Working Notes from the 1992 AAAI Workshop on Automating Software Design. Theme: Domain Specific Software Design

The goal of this workshop is to identify different architectural approaches to building domain-specific software design systems and to explore issues unique to domain-specific (vs. general-purpose) software design. Some general issues that cut across the particular software design domain include: (1) knowledge representation, acquisition, and maintenance; (2) specialized software design techniques; and (3) user interaction and user interface

Autonomous power expert system

The Autonomous Power Expert (APEX) system was designed to monitor and diagnose fault conditions that occur within the Space Station Freedom Electrical Power System (SSF/EPS) Testbed. APEX is designed to interface with SSF/EPS testbed power management controllers to provide enhanced autonomous operation and control capability. The APEX architecture consists of three components: (1) a rule-based expert system, (2) a testbed data acquisition interface, and (3) a power scheduler interface. Fault detection, fault isolation, justification of probable causes, recommended actions, and incipient fault analysis are the main functions of the expert system component. The data acquisition component requests and receives pertinent parametric values from the EPS testbed and asserts the values into a knowledge base. Power load profile information is obtained from a remote scheduler through the power scheduler interface component. The current APEX design and development work is discussed. Operation and use of APEX by way of the user interface screens is also covered

Knowledge acquisition and interface design for learning on demand systems

The rapid changes in our world precipitated by technology have created new problems and new challenges for education and training. A knowledge 'explosion' is occurring as our society moves toward a service oriented economy that relies on information as the major resource. Complex computer systems are beginning to dominate the workplace, causing alarming growth and change in many fields. The rapidly changing nature of the workplace, especially in fields related to information technology, requires that our knowledge be updated constantly. This characteristic of modern society poses seemingly unsolvable instructional problems involving coverage and obsolescence. The sheer amount of information to be learned is rapidly increasing, while at the same time some information becomes obsolete in light of new information. Education, therefore, must become a lifelong process that features learning of new material and skills as needed in relation to the job to be done. Because of the problems cited above, the current model of learning in advance may no longer be feasible in our high-technology world. In many cases, learning in advance is impossible because there are simply too many things to learn. In addition, learning in advance can be time consuming, and often results in decontextualized knowledge that does not readily transfer to the work environment. The large and growing discrepancy between the amount of potentially relevant knowledge available and the amount a person can know and remember makes learning on demand an important alternative to current instructional practices. Learning on demand takes place whenever an individual must learn something new in order to perform a task or make a decision. Learning on demand is a promising approach for addressing the problems of coverage and obsolescence because learning is contextualized and integrated into the task environment rather than being relegated to a separate phase that precedes work. Learning on demand allows learners to see for themselves the usefulness of new knowledge for actual problem situations, thereby increasing the motivation for learning new information. Finally, learning on demand makes new information relevant to the task at hand, leading to more informed decision making, better quality products, and improved performance

Factors shaping the evolution of electronic documentation systems

The main goal is to prepare the space station technical and managerial structure for likely changes in the creation, capture, transfer, and utilization of knowledge. By anticipating advances, the design of Space Station Project (SSP) information systems can be tailored to facilitate a progression of increasingly sophisticated strategies as the space station evolves. Future generations of advanced information systems will use increases in power to deliver environmentally meaningful, contextually targeted, interconnected data (knowledge). The concept of a Knowledge Base Management System is emerging when the problem is focused on how information systems can perform such a conversion of raw data. Such a system would include traditional management functions for large space databases. Added artificial intelligence features might encompass co-existing knowledge representation schemes; effective control structures for deductive, plausible, and inductive reasoning; means for knowledge acquisition, refinement, and validation; explanation facilities; and dynamic human intervention. The major areas covered include: alternative knowledge representation approaches; advanced user interface capabilities; computer-supported cooperative work; the evolution of information system hardware; standardization, compatibility, and connectivity; and organizational impacts of information intensive environments

Guidelines Based on Need-Findings Study and Communication Types to Design Interactions for MOOCs

Experts affirm that interaction in learning settings represent a necessary process for knowledge acquisition and cognitive development. In this vein, is crucial to ensure effective interaction and communication through the user interface of MOOCs. This work proposes a set of design guidelines as starting point for developers to integrate a set of interactive elements into the MOOCs' user interface oriented to foster the four basic types for communication in distance education. The design guidelines were conformed through a need-findings process (observing people-interviewing), in which 35 participants provided their user experience perceptions after using MOOCs from edX; Coursera; and Udacity. Obtained results suggest a particular set of interactive communication elements that should be incorporated in every MOOC's user interface

An intelligent interface for satellite operations: Your Orbit Determination Assistant (YODA)

An intelligent interface is often characterized by the ability to adapt evaluation criteria as the environment and user goals change. Some factors that impact these adaptations are redefinition of task goals and, hence, user requirements; time criticality; and system status. To implement adaptations affected by these factors, a new set of capabilities must be incorporated into the human-computer interface design. These capabilities include: (1) dynamic update and removal of control states based on user inputs, (2) generation and removal of logical dependencies as change occurs, (3) uniform and smooth interfacing to numerous processes, databases, and expert systems, and (4) unobtrusive on-line assistance to users of concepts were applied and incorporated into a human-computer interface using artificial intelligence techniques to create a prototype expert system, Your Orbit Determination Assistant (YODA). YODA is a smart interface that supports, in real teime, orbit analysts who must determine the location of a satellite during the station acquisition phase of a mission. Also described is the integration of four knowledge sources required to support the orbit determination assistant: orbital mechanics, spacecraft specifications, characteristics of the mission support software, and orbit analyst experience. This initial effort is continuing with expansion of YODA's capabilities, including evaluation of results of the orbit determination task

TARGET: Rapid Capture of Process Knowledge

TARGET (Task Analysis/Rule Generation Tool) represents a new breed of tool that blends graphical process flow modeling capabilities with the function of a top-down reporting facility. Since NASA personnel frequently perform tasks that are primarily procedural in nature, TARGET models mission or task procedures and generates hierarchical reports as part of the process capture and analysis effort. Historically, capturing knowledge has proven to be one of the greatest barriers to the development of intelligent systems. Current practice generally requires lengthy interactions between the expert whose knowledge is to be captured and the knowledge engineer whose responsibility is to acquire and represent the expert's knowledge in a useful form. Although much research has been devoted to the development of methodologies and computer software to aid in the capture and representation of some types of knowledge, procedural knowledge has received relatively little attention. In essence, TARGET is one of the first tools of its kind, commercial or institutional, that is designed to support this type of knowledge capture undertaking. This paper will describe the design and development of TARGET for the acquisition and representation of procedural knowledge. The strategies employed by TARGET to support use by knowledge engineers, subject matter experts, programmers and managers will be discussed. This discussion includes the method by which the tool employs its graphical user interface to generate a task hierarchy report. Next, the approach to generate production rules for incorporation in and development of a CLIPS based expert system will be elaborated. TARGET also permits experts to visually describe procedural tasks as a common medium for knowledge refinement by the expert community and knowledge engineer making knowledge consensus possible. The paper briefly touches on the verification and validation issues facing the CLIPS rule generation aspects of TARGET. A description of efforts to support TARGET's interoperability issues on PCs, Macintoshes and UNIX workstations concludes the paper

MIXED REALITY IN THE INFORMATION SYSTEMS PEDAGOGY: AN AUTHENTIC LEARNING EXPERIENCE

Mixed Reality (MR) has brought a significant change in today’s world and its significance is continuously evolving in Information Systems (IS) pedagogy. This study expands on the current literature to plan, design, test, and evaluate the use of Microsoft HoloLens, which is an MR device in an IS classroom. This study uses design science guidelines to introduce HoloLens to 20 postgraduate students and 130 undergraduate students in their class. Student responses were both positive and negative highlighting the advantages and disadvantages of the technology, the applications and its interface as presented in this paper. Findings suggest that the use of an authentic learning framework provided effective instructional design guidelines support the acquisition of advanced knowledge

Acquiring Systems Knowledge with GOOI (Graphical Object-Oriented Interfaces)

Information system development, in particular expert systems and other knowledge-based approaches, require extensive human expert knowledge. Often, acquiring such knowledge is problematic with regard to efficiently acquiring the expert’s knowledge and translating this knowledge into a system usable form. Knowledge acquisition has long been viewed as the bottleneck of knowledge-based systems and more recently is being recognized as a significant issue in general information systems analysis and design. Object-oriented techniques are presented as a uniform method for overcoming translation difficulties and implementing graphical interfaces. A graphical interface provides a modeling platform that is easily understood by experts and knowledge engineers. The object-oriented base for our tool provides an additional benefit in developing implemented systems by providing a representation independent methodology that can easily be mapped into any other object-oriented based expert system or other object-oriented information systems