LEADER 01973oam  2200409zu 450 
001 9910872682903321
005 20241212214928.0
035   $a(CKB)111026746729612
035   $a(SSID)ssj0000454674
035   $a(PQKBManifestationID)12189990
035   $a(PQKBTitleCode)TC0000454674
035   $a(PQKBWorkID)10399051
035   $a(PQKB)11281189
035   $a(NjHacI)99111026746729612
035   $a(EXLCZ)99111026746729612
100   $a20160829d2001      uy 
101 0 $aeng
135   $aur|||||||||||
181   $ctxt
182   $cc
183   $acr
200 10$a2000 Frontiers in Education 30th Annual Conference
210 31$a[Place of publication not identified]$cI E E E$d2001
215   $a1 online resource
300   $aBibliographic Level Mode of Issuance: Monograph
311 08$a9780780364240 
311 08$a0780364244 
330   $aWe describe usage patterns of a design information database, and discuss issues of learning and knowledge sharing through socially and technologically mediated interactions in a product design community. In the five years spanning 1994 to 1999, a database of captured design information was made available to students in a graduate level project course at Stanford University. A large amount of database access data was analyzed to discover usage patterns concerning the issue of learning from experience of peers, past and present. The results from quantitative analysis of database access log were augmented by qualitative user interviews, in which several important social issues around the usage of such peer learning systems were exposed.
606   $aEngineering$xStudy and teaching
615  0$aEngineering$xStudy and teaching.
676   $a607.1
712 02$aInstitute of Electrical and Electronics Engineers, Inc. Staff
801  0$bPQKB
906   $aPROCEEDING
912   $a9910872682903321
996   $a2000 Frontiers in Education 30th Annual Conference$92412060
997   $aUNINA