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Stahl, G. |
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Title |
Supporting Situated Interpretation |
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1993 |
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Proceedings of the Cognitive Science Society (Boulder, CO) |
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965-970 |
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This paper discusses the role of interpretation in innovative design and proposes an approach to providing computer support for interpretation in design. According to situated cognition theory, most of a designer’s knowledge is normally tacit. Situated interpretation is the process of explicating something that is tacitly understood, within its larger context. The centrality of interpretation to non-routine design is demonstrated by: a review of the design methodology of Alexander, Rittel, and Schön; a protocol analysis of a lunar habitat design session; and a summary of Heidegger’s philosophy of interpretation. These show that the designer’s articulation of tacit knowledge takes place on the basis of an understanding of the design situation, a focus from a particular perspective, and a shared language. As knowledge is made explicit through the interpretive processes of design it can be captured for use in computer-based design support systems. A prototype software system is described for representing design situations, interpretive perspectives, and domain terminology to support interpretation by designers. |
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refbase @ user @ Stahl1993 |
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8855 |
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Stahl, G. |
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Title |
Interpretation in Design: The Problem of Tacit and Explicit Understanding in Computer Support of Cooperative Design |
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Miscellaneous |
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1993 |
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451-+ |
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This work analyzes the central role of interpretation in non-routine design. Based on this analysis, a theory of computer support for interpretation in cooperative design is constructed. The theory is grounded in studies of design and interpretation. It is illustrated by mechanisms provided by a software substrate for computer-based design environments, applied to a sample task of lunar habitat design. Computer support of innovative design must overcome the problem that designers necessarily make extensive use of situated tacit understanding while computers can only store and display explicit representations of information. The automation techniques used for routine design are not applicable: techniques are needed to support creative, tacit human understanding with explicit computer representations. The process by which designers transform their tacit preunderstanding into explicit knowledge is termed “interpretation”. Interpretation is necessary for solving design problems and collaborating with other designers. Considerable explicit knowledge is thereby generated in the natural course of designing. Often this knowledge includes the most valuable information that can be presented to designers who revisit these design projects or undertake similar projects in the future. If representations of this knowledge have been defined using computer-based design support systems, then the representations can be captured by these systems for the support of subsequent design work. A theory of computer support for interpretation in design is presented in three stages. First, the role of interpretation in design is explored by reviewing descriptions of design by Alexander, Rittel, and Schön; by conducting a protocol analysis of lunar habitat design; and by applying Heidegger's philosophy of situated interpretation. Second, this analysis of interpretation is extended to define a theory of computer support. The features of this theory-support for the situated, perspectival, and linguistic characteristics of interpretation-are used to evaluate previous work on software design rationale systems. Third, design principles are discussed for HERMES, a prototype hypermedia substrate for building computer-based design environments to support interpretation in tasks like lunar habitat design. The hypermedia integrates a perspectives mechanism and an end-user language to capture and modify representations of the design situation, alternative perspectives on design tasks, and terminology for conceptualizing design issues. |
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University of Colorado at Boulder |
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Boulder, CO |
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Interpretation in Design |
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Technical Report CU- CS-688-93 |
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refbase @ user @ Stahl1993 |
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8859 |
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Spörri, A. |
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Title |
InfoCristal: A visual tools for information retrival & managment |
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1993 |
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Proceedings of the 1993 Information & Knowledge Management , Washington, DC |
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visual query language, visualization tool, information retrieval, graphical user interface, human factors |
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to appear |
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refbase @ user @ papers6 |
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9295 |
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Songer, N.B. |
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Title |
Learning Science with a Child-Focused Resource: A Case Study of Kids as Global Scientists |
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Book Chapter |
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1993 |
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Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society (Boulder, CO) |
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935-940 |
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Lawrence Erlbaum Associates, Inc. |
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Hillsdale, NJ |
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refbase @ user @ Songer1993 |
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8608 |
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Soloway, E.; Crawford, D. |
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Title |
Should we teach students to program? |
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1993 |
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Communications of the ACM |
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36 |
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10 |
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21-24 |
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Cacm |
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refbase @ user @ Soloway1993 |
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9291 |
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