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    The AIM methodology: analysis interpretation and modelling : a methodology for the role of the knowledge analyst in knowledge acquisition : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science at Massey University
    (Massey University, 1994) da Silva, Ana Estela Antunes
    A methodology for the analysis, interpretation and modelling of knowledge is developed in this thesis - the AIM methodology. This methodology can be used by a knowledge engineer who has had no involvement with the elicitation process. The knowledge engineer who carries out the processes of the AIM methodology is called the knowledge analyst. As a general description, the AIM methodology presents techniques together with their advantages and pitfalls in the processes of analysis, interpretation and modelling. The process of analysis consists of the refinement of the elicited knowledge. During this process, techniques such as the discourse analysis are used. The interpretation and modelling processes aim at representing the domain elements obtained during the analysis process. Models such as the model of expertise of the KADS methodology are used during the interpretation and modelling processes. This research also aims at defining the activities involved in the knowledge acquisition phase in the development of knowledge-based systems. In this thesis, knowledge acquisition is considered as a set of processes which comprises not only the elicitation of knowledge, but also the refinement of the knowledge elicited through its analysis, interpretation and modelling.
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    The development and evaluation of computer generated material for 43.220 Information and Communications : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Technology - Information Engineering at Massey University
    (Massey University, 1997) Paewai, Shelley
    The information age is upon us. Technological advances, particularly in communications, have facilitated the conveyance of accurate and updatable information in vast quantities. Educational institutions have recognized the potential of such technology to increase the efficiency and effectiveness of their organizations. Institutions that depend almost entirely on technological knowledge transfer already exist and those who are not investigating how it may best be used in their university are likely to be left behind [1]. The impact of technology on education has been the subject of much speculation [2,3,4]. What is becoming apparent is that views of education are changing from that of 'option' to 'commodity' [5]. This has lead to an increasing demand for a varied education and an even greater burden for educators, given that there has been little change in the modes of delivery [1]. Therefore, in education, it has been argued that "more must be accomplished with less. Automation through the successful application of powerful new technologies is undoubtedly one of the key enablers" [6, p. 59). The Department of Production Technology at Massey University has been investigating how current technologies may best be utilized to facilitate multicampus teaching. Massey University, with its main campus at Palmerston North, now has a new campus situated approximately 600 kilometres north at Albany where the Department of Production Technology intends to offer one of its courses in the near future. Instead of duplicating many facilities, resources and staff at Albany an alternative is to have the courses remotely delivered. This has lead to the establishment of two systems whose objectives are to increase flexibility in delivery modes without decreasing the quality of education delivered.