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Tech Report kmi-96-03 Abstract


Multidisciplinary Modelling for User-Centred System Design: An Air-Traffic Control Case Study
Techreport ID: kmi-96-03
Date: 1996
Author(s): Simon Buckingham Shum, Ann Blandford, David Duke, Jason Good, Jon May, Fabio Paterno' and Richard Young

This paper reports work investigating how user and system modelling techniques can be integrated to support the design of advanced interactive systems, and how such modelling can be effectively communicated to design practitioners in order to evaluate their potential. We describe a large scale modelling exercise concerning a flight sequencing tool for air-traffic controllers. We outline the kinds of system and user analysis possible with the different modelling techniques, and the approach used to integrate and communicate the modelling analyses to the system's designers. We then discuss the value of these techniques against several key criteria. The designers evaluated the modelling positively in many respects, including a commitment to explore further how user modelling can be integrated with their formal methods. We conclude that the scenario of HCI modellers working in collaboration with designers is feasible, and has analytic power. 1. Knowledge Media Institute, The Open University, Milton Keynes, MK7 6AA, UK. 2. School of Computing Science, Middlesex University, Bounds Green Road, London, N11 2NQ, UK. 3. Dept. Computer Science, University of York, York, YO1 5DD, UK. 4. Dept. Psychology, University of Sheffield, Western Bank, Sheffield, S10 2TP, UK. 5. CNUCE-CNR, Via S.Maria 36, 56126 Pisa, Italy. 6. MRC Applied Psychology Unit, 15 Chaucer Road, Cambridge, CB2 2EF, UK.

Publication(s):

To appear in: Proceedings of Human-Computer Interaction'96, Annual HCI Conference of the British Computer Society, London, 20-23 August, 1996 (Springer-Verlag, London)
 
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Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.