In this paper the need for Intelligent Computer Aided Design (Int.CAD) to jointly support design and learning assistance is introduced. The paper focuses on presenting and exploring the possibility of realizing “learning” assistance in Int.CAD by introducing a new concept called Shared Learning. Shared Learning is proposed to empower CAD tools with more useful learning capabilities than that currently available and thereby provide a stronger interaction of learning between a designer and a computer. “Controlled” computational learning is proposed as a means whereby the Shared Learning concept can be realized. The viability of this new concept is explored by using a system called PERSPECT. PERSPECT is a preliminary numerical design tool aimed at supporting the effective utilization of numerical experiential knowledge in design. After a detailed discussion of PERSPECT's numerical design support, the paper presents the results of an evaluation that focuses on PERSPECT's implementation of “controlled” computational learning and ability to support a designer's need to learn. The paper then discusses PERSPECT's potential as a tool for supporting the Shared Learning concept by explaining how a designer and PERSPECT can jointly learn. There is still much work to be done before the full potential of Shared Learning can be realized. However, the authors do believe that the concept of Shared Learning may hold the key to truly empowering learning in Int.CAD.

The purpose of this study was to evaluate a new brief training programme in Cognitive Behavioural Therapy (CBT) within a waiting list control group design. A consecutive sample of 90 mental health professionals were allocated routinely by their managers to be trained in CBT. Over 12 week training periods, these 90 professionals received a total of 48 hours of shared learning, covering core CBT theory and techniques for depression and anxiety. An experiential workshop format was utilized throughout and a comprehensive outcome evaluation was conducted, using multiple measures and methods. The findings indicated that the training was effective in terms of the favourable reactions of the participants, the knowledge and skills they gained, and the generalization of this learning to their work environment. It is concluded that brief shared training in CBT can be successful, in line with current NHS priorities.