This paper aims to identify self-regulation strategies from students' interactions with the learning management system (LMS). We used learning analytics techniques to identify metacognitive and cognitive strategies in the data. We define three research questions that guide our studies analyzing i) self-assessments of motivation and self regulation strategies using standard methods to draw a baseline, ii) interactions with the LMS to find traces of self regulation in observable indicators, and iii) self regulation behaviours over the course duration. The results show that the observable indicators can better explain self-regulatory behaviour and its influence in performance than preliminary subjective assessments.

Drachsler, H., & Kirschner, P. A. (2012). Learner Characteristics. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning, Volume 4 (pp. 1743-1745). New York: Springer. DOI: 10.1007/978-1-4419-1428-6_347Definition of learner characteristics in the context of TEL

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Purpose This paper aims to report an interview study investigating knowledge protection practices in a collaborative research and innovation project centred around the semi-conductor industry. The authors explore which and how knowledge protection practices are applied and zoom in on a particular one to investigate the perspective of three stakeholders which collaborate: the SUPPLIER of a specialised machine, the APPLIER of this machine and a SCHOLAR who collaborates with both, in an effort to develop a grey-box model of the machine and its operation. Design/methodology/approach A total of 33 interviews have been conducted in two rounds: 30 interviews explore knowledge protection practices applied across a large project. Qualitative content analysis is applied to determine practices not well covered by the research community. A total of three follow-up interviews inspect one specific collaboration case of three partners. Quotes from all interviews are used to illustrate the participants’ viewpoints and motivation. Findings SCHOLAR and APPLIER communicate using a data-centric knowledge protection practice, in that concrete parameter values are sensitive and hidden by communicating data within a wider parameter range. This practice balances the benefit that all three stakeholders have from communicating about specifics of machine design and operations. The grey-box model combines engineering knowledge of both SUPPLIER and APPLIER. Practical implications The line of thought described in this study is applicable to comparable collaboration constellations of a SUPPLIER of a machine, an APPLIER of a machine and a SCHOLAR who analyses and draws insights out of data. Originality/value The paper fills a research gap by reporting on applied knowledge protection practices and characterising a data-centric knowledge protection practice around a grey-box model.

Data-driven technologies enable organizations to innovate new services and business models and thus hold the potential for new sources of revenue and business growth. However, such new data-driven business models impose new ways for unwanted knowledge spillovers. Current research on datadriven business models and knowledge risks provides little help to identify and discuss such novel risks within the innovation process. We have developed a network-based representation of data-driven business models within one case organization, where it helped to identify knowledge risks in the design process of data-driven business models. In this paper, we further evaluated the artifact through 17 interviews with experts from the domain of business models, data analytics and knowledge management. We found that the network-based representation is suitable to visualize, discuss and create awareness for knowledge risks and see types of data-related value objects and quantification of risks as two recommendations for further research.