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Teachers’ ability to self-regulate their own learning is closely related to their competency to enhance self-regulated learning (SRL) in their students. Accordingly, there is emerging research for the design of teacher dashboards that empower instructors by providing access to quantifiable evidence of student performance and SRL processes. Typically, they capture evidence of student learning and performance to be visualized through activity traces (e.g., bar charts showing correct and incorrect response rates, etc.) and SRL data (e.g., eye-tracking on content, log files capturing feature selection, etc.) in order to provide teachers with monitoring and instructional tools. Critics of the current research on dashboards used in conjunction with advanced learning technologies (ALTs) such as simulations, intelligent tutoring systems, and serious games, argue that the state of the field is immature and has 1) focused only on exploratory or proof-of-concept projects, 2) investigated data visualizations of performance metrics or simplistic learning behaviors, and 3) neglected most theoretical aspects of SRL including teachers’ general lack of understanding their’s students’ SRL. Additionally, the work is mostly anecdotal, lacks methodological rigor, and does not collect critical process data (e.g. frequency, duration, timing, or fluctuations of cognitive, affective, metacognitive, and motivational (CAMM) SRL processes) during learning with ALTs used in the classroom. No known research in the areas of learning analytics, teacher dashboards, or teachers’ perceptions of students’ SRL and CAMM engagement has systematically and simultaneously examined the deployment, temporal unfolding, regulation, and impact of all these key processes during complex learning. In this manuscript, we 1) review the current state of ALTs designed using SRL theoretical frameworks and the current state of teacher dashboard design and research, 2) report the important design features and elements within intelligent dashboards that provide teachers with real-time data visualizations of their students’ SRL processes and engagement while using ALTs in classrooms, as revealed from the analysis of surveys and focus groups with teachers, and 3) propose a conceptual system design for integrating reinforcement learning into a teacher dashboard to help guide the utilization of multimodal data collected on students’ and teachers’ CAMM SRL processes during complex learning. 

Electronic healthcare records (EHRs) are comprehensive longitudinal collections of patient data that play a critical role in modeling the disease progression to facilitate clinical decision-making. Based on EHRs, in this work, we focus on sepsis – a broad syndrome that can develop from nearly all types of infections (e.g., influenza, pneumonia). The symptoms of sepsis, such as elevated heart rate, fever, and shortness of breath, are vague and common to other illnesses, making the modeling of its progression extremely challenging. Motivated by the recent success of a novel subsequence clustering approach: Toeplitz Inverse Covariance-based Clustering (TICC), we model the sepsis progression as a subsequence partitioning problem and propose a Multi-series Time-aware TICC (MT-TICC), which incorporates multi-series nature and irregular time intervals of EHRs. The effectiveness of MT-TICC is first validated via a case study using a real-world hand gesture dataset with ground-truth labels. Then we further apply it for sepsis progression modeling using EHRs. The results suggest that MT-TICC can significantly outperform competitive baseline models, including the TICC. More importantly, it unveils interpretable patterns, which sheds some light on better understanding the sepsis progression.