Design communication for mass customisation

Cross, Richard; Seidel, Robert J.; Seidel, Manuel; Shahbazpour, Mehdi

doi:10.1504/ijmassc.2009.023380

Cited by 10 publications

(3 citation statements)

References 24 publications

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“…This particular mass-customisation approach requires a robust and reliable, yet constrained, communication and design platform on which the customer can configure, and reconfigure, the product or service required until they are satisfied with the final outcome. This is normally accomplished by using information technology-facilitated interactive forms, labelled configurators, that are personal and user friendly (Cross et al 2009). In mass-customisation the service to the client, not the creation of the product, becomes the focus of the production process.…”

Section: Mass-customisation Overviewmentioning

confidence: 99%

Mass-customisation and self-reflective frameworks: early developments in New Zealand

Clayton

2012

Research in Learning Technology

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Education has long been regarded as the foundation stone of national growth and international competitiveness. In the last three decades national educational reforms to improve access to higher education qualifications, individual higher education institutions' aggressive national and international marketing initiatives and improved information and communication technology (ICT) systems and infrastructure have resulted in greatly increased participation in tertiary education. As a consequence of this wider participation, tertiary educators are now engaging with increased numbers of culturally and economically diverse learners in distributed ICT environments that they, the educators and learners, are often unfamiliar with. There is an expectation that these educators will be able to design learning modules to meet students' multi-cultural needs, in a range of contexts, with no additional resources. In essence, it is expected that learners will participate in individually customised learning events at a cost similar to traditional delivery. This requires a fundamental shift in educators and learners conceptions on the provision of education. The purpose of this paper is to explore how the development and deployment of reflective frameworks, based on recognised international standards, can fully engage learners in mass-customised environments. First this article outlines the key building blocks required for reflective mass-customisation to occur. Second, it illustrates how this concept is being tentatively explored at a New Zealand institution. Finally, it recommends the areas of action for further research on the impact and effect of masscustomisation on learners, educators and institutions to be undertaken.

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Section: Mass-customisation Overviewmentioning

confidence: 99%

Mass-customisation and self-reflective frameworks: early developments in New Zealand

Clayton

2012

Research in Learning Technology

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“…They do not define their applied meaning of silent knowledge or go more into detail about which aspects of the information needed for creating a product variant master are based on the tacit knowledge of product experts. Cross et al (2009) focus on the changes that a firm may need to make for the successful implementation of mass customization. They claim that "design departments often know many of the rules and constraints of the factory allowing them to make the majority of designs fall within the factory potential without having to ask the production team" but "this information is often tacit, and requires employees to spend several months at a company to learn."…”

Section: A Haugmentioning

confidence: 99%

“…Cross et al (2009) focus on the changes that a firm may need to make for the successful implementation of mass customization. They claim that “design departments often know many of the rules and constraints of the factory allowing them to make the majority of designs fall within the factory potential without having to ask the production team” but “this information is often tacit, and requires employees to spend several months at a company to learn.” According to Cross et al, a “configurator essentially automates the design process and allows for all the tacit design information stored in employees' heads to become explicit and made readily available to the customer.” They do not provide a definition of tacit knowledge.…”

Section: Tacit Knowledge In the Configuration Literaturementioning

confidence: 99%

The illusion of tacit knowledge as the great problem in the development of product configurators

Haug¹

2010

AIEDAM

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In many cases, the use of product configurators provides a number of benefits for engineering-oriented companies, such as shorter lead times, the use of fewer man hours, and improved product quality. However, not all of these projects are successful. The task of defining what should be implemented into the configurator is much more complex than anticipated in many configurator projects. In the worst-case scenario, this implies that the configurator is never fully developed or it fails to support the users in a satisfactory manner. The difficulties in creating adequate specifications of what to implement in the knowledge base of a configurator have been explained in much of the configuration literature by the assumption that much of the relevant knowledge of the product experts is tacit. However, this paper shows that this kind of explanation can be misleading and may even be incorrect. This is accomplished by discussing the problems inherent in such explanations and through interviews with configuration project knowledge engineers. Therefore, according to this basis, this paper provides general recommendations concerning the use of the term tacit knowledge and outlines issues related to the acquisition of product knowledge in configuration projects.

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Knowledge Management for Mass Customization

Daaboul

Bernard

Laroche

2011

Global Product Development

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For the 2008 CIRP Design conference, we have presented a scientific article dealing with a new way of thinking our technical heritage: we would like to preserve it as a digital object.Project deals with a physical mock-up of Nantes city built in 1899 and used for the Universal exposition in France in 1900 in Paris. The heritage object is nowadays in the museum but exposed as a fish inside an aquarium. Thanks to a virtual system coupling a tactile screen with semantic research modules, 3D active screen and light pointer, it will allow the visitor to better understand the mock-up and emphasize important places of Nantes city life.However it does not mean beautiful 3D animation with nice static rendering; indeed, we create virtual mockups which are dynamically operating. We use CAD software and engineering simulation tools. Nowadays the global methodology has been improved: it is named Advanced Industrial Archaeology. In this communication, we will detail a new experimentation done in partnership with a French museum: the Château des Ducs de Bretagne in France. This project deals with a physical mock-up of Nantes city built in 1899 and exposed in 1900 for the World Fair that took place in Paris, France. The heritage object is nowadays in the museum but exposed as "a fish inside an aquarium". Thanks to a virtual system coupling a tactile screen with semantic research modules, a 3D active screen and a light pointer, it will allow the visitor to better understand the mock-up and emphasize important places of the city. The mock-up represents our industrial heritage with old shipyards of Nantes.

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Design communication for mass customisation

Cited by 10 publications

References 24 publications

Mass-customisation and self-reflective frameworks: early developments in New Zealand

Mass-customisation and self-reflective frameworks: early developments in New Zealand

The illusion of tacit knowledge as the great problem in the development of product configurators

Knowledge Management for Mass Customization

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