Ilana Ram
Simon Fraser University
RecallStudy skillsComputer-mediated communicationMetacognitionCollaborative learningTracingSoftware systemPsychologyBlended learningSet (psychology)Software analyticsCognitive psychologyQualitative researchSynchronous learningPedagogyClass (computer programming)Data scienceAnnotationSelf-regulated learningLearning analyticsTransfer of trainingMarginaliaPrior learningExperiential learningComputer scienceCooperative learningRhetorical modesReading (process)DocumentationTRACE (psycholinguistics)Big dataAnalyticsTeaching methodTeam learningLearning sciences
Publications 4
#1Philip H. WinneH-Index: 70
#2John C. NesbitH-Index: 26
Last. Donya SamadiH-Index: 3
view all 11 authors...
#1Philip H. WinneH-Index: 70
#2Jovita VytasekH-Index: 8
Last. John C. NesbitH-Index: 26
view all 15 authors...
Learners working on major learning projects, such as an undergraduate thesis, frequently engage in information problem solving (IPS). In round-trip IPS, learners set goals and develop a work plan, search for and filter sources, critically analyze and mine key information, and draft and revise a final product. Information problem solving is a prime site for self-regulated learning (SRL) whereby learners formulate and carry out self-designed experiments to improve IPS skills and expand knowledge a...
#1Zahia Marzouk (SFU: Simon Fraser University)H-Index: 4
#2Mladen Rakovic (SFU: Simon Fraser University)H-Index: 4
Last. John C. Nesbit (SFU: Simon Fraser University)H-Index: 26
view all 10 authors...
Learning analytics are often formatted as visualisations developed from traced data collected as students study in online learning environments. Optimal analytics inform and motivate students’ decisions about adaptations that improve their learning. We observe that designs for learning often neglect theories and empirical findings in learning science that explain how students learn. We present six learning analytics that reflect what is known in six areas (we call them cases) of theory and resea...
#1Lannie Kanevsky (SFU: Simon Fraser University)H-Index: 10
#2Cindy Xin (SFU: Simon Fraser University)H-Index: 6
Last. Ilana Ram (SFU: Simon Fraser University)H-Index: 2
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In this paper, we describe and investigate small group discussions of assigned readings in an online version of a “triple-entry activity” in a blended course used an annotation tool, Marginalia. We wondered if students would interact in this structured, critical, reflective reading activity as effectively online as they had when the activity was undertaken on paper in face-to-face classes. We investigated what happened, why, and if successful, and how these findings might inform the use of annot...
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