The Johns Hopkins University Applied Physics Laboratory
11100 Johns Hopkins Road
Laurel, MD 20723
If you have trouble downloading a paper or need it in
another format, don't hesitate to contact me [myfirstname dot mylastname at jhuapl dot edu].
An Interactive Visualization System for Analyzing Spacecraft Telemetry
George Cancro, Russell Turner, Lilian Nguyen, Angela Li, Deane Sibol, John Gersh, Christine Piatko, Jaime Montemayor, and Priscilla McKerracher.
Cancro, G., Turner, R., Nguyen, L., Li, A., Sibol, D., Gersh, J., Piatko, C., Montemayor, J., and McKerracher, P. (2007) An Interactive Visualization System for Analyzing Spacecraft Telemetry. In IEEE Aerospace, March 2007.
Traditionally, the diagnosis of spacecraft
anomalies during test and flight is slow and not very
thorough due to a limited view of telemetry. The process is
an off-line, linear analysis of guessing a root cause and then
attempting to verify the guess through identifying and
plotting telemetry channels over the appropriate time
period. The desire of mission operators and testers is to
have a capability to analyze all telemetry channels
simultaneously and then be able to freely move through
time to cover the entire problem space. Current telemetry
display systems, however, only allow an operator to
examine on the order of 100 telemetry channels
simultaneously from a real-time stream, through a
rudimentary playback, or step control of a telemetry
archive. This limitation increases the risk that anomalies
will be missed and increases the time to determine the real
root-cause of the problem. This paper discusses the
development and implementation of a visualization system
that facilitates a thorough review by enabling an operator to
analyze all telemetry data by pattern. This system, called the
STEREO Autonomy Visualizer (SAV) also enables the
rapid review of data by using a ‘real-time random access’
method for viewing real-time and archive telemetry streams.
By using the system, STEREO testers have identified bugs
that other test review techniques have missed, and
decreased the time necessary to perform test review by more
than a factor of 5. In addition, use of this system has
resulted in a greater understanding of the spacecraft through
the visualization of inter-relationships between telemetry
channels during faults in flight.
A Theoretical Model of Children's Storytelling using Physically-Oriented Technologies (SPOT)
Guha, M. L., Druin, A., Montemayor, J., Chipman, G., and Farber, A. (2006) A Theoretical Model of Children's Storytelling using Physically-Oriented Technologies (SPOT).
In the Journal of Educational Multimedia and Hypermedia, Volume 16, Number 4.
This paper develops a model of children's storytelling using
Physically-Oriented Technology (SPOT). The SPOT model draws upon
literature regarding current physical storytelling technologies and was
developed using a grounded theory approach to qualitative research.
This empirical work focused on the experiences of 18 children, ages 5-6,
who worked with an existing multimedia physical storytelling technology
in order to tell stories. Pairs of children worked over five weeks to
tell stories using StoryRooms, a physical storytelling technology
developed at the University of Maryland's Human-Computer Interaction Lab
(HCIL). The SPOT model suggests that the each unique child and context
together determine the best degree of control over the technology, the
degree of control over story content, and the physical activity for each
situation. Together, these characteristics of technology, story
content, and physical activity produce a unique storytelling experience.
The SPOT theoretical model provides a basis to propose technology design
guidelines that will support the creation of new multimedia physical
Supporting Insight-based Information Exploration in Intelligence Analysis
John Gersh, Bessie Lewis, Jaime Montemayor, Christine Piatko, and Russell Turner.
Gersh, J., Lewis, B., Montemayor, J., Piatko, C., and Turner, R. (2006) Supporting Insight-based Information Exploration in Intelligence Analysis. In Communications of ACM, April 2006.
We are interested in the role of exploratory search in the intelligence analysis process, especially its role in sensemaking: how can exploring a set of information help an analyst to synthesize, understand, and present a coherent explanation of what it tells us about the world?
Montemayor, J., Druin, A., Chipman, G., Farber, A., and Guha,. M. L. (2004) Tools for Children to Create Physical Interactive StoryRooms. In Computers in Entertainment, Volume 2, Issue 1.
Over the past few years, researchers have been exploring possibilities for ways in which embedded technologies can enrich children's storytelling experiences. In this article we present our research on physical interactive storytelling environments from a child's perspective. We present the system architecture as well as a formative study of the technology's use with 18 children, ages 5-6. We discuss the challenges and opportunities for kindergarten children to become creators of their own physical storytelling interactions.
Note: This paper is available on the ACM Portal. Just search with the paper title.
Physical programming: tools
for kindergarten children to author
physical interactive environments
Montemayor, J. (2003). Physical programming: tools
for kindergarten children to author
physical interactive environments. Doctoral dissertation, department of computer science, University of Maryland.
StoryRooms is a child-centered ubiquitous computing environment (ubicomp) developed for young children to expresses stories. Physical programming is a set of tangible tools and user interaction metaphors for children to control the behaviors of embedded objects in StoryRooms. In this dissertation I describe StoryRooms and physical programming, along with the two studies which showed that kindergarten students had the capacity to understand and use the physical programming approach to control the specialized StoryRooms.
Montemayor, J., Druin, A., Farber, A., Simms, S., Churaman,
W., and D'Amour, A. (2002). Physical programming: Designing tools for
children to create physical interactive environments. In Proceedings of Human Factors
in Computing Systems. ACM Press.
Physical interactive environments can come in many forms: museum installations, amusement parks, experimental theaters, and more. Programming these environments has historically been done by adults, and children, as the visiting participants, have been offered few pre-created choices to explore. Given these creative limitations, the goal of our research has been to develop programming tools for physical interactive environments that are appropriate for use by young children (ages 4-6). We have explored numerous design approaches over the past two years. Recently we began focusing on a "physical programming" approach and developed a wizard-of-oz prototype for young children. This paper presents the motivation for this research, the evolution of our programming approach, and our recent explorations with children.
(2001) Physical Programming: Software You Can Touch.
In Extended Abstracts, Doctoral Consortium, CHI2001.
Tangible computer-human interfaces is an important and active research area. But, few people are working on ways to easily program these systems. My work addresses this need by developing a physical programming language. This research comes out of our work in developing tools for children to build room-sized storytelling environments. In this extended abstract, I will describe the motivation for my research, my proposed work and design methods.
StoryKit: Tools for Children to build room-sized interactive experiences
Lisa Sherman, Allison Druin, Jaime Montemayor, Allison Farber, Michele Platner, Sante Simms, Jessica Porteous, Houman Alborzi, Jack Best, Joe Hammer, Alex Kruskal, Jade Matthews, Emily Rhodes, Cassandra Cosans, Abby Lal
Sherman, L., Druin, A., Montemayor, J., Farber, A., Platner, M., Simms, S., Porteous, J., Alborzi, H., Best, J., Hammer, J., Kruskal, A., Matthews, J., Rhodes, E., Cosans, C., Lal, L.
(2001) StoryKit: Tools for Children to build room-sized interactive experiences.
In Extended Abstracts, Interactive Video Poster, CHI2001.
Children enjoy interactive museum experiences, fun houses, and amusement parks,
but children are not the authors of these immersive storytelling experiences.
They are merely the audience or participants in an environment built by adults.
We believe an important educational opportunity is being overlooked.
Therefore, we have developed what we call a StoryKit that enables children to
be authors, builders, and artists of their own StoryRooms, room-sized immersive
experiences. Funware, hardware, and physical software are the three components
that make up the StoryKit. In this paper and accompanying video,
we describe the StoryKit technologies, our most recent advances in the technology,
and how children create a StoryRoom by using the StoryKit.
Therapeutic Play with a Storytelling Robot
Corinna Lathan, Jack Maxwell Vice, Michael Tracey,Catherine Plaisant, Allison Druin,
Kris Edward, Jaime Montemayor
Lathan, C., Vice, J. M., Tracey, M., Plaisant, C., Druin, A., Edward, K., & Montemayor, J.
(2001) Therapeutic Play with a Storytelling Robot.
In Demonstration, CHI2001.
We are developing a prototype storytelling robot for use with children in rehabilitation.
Children can remotely control a furry robot by using a variety of body sensors adapted to
their disability or rehabilitation goal. We believe this robot can motivate children and
help them reach their therapy goals through therapeutic play, either by exercising muscles
or joints (e.g. for physically challenged children) or by reflecting on the stories
(e.g. for children with developmental disabilities). To develop this technology we use
an innovative design methodology involving children as design partners.
A Storytelling Robot for Pediatric Rehabilitation
Catherine Plaisant, Allison Druin, Corinna Lathan, Kapil Dakhane, Kris Edwards, Jack Maxwell Vice, and Jaime Montemayor
Plaisant, C., Druin, A., Lathan, C., Dakhane, K., Edwards, K., Vice J. M. and Montemayor, J.
(2000) A Storytelling Robot for Pediatric Rehabilitation,
to appear in the Proceedings of ASSETS'2000, Washington DC, Nov. 2000, ACM, New York.
We are developing a prototype storytelling robot for use with children in rehabilitation.
Children can remotely control a large furry robot by using a variety of body sensors adapted to
their disability or rehabilitation goal. In doing so, they can teach the robot to act out emotions
(e.g. sad, happy, excited) and then write stories using the storytelling software and include
those emotions in the story. The story can then be "played" by the remote controlled robot,
which acts out the story and the emotions. We believe that this robot can motivate the children
and help them reach their therapy goals through therapeutic play, either by exercising muscles or
joints (e.g. for physically challenges children) or by reflecting on the expression of emotions
(e.g. for autistic children). We use an innovative design methodology involving children as design partners.
Interactive Storytelling Spaces for Children
Houman Alborzi, Allison Druin, Jaime Montemayor, Michele Platner, Jessica Porteous, Lisa Sherman, Angela Boltman, Gustav Tax»n,
Jack Best, Joe Hammer, Alex Kruskal, Abby Lal, Thomas Plaisant Schwenn,
Lauren Sumida, Rebecca Wagner, & Jim Hendler
Alborzi, H., Druin, A., Montemayor, J., Platner, M., Porteous, J., Sherman, L., Boltman, A., Tax»n, G., Best, J., Hammer, J., Kruskal, A., Lal, A.,
Plaisant-Schwenn, T., Sumida, L., Wagner, R., Hendler, J. (2000) Designing StoryRooms:
Interactive Storytelling Spaces for Children.
In Designing Interactive Systems (DIS-2000).
Costly props, complicated authoring technologies, and limited access to space are among the many reasons why children can rarely enjoy the experience of authoring room-sized interactive stories. Typically in these kinds of environments, children are restricted to being story participants, rather than story authors. Therefore, we have begun the development of "StoryRooms," room-sized immersive storytelling experiences for children. With the use of low-tech and high-tech storytelling elements, children can author physical storytelling experiences to share with other children. In the paper that follows, we will describe our design philosophy, design process with children, the current technology implementation and example StoryRooms.
From PETS to Storykit: Creating New Technology With An Intergenerational
Jaime Montemayor, Houman Alborzi, Allison Druin, Jim Hendler, Deborah Pollack,
Jessica Porteous, Lisa Sherman, Asmara Afework, Jack Best, Joe Hammer,
Alexander Kruskal, Abigail Lal, Thomas Plaisant Schwenn, Lauren Sumida,
& Rebecca Wagner
Montemayor, J., Alborzi, H., Druin, A., Hendler, J., Pollack, D., Porteous,
J., Sherman, L., Afework, A., Best, J., Hammer, J., Kruskal, A., Lal, A.,
Plaisant- Schwenn, T., Sumida, L., & Wagner, R. (2000) From PETS to
Storykit: Creating New Technology With An Intergenerational Design Team.
In Workshop on Interactive Robotics and Entertainment (WIRE-2000), Pittsburgh, April 2000.
Druin, A., Montemayor, J., Hendler, J., McAlister, B., Boltman, A., Fiterman,
E., Plaisant, A., Kruskal, A., Olsen, H., Revett, I., Plaisant- Schwenn,
T., Sumida, L., & Wagner, R. (1999) Desiging PETS: A Personal Electronic
Teller of Stories. In Proceedings of CHI99, ACM Press.
We have begun the development of a new robotic pet that can support children
in the storytelling process. Children can build their own pet by snapping
together the modular animal parts of the PETS robot. After their pet is
built, children can tell stories using the My Pets software. These stories
can then be acted out by their robotic pet. This video paper describes
the motivation for this research and the design process of our intergenerational
design team in building the first PETS prototypes. We will discuss our
progress to date and our focus for the future.
Jaime Montemayor, Allison Druin, and James Hendler
Montemayor, J., Druin, A., and Hendler, J. From PETS to storyrooms:
constructive storytelling systems designed with children, for children. In Socially
Intelligent Agents - creating relationships with computers and robots,
K. Dautenhahn, A. Bond, L. Canamero, and B. Edmonds, Eds. Kluwer Academic
Working with children as our design partners, our intergenerational
at the University of Maryland has been developing both new design
and new storytelling technology for children. In this chapter, we
focus on two
results of our efforts: PETS, a robotic storyteller, and Storykit, a
kit of low-tech and high-tech components for children to build
interactive storytelling environments.
PETS: A Personal Electronic Teller of Stories.
Montemayor, J., Druin, A., and Hendler, J.
This is the book chapter version of this tech report.
Symposia, Workshops, Tutorials, and Technical
SocialRank: An Ego- and Time-centric Workflow for Relationship Identification
Jaime Montemayor, Chris Diehl, Mike Pekala, and David Patrone.
Montemayor, J., Diehl, C., Pekala, M., and Patrone, D. (2008) Interactive Poster - SocialRank: An Ego- and Time-centric Workflow for Relationship Identification. In VAST Posters, October 2008.
From instant messaging and email to wikis and blogs, millions of individuals are generating content that reflects their relationships with others in the world, both online and offline. Since communication artifacts are recordings of life events, we can gain insights into the social attributes and structures of the people within this communication history. In this paper, we describe SocialRank, an ego- and time-centric workflow for identifying social relationships in an email corpus. This workflow includes four high-level tasks: discovery, validation, annotation and dissemination. SocialRank combines relationship ranking algorithms with timeline, social network diagram, and multidimensional scaling visualization techniques to support these tasks.
Information Visualization for Rule-based Resource Access Control
Jaime Montemayor, Andrew Freeman, John Gersh, Thomas Llanso, Dennis Patrone.
Montemayor, J., Freeman, A., Gersh, J., Llanso, T., and Patrone, D. (2006) Information Visualization for Rule-based Resource Access Control. In the Symposium on Usable Privacy and Security (SOUPS).
A conventional approach to protecting sensitive information is to use different and unconnected physical networks. However, physical separation complicates data sharing and information fusion. Recently researchers have begun to introduce ways to reunify disparate systems while providing sophisticated access control mechanisms, for example through rules. Rules offer flexibility and protection at varying levels of control granularity, but the resulting complexity can quickly overwhelm the resource access control administrator. In this paper we suggest various information visualization techniques that may help the administrator more quickly to gain situational awareness of interactions among the access control rules.
"And You Did That Why?" - Using an Abstraction Hierarchy to Design Interaction with Autonomous Spacecraft
John Gersh, Kevin Cropper, William Fitzpatrick, Priscilla McKerracher, Jaime Montemayor, and Daniel Ossing.
Gersh, J., Cropper, K., Fitzpatrick, W., McKerracher, P., Montemayor, J., and Ossing, D. (2005) "And You Did That Why?" - Using an Abstraction Hierarchy to Design Interaction with Autonomous Spacecraft. In Persistent Assistants: Living and Working with AI: Papers from the 2005 Spring Symposium, ed. Daniel Shapiro, Pauline Berry, John Gersh, Nathan Schurr, pp 22-25. Technical Report SS-05-05. American Association for Artificial Intelligence, Menlo Park, California.
We are investigating the design of user interaction with autonomous spacecraft in particular, with spacecraft where contact is made only intermittently. Our initial efforts focus on designs supporting existing spacecraft capabilities, where autonomy is reflexive and based on complicated rules. We report here an initial design concept for human interaction based on an abstraction hierarchy, produced by a work domain analysis of the spacecraft's mission. Organizing information depiction, according to the hierarchy's means-ends relationships, among functions and components appears to be a promising approach for providing answers to critical questions posed by operations staff. The staff needs the ability to quickly answer questions on what activities the spacecraft undertook between contacts and why, especially if the activities differ from planned or nominal operations.
Sensing, Storytelling, and Children: Putting Users in Control
Montemayor, J., Druin, A., Chipman, G., Farber, A., and Guha,. M. L. (2003) Sensing, storytelling, and children: putting users in control. University of Maryland Institute for Advanced Computer Studies technical report UMIACS-TR-2003-16.