Writing from multiple sources is a commonly administered learning task across educational levels and disciplines. In this task, learners are instructed to comprehend information from source documents and integrate it into a coherent written composition to fulfil the assignment requirements. Even though educationally potent, multi-source writing tasks are considered challenging to many learners, in particular because many learners underuse monitoring and control, critical metacognitive processes for productive engagement in multi-source writing. To understand these processes, we conducted a laboratory study involving 44 university students. They engaged in multi-source writing task hosted in digital learning environment. Adding to previous research, we unobtrusively measured metacognitive processes using learners’ trace data collected via multiple data channels and in both writing and reading space of the multi-source writing task. We further investigated how these processes affect the quality of a written product, i.e., essay score. In the analysis, we utilised both automatically and human-generated essay score. The rating performance of the essay scoring algorithm was comparable to that of human raters. Our results largely support the theoretical assumptions that engagement in metacognitive monitoring and control benefits the quality of written product. Moreover, our results can inform the development of analytics-based tools that support student writing by making use of trace data and automated essay scoring.

Self-regulated learning (SRL) skills are essential for successful learning in a technology-enhanced learning environment. Learning Analytics techniques have shown a great potential in identifying and exploring SRL strategies from trace data in various learning environments. However, these strategies have been mainly identified through analysis of sequences of learning actions, and thus interpretation of the strategies is heavily task and context dependent. Further, little research has been done on the association of SRL strategies with different influencing factors or conditions. To address these gaps, we propose an analytic method for detecting SRL strategies from theoretically supported SRL processes and applied the method to a dataset collected from a multi-source writing task. The detected SRL strategies were explored in terms of their association with the learning outcome, internal conditions (prior-knowledge, metacognitive knowledge and motivation) and external conditions (scaffolding). The study results showed our analytic method successfully identified three theoretically meaningful SRL strategies. The study results revealed small effect size in the association between the internal conditions and the identified SRL strategies, but revealed a moderate effect size in the association between external conditions and the SRL strategy use.

Researchers have been struggling with the measurement of Self-Regulated Learning (SRL) for decades. Instrumentation tools have been proposed to help capture SRL processes that are difficult to capture. The aim of the present study was to improve measurement of SRL by embedding instrumentation tools in a learning environment and validating the measurement of SRL with these instrumentation tools using think aloud. Synchronizing log data and concurrent think aloud data helped identify which SRL processes were captured by particular instrumentation tools. One tool was associated with a single SRL process: the timer co-occurred with monitoring. Other tools co-occurred with a number of SRL processes, i.e., the highlighter and note taker captured superficial writing down, organizing, and monitoring, whereas the search and planner tools revealed planning and monitoring. When specific learner actions with the tool were analyzed, a clearer picture emerged of the relation between the highlighter and note taker and SRL processes. By aligning log data with think aloud data, we showed that instrumentation tool use indeed reflects SRL processes. The main contribution is that this paper is the first to show that SRL processes that are difficult to measure by trace data can indeed be captured by instrumentation tools such as high cognition and metacognition. Future challenges are to collect and process log data real time with learning analytic techniques to measure ongoing SRL processes and support learners during learning with personalized SRL scaffolds.

This paper describes the Multi-Genre Broadcast (MGB) Challenge at ASRU 2015, an evaluation focused on speech recognition, speaker diarization, and "lightly supervised" alignment of BBC TV recordings. The challenge training data covered the whole range of seven weeks BBC TV output across four channels, resulting in about 1,600 hours of broadcast audio. In addition several hundred million words of BBC subtitle text was provided for language modelling. A novel aspect of the evaluation was the exploration of speech recognition and speaker diarization in a longitudinal setting — i.e. recognition of several episodes of the same show, and speaker diarization across these episodes, linking speakers. The longitudinal tasks also offered the opportunity for systems to make use of supplied metadata including show title, genre tag, and date/time of transmission. This paper describes the task data and evaluation process used in the MGB challenge, and summarises the results obtained.

Papers on voice interfaces for people with cognitive impairment or demenita only provide small snapshots of actual interactions, if at all. This is a major obstacle to the development of better interfaces. Transcripts of interactions between users and systems contain rich evidence of typical language patterns, indicate how users conceptualise their computer interlocutor, and highlight key design issues. In this paper, we introduce the CADENCE corpus and outline how it can be used to stimulate replicable research on inclusive voice interfaces. The CADENCE corpus is first data set of its kind to include rich data from people with cognitive impairment and free for research use. The corpus consists of transcribed spoken interactions between older people with and without cognitive impairment and a simulated Intelligent Cognitive Assistant and includes comprehensive data on users' cognitive abilities.

The Automatic Content Linking Device monitors a conversation and uses automatically recognized words to retrieve documents that are of potential use to the participants. The document set includes project related reports or emails, transcribed snippets of past meetings, and websites. Retrieval results are displayed at regular intervals.

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