Donya Samadi
Simon Fraser University
RecallStudy skillsMetacognitionCollaborative learningTracingIndependent studySoftware systemPsychologySet (psychology)Software analyticsCognitive psychologySynchronous learningData scienceSelf-regulated learningLearning analyticsTransfer of trainingPrior learningExperiential learningComputer scienceProcess (engineering)Cooperative learningRhetorical modesEvent (computing)DocumentationTRACE (psycholinguistics)Big dataAnalyticsTeam learningLearning sciences
4Publications
3H-index
49Citations
Publications 4
Newest
#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
#2Kenny Teng (SFU: Simon Fraser University)H-Index: 1
Last. Jovita Vytasek (SFU: Simon Fraser University)H-Index: 8
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Data used in learning analytics rarely provide strong and clear signals about how learners process content. As a result, learning as a process is not clearly described for learners or for learning scientists. Gasevic, Dawson, and Siemens (2015) urged data be sought that more straightforwardly describe processes in terms of events within learning episodes. They recommended building on Winne’s (1982) characterization of traces — ambient data gathered as learners study that more clearly represent w...
10 CitationsSource
#1Philip H. WinneH-Index: 68
#2John C. NesbitH-Index: 24
Last. Donya SamadiH-Index: 3
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2 Citations
#1Philip H. WinneH-Index: 68
#2Jovita VytasekH-Index: 8
Last. John C. NesbitH-Index: 24
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...
9 CitationsSource
#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: 24
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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...
36 CitationsSource