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The design of systems, including digital libraries, is often inspired by what technology makes possible. In user-centered design, design emphasizes users, their tasks and needs. The majority of current digital libraries are not designed for children. For digital libraries to be popular with children, they need to be fun and easy-to-use. This paper shows how observational and participatory work with children (11 to 14 year olds) as users resulted in the design of a digital library with novel-and useful-features. Beyond summarizing the design itself, a main contribution of the paper is making explicit the relationship between design and observational study, in particular, video analysis, that inspired the refinement of the initial design of the dynamic component of a children's digital library. The paper also addresses implementation and security, and discusses directions for future work. (Contains 26 references.) (AEF)

The Informedia Project at Carnegie Mellon University has created a multi-terabyte digital video library consisting of thousands of hours of video, segmented into over 50,000 stories, or documents. Since Informedia's inception in 1994, numerous interfaces have been developed and tested for accessing this library, including work on multimedia abstractions, or surrogates, which represent a video document in an abbreviated manner. The utility and efficiency of these surrogates have been reported in detail elsewhere, validated through a number of usability methods, including transaction log analysis, formal empirical studies, contextual inquiry, heuristic evaluation, and cognitive walkthroughs. This paper begins with an introduction to a few of these interfaces and their implementation history. The promise of Web technologies is then discussed, particularly the recommendations of the World Wide Web Consortium (W3C), leading to a presentation of the Informedia digital video library delivered through a Web browser via XML and XSLT. Emphasis is placed on the tailored accessibility offered by this information architecture, with specific examples given as evidence. The paper concludes with a discussion of next steps planned for the Informedia library work. (Contains 19 references.) (AEF)

Digital library systems focus principally on the reader: the consumer of the material that constitutes the library. In contrast, this paper describes an interface that makes it easy for people to build their own library collections. Collections may be built and served locally from the user's own Web server, or (given appropriate permissions) remotely on a shared digital library host. End users can easily build new collections styled after existing ones from material on the Web or from their local files-or both, can collections can be updated and new ones brought online at any time. The interface, which is intended for non-professional end users, is modeled after widely used commercial software installation packages. The paper also describes an interface for the administrative user who is responsible for maintaining a digital library installation. (Author/AEF)

This paper describes an evaluation of the Kea automatic keyphrase extraction algorithm. Tools that automatically identify keyphrases are desirable because document keyphrases have numerous applications in digital library systems, but are costly and time consuming to manually assign. Keyphrase extraction algorithms are usually evaluated by comparison to author-specified keywords, but this methodology has several well-known shortcomings. The results presented in this paper are based on subjective evaluations of the quality and appropriateness of keyphrases by human assessors, and make a number of contributions. First, they validate previous evaluations of Kea that rely on author keywords. Second, they show Kea's performance is comparable to that of similar systems that have been evaluated by human assessors. Finally, they justify the use of author keyphrases as a performance metric by showing that authors generally choose good keywords. (Contains 28 references.) (Author)

This paper reports the findings from a field study of legal research in a first-tier law school and on the resulting redesign of XLibris, a next-generation e-book. The report first characterizes a work setting in which an e-book was expected to be a useful interface for reading and otherwise using a mix of physical and digital library materials, and it explores what kinds of reading-related functionality would bring value to this setting. It describes important aspects of legal research in a heterogeneous information environment, including mobility, reading, annotation, link following and writing practices, and the general implications for design. The paper then discusses how their work with a user community and an evolving e-book prototype allowed them to examine tandem issues of usability and utility, and to redesign an existing e-book user interface to suit the needs of law students. The study moves away from the notion of a stand-alone reading device and toward the concept of a document laptop, a platform that would provide wireless access to information resources, as well as support a fuller spectrum of reading-related activities. (Contains 18 references.) (Author/AEF)

Recent studies have emphasized the significant implications of multimedia for the learning process. Even those researchers who take a less enthusiastic stand do not hesitate to assent that when blended with suitable pedagogical techniques and a proper design, the combined use of multiple media for the viewing and study of educational material can enhance the quality of the learning environment. This paper presents research and development efforts to design a pedagogically sound multimedia Web-based learning interface. Taken into consideration are recent findings from the area of cognitive psychology regarding the use of text, animation, and voice. The logic is based mainly on the presentation modality effect and the principles of spatial and temporal contiguity. The state of the learner's prior knowledge is considered to be of critical importance. The paper presents a flexible user interface supporting the use of animation and voice as default modalities and the existence of text in the same interface as an essential part of the learning process. The SMIL language is used for the implementation of the Web-based interface. (Contains 21 references.) (Author/AEF)

This paper discusses a generic query tool that enables an end user to query a metadata store through filters that impose search criteria on attributes. The Metadata Query Tool (MQT) is generic in the sense that it dynamically creates its user interface, based on configuration files that define the metadata scheme and the query functionalities. Although, in principle, the tool can be used to query any relational database, it has been specifically developed to query educational metadata stored in the ARIADNE Knowledge Pool System. The first section of the paper is an introduction, followed by a section that describes the approach to filter-based queries. The third section explains the configurable aspect of MQT, both with respect to the metadata scheme, as well as with respect to the graphical user interface. Some details on the queries generated by MQT are presented in the fourth section. The fifth section covers some user interface aspects. The sixth section gives an overview of related research and tools. The current status is presented in the seventh section. (Contains 11 references.) (MES)

This paper summarizes a subset of the findings of a study of digital image distribution that focused on the Museum Educational Site Licensing (MESL) project--the first large-scale multi-institutional project to explore digital delivery of art images and accompanying text/metadata from disparate sources. This Mellon Foundation-sponsored study evaluated the costs, infrastructure, and efforts involved in implementing the MESL project, as well as user reaction to functionality. The study also examined costs of running analog slide libraries and compared these to costs and functionality associated with digital image distribution. The paper briefly discusses the cost-center models used to examine the distribution of digital and analog images, including: creating digital images and metadata, mounting and distributing digital images, maintaining a distribution house, running a slide library, and an analysis of hybrid image libraries. It presents a comparison of user interfaces and search engines from the MESL universities and reports on the results of focus groups discussing faculty adoption of digital images for classroom use. (Author/MES)

This paper describes the development of a prototypic, Web-accessible GIS solution for K-12 science education and citizen-based watershed monitoring. The server side consists of ArcView IMS running on an NT workstation. The client is built around MapCafe. The client interface, which runs through a standard Web browser, supports standard MapCafe calls to the server and also the uploading and viewing of "shape" or georeferenced spreadsheet data. Preliminary supporting tutorials and classroom materials are in development. The key features of the tool, the approach to design and prototyping, plans for further development of MAP-IT! and its integration into the middle and high school science curriculum are discussed. (Author/DDR)

Simulation offers unique affordances over traditional training (e.g., remote access, mastery learning experiences, immediate feedback) relevant to teacher training in behavior management. This study describes a user-based evaluation of Interactive Virtual Training for Teachers (IVT-T). The study involved observing representative users (seven advanced education majors) perform benchmark tasks with the system, complete rating scales, and participate in interviews to evaluate the usability and instructional design quality of IVT-T. Global usability ratings based on established usability rating scales suggested IVT-T was adequately usable while observations of user performance and semi-structured interviews revealed design shortcomings that impeded effective user performance and informed ways to improve the interface. Observations of user performance, for example, identified 36% of usability problems related to Learning, 19% = Screen Design, 17% = Terminology; 3% = System Capabilities and 25% = Other Problems. Cross analysis of user semi-structured interviews pointed to the system's ability to convey believable, visually appealing, realistic characters and classrooms. More contextual cues, multiple challenging behaviors featured at the same time, and changes to the visual appearance of the classroom would enhance realism. Revisions made to enhance the usability and instructional design elements of IVT-T are discussed. In addition, implications for teacher educators and researchers involved in the development of instructional technologies are summarized along with the potential value of including simulation in teacher training for behavior management. [This paper will be published in "Educational Technology Research and Development."]

This paper describes an authoring tool, Visual Constructor, that is being developed to help users without technical knowledge to create and organize World Wide Web-based course contents. The following goals of Visual Constructor are highlighted: (1) it does not require any knowledge of evolving Web technology; (2) the user interface is easy to understand and operate; (3) it is a Web-based remote authoring environment, so that authors can use a Web browser to accomplish all the tasks at any location; (4) course authors do not need to worry about the physical files; and (5) information can be updated or modified as course content evolves. The underlying methodologies that form the basis of the Visual Constructor authoring environment are summarized, including course layout templates, document templates, logical view, and physical file management. The hierarchical software modules are explained, and the authoring process is illustrated with an example. The three major features supporting presentation and navigation of a Web-based learning environment created by Visual Constructor (i.e., structural layout, service modules, and presentation flow) are described. The paper concludes with a discussion of future work. Three figures present the hierarchy of software modules, and screens for configuring the course layout and authoring the course content. Contains 14 references. (AEF)

This paper outlines work on a class of systems called Personal Information Management Assistants (PIMAs). PIMAs observe user interaction with everyday applications and use these observations to anticipate a user's information needs. They then automatically fulfill these needs by accessing Internet information sources, filtering the results, and presenting them to the user. They allow everyday applications to serve as interfaces for traditional information retrieval systems (e.g., Internet search engines). The paper presents preliminary work on an architecture for this class of systems and progress in implementing such a system, including finding relevant pages (i.e., query construction and information filtering) and exploiting structural clues. Preliminary results and directions for future work are also discussed. Two tables present output of a query generated from a page on Java standardization and results of clustering responses; three figures show the PIMA architecture and examples of displays suggesting relevant World Wide Web pages and images. (Author/AEF)

This paper describes a solution to the user identification and tracking problem within an educational World Wide Web environment. The paper begins with an overview of the Teaching Support System project at the University of Girona (Spain); the main objective of the project is to create an integrated set of tools for teachers to use to create and publish dynamic and interactive teaching materials that make use of the new possibilities offered by information technologies and the Internet. Functionalities of the Unit Navigation Module (UNM) of this platform that require user tracking and identification are summarized, and previous possible solutions are described. The adopted solution is then presented; the solution uses a Common Gateway Interface (CGI) compliant program running on the Custom Server (CS) machine that processes HTML pages before they are sent to the local (client) machine and inserts user identification within hypertext links. The CS also provides user identification and validation, HTML document customization, database maintenance, translation of database information into reports, control of private working documents, asynchronous and synchronous communications, and other similar capabilities. Three tables present standard log file contents, custom log file contents, and session tracking information. Two figures illustrate standard HTTP architecture and the proposed architecture. Contains 17 references. (DLS)

Modeling the functions of a teacher in a computer interface is not a new practice; most computer applications employ electronic performance support systems (EPSS) such as online help, wizards, coaches, and even some forms of artificial intelligence. This paper presents easy-to-implement strategies for increasing learner autonomy by embedding teacher functions within the World Wide Web-based graphical user interface (GUI). The embedded teacher (ET) model proposed in this paper is similar to the butler model, which describes a good interface as performing many of the roles of a good butler (e.g., helping a person enter, exit, and move from room to room). The ET model combines the butler model with core and complementary information zones by recommending that four overall teacher functions be embedded into a GUI: (1) orienting the learner; (2) providing navigational assistance; (3) providing instructional strategies; and (4) providing interactive feedback. Altogether these four elements work to perform the essential tasks of a live teacher. Anticipated questions for each of the four teacher functions are listed. A description is then provided of how each stage of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was used to address the ET when creating a GUI for a university computer course. (AEF)

This paper discusses the indexing, collection, and maintenance processes, as well as the retrieval interface, to public digital libraries. The paper begins by briefly surveying both Internet technical report collections and World Wide Web search engines. It goes on to describe a prototype digital library, the New Zealand Digital Library for Computer Science Research. The indexing and retrieval mechanism is described, including the full-text index. The types of search provided, the indexes that are needed to support them, and the query interface through which they are made accessible are summarized. The process of building the collection, and the crucial issue of what information is stored centrally and what can remain distributed, are then discussed. The final section summarizes how the information is gathered, considers the factors that limit the size of the library, and reviews future directions for networked digital libraries. Two tables contain information on technical report indexes on the Internet and the current size of the New Zealand Digital Library for Computer Science Research. Four figures illustrate the interface and query page to the digital library, conversion from PostScript (most text missing), the prologue used to extract text from PostScript documents, and the architecture of the digital library. Contains 12 references. (DLS)

This paper describes the features of the 1996 version of an intelligent tutoring system (ITS) called CALAT. The architecture of CALAT is an extension of conventional World Wide Web systems, consisting of an ITS kernel on the server side and a multimedia viewer on the client side. The viewer control system is designed to achieve both educationally effective multimedia presentation and quick system response time even over a low speed network. As an application of the viewer control mechanism, an interactive simulation environment is implemented. This environment lets the student interact with a simulated target system presented by the multimedia viewer under the control of a state transition machine (STM) running on the CALAT server. These new features make it possible to build an interactive ITS environment available over the network with powerful and effective data presentation capability. The paper highlights design and implementation of the viewer control mechanism and interactive simulation. Three figures present the viewer control mechanism, the pipeline data transfer, and an example of the interactive simulation. (Author/DLS)

Virtual Reality (VR) is a new medium which allows total stimulation of one's senses through human/computer interfaces. VR has applications in training simulators, nano-science, medicine, entertainment, electronic technology, and manufacturing. This paper focuses on some current and potential problems of virtual reality and virtual environments that should be studied and resolved before widespread adoption and implementation of this new technology. Issues considered in this paper include: (1) physio-psychological aspects: virtual reality is a spatial and temporal medium in which users can accomplish normally unrealistic or supernatural tasks along with normal tasks, so creators must consider how these events or tasks will be processed mentally and how they will affect the users' emotions; (2) technology transfer: visual perception and information processing in the brain have yet to be fully understood, and virtual reality adds another dimension that must be investigated; (3) technology versus performance: the virtual environment has to be set precisely for each user so it does not cause adverse physical and psychological effects; and (4) entertainment users will make up the largest share of the VR market by the year 2000, so designers should keep in mind that the heavy VR users are likely to have less skill and knowledge in making sophisticated reality judgments, and may "get lost" in the VR environment. (Contains 14 references.) (SWC)

Modern computing systems exploit graphical user interfaces for interaction with users; as a result, introductory computer science courses must begin to teach the principles underlying such interfaces. This paper presents an approach to graphical user interface (GUI) implementation that is simple enough for beginning students to understand, yet rich enough to demonstrate many important aspects of computer science. The GUI interface described is implemented using a library of C macros and provides a display window that outputs bit-mapped graphics and inputs mouse actions. The macro calls and conventions are described in the context of an implementation of Conway's Game of Life, a programming exercise found in many introductory texts. The GUI interface for the Game of Life program is detailed in the first section, in order to provide a concrete example of the capabilities of the simplified GUI library. The next section describes the life main function that sets up the buttons and associated callback functions; these callback functions are then presented. The last section gives an example of a simple paint program that can also be created using the GUI macro library. In addition, this paper considers how the material could be introduced in an Introduction to Computer Science course at Rensselaer Polytechnic Institute (New York). (AEF)

As the use of mobile learning educational applications has become more common anywhere in the world, new concerns have appeared in the classroom, human interaction in software engineering and ergonomics. new tests of foreign languages for a number of purposes have become more and more common recently. However, studies interrelating language tests and ergonomics have lagged behind to the point that there is a clear lack of balance between software for m-learning and the capacities of modern equipment. This paper is based on the experience acquired through the use of mobile phones emulators for language testing. The paper does not deal with the experimental phase itself but suggests the constraints found in such experimentation from a descriptive perspective. (Contains 3 figures.) [Funding for this research was provided by the Ministry of Science and Innovation. This paper was published in the proceedings of the 14th International Conference on Interactive Collaborative Learning (ICL2011)--11th International Conference Virtual University (vu'11), 21-23 September 2011, Piestany, Slovakia, p95-97 (ISBN-978-1-4577-1746-8).]

In this paper, we present a way of teaching AI search algorithms in a web-based adaptive educational system. Teaching is based on interactive examples and exercises. Interactive examples, which use visualized animations to present AI search algorithms in a step-by-step way with explanations, are used to make learning more attractive. Practice exercises, which are interactive exercises where immediate feedback is given when a student makes an error, but further help is optional, are also used. So, the student can try by him/herself to correct the error or ask for help from the system. Finally, the student can take a test consisting of assessment exercises, which are interactive, but no help is provided. The result of the test determines the student's knowledge level. Evaluation of the system through a pre-test/post-test and experimental/control group method gave very promising results about learning capabilities of the method. Also, results of a questionnaire show that the majority of the students liked the system very much. [For the full proceedings see ED562127.]

This paper reflects a multi-year collaborative effort between the New Media Consortium (NMC) and Griffith University to help inform Australian educational leaders about significant developments in technologies supporting teaching, learning, and research in tertiary education. The research underpinning the report makes use of the NMC's Delphi-based process for bringing groups of experts to a consensus viewpoint, in this case around the impact of emerging technologies on teaching, learning, research, or information management in Australian tertiary education over the next five years. This paper was produced to explore emerging technologies and forecast their potential impact expressly in an Australian context. In the effort that ran from February through April 2012, a carefully selected group of 41 experts behind this report considered hundreds of relevant articles, news, blog posts, research, and project examples as part of the preparation that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for tertiary education in Australia over the next five years. That group of experts, known as the 2012 Horizon.au Advisory Board, is comprised of a body of knowledgeable individuals, all highly regarded in their fields; collectively the advisory board represents a range of diverse perspectives across the learning sector. [For "Technology Outlook for UK Tertiary Education 2011-2016: An NMC Horizon Report Regional Analysis," see ED532399.]

The purpose of this study was to examine the performance patterns of freshman engineering students as they completed a tutorial on freebody problems that employed a computer-based pen (CBP) to provide feedback and direct learning. A secondary analysis was conducted on detailed performance data for 16 participants from a freshman Engineering course in Statics. The study included a Pretest, Tutorial, Transfer test, and Retest; this paper describes performance during the Pretest and Tutorial segments of the study. Each segment included sections on Freebody drawing and Equation writing; the secondary analysis was conducted on the Freebody drawing. The time data were examined for patterns related to study, drawing, and Help requests. The participants were divided into two groups based on contrasts in timing patterns; Work-Thru learners and Work-Out learners: Work THRU--Spends significant time studying instructions and reading the problem; Refers to instructions and previous work frequently during the task; Uses hints and help selectively; Studies mistakes carefully; seldom repeats vs. Work OUT--Skims quickly through instruction; Goes to work quickly on a problem; Uses hints/help frequently to move past barriers; Learns little from mistakes, which are often repeated. The findings are interpreted within a conceptual framework featuring the expert stance, the notion that a novice learner adopts practices and attitudes typical of an expert. Implications are considered for employing the CBP [computer-based pen] platform to provide guidance toward an expert stance during early acquisition of the freebody concept, as one part of an enhanced instructional program for effective and efficient learning. (Contains 6 figures and 3 tables.)

Through research and personal experience, we have found that the most crucial factors determining who succeeds with clicker-based teaching, who gives up, and who merely muddles along have far more to do with instructors' deeper attitudes, models, and professional thought habits than with which "best practices" they try or what support they receive. This paper summarizes the presentational components of a conference workshop exploring some of these hidden perspectives and how they underlie clicker use. A bibliography is included. (Contains 3 figures.)

This paper describes My Science Tutor (MyST), an intelligent tutoring system designed to improve science learning by students in 3rd, 4th and 5th grades (7 to 11 years old) through conversational dialogs with a virtual science tutor. In our study, individual students engage in spoken dialogs with the virtual tutor Marni during 15 to 20 minute sessions following classroom science investigations to discuss and extend concepts embedded in the investigations. The spoken dialogs in MyST are designed to scaffold learning by presenting open-ended questions accompanied by illustrations or animations related to the classroom investigations and the science concepts being learned. The focus of the interactions is to elicit self-expression from students. To this end, Marni applies some of the principles of Questioning the Author, a proven approach to classroom conversations, to challenge students to think about and integrate new concepts with prior knowledge to construct enriched mental models that can be used to explain and predict scientific phenomena. In this article, we describe how spoken dialogs using Automatic Speech Recognition (ASR) and natural language processing were developed to stimulate students' thinking, reasoning and self explanations. We describe the MyST system architecture and Wizard of Oz procedure that was used to collect data from tutorial sessions with elementary school students. Using data collected with the procedure, we present evaluations of the ASR and semantic parsing components. A formal evaluation of learning gains resulting from system use is currently being conducted. This paper presents survey results of teachers' and children's impressions of MyST.

This paper reflects a collaborative effort between the New Media Consortium (NMC) and the JISC Innovation Support Centres, CETIS and UKOLN. The research underpinning the report makes use of the NMC's Delphi-based process for bringing groups of experts to a consensus viewpoint, in this case around the impact of emerging technologies on teaching, learning, research or information management in UK tertiary education over the next five years. In an effort that ran from January through August 2011, the team behind this report considered a wide range of relevant articles, news, blog posts, research, and project examples as part of the preparation for a carefully selected group of 33 experts that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for tertiary education in the United Kingdom over the next five years. That group of experts, known as the Horizon.JISC Advisory Board, is comprised of an international body of knowledgeable individuals, all highly regarded in their fields; collectively the advisory board represents a range of diverse perspectives across the learning sector. [This paper is a collaboration with the Centre for Educational Technology and Interoperability Standards (CETIS) and the United Kingdom Office for Library and Information Networking (UKOLN).]

The plethora of different subfields in intelligent tutoring systems (ITS) are often difficult to integrate theoretically when analyzing how to design an intelligent tutor. Important principles of design are claimed by many subfields, including but not limited to: design, human-computer interaction, perceptual psychology, cognitive psychology, affective and motivation psychology, statistics, artificial intelligence, cognitive neuroscience, constructivist and situated cognition theories. Because these theories and methods sometimes address the same grain size and sometimes different grain sizes they may or may not conflict or be compatible and this has implications for ITS design. These issues of theoretical synthesis also have implications for the experimentation that is used by our various subfields to establish principles. Because our proposal allows the combination of multiple perspectives, it becomes apparent that the current "forward selection" method of theoretical progress might be limited. An alternative "backward elimination" experimental method is explained. Finally, we provide examples to illustrate how to build the bridges we propose. (Contains 1 table.) [This paper was published in: J. Kay & V. Aleven (Eds.), Proceedings of the 10th International Conference on Intelligent Tutoring Systems (pp. 534-543). Pittsburgh, PA.]

Interface design and ergonomics, while already studied in much of educational theory, have not until recently been considered in language testing (Fulcher, 2003). In this paper, we revise the design principles of PLEVALEX, a fully operational prototype Internet based language testing platform. Our focus here is to show PLEVALEX's interfaces and indicate their relation to Fulcher's design principles (2003). We also suggest some tentative design changes for further projects. Additionally, we will summarise how PLEVALEX benefits from the validity and reliability features of general tests delivered through computers. Traditionally, interfaces in language testing have not received special attention in language testing because designers of L2 platforms followed the same criteria for tests and general L2 learning platforms. In 2003, Fulcher was the first writer to formulate the basics of interface design to be taken into account in computer based language testing. Fulcher's theory is considered today as the main theoretical framework for Computer assisted language testing (CALT) interface design. This study evaluated the relation of the CALT PLEVALEX platform with his theories. Although the platform design has been justified by Garcia Laborda (2006a) and validated by Garcia Laborda (2006b), its design needs to be seen in light of the current theories of which Fulcher's is foremost. The key issue behind this study is to suggest the positive features that make of PLEVALEX a facilitating tool for delivering language testing. This paper is broadly divided into three sections: Introduction, Application of Fulcher's theoretical principles and conclusion. (Contains 2 figures and 1 table.) [This paper was originally published in "CALL EJ-Online" v9 n1 July 2007.]

A critical first step in developing training systems is gathering quality information about a trainee's competency in a skill or knowledge domain. Such information includes an estimate of what the trainee knows prior to training, how much has been learned from training, how well the trainee may perform in future task situations, and whether to recommend remediation to bolster the trainee's knowledge. This paper describes the design, development, testing, and application of a Web-based tool designed to assess a trainee's understanding of a content domain in a distributed learning environment. The tool, called the CRESST Human Performance Knowledge Mapping Tool (HPKMT), enables trainees to express their understanding of a content area by creating graphical, network representations of concepts and links that define the relationships of concepts. Knowledge mappers have been used for several years, almost always as an aid for organizing information in support of problem solving or in instructional applications. To use knowledge maps as assessments there must be a reliable scoring method and there must be evidence for the validity of scores produced by the method. Further, to be practical in a distributed learning environment, the scoring should be automated. The HPKMT provides automated, reliable, and valid scoring, and its functionality and scoring method have been built from a base of empirical research. We review and evaluate alternative knowledge mapping scoring methods and online mapping systems. We then describe the overall design approach, functionality, scoring method, usability testing, and authoring capabilities of the CRESST HPKMT. The paper ends with descriptions of applications of the HPKMT to military training, limitations of the system, and next steps. (Contains 2 tables and 3 figures.)