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who has to install or maintain it, but for the pilot it is completely
irrelevant. Also the view in the courseware is presented
as the pilot would see it, in the FCOM it is shown
from the side, a view you will not get in the cockpit.
.
Figure 1: Graphic from FCOM and courseware.
This is not to say that one picture is better than the other, it
just depends on the purpose for which the information
needs to be used. In training and for operations, the picture
on the right hand side might be easier to explain how to
use this device, but for level 3 information, a more technical
picture might be needed to explain all the details.
Also for text, documentary units will have to be written
in a style, which is directly related to tasks. For example,
sometimes texts in a certain part of the FCOM describe
both standard operation procedures and procedures for
emergency situations at the same time. To be able to provide
the pilot and the trainee with the suitable information,
parts should be presented one at a time. In the cockpit the
aircraft systems “know” whether normal or abnormal operations
have to be performed. In new generation aircraft,
the pilot is warned by the ECAM. In the courseware, abnormal
situations are only treated after the trainees have
understood the normal procedures. In figure 2 an example
is given of such a mixed text.
FCOM Thrust lever Graphic
Shows detail irrelevant to the operator,
otherwise clear and annotated
Training Thrust Lever Graphic
Shows user detail. Could be annotated
and displayed from a better angle
34 HCI-Aero 2002
FCOM 3.06.10 P1
The diversion strategy (descent and cruise speed schedules) shall be selected, and specified in the operator's routes specifications,
as a function of the prevailing operational factors (e.g. obstacles clearance requirements).
If the standard strategy does not allow the aircraft to clear obstacles, the pilot must use a drift down procedure. If an engine
failure occurs at any point on the route, the net flight path must clear the obstacles on the drift down part by 2000
feet and on the climb part by 1000 feet.
Figure 2: Mixing operational policies with standard procedures in the FCOM
Conclusion
There is a strong need to articulate operational and training
documentation for several reasons. First, technology is
evolving very fast and documentation should be modified
accordingly. Thus, an integrated mechanism that relates
operational and training documents will improve productivity
and consistency, and consequently safety. Second,
articulation makes emerge the need for new media configurations
for on-the-job training and performance support
that are already necessary concepts and tools in practice.
In addition, operational documentation provides realism
both in initial and recurrent training. Third, articulation
allows for easy customization of both operational and
training materials to a specific aircraft configuration or an
airline culture. Fourth, articulation provides a very interesting
capability of knowledge reuse.
Ideas developed in this paper could be useful for the design
of current and future aircraft documentation articulated
around operations and training. There are two issues
that need to be further investigated: context-sensitive indexing
and the training of documentation authors.
Acknowledgements
We would like to thank the whole Airbus personnel who
participated in this research effort. At EURISCO, Jean
Pinet, Jean-Philippe Ramu and Andrew Gillett provided
great help in the development of the ideas presented in this
paper.
References
Barnard, Y., Boy, G., Ramu, J-P., Gillett, A.,& Pinet, J.
2002. ARTIFACT Project: Articulation between FCOM
And Courseware/Training, Final synthesis report, EURISCO
Technical Report, T-2002-095. Toulouse: EURISCO.
Blomberg, R., Boy, G.A. & Speyer, J.J. 2000. Information
Needs for Flight Operations: Human-Centered Structuring
of Flight Operations Knowledge. In Proceedings of HCI-A
ero 2000, 45-50. Toulouse: Cépaduès-Editions.
Boy, G.A. 1996. The Group Elicitation Method: An Introduction.
In Proceedings of EKAW'96, Lecture Notes in
Computer Science Series, 290-305. Berlin: Springer Verlag.
Gagné, R.M., Briggs, L.J., & Wager, W.W. 1992. Principles
of Instructional Design (4th ed.). Forth West (etc.):
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Gillett, A., Barnard, Y., & Boy, G. 2001. Research into
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Crew Operating Manual. EURISCO Technical Report, T-
2002-094. Toulouse: EURISCO.
　
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