version 1.0 Created 2019-07-20 Modified 2021-07-13 Author Eero Hosiaisluoma (EHo) ArchiMate Cookbook Patterns & Examples Table Of Contents 1. Introduction ................................................................................................................................................................4 1.1 Purpose And Scope ............................................................................................................................................4 1.2 References ..........................................................................................................................................................4 2. ArchiMate Diagram Types .........................................................................................................................................5 2.1 Motivation View (Goals View) .............................................................................................................................5 2.1.1 Motivation View - Example ..........................................................................................................................6 2.1.2 Risk Analysis View.......................................................................................................................................7 2.2 Business Model View ..........................................................................................................................................8 2.2.1 Business Model Canvas (BMC)...................................................................................................................8
    [Show full text]
  • Slides for Students
    SLIDES FOR STUDENTS The Effective Use of Powerpoint in Education GARY D. FISK SLIDES FOR STUDENTS The Effective Use of Powerpoint in Education GARY D. FISK Blue Ridge | Cumming | Dahlonega | Gainesville | Oconee Copyright © 2019 by Gary D. Fisk All rights reserved. No part of this book may be reproduced in whole or in part without written permission from the publisher, except by reviewers who may quote brief excerpts in connections with a review in newspaper, magazine, or electronic publications; nor may any part of this book be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording, or other, without the written permission from the publisher. Published by: University of North Georgia Press Dahlonega, Georgia Printing Support by: Lightning Source Inc. La Vergne, Tennessee Book design by Corey Parson. ISBN: 978-1-940771-43-4 Printed in the United States of America For more information, please visit: http://ung.edu/university-press Or e-mail: [email protected] CONTENTS 0 Introduction vii 1 Presentation Software 1 2 Powerpointlessness 14 3 Educational Effectiveness and Student Perceptions 32 4 Avoiding Death by Powerpoint 53 5 Design for Emotion I 67 6 Design for Emotion II 84 7 Design for Sensation 100 8 Design for Perception I 117 9 Design for Perception II 135 10 Design for Attention 156 11 Design for Cognition I 170 12 Design for Cognition II 190 13 Design for Behavior 213 14 Technology Choices 232 15 Tips and Tricks for Slide Presentations 247 16 A Classroom Presentation Example 264 17 The Bright Future of Powerpoint in Education 292 A Appendix A 307 B Appendix B 310 C Appendix C 314 0 INTRODUCTION The creative spark that motivated this book was the observation that powerpoint presentations sometimes fail to produce a positive impact on student learning.
    [Show full text]
  • Concept Mapping Slide Show
    5/28/2008 WHAT IS A CONCEPT MAP? Novak taught students as young as six years old to make Concept Mapping is a concept maps to represent their response to focus questions such as “What is technique for knowledge water?” and “What causes the Assessing learner understanding seasons?” assessment developed by JhJoseph D. NkNovak in the 1970’s Novak’s work was based on David Ausubel’s theories‐‐stressed the importance of prior knowledge in being able to learn new concepts. If I don’t hold my ice cream cone The ice cream will fall off straight… A WAY TO ORGANIZE A WAY TO MEASURE WHAT WE KNOW HOW MUCH KNOWLEDGE WE HAVE GAINED A WAY TO ACTIVELY A WAY TO IDENTIFY CONSTRUCT NEW CONCEPTS KNOWLEDGE 1 5/28/2008 Semantics networks words into relationships and gives them meaning BRAIN‐STORMING GET THE GIST? oMINDMAP HOW TO TEACH AN OLD WORD CLUSTERS DOG NEW TRICKS?…START WITH FOOD! ¾WORD WEBS •GRAPHIC ORGANIZER 9NETWORKING SCAFFOLDING IT’S ALL ABOUT THE NEXT MEAL, RIGHT FIDO?. EFFECTIVE TOOLS FOR LEARNING COLLABORATIVE 9CREATE A STUDY GUIDE CREATIVE NOTE TAKING AND SUMMARIZING SEQUENTIAL FIRST FIND OUT WHAT THE STUDENTS KNOW IN RELATIONSHIP TO A VISUAL TRAINING SUBJECT. STIMULATING THEN PLAN YOUR TEACHING STRATEGIES TO COVER THE UNKNOWN. PERSONAL COMMUNICATING NEW IDEAS ORGANIZING INFORMATION 9AS A KNOWLEDGE ASSESSMENT TOOL REFLECTIVE LEARNING (INSTEAD OF A TEST) A POST‐CONCEPT MAP WILL GIVE INFORMATION ABOUT WHAT HAS TEACHING VOCABULARLY BEEN LEARNED ASSESSING KNOWLEDGE 9PLANNING TOOL (WHERE DO WE GO FROM HERE?) IF THERE ARE GAPS IN LEARNING, RE‐INTEGRATE INFORMATION, TYING IT TO THE PREVIOUSLY LEARNED INFORMATION THE OBJECT IS TO GENERATE THE LARGEST How do you construct a concept map? POSSIBLE LIST Planning a concept map for your class IN THE BEGINNING… LIST ANY AND ALL TERMS AND CONCEPTS BRAINSTORMING STAGE ASSOCIATED WITH THE TOPIC OF INTEREST ORGANIZING STAGE LAYOUT STAGE WRITE THEM ON POST IT NOTES, ONE WORD OR LINKING STAGE PHRASE PER NOTE REVISING STAGE FINALIZING STAGE DON’T WORRY ABOUT REDUNCANCY, RELATIVE IMPORTANCE, OR RELATIONSHIPS AT THIS POINT.
    [Show full text]
  • The Mystery Method Reconsidered--A Tool for Assessing Systems
    education sciences Article The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development Jens Christian Benninghaus 1,* , Andreas Mühling 2 , Kerstin Kremer 3 and Sandra Sprenger 1 1 Geography Education, Department of Social Sciences, Mathematics and Natural Sciences Education, Faculty of Education, Universität Hamburg, 20146 Hamburg, Germany; [email protected] 2 Computer Science Education, Faculty of Engineering, Christian-Albrechts-Universität zu Kiel, 24118 Kiel, Germany; [email protected] 3 IDN—Institute for Science Education, Leibniz Universität Hannover, 30167 Hannover, Germany; [email protected] * Correspondence: [email protected]; Tel.: +49-40-42838-4743 Received: 31 July 2019; Accepted: 18 October 2019; Published: 23 October 2019 Abstract: Influence diagrams, derived from the mystery method as its learning output, represent an externalization of systems thinking and are, therefore, valid to research; so far they have not been conceptualized in the research literature for teaching systems thinking in education for sustainable development. In this study, 31 of those diagrams are confronted with (1) three different expert references, in (2) two different ways, by (3) three different scoring systems to determine which evaluation option is both valid and easy to implement. As a benchmark, the diagrams’ diameters are used, which allows statements about the quality of the maps/diagrams in general. The results show that, depending on the combination of variables that play a role in the evaluation (1, 2, 3), the quality of the influence diagram becomes measurable. However, strong differences appear in the various evaluation schemes, which can be explained by each variable’s peculiarities.
    [Show full text]
  • Concept Mapping, Mind Mapping and Argument Mapping: What Are the Differences and Do They Matter?
    Concept Mapping, Mind Mapping and Argument Mapping: What are the Differences and Do They Matter? W. Martin Davies The University of Melbourne, Australia [email protected] Abstract: In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions. Keywords: Concept mapping, mind mapping, computer-aided argument mapping, critical thinking, argument, inference-making, knowledge mapping. 1. INTRODUCTION The era of computer-aided mapping tools is well and truly here. In the past five to ten years, a variety of software packages have been developed that enable the visual display of information, concepts and relations between ideas.
    [Show full text]
  • Requirements Sensemaking Using Concept Maps
    Requirements Sensemaking using Concept Maps Shamal Faily1, John Lyle1, Andre Paul2, Andrea Atzeni3, Dieter Blomme4, Heiko Desruelle4, and Krishna Bangalore5 1 University of Oxford, Oxford UK OX3 0NH, [email protected] 2 Fraunhofer FOKUS, 10589 Berlin, Germany, [email protected] 3 Dip di Automatica e Informatica, Politecnico di Torino, 10129 Torino, Italy, [email protected] 4 Ghent University/IBBT, B-9050 Gent, Belgium, [email protected] 5 Technische Universität München, 85748 Garching, Germany, [email protected] Abstract. Requirements play an important role in software engineering, but their perceived usefulness means that they often fail to be properly maintained. Trace- ability is often considered a means for motivating and maintaining requirements, but this is difficult without a better understanding of the requirements themselves. Sensemaking techniques help us get this understanding, but the representations necessary to support it are difficult to create, and scale poorly when dealing with medium to large scale problems. This paper describes how, with the aid of sup- porting software tools, concept mapping can be used to both make sense of and improve the quality of a requirements specification. We illustrate this approach by using it to update the requirements specification for the EU webinos project, and discuss several findings arising from our results. 1 Introduction Techniques, tools, and artifacts may come and go, yet requirements are a consistent element in a software development project. The needs and expectations of stakeholders motivate the elicitation of requirements that software developers use as a contract for what a system should do.
    [Show full text]
  • Concept Maps: a Theoretical Note on Concepts and the Need for Cyclic Concept Maps
    Concept Maps: A Theoretical Note on Concepts and the Need for Cyclic Concept Maps Frank Safayeni Natalia Derbentseva Department of Management Sciences University of Waterloo 200 University Avenue West, Waterloo, Ontario, Canada N2L 3G1 {Fsafayeni, nderbent}@engmail.uwaterloo.ca Alberto J. Cañas Institute for Human & Machine Cognition 40 South Alcaniz St., Pensacola, FL USA www.ihmc.us Abstract This paper, theoretically, examines concepts, propositions, and establishes the need for and develops an extension to Concept Maps (CMaps) called Cyclic Concept Maps (Cyclic CMaps). The Cyclic CMap is considered to be an appropriate tool for representing knowledge of functional or dynamic relationships between concepts. The Concept Map (CMap), on the other hand, is viewed as an appropriate tool for representing hierarchical or static knowledge. The two maps complement each other and collectively they capture a larger domain of knowledge, thus forming a more effective knowledge representation tool. - 1 - Introduction Concept Maps (CMaps) are used around the world by educators and researchers alike. The Journal of Research in Science Teaching alone has published numerous articles on CMaps during the last 15 years, including a special issue dedicated to the topic. Researchers have been interested in CMaps as a knowledge representation tool for instruction (Edmondson, 1995, Ferry et al., 1998, Horton et al., 1993), learning (Chmeilewski and Dansereau, 1998; McCagg, 1991), and evaluation (Aidman and Egan, 1998; Rice et al., 1998). The present work was motivated, in part, by noting the paradox of CMaps. That is, a Concept Map is supposed to represent knowledge, but it is not able to represent one of our highest forms of knowledge, as in the laws of physics, which are expressed in mathematical equations.
    [Show full text]
  • Concept Mapping, Mind Mapping and Argument Mapping: What Are the Differences and Do They Matter?
    High Educ (2011) 62:279–301 DOI 10.1007/s10734-010-9387-6 Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Martin Davies Published online: 27 November 2010 Ó Springer Science+Business Media B.V. 2010 Abstract In recent years, academics and educators have begun to use software map- ping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see rela- tionships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: ‘‘concept mapping’’, ‘‘mind mapping’’ and ‘‘argument mapping’’. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially comple- mentary functions. Keywords Concept mapping Á Mind mapping Á Computer-aided argument mapping Á Critical thinking Á Argument Á Inference-making Á Knowledge mapping Introduction In the past 5–10 years, a variety of software packages have been developed that enable the visual display of information, concepts and relations between ideas.
    [Show full text]
  • The Use of Concept Mapping to Support Collaborative Advanced Design Projects
    INTERNATIONAL CONFERENCE ON ENGINEERING DESIGN, ICED’07 28 - 31 AUGUST 2007, CITÉ DES SCIENCES ET DE L'INDUSTRIE, PARIS, FRANCE THE USE OF CONCEPT MAPPING TO SUPPORT COLLABORATIVE ADVANCED DESIGN PROJECTS Jürgen Rambo1, Christoph Schendel2 and Marc Richter3 1Department of Computer Integrated Design (DiK), Darmstadt University of Technology -TUD 2Institute of Product Development and Machine Elements (pmd), TUD 3Institute of Ergonomics (IAD), TUD ABSTRACT This paper describes the collaboration efforts of three departments of the faculty of mechanical engineering at Technische Universität Darmstadt (TUD), aimed at providing students of engineering design (ED) and industrial design (ID) with a common platform to work on. To this end, ED and ID students were provided with an opportunity to jointly practice collaborative advanced design projects, while acting as test subjects for the application of a networked, easy-to-learn, accessible software tool for knowledge modelling and data exchange. Projects were closely monitored to provide some insight into how the software-based, interdisciplinary collaboration works. The aim was to determine, whether the visualization and modelling of the interconnected nature of the design process and product features increases process awareness in the participants. Thereby, a contribution to process improvement for industrial product design was intended. Keywords: Interdisciplinary collaboration, networked structures, process documentation, project monitoring, concept maps, software 1 INTRODUCTION Product design in an industrial environment is a complex process, in which actors, procedures and product features are intensely interconnected. As a result of this complexity, the process of inventing, designing and producing all but the simplest artefacts has evolved into a collaborative endeavour involving numerous participants with distinct areas of expertise.
    [Show full text]
  • A Comparison Between Concept Maps, Mind Maps, Conceptual Diagrams, and Visual Metaphors As Complementary Tools for Knowledge Construction and Sharing
    Information Visualization (2006) 5, 202 --210 © 2006 Palgrave Macmillan Ltd. All rights reserved 1473-8716 $30.00 www.palgrave-journals.com/ivs A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing Martin J Eppler1 Abstract In this article, Novak's concept mapping technique is compared to three other 1Faculty of Communication Sciences, University types of visualization formats, namely mind maps, conceptual diagrams, and of Lugano (USI), Lugano, Switzerland visual metaphors. The application parameters and the respective advantages and disadvantages of each format for learning and knowledge sharing are re- Correspondence: viewed and discussed. It is argued that the combination of these four visual- Martin J. Eppler, Faculty of Communication ization types can play to the strength of each one. The article then provides Sciences, University of Lugano (USI), real-life examples from such a use in undergraduate and graduate university Lugano, Switzerland. teaching. The results provide first indications that the different visualization Tel.: 058 666 45 12 formats can be used in complementary ways to enhance motivation, atten- Fax: 058 666 46 47. tion, understanding and recall. The implications for a complementary use of E-mail: [email protected] these visualization formats in class room and meeting contexts are discussed and a future research agenda in this domain is articulated. Information Visualization (2006) 5, 202--210. doi:10.1057/palgrave.ivs.9500131 Keywords: Concept map; mind map; conceptual diagram; visual metaphor; concept skeleton; complementary visualization Introduction: concept mapping and the realm of qualitative visualization methods The extensive use of concept maps in class rooms and related learning and knowledge sharing contexts (e.g.
    [Show full text]
  • The Mind Map As a Tool for Critical Thinking Earning Is a Fascinating Process
    T Volume 14 Issue 5 May 2016 The Mind Map as a Tool for Critical Thinking earning is a fascinating process. Throughout our lives, and in many ways, we learn and master various combinations of facts, concepts, and principles. A great deal of learning occurs in a linear fashion (e.g., formulas, computations, Lsequential list of facts, rules of grammar). A graphical depiction of this type of learning could be represented with outlines, flow charts, and tables, illustrating the one- dimensional relationship between pairs of informational variables. One of the aims of higher education, however, is to promote learning that requires deeper, more critical, thought, including the ability to analyze relationships and make multiple connections between facts and concepts. A mind map (a.k.a., concept map, cognitive map) is a tool that organizes words, thoughts, ideas, tasks, activities, and more in the form of a diagram. … start[ing} with a key or main idea in the center with As a single footstep subtopics [arranged] radially around the main idea. The subtopics group and will not make a path cluster similar ideas, and they branch out to lower-level topics, guiding you to wherever your thought processes lead you. (Arthur, 2012, p. 9) on the earth, so a The origination of the mind map has been traced back to the Phoenician philosopher single thought will Porphyry of Tyros who created graphic depictions of the Aristotle’s Organon. The modern rendition of the mind map, however, is attributed to author and educational not make a pathway consultant Tony Buzan (1974), who compared the mind map with the map of a city: in the mind.
    [Show full text]
  • Business Process Modeling
    Saint-Petersburg State University Graduate School of Management Information Technologies in Management Department Knowledge Engineering Workbook for E-portfolio (V. 1) Tatiana A. Gavrilova DSc, PhD, Professor [email protected] Sofya V. Zhukova PhD, Associate Professor [email protected] Spring Term 2010 2 Content Introduction Chapter 1. Methodical recommendations and examples for Assignment list 1 Chapter 2. Methodical recommendations and examples for Assignment list 2 Chapter 3. Lists 1 and 2 of personal assignments Chapter 4. Reading for the course Conclusion References Appendices Appendix 1. Mind mapping software Appendix 2. History of Computer science Appendix 3. Information Mapping Software Appendiix 4. Text to create Genealogy 3 Introduction By this workbook students will be shortly introduced to major practical issues of the course on knowledge engineering. By doing the assignments students will gain an understanding in the practical skill of visual business information structuring with the use of special software (mind mapping and concept mapping). The assignments will examine a number of related topics, such as: system analysis and its applications; the relationship among, and roles of, data, information, and knowledge in different applications including marketing and management, and the varying approaches needed to ensure their effective implementation and deployment; characteristics of theoretical and methodological topics of knowledge acquisition, including the principles, visual methods, issues, and programs; defining and identifying of cognitive aspects for knowledge modelling and visual representation (mind mapping and concept mapping techniques). 4 Chapter 1 Methodical recommendations and examples for assignment list 1 1.1. Intensional/extensional A rather large and especially useful portion of our active vocabularies is taken up by general terms, words or phrases that stand for whole groups of individual things sharing a common attribute.
    [Show full text]