Tutoring systems based on user-interface dialogue specification

This thesis shows how the appropriate specification of a user interface to an application software package can be used as the basis for constructing a tutorial for teaching the use of that interface. An economy can hence be made by sharing the specification between the application development and tutorial development stages. The major part of the user-interface specification which is utilised, the task classification structure, must be transformed from an operational to a pedagogic ordering. Heuristics are proposed to achieve this, although human expertise is required to apply them. The report approach is best suited to domains with hierarchically-ordered command sets. A portable rule-based shell has been developed in Common Lisp which supports the delivery of tutorials for a range of software application package interfaces. The use of both the shell and tutorials for two such interfaces is reported. A computer-based authoring environment provides support for tutorial development. The shell allows the learner of a software interface to interact directly with the application software being learnt while remaining under tutorial control. The learner can always interrupt in order to request a tutorial on any topic, although advice may be offered against this in the light of the tutor's current knowledge of the learner. This advice can always be over-ridden. The key-stroke sequences of the tutorial designer and the learner interacting with the package are parsed against an application model based on the task classification structure. Diagnosis is effected by a differential modelling technique applied to the structures generated by the parsing processes. The approach reported here is suitable for an unsupported software interface learner and is named LIY (`Learn It Yourself'). It provides a promising method for augmenting a software engineering tool-kit with a new technique for producing tutorials for application software

A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

Drawing OWL 2 ontologies with Eddy the editor

In this paper we introduce Eddy, a new open-source tool for the graphical editing of OWL~2 ontologies. Eddy is specifically designed for creating ontologies in Graphol, a completely visual ontology language that is equivalent to OWL~2. Thus, in Eddy ontologies are easily drawn as diagrams, rather than written as sets of formulas, as commonly happens in popular ontology design and engineering environments. This makes Eddy particularly suited for usage by people who are more familiar with diagramatic languages for conceptual modeling rather than with typical ontology formalisms, as is often required in non-academic and industrial contexts. Eddy provides intuitive functionalities for specifying Graphol diagrams, guarantees their syntactic correctness, and allows for exporting them in standard OWL 2 syntax. A user evaluation study we conducted shows that Eddy is perceived as an easy and intuitive tool for ontology specification

Study of application of space telescope science operations software for SIRTF use

The design and development of the Space Telescope Science Operations Ground System (ST SOGS) was evaluated to compile a history of lessons learned that would benefit NASA's Space Infrared Telescope Facility (SIRTF). Forty-nine specific recommendations resulted and were categorized as follows: (1) requirements: a discussion of the content, timeliness and proper allocation of the system and segment requirements and the resulting impact on SOGS development; (2) science instruments: a consideration of the impact of the Science Instrument design and data streams on SOGS software; and (3) contract phasing: an analysis of the impact of beginning the various ST program segments at different times. Approximately half of the software design and source code might be useable for SIRTF. Transportability of this software requires, at minimum, a compatible DEC VAX-based architecture and VMS operating system, system support software similar to that developed for SOGS, and continued evolution of the SIRTF operations concept and requirements such that they remain compatible with ST SOGS operation

Self-Organizing Time Map: An Abstraction of Temporal Multivariate Patterns

This paper adopts and adapts Kohonen's standard Self-Organizing Map (SOM) for exploratory temporal structure analysis. The Self-Organizing Time Map (SOTM) implements SOM-type learning to one-dimensional arrays for individual time units, preserves the orientation with short-term memory and arranges the arrays in an ascending order of time. The two-dimensional representation of the SOTM attempts thus twofold topology preservation, where the horizontal direction preserves time topology and the vertical direction data topology. This enables discovering the occurrence and exploring the properties of temporal structural changes in data. For representing qualities and properties of SOTMs, we adapt measures and visualizations from the standard SOM paradigm, as well as introduce a measure of temporal structural changes. The functioning of the SOTM, and its visualizations and quality and property measures, are illustrated on artificial toy data. The usefulness of the SOTM in a real-world setting is shown on poverty, welfare and development indicators