Computer technologies and institutional memory

NASA programs for manned space flight are in their 27th year. Scientists and engineers who worked continuously on the development of aerospace technology during that period are approaching retirement. The resulting loss to the organization will be considerable. Although this problem is general to the NASA community, the problem was explored in terms of the institutional memory and technical expertise of a single individual in the Man-Systems division. The main domain of the expert was spacecraft lighting, which became the subject area for analysis in these studies. The report starts with an analysis of the cumulative expertise and institutional memory of technical employees of organizations such as NASA. A set of solutions to this problem are examined and found inadequate. Two solutions were investigated at length: hypertext and expert systems. Illustrative examples were provided of hypertext and expert system representation of spacecraft lighting. These computer technologies can be used to ameliorate the problem of the loss of invaluable personnel

Educational Software Development Using Hypertext and Expert System Software Concepts

This paper presents two computer software concepts: hypertext and expert systems; which are useful for educational software development. Good educational software enhances the learning process and offers opportunities for faculty to provide additional materials for independent studies, which would otherwise be impossible, due to the limited time and incredible growing rate of technological progress. The hypertext concept offers the students a non-linear learning style, while the expert system concept provides explanation facilities for students to probe the logic of the systems. Both approaches are extremely useful for educational software. With the proper tools, the courseware can be implemented easily and rapidly. Educational software packages in the area of concrete technology have been currently developed for use in the Department of Civil Engineering at Christian Brothers University. They are utilized as examples. Development tools, KnowledgePro and CBC-Xpert, are also discussed

The application of expert systems techniques in the design of durable concrete

This thesis describes work done exploring the application of expert system techniques to the domain of designing durable concrete. The nature of concrete durability design is described and some problems from the domain are discussed. Some related work on expert systems in concrete durability are described. Various implementation languages are considered - PROLOG and OPS5, and rejected in favour of a shell - CRYSTAL3 (later CRYSTAL4). Criteria for useful expert system shells in the domain are discussed. CRYSTAL4 is evaluated in the light of these criteria. Modules in various sub-domains (mix-design, sulphate attack, steel-corrosion and alkali aggregate reaction) are developed and organised under a BLACKBOARD system (called DEX). Extensions to the CRYSTAL4 modules are considered for different knowledge representations. These include LOTUS123 spreadsheets implementing models incorporating some of the mathematical knowledge in the domain. Design databases are used to represent tabular design knowledge. Hypertext representations of the original building standards texts are proposed as a tool for providing a well structured and extensive justification/help facility. A standardised approach to module development is proposed using hypertext development as a structured basis for expert systems development. Some areas of deficient domain knowledge are highlighted particularly in the use of data from mathematical models and in gaps and inconsistencies in the original knowledge source Digests

Operator Performance Support System (OPSS)

In the complex and fast reaction world of military operations, present technologies, combined with tactical situations, have flooded the operator with assorted information that he is expected to process instantly. As technologies progress, this flow of data and information have both guided and overwhelmed the operator. However, the technologies that have confounded many operators today can be used to assist him -- thus the Operator Performance Support Team. In this paper we propose an operator support station that incorporates the elements of Video and Image Databases, productivity Software, Interactive Computer Based Training, Hypertext/Hypermedia Databases, Expert Programs, and Human Factors Engineering. The Operator Performance Support System will provide the operator with an integrating on-line information/knowledge system that will guide expert or novice to correct systems operations. Although the OPSS is being developed for the Navy, the performance of the workforce in today's competitive industry is of major concern. The concepts presented in this paper which address ASW systems software design issues are also directly applicable to industry. the OPSS will propose practical applications in how to more closely align the relationships between technical knowledge and equipment operator performance

Expert System as Tools for Efficient Teaching and Learning Process in Educational System in Nigeria, First Step

In educational field, many of the expert systems application are embedded inside the Intelligent Tuttoring System (ITS) by using techniques from adaptive hypertext and hypermedia. Most of the systems usually will assist student in their learning by using adaptation techniques to personalize with the environment, prior of student and students ability to learn in terms of technology, expert system in education has expanded very consistently from micro computer to web based (Woodin, 2001) and agent based expert system, it can provide an excellent alternative to private tutoring at anytime from any place (Markham, 2001) where internet is provided. Also agent based expert system surely will help users by finding materials from the web based on users profile. Supposedly, agent expert system should have capability to diagnose the users and giving the results according to the problems. Besides the use of expert system in technology, it also had tremendous changes in the applying of methods and techniques. Starting from a simple rule based system, currently expert system techniques had adapted a fuzzy logic (Starek, Tomer, Bhaskar, and Garcia, 2001) and hybrid based technique (Pretzas, Hatzilygeroudis, and Koutsojannis, 2001)

Designing the printed book as an interactive environment

Reading a book demands a certain level of interaction from the reader. The cover must be opened and pages turned to navigate the information inside. Conventions have been developed over the life of the book to assist the reader in this navigation and provide orientation. The evolution of electronic reading material has given readers greater opportunities for interacting with their reading material, but many readers still prefer reading from a printed book. This paper investigates how the interactive organizational paradigm of hypertext can be implemented in a printed book to give the reader the opportunity for greater interaction and benefit from some of the advantages that electronic reading environments provide. The investigation in this paper follows an iterative design process in consultation with a panel of four experts. Through four rounds of consultation and refinement two potential solutions were developed for the incorporation of hypertext methods in a printed book

The use of additional information in problem-oriented learning environments

Self-directed learning with authentic and complex problems (problem-oriented learning) requires that learners observe their own learning and use additional information when it is appropriate – e.g. hypertextual information in computer-supported learning environments. Research results indicate that learners in problem-oriented learning environments often have difficulties using additional information adequately, and that they should be supported. Two studies with a computer-supported problem-oriented learning environment in the domain of medicine analyzed the effects of strategy instruction on the use of additional information and the quality of the problem representation. In study 1, an expert model was used for strategy instruction. Two groups were compared: one group with strategy modeling and one group without. Strategy modeling influenced the frequency of looked-up hypertextual information, but did not influence the quality of learners' problem representations. This could be explained by difficulties in applying the general hypertext information to the problem. In study 2, the additional information was presented in a more contextualized way as graphical representation of the case and its relevant concepts. Again, two groups were compared: one with a strategy instruction text and one without. Strategy instruction texts supported an adequate use of this graphical information by learners and had an effect on the quality of their problem representations. These findings are discussed with respect to the design of additional help systems in problem-oriented learning environments

Conversing with the machine. A transactional and dialogic approach to computer-assisted language learning

Setenes Jornades de Foment de la Investigació de la FCHS (Any 2001-2002)Despite the pedagogical possibilities afforded by computers and hypertext most systems currently available under-exploit the potential of the new technologies towards achieving learning materials promoting autonomous learning practices. The main cause of this under-exploitation is the lack of a change in the psycho-pedagogical paradigm susceptible to endowing hypertext/media technology with teaching-learning relevance. The interface system of hypermedia products is the place where this issue is best reflected. The present paper discusses the heuristic benefits of designing this interface according to a dialogic model that draws upon the interaction that should take place in good classroom practice, and illustrates the discussion by advancing some of the work done in the SMAIL system. This virtual dialogue is built upon two interactive models: on the one hand, a model of interface as an expert interlocutor opening up discourse spaces; on the other hand, a model of learner as the active agent of his/her own learning. The main goal of this expert interface is to construct such an active learner-participant and promote autonomous learning practices

Building inspection with automated code compliance checking

Inspecting existing buildings for conformity with current regulations is often difficult to carry out for people lacking expertise in code compliance checking. The present research aims at developing an automated approach for the diagnostic of existing buildings during inspection. The proposed methodology is that of an intelligent system combining current computer technologies such as expert systems, databases, and hypertext techniques. The expert system represents and reasons with specialist knowledge to diagnose problems with code compliance checking whereas the database and hypertext techniques are the database and hypertext techniques are efficient for handling cross references among distinct building subsystems and disciplinary viewpoints in data management systems. The research methodology has been implemented in a software prototype known as Health and Safety Expert System (HASES). The prototype system relies on knowledge and reasoning to interpret the requirements of Part 3 of the National Building Code of Canada. HASES aims at facilitating the inspection of existing buildings by simplifying the data collection and compliance checking processes, generating reports, and providing access to texts and relevant case studies on the fly, as an inspector walks around a building

Computer-assisted knowledge acquisition for hypermedia systems

The usage of procedural and declarative knowledge to set up the structure or 'web' of a hypermedia environment is described. An automated knowledge acquisition tool was developed that helps a knowledge engineer elicit and represent an expert's knowledge involved in performing procedural tasks. The tool represents both procedural and prerequisite, declarative knowledge that supports each activity performed by the expert. This knowledge is output and subsequently read by a hypertext scripting language to generate the link between blank, but labeled cards. Each step of the expert's activity and each piece of supporting declarative knowledge is set up as an empty node. An instructional developer can then enter detailed instructional material concerning each step and declarative knowledge into these empty nodes. Other research is also described that facilitates the translation of knowledge from one form into a form more readily useable by computerized systems