Abstract: One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the student’s knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling

A source of intellectual overhead periodically encountered by scientists is the call to be "hard," to insure good science by imposing severe methodological strictures. Newell and Card (1985) have undertaken to impose such strictures on the psychology of humancomputer interaction. Although their discussion contributes to theoretical debate in humancomputer interaction by setting a reference point, their specific argument fails. Their program is unmotivated, is severely limited, and suffers from these limitations in principle. A top priority for the psychology of human-computer interaction should be the articulation of an alternative explanatory program, one that takes as its starting point the need to understand the real problems involved in providing better computer tools for people to use. 1. Newell and Card on Being Hard Newell and Card (1985) have presented a program for psychological research in humancomputer interaction couched as an analysis of how psychology can avoid being ...

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There is currently a great deal of interest in the development of intelligent agents. While there is little agreement on exactly what constitutes an intelligent agent, many definitions embody a user interface model that differs from the traditional one where users perform tasks with the help of computer-based “tools. " In contrast, the "delegation " model associated with agents is based on entrusting tasks to an autonomous, sometimes anthropomorphized system, whose performance is monitored and evaluated. This change in user interface model is a dramatic one since delegation can be a difficult and often-avoided behavior in humans. Agent interface designs need to overcome well-established drawbacks in delegation. For this purpose, designers should find the management sciences and organizational psychology literatures to be as relevant as that of traditional human factors. This paper describes issues regarding task delegation as they pertain to the design of intelligent agent user interfaces. 1.

The design and assessment of safety critical systems often involves broad and distributed teams of designers, suppliers and analysts who represent diverse areas of expertise and motivations. Accurate and effective communication between these groups is therefore an issue of primary importance. The formalisation of specifications and arguments of safety can be of significant benefit in ensuring the consistency of evidence in such cases, when it must be presented across many domains. However, a formal description of a safety critical system may be unconvincing unless it is presented in a form which is (or forms which are) accessible to the broad range of users and assessors of safety cases. This raises issues of human communication which include the tailoring of information to particular communicative tasks; the efficacy of differing media for communication and the cognitive impact that such differing media have. This paper draws together work in fields of knowledge engineering, knowledge...

Abstract. Effective tutorial systems can help promote products by reducing barriers of learning new applications. With dynamic web applications becoming as complex as desktop programs, there is a growing need for online tutorial/help systems. For visually impaired users the key limitations of traditional help systems are 1) poor access to help content with assistive technology, and 2) frequent reliance on videos/images to identify parts of web applications and demonstrate functionality. In this paper, we present a new interaction model, targeted towards screen-reader users, that describes how to embed an interactive tutorial within a web application. The interaction model is demonstrated within a system called DTorial, a fully functional dynamic audiobased tutorial with embedded content. While remaining within the web application, users can rapidly access any tutorial content, injected inline near relevant application controls, allowing them to quickly apply what they just heard to the application itself, without ever losing their position or having to shift windows. The model and implementation are grounded in sighted user help-systems literature and an analysis of screen-reader and Web-Application interactions. Lessons learned from the incremental design and evaluations indicate that providing visually impaired users with dynamic, embedded, interactive audio-based tutorial systems can reduce the barriers to new Web-Applications.

l'utilisation des logiciels grand public sont rarement consultées par les utilisateurs novices. Pourtant, si les recherches sur l'aide en ligne suscitent moins d'intérêt depuis quelques années, les systèmes d'aide à l'utilisation des logiciels grand public commercialisés ont évolué considérablement au cours des vingt dernières années. Ce chapitre prend d'abord position en faveur de la nécessité d'une assistance en ligne à l'utilisation d'un nouveau logiciel, dans le débat de fond qui divise la communauté scientifique en interaction homme-machine sur la question fondamentale suivante: les aides en ligne sontelles un pis-aller, un simple remède aux défauts actuels de conception des logiciels et des interfaces utilisateur, ou bien sont-elles une assistance d'une nécessité absolue pour acquérir la maîtrise de l'utilisation d'un nouveau logiciel? La discussion s'appuie à la fois sur les résultats d'études empiriques ou expérimentales et sur des arguments théoriques. La seconde partie analyse les obstacles et les difficultés spécifiques auxquels se heurte la conception d'aides en ligne à l'intention du grand public, afin de comprendre pourquoi les aides en ligne sont ignorées des utilisateurs en dépit de leur nécessité. Dans la dernière partie, les contributions potentielles de diverses approches à la résolution de

This paper provides a framework for understanding the explanatory power of intelligent systems. It looks at content-based enhancements, drawn primarily from the Expert Systems literature, interface-based enhancements, and the appropriate selection of an advisory strategy. Such enhancements contribute to explanatory power by increasing system transparency and flexibility, and lead to outcomes such as better decision-making and problem-solving performance.

The design of good user interfaces enhances the acceptance and use of computers, basically in environments in which their users are not familiar with computers. In this paper we are concentrating on the design and development of intelligent interaction systems that provide active context-sensitive assistance to the user. We seek a compromise solution between development simplicity and power. For reaching this objective, we propose the application of techniques from knowledge engineering to the development of active on-line assistance systems, establishing total independence between the knowledge on the interaction domain, the data and the control of the communication acts. 1

Architecture 1-2 1.3.2 Generic Architecture 1-3 1.3.3 Logical Architecture 1-3 1.3.4 Specific Architecture 1-3 1.4 DOCUMENT ORGANIZATION 1-3 2.0 SECURITY POLICY, REQUIREMENTS, AND ARCHITECTURES 2-4 2.1 SECURITY POLICY AND SECURITY REQUIREMENTS 2-1 2.2 SECURITY ARCHITECTURE DEVELOPMENT 2-2 2.3 DOD SECURITY POLICY AND SECURITY REQUIREMENTS 2-4 2.3.1 Multiple Information Security Policy Support 2-4 2.3.2 Open Systems Employment 2-5 2.3.3 Appropriate Security Protection 2-5 2.3.4 Common Security Management 2-6 2.4 FACTORS THAT CREATE ADDITIONAL SECURITY REQUIREMENTS 2-7 2.4.1 Use of Off-The-Shelf Equipment 2-7 2.4.2 Objectives of Enterprise Initiatives 2-8 2.4.3 Increased Connectivity and Access to Information and Resources 2-9 2.4.4 Achieving Uniform Accreditation 2-10 3.0 SECURITY VIEWS AND CONCEPTS 3-1 3.1 INFORMATION SYSTEM ARCHITECTURE SECURITY VIEWS 3-1 3.1.1 Abstract Informat ion System Architecture Security View 3-1 3.1.2 Generic Information System Architecture Security View 3-1 3.1.2.1 LSE and CN Descriptions 3-1 3.1.2.2 Generic Security Architecture Components 3-2 3.2 SECURITY SERVICE ALLOCATIONS 3-3 3.2.1 Abstract Architecture Security Service Allocations 3-4 3.2.1.1 CN Security Service Allocation 3-4 3.2.1.2 LSE Security Service Allocations 3-4 3.2.2 Generic Architecture Security Service Allocations 3-6 3.2.2.1 End System and Relay System Security Service Allocations 3-6 3.2.2.2 Security Management Security Service Allocations 3-6 3.2.2.3 Transfer System Security Service Allocations 3-6 3.2.2.4 Physical and Administrative Environment Security Service Allocations 3-7 3.3 SECURITY CONCEPTS 3-7 3.3.1 Information Domains 3-7 3.3.1.1 Interdomain Information Sharing and Transfer 3-8 Volume 6 vi Version 3.0 Department of Defense Goal Security Architecture 30 April ...