Azevedo, R. (in press). The role of self-regulated learning in using technology-based environments as metacognitive tools to enhance learning. Educational Psychologist (Special Issue on Computers as Metacognitive Tools for Enhancing Student Learning).
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Azevedo, R., Cromley, J.G., Winters, F.I., Moos, D.C., & Greene, J.A. (in press a). Using computers as metacognitive tools to foster students’ self-regulated learning. Technology, Instruction, Cognition, and Technology Journal.
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Azevedo, R., Cromley, J.G., Winters, F.I., Moos, D.C., & Greene, J.A. (in press b). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science (Special Issue on Scaffolding Self-Regulated Learning and Metacognition: Implications for the Design of Computer-Based Scaffolds).
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Azevedo, R., & Hadwin, A.F., (in press). Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds. Instructional Science (Special Issue on Scaffolding Self-Regulated Learning and Metacognition: Implications for the Design of Computer-Based Scaffolds).
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Hadwin, A. F., Winne, P. H., & Nesbit, J. C. (2005). Roles for software technologies in advancing research and theory in educational psychology. British Journal of Educational Psychology, 75, 1-24.
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Hadwin, A. F., Wonzney, L., & Pontin, O. (in press). Scaffolding the appropriation of self-regulatory activity: A sociocultural analysis of changes in student-teacher discourse about a graduate student portfolio. Instructional Science.
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Kumar V., Chu, S., Groeneboer, R.C. (2005) Personalizing Instructional Design Processes to Empower Learners, Case Study, in book chapter, Queen's University, Canada.
Kumar V., Groeneboer, R.C., Chu, C., Jamieson-Noel, D.L., Xin, C., Rao, S., (in press). Sustainable Online Learning Technologies for Students, International Conference on Cognitive Systems, New Delhi, India.
Kumar V., Greer J. E., & McCalla, G. I. (2005). Assisting online helpers. International Journal of Learning Technology, 1, 293 - 321.
Kumar, V., Nesbit, J. C., Winne, P. H., Hadwin, A. F., Jamieson-Noel, D., & Han, K. (in press). Quality rating of learning objects. In S. Pierre (Ed.), E-learning networked environments and architectures: A knowledge processing perspective. Berlin: Springer-Verlag.
Lajoie, S. P. (2003). Transitions and trajectories for studies of expertise. Educational Researcher, 32(8), 21-25.
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Lajoie, S. P. (in press). Developing computer based learning environments based on complex performance models. In W. Spaulding and J. Poland (Eds.), Nebraska Symposium on Motivation. Modeling complex systems: Motivation, cognition and social processes. Lincoln: University of Nebraska Press.
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Lajoie, S. P. (in press). Self-regulatory frameworks for designing computer scaffolds. Instructional Science.
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Lajoie, S. P., & Azevedo, R. (in press). Teaching and learning in technology-rich environments. In P. A. Alexander, P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed). Mahwah, NJ: Erlbaum.
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Lajoie, S. P., Faremo, S, Wiseman, J. & Gauthier, G (in press). Promoting self-regulation in medical students through the use of technology. Journal for Technology Instruction and Computing.
Lajoie, S. P. (2005). Cognitive tools for the mind: The promises of technology: Cognitive amplifiers or bionic prosthetics? In R. J. Sternberg & D. Preiss (Eds.), Intelligence and technology: Impact of tools on the nature and development of human skills. (pp. 87-102). Mahwah, NJ: Erlbaum.
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Lajoie, S. P., & Nakamura, C. (in press). Multimedia learning of cognitive skills. In R. Mayer (Ed.), Cambridge Handbook of MultimediaLearning. (pp.489-504). Cambridge University Press.
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Leacock, T. & Nesbit, J. C. (in press). Cognitive tools for self-regulated e-Learning. In M. Bullen & D. P. Janes (Eds.) Making the transition to e-Learning: Strategies and issues. Hershey, PA: Idea Group.
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Li, J. Z., Nesbit, J. C., & Richards, G. (2006). Evaluating learning objects across boundaries: The semantics of localization. International Journal of Distance Education Technologies, 4, 17-30.
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Lu, J., & Lajoie, S. P. (2003). Fostering medical problem solving in a collaborative web-based learning environment. In Y. S. Chee, N. Law, K. Lee, & D. Suthers (Eds.), Proceedings of the International Conference on Computer in Education. The “Second Wave of ICT in Education”: From Facilitating Teaching and Learning to Engendering Education Reform (pp. 337-340). Amsterdam: IOS Press.
Nakamura, C., & Lajoie, S. P (2004). The overlaying roles of cognitive and information theories in the design of information access systems. In J. C. Lester, R. M. Vicari, & F. Paraguacu (Eds.), Proceedings of the 7th International Conference on Intelligent Tutoring Systems, ITS 2004 (pp. 839-841). New York: Springer-Verlag.
Nakamura, C., & Lajoie, S. P. (2003). Using information architecture to support problem-based learning environments. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003: World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3001-3004). Norfolk, VA: Association for the Advancement of Computing in Education.
Nesbit, J. C., & Hadwin, A. F. (in press). Methodological issues in educational psychology. In P. A. Alexander and P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed.), Mahwah, NJ: Erlbaum.
Nesbit, J. C., & Adesope, O. O. (submitted). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research.
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Perry, N. E.,
& Winne, P. H. (2004). How motivational messages from home and
school influence young children’s engagement in learning. In
D. M. McInerney and S. van Etten (Eds.), Research on sociocultural
influences on motivation and learning, vol. 4. Big theories revisited
(pp. 199-222). Greenwich, CT: Infoage.
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Perry, N. E., Turner, J., & Meyer, D. (in press). Classrooms as contexts for motivating learning. In P. A. Alexander and P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed). Mahwah, NJ: Erlbaum.
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Perry, N. E. & Winne, P. H. (in press). Learning from learning kits: gStudy traces of students’ self-regulated engagements using software. Psychology of Education Review.
Richards, G. & Nesbit, J. C. (2004). The teaching of quality: Convergent participation for the professional development of learning object designers. International Journal of Technologies in Higher Education, 1(3), 56-63.
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Winne, P. H. (2004). Meeting challenges in research on self-regulated learning: Contributions of Paul R. Pintrich. In Limón, M. (Ed.) A tribute to Paul R. Pintrich's Contributions to Psychology and Education [Special issue]. Electronic Journal of Research in Educational Psychology, 2.
http://www.investigacion-psicopedagogica.org/revista/
Winne, P. H. (2004). Putting volition to work in education. Teachers College Record, 106, 1879-1887.
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Winne, P. H. (2004). Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research, 41, 466-488.
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Winne, P. H. (2004). Theoretical and methodological challenges when researching motivation in context. European Psychologist, 9, 257-263.
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Winne, P. H. (2005). Key issues in modeling and applying research on self-regulated learning. Applied Psychology: An International Review, 54, 232-238.
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Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33, 559-565.
Winne, P. H. (2005). Researching and promoting self-regulated learning using software technologies. In P. Tomlinson, J. Dockrell, J., & P. Winne. (Eds.). (2005). Pedagogy—Teaching for learning. Monograph Series II: Psychological Aspects of Education, 3 (pp. 91-105). Leicester, UK: The British Psychological Society.
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Winne, P. H. (in press). Frontiers and challenges in learning and learning technologies. Educational Psychologist.
Winne, P. H. (in press). How software technologies can improve research on learning and bolster school reform. Educational Psychologist.
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Winne, P. H. (in press). Meeting challenges to researching learning from instruction by increasing the complexity of research. In J. Elen and R. E. Clark (Eds.), Handling complexity in learning environments: Research and theory. Amsterdam: Pergamon.
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Winne, P. H. (in press). Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research.
Winne, P. H., & Alexander, P. A. (in press). Introduction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F., Lajoie, S. P., Azevedo, R., & Perry, N. E. (in press). Supporting self-regulated learning with gStudy software: The Learning Kit Project. Technology, Instruction, Cognition and Learning.
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Azevedo, R. Cromley, J.G., Winters, F.I., Moos, D.C., & Greene, J.A. (2005a, April). Fostering self-regulated learning in hypermedia. American Educational Research Association, Montreal, Quebec.
Azevedo, R., Cromley, J.G., Winters, F.I., Moos, D.C., & Greene, J.A. (2005b, April). Using computers as metacognitive tools to foster students’ self-regulated learning. Technology, Instructional, Cognition, and Learning SIG, American Educational Research Association, Montréal, Canada.
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Bennet, N., Nesbit, J., Jamieson-Noel, D., Winne, P.H., MacAllister, K., & Zhou, M. (2005, August). Perspectives on using technological tools in authentic contexts: Strengths and limitations. In D. Jamieson-Noel (Organizer), New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. American Psychological Association, Washington, D.C.
Bogyo B., Brokenshire D., Lougheed P., Jordanov M., Doherty L., Kumar V. (2005) Populating and metatagging electronic profiles with gStudy learning objects, Poster, I2LOR - E-Learning for the Future: from Content to Services, 2nd Annual Scientific Conference of LORNET research network, Nov 14-18, Vancouver, Canada.
Bogyo B., Lougheed P., Kumar V., Fee J. (2004). ePortfolio systems serving multiple clientele, International conference on ePortfolio, France.
Brokenshire D., Shakya J., Kumar V. (2005). Providing Information for Mixed Initiative Interaction via Interoperable User Modelling, AAAI Fall Symposia on Mixed-Initiative Problem-Solving Assistants, accepted for publication.
Brokenshire D., Kumar V. (2005). An ontological framework to collect and disseminate user model data, Poster, Poster, I2LOR - E-Learning for the Future: from Content to Services, 2nd Annual Scientific Conference of LORNET research network, Nov 14-18, Vancouver, Canada, accepted for publication.
Brokenshire D., Bogyo B., & Kumar V. (2004, October). Toward an upper ontology for information exchange in ePortfolios. International Conference on ePortfolio (eifel), La Rochelle, France.
Brokenshire D., & Kumar V. (2003). Autonomous student modeling in learning management systems.Association for the Advancement of Computing in Education, Phoenix, AZ, poster.
Chu, S. T. L. (2005, April). Bridging the gap between research and practice: Educational psychology-based instructional design for developing online content. American Educational Research Association, Montréal, Canada.
Chu, S. T. L. (2003, April). Instructional design guidelines and their interrelations: Implications for online learning. American Educational Research Association, Chicago, IL.
Cumyn, L., Amsel, R., & Lajoie, S. P. (2004, June). Reflective teaching & expertise: Linking diverse approaches, definitions, and content. Society for Teaching and Learning in Higher Education, Ottawa, Ontario.
Cumyn, L., Amsel, R., & Lajoie, S. P. (2004, June). Reflective teaching: Relating diverse approaches to the content of reflection. Ontario Conference for Applied Linguistics: Diversity in Learning and Teaching, Kingston, Ontario.
Cumyn, L., Amsel, R., & Lajoie, S. P. (2004, November). Pedagogical uses of technology as communication tools. Conference of Professional and Organizational Development (POD), Montreal, Canada.
Doherty L., Whitney M., Shakya J., Jordanov M., Lougheed P., Brokenshire D., Rao S., Menon S., & Kumar V.S. (2005). Mixed-Initiative in Computer Games: Algorithmic Content Creation in Open-ended Worlds, AAAI Fall Symposium on Mixed-Initiative Problem-Solving Assistants.
Doherty D., Kumar V., & Whitney M. (2005). Advancing Interactivity in Computer Games through Ontology and Mixed-Initiative, FuturePlay: International Academic Conference on the Future of Game Design and Technology, East Lancing, Michigan.
Doherty L., Shakya J., Jordanov M., Lougheed P., Brokenshire D., Rao S., & Kumar V.S. (2005). Recognizing Opportunities for Mixed-Initiative Interactions in Novice Programming. AAAI Fall Symposium on Mixed-Initiative Problem-Solving Assistants.
Gauthier, G., Wiseman, J., & Lajoie, S. P. (2004, May). Démonstation du prototype de BioWorld et compte rendu du sous-projet MedIC.72nd ACFAS, Montreal, Quebec.
Hadwin, A. F., Gress, C. L. Z., Page, J., & Ross, S. (2005, June). Computer supported collaborative work: A review of the research 1999-2004. Canadian Society for Studies in Education. University of Western Ontario, London, ON.
Hadwin, A. F., & Tevaarwerk, K. L. & Ross (2005, April). Do study skills texts foster self-regulated learning: A content analysis. American Educational Research Association, Montreal, Quebec.
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Hadwin, A. F., Wonzney, L., Pontin, O., & Venkatesh, V. (2004, April). Scaffolding the appropriation of self-regulatory activity: A social constructivist analysis of changes in student-teacher discourse about a graduate research portfolio. In R. Azevedo & A. F. Hadwin (Organizers). Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds. American Educational Research Association: San Diego, CA.
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Hadwin, A.F., Nesbit, J. C., Jamieson-Noel, D, Winne, P. H., & Kumar, V. (2005, April). Tracing self-regulated learning in an e-learning environment. American Educational Research Association. Montreal, Quebec.
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Jamieson-Noel, D., Nesbit, J., Winne, P. H., Zhou, M., Bennet, N. & MacAllister, K. (2005, August). The stability of goal orientation in a multi-assignment undergraduate course. In D. Jamieson-Noel (Organizer), New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. American Psychological Association, Washington, D.C.
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Kumar V. (2004, April). An instrument for providing formative feedback to novice programmers. American Educational Research Association San Diego, CA.
Kumar V., Calvert T., Groeneboer R.C., Stockley, D. (2004). Learning to be a graduate supervisor: addressing the needs of new faculty, Presented at the Society for Teaching and Learning in Higher Education conference, STLHE’04, Ottawa.
Kumar V., Groeneboer C., & Chu S. (2005, July). Sustainable learning ecosystem in post-secondary online education. Invited Tutorial. IEEE International Conference on Advanced Learning Technologies. Kaohsiung, Taiwan.
Kumar V., (2005). Mixed-Initiative Intelligent Interactions and Interfaces, E-LEARN 101 – Standards, Systems, and Interoperability, Invited Keynote Address, Symposium on Learning Object Repository Networks, LORNET, Saskatoon.
Kumar V., Shakya J., Groeneboer R.C., Chu S. (2004). Toward an ontology of teaching strategies, ITS 2004, International conference on Intelligent Tutoring Systems, Workshop on Teaching Tactics and Strategies, Brazil.
Kumar, V., Winne, P. H., Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D. L., Calvert, T., & Samin, B. (2005, July). Effects of self-regulated learning in programming. IEEE International Conference on Advanced Learning Technologies. Kaohsiung, Taiwan.
Lajoie, S. P. (2003, April). Supporting Medical problem solving activities though computer based learning environments. Centre for Medical Education, McGill University.
Lajoie, S. P. (2003, August). Technology and education: The tail that wags the dog. Invited Address Division 15, American Psychological Association, Toronto, Ontario.
Lajoie, S. P. (2003, December). Cognitive tools for the mind: The promises of technology- cognitive amplifiers or bionic prosthetics? International Conference on Computers in Education, Hong Kong.
Lajoie, S. P. (2003, June). Enhancing learning with emergent technologies. Keynote Speaker, ED-Media 2003: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Honolulu, HI.
Lajoie, S. P. (2003, May). Computers as tools for learning: Riding the wave of educational change, currents or undertows? Keynote Speaker, Riding the Wave of Change, National Education and Technology Conference, 10th Annual conference, Gimli, Manitoba.
Lajoie, S. P. (2003, May). Enhancing learning communities through technology. Keynote Speaker, Riding the Wave of Change, National Education and Technology Conference, 10th Annual conference, Gimli, Manitoba.
Lajoie, S. P. (2003, November). Computers as tools for learning: Riding the wave of educational change. University of Maryland.
Lajoie, S. P. (2004, April). Research in mathematics education: Examining the rigor and applicability of design experiments. American Educational Research Association, San Diego, CA.
Lajoie, S. P. (2005, February). Cognitive tools and instructional processes: Some examples of educational innovation in higher education. University of Barcelona, Spain.
Lajoie, S. P. (2005, February). Social and professional basis of change: Technology as a change agent. International Congress in Psychology and Education in Times of Change. Barcelona, Spain.
Lajoie, S. P. (2005, February). Technology as change agent. Universitat Oberta de Catalunya, Spain.
Lajoie, S. P. (2005, February). The cognitive tools approach: A theoretical and research perspective. University of Barcelona, Spain.
Lajoie, S. P. (2005, July). Supporting student-centered learning with cognitive tools. International Kaleidoscope Symposium on Technology-Enhanced Learning, Oberhausen, Germany.
Lajoie, S. P. (2005, October). Computer tools for enhancing learning and instruction. University of Amsterdam.
Lajoie, S.P. (2005, April). Trajectories for studies of expertise in the real world. American Educational Research Association, Montreal, Quebec.
Lajoie, S. P., Faremo, S., Wiseman, J. & Gauthier, G. (2005, April). Promoting self-regulation in medical students through the use of technology. American Educational Research Association, Montreal, Quebec.
Lajoie, S. P. (2005, July). Supporting student-centered learning with cognitive tools. Keynote Speaker, International Kaleidoscope Symposium on Technology-Enhanced Learning, Oberhausen, Germany. http://www.noekaleidoscope.org:8000/pub/video/symposium/lajoie.html
Lajoie, S. P. (2005, February). Congress in Psychology and Education in Times of Change. Barcelona, Spain.
Lougheed P., Brokenshire D., Hatala M., & Kumar V. (January, 2006). Moving Legacy Learning Content to SCORM: SCORMit!, International conference on SCORM 2004, Taipei, Taiwan.
Lougheed P., Bogyo B., Brokenshire D., & Kumar V., (2005). Formalizing electronic portfolios, Poster, I2LOR – E-Learning for the Future: from Content to Services, 2nd Annual Scientific Conference of LORNET research network, Nov 14-18, Vancouver, Canada.
Lougheed P., Johnson R., Jordanov M., Bogyo B., Kumar V., & Fee J. (2004). Securing electronic portfolios, International conference on ePortfolio, France.
Lu, J. & Lajoie, S. (June, 2005). Facilitating medical decision making with collaborative tools. Conference on Educational Multimedia, Hypermedia & Telecommunications (ED-MEDIA), Montreal, Canada.
Lu, J., Patrick, T., Lajoie, S. P., & Wiseman, J. (2004, November). What students should learn in ER rotation? Conference of Professional and Organizational Development (POD), Montreal, Canada.
Lu, J., Patrick, T., Lajoie, S. P., & Wiseman, J. (April, 2005). Scaffolding medical decision-making with role play. American Educational Research Association, Montreal, Quebec.
MacAllister, K., Winne, P. H., Nesbit, J., Jamieson-Noel, D., Zhou, M., & Bennet, N. (2005, August). Tools for investigating self-regulated learning: An overview. In D. Jamieson-Noel (Orgainzer), New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. American Psychological Association, Washington, D.C.
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PowerPoint presentation
MacKie, R. (2005, October). Product literature with annotation and analysis Tools – Customer education using learning kits. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, Vancouver, British Columbia.
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Muis, K., & Winne, P. H. (2004, August). A Rasch measurement model analysis of the achievement goal questionnaire. American Psychological Association, Honolulu, HI.
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Muis, K., Winne, P. H., & Jamieson-Noel, D. L. (2004, April). A multitrait multimethod study of three self-regulated learning inventories. American Educational Research Association, San Diego, CA.
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Nakamura, C., & Lajoie, S. P. (2004, August). The overlaying roles of cognitive and information theories in the design of information access systems. 7th International Conference on Intelligent Tutoring Systems, Maceio, Alagoas, Brazil.
Nakamura, C., & Lajoie, S. P. (2004, June). Discursive diversity: The pitfalls of dialogical strategies in the classroom. Ontario Conference on Applied Linguistics: Diversity in Learning and Teaching, Kingston, Ontario.
Nakamura, C., Lajoie, S. P., & Berdugo, G. (2005, October). Do Information Systems Actually Improve Problem-Solving and Decision-Making Performance? An Analysis of 3 Different Approaches to the Design of Information Systems. E-Learn 2005: World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, Vancouver, BC, Canada.
Nesbit, J. C., & Adesope, O. O. (2005, April). Effects of concept and knowledge maps: A meta-analysis. American Educational Research Association, Montreal, Quebec.
Nesbit, J., & Adesope, O. (2005). Dynamic concept maps. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 4323-4329). Norfolk, VA: AACE.
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Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Bratt, S.,& MacAllister, K. (October, 2005). Researching self-regulated learning: Tracking the missing link with interactive software. World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (E-Learn 2005). Vancouver.
Perry, N. E., Thauberger, C., MacAllister, K., & Winne, P. H. (2005, April). Tasks that extend opportunities for self-regulated learning: A lifecycles learning kit for grade 1 students. American Educational Research Association, Montreal, Quebec.
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Perry, N. E. & Winne, P. H. (2005, August). Learning from learning kits: gStudy traces of students’ self-regulated engagements with computerized content.European Association for Research on Learning and Instruction, Nicosia, Cyprus.
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Rao S., Vora R., Dhar S., Salvi S., Kumar V. (2005) Development of a Transport Layer using SMS, International Conference on Cognitive Systems, New Delhi, India. (Accepted for publication.)
Rao S., Menon S., Shakya J., Jordanov M., Doherty Liam, Kumar V. (2005) The Importance of Contexts in Mixed-Initiative Interactions for Online Help, AAAI'05 Fall Symposia on Mixed-Initiative Problem-Solving.
Ross, S. (2005, May). Measurement issues in achievement goal theory.Canadian Association for Educational Psychology, London, Ontario.
Winne, P. H. (2004, April). Studying and promoting self-regulated learning using software tools. American Educational Research Association, San Diego, CA.
Winne, P. H. (2004, June). Reinventing educational research to advance educational science. Canadian Society for the Study of Education, Winnipeg, Manitoba.
Winne, P. H. (2004, September). Promoting learning and self-regulated learning using software technologies. Pedagogy: Teaching for Learning. British Psychological Association, Leeds, UK.
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Winne, P. H. and the Learning Kit Team (2005, May). Enhancing research in educational psychology using gStudy software. Invited address, Canadian Association for Educational Psychology, London, Ontario.
Winne, P. H., Jamieson-Noel, D., Nesbit, J., Hadwin, A., Azevedo, R., MacAllister, K., Bennet, N., & Zhou, M. (2005, August). New tools, approaches, and issues in researching self-regulated learning in authentic settings. American Psychological Association. Washington, D.C.
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Winne, P. H., Jamieson-Noel, D., Nesbit, J., Zhou, M., Bennet, N. & MacAllister, K. (2005, August). Self-report and trace data as tools for examining self-regulated learning. In D. Jamieson-Noel (Orgainzer), New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. American Psychological Association, Washington, D.C.
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Winne, P. H., Muis, K., & Jamieson-Noel, D. L. (2004, August). Relationships among goal orientation, calibration bias and performance in response to successive feedback in an undergraduate course. American Psychological Association, Honolulu, HI.
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Winne P.H., Nesbit. J.C., Kumar V., Hadwin A.F. (2005) Supporting Self-Regulated Learning with gStudy Software. International conference on American Education Research Association AERA 2005, Advances in Technology, Instruction, Cognition and Learning (TICL SIG 119). (Accepted for publication, 2005.)
Wozney, L. H. Hadwin, A. F., & Oshige, M. (May, 2005). Students’ strategic questioning: Evidence of self-regulated learning across a complex portfolio task. Canadian Society for the Study of Education, London, Ontario.
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Wozney, L. H. Hadwin, A. F., Pontin, O. & Oshige, M. (April, 2005). Students’ strategic questioning: Evidence of self-regulated learning across a complex portfolio task. American Educational Research Association, Montreal, Quebec.
Zhou, M., Bennet, N., MacAllister, K., Winne, P. H., Jamieson-Noel, D., & Nesbit, J. (2005, August). The Role of Instructional Tools in Facilitating Approaches to Self-Regulated Learning. In D. Jamieson-Noel (Orgainzer), New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. American Psychological Association, Washington, D.C.
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Adesope, O. O. (in progress). The learning effects of animated concept maps. Unpublished Master’s thesis. Simon Fraser University, Surrey, BC.
Almahasneh, R. (in progress). The effect of epistemological beliefs and instructional objectives on students' self-regulated studying. Unpublished Doctoral thesis. Simon Fraser University, Burnaby, BC.
Bratt, S. (in progress). An analytical framework for self-regulated learning applications. Unpublished Doctoral thesis. Simon Fraser University, Surrey, BC.
Han, K. (2004). Quality rating of learning objects using Bayesian Belief Networks. Unpublished Master’s thesis. Simon Fraser University, Surrey, BC.
Li, J. Z. (in progress). Mapping local ontologies: Authentic semantics for learning object evaluation. Unpublished Master’s thesis Simon Fraser University, Surrey, BC.
Ma, W. (in progress). Pedagogical metadata. Unpublished Master’s thesis Simon Fraser University, Surrey, BC.
McKie, R. (in progress). Customer education using learning kits. Unpublished Master’s thesis. Simon Fraser University, Surrey, BC.
Samin, B. (2004). Effects of self-regulated learning in programming. Unpublished Master’s thesis. Simon Fraser University, Surrey, BC.
Shakya, J. (in progress). Knowledge Engineering and Knowledge Dissemination in a Mixed-Initiative Ontological Framework. Unpublished Master’s thesis. Simon Fraser University, Surrey, BC.
Tevaarwerk, K. (2004). Are we teaching students to strategically self-regulate learning? A content analysis of 42 study skills textbooks. Unpublished Master’s project. University of Victoria, Victoria, BC.
Wang, W. (in progress). Fostering self-regulated learning with blogs and learning journals. Unpublished Master’s thesis. Simon Fraser University, Surrey, BC.
Adesope, O. O. & Nesbit, J. C. (2005, May). Dynamic concept maps as teaching tools. 7th Annual Symposium on Innovative Teaching. Simon Fraser University, Burnaby, BC.
Hadwin, A. F. (January, 2005). Assessing educational outcomes that go beyond grades and satisfaction surveys. Institute of Scholarship on Teaching and Learning: Centre for Teaching and Academic Growth, University of British Columbia, Vancouver, BC.
Hadwin, A. F. (January, 2005). Student self-regulation of learning.Instructional Technology Series III. Learning and Teaching Centre. University of Victoria, Victoria, BC
Hadwin, A. F. (April, 2005). The Learning Kit Project: Theory and cognitive tools to enhance learning skills and support lifelong learning. The Learning Commons, Faculty of Education, University of Victoria, Victoria, BC.
Hadwin, A. F., & Murphy, C. T. (October, 2004). The Learning Kit: Learning tools to promote strategic learning.Software demonstration for the Instructional Technology Showcase hosted by The Learning and Teaching Centre, University of Victoria, Victoria, BC.
Hadwin, A. F., & Murphy, C. T. (October, 2004). WebQuestionnaire: An online tool for constructing and administering tests and surveys. Instructional Technology Showcase, TLC, University of Victoria, Victoria, BC.
Hadwin, A. F., & Ross, S. (March, 2005). The Learning Kit Project: Theory and cognitive tools to enhance learning skills and support lifelong learning. What’s new and cool in Education at Univeristy of Victoria Alumni Conference, Faculty of Education, University of Victoria, Victoria, BC.
Hadwin, A. F., Jamieson-Noel, D. & Murphy, C. T. (December, 2004). The Learning Kit: Learning tools to promote strategic learning. Software demonstration for Distance Education, University of Victoria, Victoria, BC.
Lajoie, S.P. (2005, March). Computers as tools for learning. McGill/Dawson Speaker Series in Education. Montreal.
Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Bratt, S.,& MacAllister, K. (October, 2005). Researching self-regulated learning: Tracking the missing link with interactive software. World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (E-Learn 2005). Vancouver.
The Learning Kit Project. (February, 2005). Poster presented as part of The Knowledge Project. Social Sciences and Humanities Research Council of Canada, Ottawa, ON.
Winne, P. H. (December, 2004). Challenges to Researching Self-Regulated Learning. Department of Educational Psychology, University of Nevada–Las Vegas, USA.
Winne, P. H. (December, 2004). The Learning Kit: Learning tools to promote strategic learning. Seminar and software demonstration for Department of Educational Psychology, University of Nevada–Las Vegas, USA.
Winne, P. H. (January, 2005). The Learning Kit: Learning tools to promote strategic learning. Seminar and software demonstration for Institut fuer Wissensmedien/Knowledge Media Research Center (IWM/KMRC), University of Tubingen, Germany.
Winne, P. H. (January, 2005). The Learning Kit: Learning tools to promote strategic learning. Seminar and software demonstration for Department of Educational Sciences and Teacher Education, University of Oulu, Finland.
Winne, P. H. (May, 2005). The Learning Kit: Learning tools to promote strategic learning. Seminar and software demonstration for College of Education, The Pennsylvania State University, USA.
Winne, P. H., & Hadwin, A. F. (July, 2004). The Learning Kit: Learning tools to promote strategic learning. Seminar and software demonstration for the Learning and Study Skills Association of British Columbia, Victoria.
Winne, P. H., & Nesbit, J. C. (October, 2005). gStudy as a Tool in Distance Education. Seminar and software demonstration for Centre for Online and Distance Education, Simon Fraser University, Burnaby, B.C.
 | Overview of the Learning Kit Project Click to view or print this poster: |
 | Click this image to download the poster for Computer Supported Collaborative Learning: A Review of the Literature From Allyson Hadwin, Carmen Gress, Jessica Page and Shelley Ross
Department of Educational Psychology and Leadership Studies at the University of Victoria. |
 | Click this image to view flowchart:
Factors Influencing Task Understanding in Students From Allyson Hadwin
Department of Educational Psychology and Leadership Studies at the University of Victoria. |
