[ { "key": "76F4F64W", "version": 38, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/76F4F64W", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/76F4F64W", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/218585/items/3F7CJQZM", "type": "application/json" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } } }, "data": { "key": "76F4F64W", "version": 38, "parentItem": "3F7CJQZM", "itemType": "attachment", "linkMode": "linked_url", "title": "ACM Full Text PDF", "accessDate": "2013-10-18T21:40:16Z", "url": "http://dl.acm.org/ft_gateway.cfm?id=2460316&type=pdf", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2013-10-18T21:40:16Z", "dateModified": "2013-10-18T21:40:16Z" } }, { "key": "3F7CJQZM", "version": 38, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/3F7CJQZM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/3F7CJQZM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } }, "creatorSummary": "Blikstein", "parsedDate": "2013", "numChildren": 1 }, "data": { "key": "3F7CJQZM", "version": 38, "itemType": "conferencePaper", "title": "Multimodal learning analytics", "creators": [ { "creatorType": "author", "firstName": "Paulo", "lastName": "Blikstein" } ], "abstractNote": "New high-frequency data collection technologies and machine learning analysis techniques could offer new insights into learning, especially in tasks in which students have ample space to generate unique, personalized artifacts, such as a computer program, a robot, or a solution to an engineering challenge. To date most of the work on learning analytics and educational data mining has focused on online courses or cognitive tutors, in which the tasks are more structured and the entirety of interaction happens in front of a computer. In this paper, I argue that multimodal learning analytics could offer new insights into students' learning trajectories, and present several examples of this work and its educational application.", "proceedingsTitle": "Proceedings of the Third International Conference on Learning Analytics and Knowledge", "conferenceName": "", "publisher": "ACM", "place": "New York, NY, USA", "date": "2013", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "102–106", "series": "LAK '13", "seriesNumber": "", "DOI": "10.1145/2460296.2460316", "ISBN": "978-1-4503-1785-6", "citationKey": "", "url": "http://doi.acm.org/10.1145/2460296.2460316", "accessDate": "2013-10-18T21:40:16Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ACM Digital Library", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "assessment", "type": 1 }, { "tag": "constructionism", "type": 1 }, { "tag": "constructivism", "type": 1 }, { "tag": "learning analytics", "type": 1 }, { "tag": "multimodal interaction", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2013-10-18T21:40:16Z", "dateModified": "2013-10-18T21:40:16Z" } }, { "key": "8W5FE2WW", "version": 37, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/8W5FE2WW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/8W5FE2WW", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/218585/items/S4IBMR8F", "type": "application/json" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } } }, "data": { "key": "8W5FE2WW", "version": 37, "parentItem": "S4IBMR8F", "itemType": "attachment", "linkMode": "linked_url", "title": "ACM Full Text PDF", "accessDate": "2013-10-18T21:38:28Z", "url": "http://dl.acm.org/ft_gateway.cfm?id=2460330&type=pdf", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2013-10-18T21:38:28Z", "dateModified": "2013-10-18T21:38:28Z" } }, { "key": "S4IBMR8F", "version": 37, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/S4IBMR8F", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/S4IBMR8F", "type": "text/html" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } }, "creatorSummary": "Kizilcec et al.", "parsedDate": "2013", "numChildren": 1 }, "data": { "key": "S4IBMR8F", "version": 37, "itemType": "conferencePaper", "title": "Deconstructing disengagement: analyzing learner subpopulations in massive open online courses", "creators": [ { "creatorType": "author", "firstName": "René F.", "lastName": "Kizilcec" }, { "creatorType": "author", "firstName": "Chris", "lastName": "Piech" }, { "creatorType": "author", "firstName": "Emily", "lastName": "Schneider" } ], "abstractNote": "As MOOCs grow in popularity, the relatively low completion rates of learners has been a central criticism. This focus on completion rates, however, reflects a monolithic view of disengagement that does not allow MOOC designers to target interventions or develop adaptive course features for particular subpopulations of learners. To address this, we present a simple, scalable, and informative classification method that identifies a small number of longitudinal engagement trajectories in MOOCs. Learners are classified based on their patterns of interaction with video lectures and assessments, the primary features of most MOOCs to date. In an analysis of three computer science MOOCs, the classifier consistently identifies four prototypical trajectories of engagement. The most notable of these is the learners who stay engaged through the course without taking assessments. These trajectories are also a useful framework for the comparison of learner engagement between different course structures or instructional approaches. We compare learners in each trajectory and course across demographics, forum participation, video access, and reports of overall experience. These results inform a discussion of future interventions, research, and design directions for MOOCs. Potential improvements to the classification mechanism are also discussed, including the introduction of more fine-grained analytics.", "proceedingsTitle": "Proceedings of the Third International Conference on Learning Analytics and Knowledge", "conferenceName": "", "publisher": "ACM", "place": "New York, NY, USA", "date": "2013", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "170–179", "series": "LAK '13", "seriesNumber": "", "DOI": "10.1145/2460296.2460330", "ISBN": "978-1-4503-1785-6", "citationKey": "", "url": "http://doi.acm.org/10.1145/2460296.2460330", "accessDate": "2013-10-18T21:38:28Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Deconstructing disengagement", "language": "", "libraryCatalog": "ACM Digital Library", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "MOOCs", "type": 1 }, { "tag": "learner engagement patterns", "type": 1 }, { "tag": "learning analytics", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2013-10-18T21:38:28Z", "dateModified": "2013-10-18T21:38:28Z" } }, { "key": "M2FN4MWS", "version": 36, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/M2FN4MWS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/M2FN4MWS", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/218585/items/4KKESZBX", "type": "application/json" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } } }, "data": { "key": "M2FN4MWS", "version": 36, "parentItem": "4KKESZBX", "itemType": "attachment", "linkMode": "linked_url", "title": "Amazon.com Link", "accessDate": "2013-10-17T15:58:44Z", "url": "http://www.amazon.ca/The-Cambridge-Handbook-Learning-Sciences/dp/0521607779", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2013-10-17T15:58:44Z", "dateModified": "2013-10-17T15:58:44Z" } }, { "key": "4KKESZBX", "version": 36, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/4KKESZBX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/4KKESZBX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } }, "creatorSummary": "Sawyer", "parsedDate": "2006", "numChildren": 1 }, "data": { "key": "4KKESZBX", "version": 36, "itemType": "book", "title": "The Cambridge handbook of the learning sciences", "creators": [ { "creatorType": "author", "firstName": "R. Keith", "lastName": "Sawyer" } ], "abstractNote": "", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2006", "publisher": "Cambridge University Press", "place": "Cambridge; New York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "0521845548 0521607779 9780521845540 9780521607773", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "Open WorldCat", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2013-10-17T15:58:44Z", "dateModified": "2013-10-17T15:58:44Z" } }, { "key": "W8ZKI4P5", "version": 35, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/W8ZKI4P5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/W8ZKI4P5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } }, "creatorSummary": "Pekrun et al.", "parsedDate": "2002", "numChildren": 2 }, "data": { "key": "W8ZKI4P5", "version": 35, "itemType": "journalArticle", "title": "Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research", "creators": [ { "creatorType": "author", "firstName": "Reinhard", "lastName": "Pekrun" }, { "creatorType": "author", "firstName": "Thomas", "lastName": "Goetz" }, { "creatorType": "author", "firstName": "Wolfram", "lastName": "Titz" }, { "creatorType": "author", "firstName": "Raymond P.", "lastName": "Perry" } ], "abstractNote": "Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.", "publicationTitle": "Educational Psychologist", "publisher": "", "place": "", "date": "2002", "volume": "37", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "91-105", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1207/S15326985EP3702_4", "citationKey": "", "url": "http://www.tandfonline.com/doi/abs/10.1207/S15326985EP3702_4", "accessDate": "2013-10-09T21:21:57Z", "PMID": "", "PMCID": "", "ISSN": "0046-1520", "archive": "", "archiveLocation": "", "shortTitle": "Academic Emotions in Students' Self-Regulated Learning and Achievement", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2013-10-09T21:21:57Z", "dateModified": "2013-10-16T04:52:55Z" } }, { "key": "D8ENJQNV", "version": 32, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/D8ENJQNV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/D8ENJQNV", "type": "text/html" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } }, "creatorSummary": "Dunlosky and Lipko", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "D8ENJQNV", "version": 32, "itemType": "journalArticle", "title": "Metacomprehension A Brief History and How to Improve Its Accuracy", "creators": [ { "creatorType": "author", "firstName": "John", "lastName": "Dunlosky" }, { "creatorType": "author", "firstName": "Amanda R.", "lastName": "Lipko" } ], "abstractNote": "People's judgments about how well they have learned and comprehended text materials can be important for effectively regulating learning, but only if those judgments are accurate. Over two decades of research examining judgments of text learning—or metacomprehension—has consistently demonstrated that people's judgment accuracy is quite poor. We review recent research that has shown some success in improving judgment accuracy and then argue that the most common method used to investigate metacomprehension accuracy may inadvertently constrain it. We describe a new method that sidesteps some problems of the older method and present evidence showing how people can achieve high levels of metacomprehension accuracy.", "publicationTitle": "Current Directions in Psychological Science", "publisher": "", "place": "", "date": "2007", "volume": "16", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "228-232", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Current Directions in Psychological Science", "DOI": "10.1111/j.1467-8721.2007.00509.x", "citationKey": "", "url": "http://cdp.sagepub.com/content/16/4/228", "accessDate": "2013-10-01T16:56:07Z", "PMID": "", "PMCID": "", "ISSN": "0963-7214, 1467-8721", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "cdp.sagepub.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "judgment accuracy", "type": 1 }, { "tag": "metacognition", "type": 1 }, { "tag": "metacomprehension", "type": 1 }, { "tag": "text learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2013-10-01T17:00:00Z", "dateModified": "2013-10-16T04:46:41Z" } }, { "key": "4IBJJN45", "version": 31, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/4IBJJN45", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/4IBJJN45", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/218585/items/5RI6EM3H", "type": "application/json" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } } }, "data": { "key": "4IBJJN45", "version": 31, "parentItem": "5RI6EM3H", "itemType": "attachment", "linkMode": "linked_url", "title": "ScienceDirect Snapshot", "accessDate": "2013-10-14T19:49:25Z", "url": "http://www.sciencedirect.com/science/article/pii/S0959475212000217", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2013-10-14T19:49:25Z", "dateModified": "2013-10-14T19:49:25Z" } }, { "key": "5RI6EM3H", "version": 31, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/5RI6EM3H", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/5RI6EM3H", "type": "text/html" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } }, "creatorSummary": "Zhou and Winne", "parsedDate": "2012-12", "numChildren": 1 }, "data": { "key": "5RI6EM3H", "version": 31, "itemType": "journalArticle", "title": "Modeling academic achievement by self-reported versus traced goal orientation", "creators": [ { "creatorType": "author", "firstName": "Mingming", "lastName": "Zhou" }, { "creatorType": "author", "firstName": "Philip H.", "lastName": "Winne" } ], "abstractNote": "We examined achievement goals measured by self-reports and by traces (behavioral indicators) gathered as undergraduates used software tools to study a multimedia-formatted article. Traces were operationalized by tags participants applied to selections of text and hyperlinks they clicked in the article. Tags and hyperlinks were titled to represent achievement goal orientations. Self-reported goal orientations did not correlate with goals traced as actions. In separate regression models, traces of goal orientations were stronger predictors of achievement than self reports. We suggest future research include traces in studies of achievement goals because traces reflect proximal events that comprise learning activities that can supplement static orientations that are operationally defined to be indifferent to the dynamics of learning activities.", "publicationTitle": "Learning and Instruction", "publisher": "", "place": "", "date": "December 2012", "volume": "22", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "413-419", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Learning and Instruction", "DOI": "10.1016/j.learninstruc.2012.03.004", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S0959475212000217", "accessDate": "2013-10-14T19:49:25Z", "PMID": "", "PMCID": "", "ISSN": "0959-4752", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Achievement", "type": 1 }, { "tag": "Achievement goal orientation", "type": 1 }, { "tag": "Self-report", "type": 1 }, { "tag": "Trace", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2013-10-14T19:49:25Z", "dateModified": "2013-10-14T19:49:25Z" } }, { "key": "4RV5RXFF", "version": 30, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/4RV5RXFF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/4RV5RXFF", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/218585/items/UWEDWGMS", "type": "application/json" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } } }, "data": { "key": "4RV5RXFF", "version": 30, "parentItem": "UWEDWGMS", "itemType": "attachment", "linkMode": "linked_url", "title": "ScienceDirect Snapshot", "accessDate": "2013-10-11T16:56:07Z", "url": "http://www.sciencedirect.com/science/article/pii/S0001879113001413", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2013-10-11T16:56:07Z", "dateModified": "2013-10-11T16:56:07Z" } }, { "key": "UWEDWGMS", "version": 30, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/UWEDWGMS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/UWEDWGMS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } }, "creatorSummary": "Lengelle et al.", "parsedDate": "2013-12", "numChildren": 1 }, "data": { "key": "UWEDWGMS", "version": 30, "itemType": "journalArticle", "title": "The effects of creative, expressive, and reflective writing on career learning: An explorative study", "creators": [ { "creatorType": "author", "firstName": "Reinekke", "lastName": "Lengelle" }, { "creatorType": "author", "firstName": "Frans", "lastName": "Meijers" }, { "creatorType": "author", "firstName": "Rob", "lastName": "Poell" }, { "creatorType": "author", "firstName": "Mijke", "lastName": "Post" } ], "abstractNote": "Abstract\nThis study investigates whether creative, expressive, and reflective writing contributes to the formation of a work-life narrative that offers both meaning and direction among students in higher education. The content of writing done by students who participated in a two-day writing course at the start (or in preparation) of their work placements and of a control group who did not take part in the course were compared. Writing samples were analysed using the Linguistic Index Word Count program (Pennebaker, Booth, & Francis, 2007) and an instrument based on Dialogical Self Theory (Hermans & Hermans-Konopka, 2010). Results show writing promotes the development of career narratives.", "publicationTitle": "Journal of Vocational Behavior", "publisher": "", "place": "", "date": "December 2013", "volume": "83", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "419-427", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Vocational Behavior", "DOI": "10.1016/j.jvb.2013.06.014", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S0001879113001413", "accessDate": "2013-10-11T16:56:07Z", "PMID": "", "PMCID": "", "ISSN": "0001-8791", "archive": "", "archiveLocation": "", "shortTitle": "The effects of creative, expressive, and reflective writing on career learning", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Creative writing", "type": 1 }, { "tag": "Dialogical self theory", "type": 1 }, { "tag": "Expressive writing", "type": 1 }, { "tag": "Higher education", "type": 1 }, { "tag": "LIWC", "type": 1 }, { "tag": "Narrative career counselling", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2013-10-11T16:56:07Z", "dateModified": "2013-10-11T16:56:07Z" } }, { "key": "NCNZDRM2", "version": 29, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/NCNZDRM2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/NCNZDRM2", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/218585/items/E5286TU5", "type": "application/json" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } } }, "data": { "key": "NCNZDRM2", "version": 29, "parentItem": "E5286TU5", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2013-10-11T16:52:57Z", "url": "http://top.sagepub.com.proxy.lib.sfu.ca/content/35/4/313.short", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2013-10-11T16:52:57Z", "dateModified": "2013-10-11T16:52:57Z" } }, { "key": "E5286TU5", "version": 29, "library": { "type": "group", "id": 218585, "name": "video annotation", "links": { "alternate": { "href": "https://www.zotero.org/groups/video_annotation", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/218585/items/E5286TU5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/video_annotation/items/E5286TU5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 149065, "username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } }, "creatorSummary": "Peden and Carroll", "parsedDate": "2008-10-01", "numChildren": 2 }, "data": { "key": "E5286TU5", "version": 29, "itemType": "journalArticle", "title": "Ways of Writing: Linguistic Analysis of Self-Assessment and Traditional Assignments", "creators": [ { "creatorType": "author", "firstName": "Blaine F.", "lastName": "Peden" }, { "creatorType": "author", "firstName": "David W.", "lastName": "Carroll" } ], "abstractNote": "Scholars of teaching and learning have endorsed self-assessment assignments as a way to encourage greater reflection by students. However, no studies to date have compared writing in self-assessment with traditional academic assignments. We performed a quantitative text analysis of students' language in self-assessment versus traditional assignments from 3 courses. Self-assessment assignments included more references to cognitive words (i.e., words related to insight) than traditional academic assignments. In addition, self-assessments included more emotion words and pronouns and were linguistically simpler than traditional academic assignments. We conclude that self-assessment assignments encourage students to become more reflective, a goal of the American Psychological Association (2007) curricular guidelines.", "publicationTitle": "Teaching of Psychology", "publisher": "", "place": "", "date": "2008-10-01", "volume": "35", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "313-318", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Teaching of Psychology", "DOI": "10.1080/00986280802374419", "citationKey": "", "url": "http://top.sagepub.com.proxy.lib.sfu.ca/content/35/4/313", "accessDate": "2013-10-11T16:52:57Z", "PMID": "", "PMCID": "", "ISSN": "0098-6283, 1532-8023", "archive": "", "archiveLocation": "", "shortTitle": "Ways of Writing", "language": "en", "libraryCatalog": "top.sagepub.com.proxy.lib.sfu.ca", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2013-10-11T16:52:57Z", "dateModified": "2013-10-11T16:52:57Z" } 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"username": "dgasevic", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/dgasevic", "type": "text/html" } } }, "creatorSummary": "Robinson et al.", "parsedDate": "2013-02-13", "numChildren": 2 }, "data": { "key": "QBRC47VU", "version": 28, "itemType": "journalArticle", "title": "Predicting Final Course Performance From Students’ Written Self-Introductions: A LIWC Analysis", "creators": [ { "creatorType": "author", "firstName": "Rebecca L.", "lastName": "Robinson" }, { "creatorType": "author", "firstName": "Reanelle", "lastName": "Navea" }, { "creatorType": "author", "firstName": "William", "lastName": "Ickes" } ], "abstractNote": "Using a sample of 363 participants, we tested whether differences in the use of linguistic categories in written self-introductions at the start of the semester predicted final course performance at the end of the semester. The results supported this possibility: Course performance could indeed be predicted by relative word usage in particular linguistic categories—predominantly by the use of punctuation (commas and quotes), word simplicity, first-person singular pronouns, present tense, details concerning home and social life, and words pertaining to eating, drinking, and sex. 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The first study examined initial and final versions of a term paper. Linguistic inquiry and word count (LIWC) analyses of essays revealed significant differences in linguistic variables and some differences in cognitive variables. The second study examined student essays at the beginning and end of the semester. Taken together, the studies indicate that students express themselves with less tentativeness at the end of the semester, and are consistent with the suggestion that students move from relativism to commitment during the course of a semester. In addition, the results indicate that the LIWC may detect differences between different writing genres.", "publicationTitle": "Assessing Writing", "publisher": "", "place": "", "date": "2007", "volume": "12", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "213-227", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Assessing Writing", "DOI": "10.1016/j.asw.2008.02.001", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S1075293508000032", "accessDate": "2013-10-11T16:42:59Z", "PMID": "", "PMCID": "", "ISSN": "1075-2935", "archive": "", "archiveLocation": "", "shortTitle": "Patterns of student writing in a critical thinking course", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Critical thinking", "type": 1 }, { "tag": "Intellectual growth", "type": 1 }, { "tag": "Linguistic inquiry and word count (LIWC)", "type": 1 }, { "tag": "Personal 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