ExploraGraph: A Flexible and Adaptive Interface to Support Distance Learning Aude Dufresne Department of Communication, University of Montreal C.P. 6128, Succ. Centre-Ville, Montréal, QC Canada H3C 3J7 dufresne@com.umontreal.ca Gilbert Paquette LICEF Research Centre, Télé-université 4750, rue Henri-Julien Montréal, QC H2T 3E4 gpaquett@licef.teluq.uquebec.ca Abstract: The ExploraGraph interface was designed to facilitate interaction in the context of distant learning. It was developed as an alternative to simple web interaction, in order to increase flexibility, visibility, and structure in the learning environment. It may be used as a front end to existing courses on the web. The ExploraGraph Navigator makes it possible to navigate through conceptual graphs with automatic arrangement of elements, zoom and "fish eye" effects. Each node of the graph may have a description attached to it and may give direct access to an application, a document or an Internet site. Graphic structures may thus be used to represent the organization of tools, activities, concepts or documents. The Navigator offers each user a tool to specify his goals and the system can support him, using multiple modalities: Hypertext, graphical cues (Lee & Lehman, 1993), Ms Agents avatars, voice, visual demonstrations and force feedback guiding. Introduction LICEF is developing, in the context of the Canadian TeleLearning Network of Centres of Excellence, a distance education environment on the web. The Center for Virtual Learning developed at LICEF offers not only hypermedia content on the web, but different tools for conferencing, planning meetings, videoconferencing, presenting scenarios and knowledge, etc. The modeling of users in activity has illustrated the difficulties they experience in learning the efficient use of such a complex environment, first as they learn it at the training session, and then on their own when they are at distance. To offer contextual help to learners, we have designed a supportive interface that will adapt to each user, unfolding gradually as s/he acquires expertise and offering adaptive support using different modalities. The ExploraGraph interface was designed to facilitate interaction in the distance learning context. After studying learners in various distance learning situations, it became evident that existing interfaces could be improved to better support the interaction and the learning process. Learners have to navigate between pages of web documents, search engines and text instruction. They must use various communication tools and organize their activities with little support. As DiSessa (1986) explains, they encounter the “utility barrier”, not knowing how the system should be used and how to modify their activities to better use it. They find it difficult to transpose their activities in multiple environments. The ExploraGraph interface was developed as an alternative to simple web interaction, in order to increase flexibility, visibility, and structure in the learning environment. Inspired by the Explora interface developed at LICEF (Paquette et al., 1996), we tried to develop a more dynamic and flexible interface for the learner to access the Center for Virtual Learning. The learner navigates in graphic conceptual structures of tasks, knowledge elements and documents, that give him a schematic idea of what is to be learned and what s/he has to do. Automatic arrangement of elements, zoom and "fish eye" effects are used to