Contextual Knowledge in Three Dimensional Computer Aided Design ...

2014 International Conference on Teaching and Learning in Computing and Engineering

Contextual Knowledge in Three Dimensional Computer Aided Design (3D CAD) Modeling: A Literature Review and Conceptual Framework

Mohd Fahmi Adnan

Mohd Fadzil Daud

Muhammad Sukri Saud

Centre for Engineering Education Universiti Teknologi Malaysia Skudai, Johor, Malaysia [email protected]

Faculty of Mechanical Engineering Universiti Teknologi Malaysia Skudai, Johor, Malaysia [email protected]

Faculty of Education Universiti Teknologi Malaysia Skudai, Johor, Malaysia [email protected]

world. Some colleges and universities offer stand-alone CAD courses and may focus on the whole picture of CAD, or special aspects of CAD (e.g. geometric modeling), while others was focused on the use of some particular CAD systems or application development. It was contrasted with other higher institutions, they have introduced some aspects of CAD systems in courses such as Computer Graphics or Engineering Design [3, 4, 5, 6, 7, 8, 9]. Therefore, the instructors need to refine back the CAD curriculum by focusing on the particular knowledge and skills that required for Mechanical Engineer and it is needed to be aligned with their application in manufacturing industries. It is important to note that the CAD system is nothing more than a tool in the hands of the designer and that computer cannot draw by themselves [10]. Several types of knowledge in the development of a virtual model by using CAD system has already identified in the past research. The aspects knowledge representation in CAD modeling such as Procedural, Declarative, Command, Strategic and Conceptual knowledge have been addressed by [11, 12, 13, 14]. It is due to the fact that there is growing realization of the importance of 3D CAD modeling and nowadays modeling system widely used 3D CAD modeling in the development of a product model. By recognizing this all knowledge representation in 3D CAD modeling, it will enable us to constructively enhance, refine and compose new strategies in teaching the applications of the modeling systems in the higher institutions and further, newly graduated engineering students will be better prepared for entry level jobs related to engineering product development process. This article is conceptually structured to summarize a literature review on the perspectives of fundamental contextual knowledge from different disciplines and its applicability in 3D CAD modeling. Advances in the knowledge representation in 3D CAD modeling will make the competencies of students in 3D CAD modeling become higher. The high competencies in the use of 3D CAD modeling system are needed when students facing a variety of 3D CAD modeling technique practice with different capabilities to carry out different functions in manufacturing industries. The focus of this article is on establishing the essential elements of contextual knowledge in 3D CAD modeling based on the review about the fundamental contextual knowledge from different disciplines. The

Abstract— It has been observed that currently in institute of higher learning, Computer Aided Design systems have been taught in different disciplines with different focuses. Computer Aided Design software has been the prime tool to support Mechanical Engineering courses in higher institution throughout the world. As the technology changes rapidly, instructors must also keep the focus on the curriculum of the particular knowledge and skills that are required by industries. In order to create a new paradigm in the product development process, knowledge embedded inside individual cognitive play an important role in the achievement of competencies in Three Dimensional Computer Aided Design modeling system. Contextual knowledge is one of the basic knowledge involved in the individual cognitive development and it has been identified as one of the key capabilities for engineering students. This paper presents a review of literature on the perspectives of fundamental contextual knowledge from different disciplines and its applicability in Three Dimensional Computer Aided Design modeling. The related perspectives then will be used to guide the researcher to propose a new framework of contextual knowledge in Three Dimensional Computer Aided Design modeling. The findings of this study may enhance the understanding of the conceptual framework and essential contextual knowledge elements in Three Dimensional Computer Aided Design modeling systems. This paper helps inform the engineering education community about the presence of contextual knowledge in the Three Dimensional Computer Aided Design modeling in order to assist students to become a capable engineer. Keywords- Three Dimensional Computer Aided Design modeling; Contextual Knowledge; Engineering Education

I.

INTRODUCTION

Currently, Computer Aided Design (CAD) system has been a powerful tool in designing products for improved manufacturability. A properly utilized of CAD system can provide a competitive advantage of reduces product introduction lead times, reduce costs, improve productivity, improve reliability and improve operating control [1]. Since the beginning of CAD in the 1960s, CAD systems have found their way into colleges and universities. Currently, in the higher institutions, CAD systems have been taught in different disciplines with different focuses. According to [2], CAD software has been the prime tool to support Mechanical Engineering courses in higher institution throughout the 978-1-4799-3592-5/14 $31.00 © 2014 IEEE DOI 10.1109/LaTiCE.2014.41

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experiences, schooling, and other similarities; in short, what [25] calls “growing old together”. In disciplines of computer sciences, contextual knowledge has been defined as the individual's understanding to employ specific concepts, rules and principles in the knowing of why, when and where the knowledge should be used to complete a particular task [15]. The knowing of why, when and where are governed by selection criteria embedded within the organization of the domain of knowledge. The term contextual implies direct association with cognitive skills that are defined as domaindependent cognitive strategies. Contextual knowledge represents a more complete understanding of human behavior that is necessary for defining an educational learning theory. Contextual knowledge is acquired through implicit learning processes which allow complex information about the stimulus environment to be acquired without intention or awareness [26, 27, 28]. According to [29], this knowledge is crucial for solving real-world problems and the role of contextual knowledge is to help an agent behave quickly, automatically and appropriately for its current problem-solving situation. Contextual knowledge is more or less similar to what people generally have in mind about the term 'context' [30]. They highlighted that this knowledge contains some general information about the situation and the environment of the problem. According to [31] and [32], they mentioned that contextual knowledge actually enables the individual to be aware of commonalities between situations and of the appropriateness or applicability of principles or procedures in a new context. By referring to the business management point of view, contextual knowledge is known as knowledge about an organizational locale and its environment. Contextual knowledge is acquired as a “result of where one is,” rather than “what one does” [33]. According to [34], contextual knowledge is an important element in successful episodes. [34] highlighted that there are three forms of contextual knowledge related to successful issue-selling episodes. Strategic knowledge is the first form of contextual knowledge and this knowledge actually concerns the understanding of the goals, objectives, plans and strategies of the organization, including the market and the competition. The second form of contextual knowledge that highlighted by them is relational knowledge. This knowledge is defined as the knowledge of individuals who are relevant to the innovation in the idea generation and/or idea promotion stages. The last form of contextual knowledge is known as normative knowledge that is defined as the extent to which individuals understand the formal and informal structure of the organization such as accepted behaviors and norms. Based on what has been mentioned by [33], contextual elements are seen to shape how individuals learn to become knowledgeable and competent at a certain practice or activity in a particular context. In the perspective of economy, [35] define contextual knowledge as a cognitive form of social capital, historically accumulated in the local production systems model and interpreted as a sunken investment. [36] and [37] stressed that contextual knowledge is information gained through experience on the job with the specific time

proposed conceptual framework seeks to give the invaluable contributions in guiding researcher on developing contextual knowledge framework for 3D CAD modeling. The presence of such knowledge from the perspective of manufacturing industries will be crucial based on the requirements that are explicitly expressed by the accreditation bodies. This research will aid 3D CAD instructors in preparing students for the real world of manufacturing industries, by exploring the perception of the essential contextual knowledge from practicing engineers. II.

CONTEXTUAL KNOWLEDGE

Knowledge embedded inside individual cognitive play an important role in the achievement of competencies in completing engineering design task. Basically, there are three types of domain knowledge in education. According to [15], declarative knowledge, procedural knowledge and contextual knowledge is the basic knowledge involved in individual cognitive development. In this study, the type of knowledge known as contextual knowledge will be explored in order to understand it utilization in 3D CAD modeling. As reported in National Science Foundation (NSF) in 1989, contextual knowledge has been identified as one of the key capabilities for engineering students [16]. He also suggests that the essence of engineering is the process of integrating different forms of knowledge for some purposes and engineering students must experience the functional core of engineering. According to [17], contextual knowledge can support user interaction and may lead to better usability of the tool. [18] also that highlight the importance of contextual knowledge in technology. Normally, design tasks given are ill defined and incomplete and to fulfilling the requirements implicit in the task, a student or a novice needs help to turn explicit the contextual knowledge associated with the proposed situation [19]. This knowledge will be discussed from four disciplines in this section. From an engineering point of view, context is define as a collection of relevant conditions and surrounding influences that can make a situation become unique and comprehensible [20]. In the real working world, normally the engineer need to identify which knowledge is relevant to do his job based on his experience. According to [21], this piece of knowledge judged is important to a specific step of task performing and this knowledge is known as contextual knowledge. As suggested by [22], this knowledge must be related to social situations and conditions. In manufacturing industry, contextual knowledge is only useful in certain contexts and is not something that can be transferred from one setting to another [23]. He also mentioned that, the lifeworld and the specific province of meaning are the two elements of contextual knowledge. The lifeworld refers to what people take for granted and do not question, such as basic values, propositions, facts, and so on [23]. According to [24], the lifeworld is the everyday world in which people live with a natural attitude and it is “constantly pregiven”. The specific province of meaning is refer to the understanding the meaning of a picture or seeing it in the same way that someone else does is a result of shared

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to make it become more applicable in the context of 3D CAD modeling. From Table I, we have summarized that in 3D CAD modeling the element of lifeworld and province of meaning can be represented by using the listed variables. For example, the variable of relevant conditions within the context of safety in 3D CAD modeling can be used to represent the element of lifeworld. In 3D CAD modeling, the design engineer needs to know where, when and why the aspects of safety need to be included in their product design. They need to understand the relevant conditions when they want to employ fillet in their design. Usually, fillet will be employed on each sharp edges part in the product in order to make the product safe in use by the users. When referring to the variable of appropriateness for its current problemsolving situation, it can be used as example to explain its application in 3D CAD modeling within the context of material. In the latest 3D CAD modeling software, there is an application to set the material want to use on that design part. In this case, the design engineer need to decide the appropriate type of material that is the best and always be used by others design engineer when designing the same part. This decision actually will effect to the result of final product. The best selection of material will make the product can be manufactured with a good quality at lowest cost.

series and products being forecasted in technology management. In mathematical education, contextual knowledge plays an important role in problem solving [38]. Contextual knowledge is defined as the knowledge of how things work in specific, real-world situations, which develops from our everyday, informal interactions with the world [38, 39, 40, 41, 42]. According to [43], they define contextual knowledge in educational psychology as knowledge of facts, principles and procedures for effective action in situations that call for helping and cooperating with others, following organizational rules and procedures, endorsing, supporting and defending organizational objectives, persisting despite difficult obstacles and volunteering. Contextual knowledge is acquired through implicit learning processes which allow complex information about the stimulus environment to be acquired without intention or awareness [26, 27, 28, 44]. Based on the point of view from four disciplines above, we have summarized that the lifeworld and the province of meaning are the two categories that can represent the elements of contextual knowledge. All the elements that represent contextual knowledge has been mapping in Table I. III.

CONTEXTUAL KNOWLEDGE IN 3D CAD MODELING

Design is a knowledge driven process [45]. Considering that 3D CAD modeling is an important tools in design process in manufacturing industries, the knowledge known as contextual knowledge is need to be explored in this study. In 3D CAD Modeling, contextual knowledge can be defined as an individual’s understanding of why, when and where to employ specific concepts, rules and principles in completing modeling activities within digital product modeling contexts such as safety, material, standard and manufacturing and others. According to [46], the lifeworld and province of meaning are the two main element of contextual knowledge. Based on these two elements of contextual knowledge, researcher try to adapt it to make it more suitable for this study. Therefore, the researcher has defined that in 3D CAD modeling, lifeworld element is known as the practicing engineer knowledge on the real problems, situations and applications face by them when they employing 3D CAD modeling activities within digital product modeling context in their product design. For the element of province of meaning in 3D CAD modeling, researcher has defined it as the practicing engineer knowledge in having same understanding on the application of 3D CAD modeling activities within digital product modeling context with others engineers in the same manufacturing firm and also they know what their customers want. In the real design world in manufacturing industry, these two elements actually play an important role when the engineer wants to design a product by using 3D CAD modeling software. As shown in Table I, there is one column that shown the mapping of contextual knowledge element in 3D CAD based on the categories of lifeworld and province of meaning. Actually, there are many variables that can represent the element of lifeworld and province of meaning that we found from the literature review in four disciplines of study. Then, we have tried to filter all the variables in order

IV.

CONCEPTUAL FRAMEWORK OF CONTEXTUAL KNOWLEDGE IN 3D CAD MODELING

This study will be guided by three appropriate frameworks that known as a framework of knowledge representation in CAD modeling, framework of digital product modeling within the contexts and framework of representation of contextual knowledge. The framework of knowledge representation in CAD modeling is examined to understand the creation and utilization of knowledge across the process of creating a product model using the modeling system. Through the review on the aspect of knowledge representation in CAD modeling by researcher, aspects of Procedural, Declarative, Command, Strategic and Conceptual knowledge are known to exist in the modeling process [11, 12, 13, 14]. This study will address this issue by focusing on the representation of contextual knowledge in CAD modeling which are applicable to all 3D CAD modeling systems. Hence, the framework of digital product modeling that oriented towards manufacturing operations [47], is explored to understand prevalent tasks or activities associated with the utilization of the modeling system in the development of a product model. The choice of this framework is based on the fact that computer supported modeling are nowadays widely used in industry [48]. According to [49], he stressed that the modeling system has been acknowledged as leading tools in product development process. Therefore, all the prevalent tasks and activities within the context of digital product modeling approach will be used for constructs development. Based on the literature, researcher has found that there are a lot of contexts involve in digital product modeling but, in this study four contexts of CAD in digital product modeling will be focused and known as Safety, Material, Standard and Manufacturing contexts.

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Education

Management

Computer Science

Engineering

Discipline

Informal interactions with the world.

- Individual awareness of the presence and role of key actors in the innovation process.

- Understanding of the goals, objectives, plans and strategies of the organization, including the market and the competition. - Become knowledgeable and competent at a certain practice or activity in a particular context. - Information gained through experience on the job.

- Knowledge of facts, principles and procedures for effective action in situations. - Complex information about the stimulus environment to be acquired without intention or awareness. - Knowledge of how things work in specific. - Knowledge of real-world situations.

-

- Appropriateness for its current problemsolving situation. - General information about the situation - Be aware of commonalities between situations

- Behave quickly for its current problem-solving situation. - Problem of the environment. - Appropriateness or applicability of principles or procedures in a new context. - Using facts, concept, rules and principles within complex situations. Brezillon, 1999 Pomerol and Brezillon, 2002 Ras and Weibelzahl, 2004 Tennyson and Rasch, 1988 Vieira et al., 2007 Tennyson, 1994

Anderson, 1995 Brezillon and Pomerol, 1999 Brezillon et al., 1998, 2002 Aspers, 2006

-

-

Motowildo et al., 1997 Chun and Jiang, 1998 Berry and Dienes, 1993 Reber,1989 Stadler and Frensch, 1998 Johnson and Koedinger, 2005 Brownet al., 1989 Leinhardt, 1988 Mack, 1990 Saxe, 1988

- Dutton et al., 2001 - Sole, 2001 - Kerkkanen, 2010

-

- Surrounding influences - Know what to make in order to sell in a final consumer market.

Province of Meaning

Relevant conditions Related to a focus Diagnosis and subsequent actions. Capacity to do what it takes in a situation.

-

Lifeworld

Authors

- Relevant conditions. - Diagnosis and subsequent actions. - Capacity to do what it takes in a situation. - Behave quickly for its current problem-solving situation. - Problem of the environment. - Appropriateness or applicability of principles or procedures in a new context. - Using facts, concept, rules and principles within complex situations. - Understanding of the goals, objectives, plans and strategies of the organization, including the market and the competition. - Information gained through experience on the job. - Knowledge of facts, principles and procedures for effective action in situations. - Knowledge of how things work in specific. - Knowledge of real-world situations.

Lifeworld

- Surrounding influences. - Know what to make in order to sell in a final consumer market. - Appropriateness for its current problem-solving situation. - General information about the situation. - Awareness of commonalities between situations. - Individual awareness of the presence and role of key elements in the innovation process. - Informal interactions with the world.

Province of Meaning

Category of Contextual Knowledge in 3D CAD Modeling

MAPPING OF CONTEXTUAL KNOWLEDGE ELEMENTS IN 3D CAD MODELING

Contextual Knowledge Elements (variables)

TABLE I.

The framework of representation of contextual knowledge in this study will be guided by adapting the [23] contextual knowledge element. According to [23], lifeworld and the province of meaning are the two main elements of contextual knowledge. The term contextual implies direct association with cognitive skills that are defined as domaindependent cognitive strategies [50]. In order to align the used of contextual knowledge in 3D CAD modeling, researcher has defined that contextual knowledge is an individual’s understanding of why, when and where to employ specific concepts, rules and principles in completing modeling activities within digital product modeling contexts such as safety, material, standard, manufacturing and others. The exploration on the practicing engineers understanding on the essential contextual knowledge will be guided by the element of lifeworld and the province of meaning element. The structure of the conceptual framework is shown in Figure 1.

Framework of Representation of Contextual Knowledge

Framework of Digital Product Modeling within the Contexts of:  Safety  Material  Standard  Manufacturing

 Lifeworld  Province of Meaning

Constructs of Contextual Knowledge in 3D CAD

VI.

The conceptual framework was proposed to address issues related to current understandings of contextual knowledge in 3D CAD modeling. The framework suggests the complementary approach of engaging academic and community providers in knowledge representation of the modeling task. Hence, the framework indicates how students can fully utilize the potential of the modeling system within the specified knowledge domain, such that instructors and engineering education community might be able to make informed decisions related to the teaching and learning of the modeling system. The benefits of contextual knowledge in a particular knowledge domain have been identified over years of research, yet little research addresses the existence of contextual knowledge in 3D CAD modeling. In the new framework presented, research is needed to determine the potential advantages of understanding the knowledge and also to clarify and test the interaction of the knowledge with other type of knowledge (Declarative, Procedural and Strategic), in the construction of a virtual 3D CAD model. Future research in the areas of contextual knowledge in 3D CAD modeling will be important to higher institutions in order to produce professional engineers of the future.

Framework of Knowledge Representation in CAD Modeling  Procedural [11]  Declarative [11, 12]  Command [12]  Strategic [12, 13]  Specific Procedural Command Knowledge [13]  Declarative Command Knowledge [13] Conceptual Knowledge [14]

ACKNOWLEDGMENT The authors wish to thank the Centre for Engineering Education (CEE) UTM, for supporting this research project. REFERENCES [1]

 Contextual Knowledge

[2]

Figure. 1. Conceptual Framework of Research

V.

CONCLUSION

[3]

IMPLICATIONS FOR THEORY DEVELOPMENT AND RESEARCH

[4] [5] [6] [7]

The most prominent implications is that the proposed framework now identifies a set of constructs that comprise contextual knowledge in 3D CAD modeling pertaining to the discipline of Mechanical Engineering. Concerning about the nature of knowledge representation in CAD modeling, the framework explicitly describes the areas of interest in the study of 3D CAD modeling specifically related to the above mentioned discipline. Further refinement of the conceptual framework, based on research, could be undertaken by identification and incorporation of such contextual characteristics on the application of the 3D CAD modeling system in product development process. It would be premature to suggest that the proposed framework should be considered as another type of knowledge representation in 3D CAD modeling. The framework simply seeks to identify and describe the research areas that comprise contextual understanding in virtual modeling. Thus, the conceptual framework at this point is purposely descriptive in nature.

[8] [9] [10] [11]

[12]

[13]

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