Competitive Design of Web-Based Courses in Engineering Education - Web-Based Engineering Education: Critical Design and Effective Tools - page 140

following generic conflicts: (a 1 ) loss of informa-
tion [24] versus speed (time) [9]; (a 2 ) stability of
object [13] versus speed (time) [9]; (a 3 ) brightness
[18] versus speed (time) [9]; (a 4 ) brightness [18]
versus harmful side effects [31]. For the second
category of problems, the following challenges
have to be tackled: (b 1 ) accuracy of process [29]
versus power [21]; (b 2 ) accuracy of process [29]
versus volume of moving object [7]; (b 3 ) accuracy
of process [29] versus amount of substance [26];
(b 4 ) capacity [39] versus power [21]; (b 5 ) reliability
[27] versus speed (time) [9]. For the third category
of problems, the following TRIZ-related generic
conflicting parameters have to be approached:
(c 1 ) convenience of use [33] versus complexity of
system [36]; (c 2 ) convenience of use [33] versus
“shape” (type of course) [12].
In relation to this, the following generic in-
ventive vectors are revealed by TRIZ matrix of
contradictions: group (a 1 ): use simple and inex-
pensive “copies” of the system [26], use “addi-
tives” to see processes that are difficult to see or
change the “colour” or the level of transparency
of the system [32]; group (a 2 ): apply homogeneity
principles [33], make the system more dynamic
(with components able to change their position,
with higher mobility and interchangeability, with
capacities of automatic adjustments) [15], replace
“mechanical” components with “simple or com-
plex fields” [28], use the resonance frequency [18];
group (a 3 ): carry out in advance some actions or
put the components of the system such as to come
fast into action when necessary [10], inversion (do
the things vice versa than usual) [13], replace a
continuous action with an impulse (and if it nec-
essary use pauses between impulses to introduce
additional actions) [19]; group (a 4 ): change the
degree of flexibility or density or volume [35],
replace a continuous action with an impulse (and
if it necessary use pauses between impulses to
introduce additional actions) [19], use “additives”
to see processes that are difficult to see or change
the “colour” or the level of transparency of the
system [32], introduce a neutral “substance” or

“additive” [39]; group (b 1 ): use “additives” to see
processes that are difficult to see or change the
“colour” or the level of transparency of the system
[32], extract or separate some disturbing parts
from the system [2]; group (b 2 ): use “additives”
to see processes that are difficult to see or change
the “colour” or the level of transparency of the
system [32], replace “mechanical” components
with “simple or complex fields” [28], extract or
separate some disturbing parts from the system
[2]; group (b 3 ): use “additives” to see processes
that are difficult to see or change the “colour” or
the level of transparency of the system [32], use
“flexible membranes” [30]; group (b 4 ): change the
degree of flexibility or density or volume [35],
make objects of the system to operate continuously,
without pauses [20], carry out in advance some
actions or put the components of the system such
as to come fast into action when necessary [10];
group (b 5 ): perform harmful operations at very
high speeds [21], change the degree of flexibility
or density or volume [35], compensate for the
relatively low reliability of the system by taking
countermeasures in advance [11], replace “me-
chanical” components with “simple or complex
fields” [28]; group (c 1 ): use “additives” to see
processes that are difficult to see or change the
“colour” or the level of transparency of the system
[32], use simple and inexpensive “copies” of the
system [26], apply the equipotentiality principle
[12], use multi-level assembly of the system /
move the problem into several “dimensions”
[17]; group (c 2 ): make the system more dynamic
(with components able to change their position,
with higher mobility and interchangeability, with
capacities of automatic adjustments) [15], reject
and regenerate parts of the system [34], replace
“solid” parts with “fluidic” parts [29], replace
“mechanical” components with “simple or com-
plex fields” [28].
In the case of the last target-function, a large set
of vectors of innovation are proposed to support the
conceptualization process of the web-based course
system. Many of them are already met in relation