# data[].attributes.body
Merely a paper exercise

# data[].attributes.body
Many of the biometric sensors that collect physiological data can be tracked to the participants.

# data[].attributes.body
Must not end up adding cognitive load to the learning experience/environment

# data[].attributes.body
Siemens, G., Gasevic, D., Haythornthwaite, C., Dawson, S., Shum, S. B., Ferguson, R & Baker, R. S. J. D. (2011). Open Learning Analytics: an integrated & modularized platform

# data[].attributes.body
Recommends personalized interventions to improve learning outcomes.

# data[].attributes.body
Forecasts future outcomes based on historical data and patterns

# data[].attributes.body
identifies students' strengths and weaknesses by analyzing their past performance.

# data[].attributes.body
Data should highlight important metrics in a simple and intuitive manner.

# data[].attributes.headline
Apply key principles: flexibility, clear communication, provide training

# data[].attributes.subject
Apply key principles: flexibility, clear communication, provide training

# data[].attributes.body
1. Being flexible: This can refer to flexibility of the spaced used to conduct data collection. It can also refer to the flexibility of time - e.g. participants may not be able to be physically present, propose a virtual meeting to conduct interviews.

2. Clear communication: Clear and transparent communication between the researcher and participants should be made in order to reduce any complications which might arise during data collection. For example, intervention device - which is also used to collect data - might have to be positioned in a certain way. Hence, participants should be given clear instructions on how to use it to prevent disruptions to learning.

3. Provide proper training on intervention programme or tool used in the study: Disruptions to teaching can occur if teachers are not trained to use a specific tool.

# data[].attributes.headline
Select less obtrusive tools to encourage more authentic behavior

# data[].attributes.subject
Select less obtrusive tools to encourage more authentic behavior

# data[].attributes.body
Using Insta360 is good as it provides a 360 view without the participants being too aware that the lens is pointing at them

# data[].attributes.body
one method I've used during online lesson to check on students' emotions and motivations is by getting them to change their profile photos and usernames to reflect their needs.

For example, confusedcynthia signals that a student is feeling lost and needs some guidance. A pitch-black pfp is also a signal of distress.

# data[].attributes.body
E.g., traffic light cards / cups, thumbs up/down or simple check in surveys / polls in between tasks in SLS.
Students are made aware of their group mate's emotions and motivation status. When they feel that they are not alone, they are more motivated to work towards the group task. Teachers can also monitor and guide students when required.

# data[].attributes.headline
Principles of informed consent and de-identification can help address these concerns

# data[].attributes.subject
Principles of informed consent and de-identification can help address these concerns

# data[].attributes.body
Reading shared by Bryan:
Slade, Sharon and Prinsloo, Paul (2013). Learning analytics: ethical issues and dilemmas. American Behavioral Scientist, 57(10) pp. 1509–1528

# data[].attributes.headline
What ethical issues might arise in the sharing of physiological data among researchers?

# data[].attributes.subject
What ethical issues might arise in the sharing of physiological data among researchers?

# data[].attributes.body
Alwahaby, H., & Cukurova, M. (2022). The ethical implications of using Multimodal Learning Analytics: Towards an ethical research and practice framework.

# data[].attributes.headline
Physiological data needs to be triangulated against other forms of data

# data[].attributes.subject
Physiological data needs to be triangulated against other forms of data

# data[].attributes.body
Shared by Bryan:
Winne, P. H. (2020). Construct and consequential validity for learning analytics based on trace data. Computers in Human Behavior, 112, 106457.

# data[].attributes.headline
How accurate is physiological data as a proxy for constructs like emotion and motivation?

# data[].attributes.subject
How accurate is physiological data as a proxy for constructs like emotion and motivation?

# data[].attributes.headline
High data volume requires us to use technology to filter and identify useful points for analysis 

# data[].attributes.subject
High data volume requires us to use technology to filter and identify useful points for analysis 

# data[].attributes.headline
Can technological tools ever be "unobtrusive" data collection instruments?

# data[].attributes.subject
Can technological tools ever be "unobtrusive" data collection instruments?

# data[].attributes.body
Can you think of any tools that are too "heavy" for classroom use? How might they be "lightened"?

# data[].attributes.body
Tools should be unobtrusive, does not restrict movement, and should be able to collect data accurately as the learners are conducting their learning activities

# data[].attributes.body
http://www.medium.com/

# data[].attributes.body
What affordances make Qridi a suitable tool for supporting SSRL?

What other tools might have affordances that also support SSRL?

# data[].attributes.attachment_link.title
Teacher's perspective of Qridi: Introduction to Qridi by Nina Tiihonen

# data[].attributes.headline
Help students understand what self-regulation is

# data[].attributes.subject
Help students understand what self-regulation is

# data[].attributes.headline
Putting students in Zone of Proximal Devt

# data[].attributes.subject
Putting students in Zone of Proximal Devt

# data[].attributes.headline
Flipped Learning in the Context of Collaboration

# data[].attributes.subject
Flipped Learning in the Context of Collaboration

# data[].attributes.body
What are the benefits of the flipped classroom for this experiment？ What are the key points of application in this study?

# data[].attributes.body
During collaborative learning activities, how can teachers assess motivation and emotional engagement?

# data[].attributes.headline
STRATEGY: Diverse and engaging learning activities

# data[].attributes.subject
STRATEGY: Diverse and engaging learning activities

# data[].attributes.headline
STRATEGY: Provide clear goals and feedback

# data[].attributes.subject
STRATEGY: Provide clear goals and feedback

# data[].attributes.headline
STRATEGY: Create a collaborative and supportive environment

# data[].attributes.subject
STRATEGY: Create a collaborative and supportive environment

# data[].attributes.headline
Can strategies for emotion regulation also be used for motivation regulation?

# data[].attributes.subject
Can strategies for emotion regulation also be used for motivation regulation?

# data[].attributes.body
Motivation is a psychological force that is directed toward some objectives and intensity of effort to attain the objectives. The process of motivation involves arousal, direction, and maintenance of behaviour towards a goal, thus making it a multi-faceted construct, and thus requiring different strategies to tackle different aspects of the process

# data[].attributes.body
Emotion refers to feelings arising from one’s mood, circumstances, relationships with others. It is instinctive rather than reasoning or knowledge. Mood and relationships are volatile and can change under different (and even within) context, thus increasing the level of challenge in tackling it, especially in a collaborative setting where there is more than one individual's emotion and motivation at play.

# data[].attributes.body
Emotional regulation consists of extrinsic and intrinsic processes responsible for monitoring, evaluation and modifying emotional reaction, especially their intensive and temporal features, to accomplish ones’ goals.

Thompson, R. A. (1994). Emotion Regulation: a Theme in Search of Definition. In Monographs of the Society for Research in Child Development (Vol. 59, Issues 2–3, pp. 25–52). https://doi.org/10.1111/j.1540-5834.1994.tb01276.x

# data[].attributes.body
the deliberate, strategic, and transactive planning, enactment, reflection, and adaptation of a group. The procedure involves groups taking metacognitive control of the task together by negotiating, and iteratively fine-tuning cognitive, behavioural, motivational, and emotional conditions/states as necessary

# data[].attributes.body
using data analysis techniques to identify patterns and insights in educational data

# data[].attributes.body
using theoretical frameworks to guide the design and application of learning analytics.

# data[].attributes.body
In your context, which perspective of learning analytics is more useful?

# data[].attributes.body
Gollwitzer, P. M. (2012). Mindset theory of action phases. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 526–545). Sage Publications Ltd.

# data[].attributes.body
How favourable it is for readily initiating goal intention

# data[].attributes.body
how strongly a person is committed to implementing the chosen goal

# data[].attributes.body
positive, self-affirming language

# data[].attributes.body
set SMART (specific, measurable, achievable, relevant, and time-bound) goals

# data[].attributes.body
paying attention to the present moment without judgment.

# data[].attributes.body
changing the way a student thinks about a situation

# data[].attributes.body
Fried, L. (2010). Understanding and enhancing emotion and motivation regulation strategy use in the classroom. The International Journal of Learning: Annual Review, 17(6), 115–130. https://doi.org/10.18848/1447-9494/cgp/v17i06/47118

# data[].attributes.body
Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25–39. https://doi.org/10.1080/00461520.2012.748006