Mark K. Singley
Has also published under the name of:
"Mark Kevin Singley"
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Publications by Mark K. Singley (bibliography)
» 2007 «
Singley, Mark K., Fairweather, Peter G., Wolf, Tracee and Lam, Dick (2007): PASTEL: Pattern-Driven Adaptive Simulations. In: Baranauskas, Maria Cecília Calani, Palanque, Philippe A., Abascal, Julio and Barbosa, Simone Diniz Junqueira (eds.) DEGAS 2007 - Proceedings of the 1st International Workshop on Design and Evaluation of e-Government Applications and Services September 11th, 2007, Rio de Janeiro, Brazil. pp. 349-352. Available online
» 2005 «
Singley, Mark K. and Lam, Richard B. (2005): The classroom sentinel: supporting data-driven decision-making in the classroom. In: Proceedings of the 2005 International Conference on the World Wide Web 2005. pp. 315-321. Available online
“Whereas schools typically record mounds of data regarding student performance, attendance, and other behaviors over the course of a school year, rarely is that data consulted and used to inform day-to-day instructional practice in the classroom. As teachers come under increasing pressure to ensure success for all of their students, we are attempting to provide tools to help teachers make sense of what is happening in their classrooms and take appropriate proactive and/or remedial action. One such tool is a Web service we've dubbed the Classroom Sentinel. The Classroom Sentinel mines electronic gradebook and other student information system data sources to detect critical teaching and learning patterns and bring those patterns to the attention of the teacher in the form of timely alerts. In this paper, we introduce the notion of classroom patterns, present some examples, and describe a framework for alert generation and delivery.”
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» 2000 «
Singley, Mark K., Singh, Moninder, Fairweather, Peter, Farrell, Robert and Swerling, Steven (2000): Algebra Jam: Supporting Teamwork and Managing Roles in a Collaborative Learning Environment. In: Kellogg, Wendy A. and Whittaker, Steve (eds.) Proceedings of the 2000 ACM conference on Computer supported cooperative work 2000, Philadelphia, Pennsylvania, United States. pp. 145-154. Available online
“We are building a collaborative learning environment that supports teams of students as they collaborate synchronously and remotely to solve situated, multi-step problems involving algebraic modeling. Our system, named Algebra Jam, provides a set of tools to help students overcome two of the most serious impediments to successful collaboration: establishing common ground and maintaining group focus. These tools include tethered and untethered modes of operation including discrepancy notification, a goal-oriented team blackboard, object-oriented chat with collabicons, reification of problem solving roles, and the optional inclusion of a tutor agent as a virtual team participant. The tutor agent not only offers help and feedback on problem solving actions but also accumulates evidence about individual and group problem solving performance in a Bayesian inference network. The system is envisioned as a testbed for developing theories of teaming.”
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» 1995 «
Alpert, Sherman R., Singley, Mark K. and Carroll, John M. (1995): Multiple Multimodal Mentors: Delivering Computer-Based Instruction via Specialized Anthropomorphic Advisors. In Behaviour and Information Technology, 14 (2) pp. 69-79
“We describe the Smalltalk Gurus, components of the MoleHill intelligent tutoring system for Smalltalk programming. The Gurus offer help on plans for achieving goals in the Smalltalk environment, as well as remediation for students' incorrect and less-than-optimal plans. The Gurus' assistance is provided via the multimodal media of animation and voice-over audio. MoleHill employs multiple Gurus to deliver advice and instruction concerning disparate information domains, thus facilitating learners' cognitive organization and assimilation of new knowledge and information. We have labelled the approach instantiated by the Smalltalk Gurus the guru instructional model, one which is generally applicable to computer-based advisory systems.”
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» 1994 «
Koenemann-Belliveau, Jurgen, Carroll, John M., Rosson, Mary Beth and Singley, Mark K. (1994): Comparative Usability Evaluation: Critical Incidents and Critical Threads. In: Adelson, Beth, Dumais, Susan and Olson, Judith S. (eds.) Proceedings of the ACM CHI 94 Human Factors in Computing Systems Conference April 24-28, 1994, Boston, Massachusetts. pp. 245-251. Available online
“Empirical usability evaluations (particularly formative evaluations [13]) hinge on observing and interpreting critical incidents [8] of use. We proposed [3,5] augmenting critical incident methods by analysis of what we called critical threads: sets of causally related user episodes that, taken together, define major usability themes. This paper extends this work to the comparative usability analysis of a related artifact. We discuss how our earlier claims analysis was used to orient and simplify our current evaluation efforts.”
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» 1993 «
Carroll, John M., Rosson, Mary Beth and Singley, Mark K. (1993): The Collaboration Thread: A Formative Evaluation of Object-Oriented Education. In: Cook, Curtis, Scholtz, Jean and Spohrer, James C. (eds.) Empirical Studies of Programmers - Fifth Workshop December 3-15, 1993, 1993, Palo Alto, California. pp. 26-41.
“We are exploring a type of critical incident analysis that groups together sets of causally related user episodes; we refer to these as "critical threads." The episodes of a critical thread are sometimes less-than-critical when viewed in isolation, which can be a problem in formative evaluation, since when taken together, these same episodes can expose major underlying usability issues. We use psychological design rationale to construct a unifying description of the set of user episodes comprising a critical thread (i.e., as a sort of abstract and distributed user scenario). Such a description guides the recognition of pieces of a critical thread in data and the articulation of underlying usability themes embodied across the various constituent episodes.”
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Carroll, John M., Koenemann-Belliveau, Jurgen, Rosson, Mary Beth and Singley, Mark K. (1993): Critical Incidents and Critical Themes in Empirical Usability Evaluation. In: Alty, James L., Diaper, Dan and Guest, D. (eds.) Proceedings of the Eighth Conference of the British Computer Society Human Computer Interaction Specialist Group - People and Computers VIII August 7-10, 1993, Loughborough University, UK. pp. 279-292.
“Empirical usability evaluations (particularly 'formative' evaluations) hinge on observing and interpreting critical incidents of use: the causes of such critical incidents can often be found in the immediate contexts of their occurrence and can guide specific design changes. However, it can also happen that the causes of a critical incident are temporally remote from its context of occurrence or distributed throughout the user's prior experiences. We propose augmenting critical incident methods by analysis of what we call 'critical threads': sets of causally related user episodes that, taken together, define major usability themes.”
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» 1992 «
Carroll, John M., Singley, Mark K. and Rosson, Mary Beth (1992): Integrating Theory Development with Design Evaluation. In Behaviour and Information Technology, 11 (5) pp. 247-255
“In this paper, we recruit the construct of psychological design rationale as a framework for integrating theory development with design evaluation in HCI. We propose that, in some cases, part of an artefact's psychological design rationale can be regarded as inherited from second-order artefacts (prescriptive design models, architectures and genres, tools and environments, interface styles). We show how evaluation data pertaining to an artefact can be used to test and develop the second-order artefact from which it inherits.”
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Carroll, John M., Singley, Mark K. and Rosson, Mary Beth (1992): Integrating Theory Development with Design Evaluation. In: East-West International Conference on Human-Computer Interaction: Proceedings of the EWHCI92 1992. pp. 446-452.
» 1991 «
Singley, Mark K. (1991): Molehill: An Instructional System for Smalltalk Programming. In: Robertson, Scott P., Olson, Gary M. and Olson, Judith S. (eds.) Proceedings of the ACM CHI 91 Human Factors in Computing Systems Conference April 28 - June 5, 1991, New Orleans, Louisiana. pp. 439-440. Available online
Singley, Mark K., Carroll, John M. and Alpert, Sherman R. (1991): Psychological Design Rationale for an Intelligent Tutoring System for Smalltalk. In: Koenemann-Belliveau, Jurgen, Moher, Thomas G. and Robertson, Scott P. (eds.) Proceedings of the Fourth Annual Workshop on Empirical Studies of Programmers 1991, Norwood, New Jersey, USA. pp. 196-209.
“Although a descriptive psychology of programming is maturing, it is unclear whether it is cumulating in such a way as to have any obvious impact on the design of programming languages or environments. In the present work, we consider an alternative framework for bringing to bear empirical observations of user behavior on the design of programming artifacts. Specifically, we construct a psychological design rationale for an intelligent tutoring system for Smalltalk based on observations of users working with Smalltalk. We observed six persons of varying levels of expertise undertake an introductory yet representative project in Smalltalk: to create a window that transforms and displays all of its keyboard input in upper case. Our intention is to explicate and strengthen the link between empirical observations and design decisions.”
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» 1990 «
Singley, Mark K. and Carroll, John M. (1990): Minimalist Planning Tools in an Instructional System for Smalltalk Programming. In: Diaper, Dan, Gilmore, David J., Cockton, Gilbert and Shackel, Brian (eds.) INTERACT 90 - 3rd IFIP International Conference on Human-Computer Interaction August 27-31, 1990, Cambridge, UK. pp. 937-944.
“We describe the design of an instructional system for Smalltalk that attempts to reify students' goals and plans through the application of minimalist planning dialogues. Minimalist planning dialogues are sparse in that the planning knowledge is not stated explicitly but rather is imbedded into the structure of a planning "tool." They are situated in that the planning tools are fully integrated into the physical problem space and in essence provide an elaborated view of that space. We contrast our system with other current attempts at reifying students' goals and plans and sketch out problems and prospects for future work.”
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» 1987 «
Singley, Mark K. and Anderson, John R. (1987): A Keystroke Analysis of Learning and Transfer in Text Editing. In Human-Computer Interaction, 3 (3) pp. 223-274
“Two experiments studied the acquisition and transfer of text-editing skill. The first experiment, originally reported in Singley and Anderson (1985) but reanalyzed in greater detail here, found nearly total transfer between two similar line editors and partial transfer from the line editors to a screen editor. Analyses of the keystroke data revealed that the majority of the improvement during both learning and transfer was concentrated in the planning components of the skill. The second experiment found little evidence for negative transfer between a pair of screen editors designed for maximal interference using a classic interference paradigm. The few instances of negative transfer observed were better characterized as the positive transfer of nonoptimal methods rather than instances of true procedural interference. These results support an identical elements model of transfer based on a production system representation of cognitive skill. The relative magnitudes of transfer observed were consistent with detailed measures of production system overlap. In addition, localized transfer sites were hypothesized and identified through a series of microanalyses. Finally, specific transfer predictions based on the differential practice of general and specific components were tested and confirmed.”
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» 1985 «
Singley, Mark K. and Anderson, John R. (1985): The Transfer of Text-Editing Skill. In International Journal of Man-Machine Studies, 22 (4) pp. 403-423
“Computer-naive subjects were taught to use either one or two line editors and then a screen editor. Positive transfer was observed both between the line editors and from the line editors to the screen editor. Transfer expressed itself in terms of reductions in total time, keystrokes, residual errors, and seconds per keystroke. A simple two-component model of transfer is proposed that allows for the differential practice of general and specific components when learning a skill.”
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Mar 20th, 2010
Changes to this page (author)
16 Feb 2010: Enabled abstracts to be shown on Mark K. Singley's author page.25 Jul 2009: Author was edited 09 Jul 2009: Author was edited
25 Jul 2007: Author was added to the bibliography
28 Apr 2003: Added the author to the bibliography
