Conference Papers

*bolded names denote graduate student collaborators

Hadwin, A., Miller, M., Webster, E. (2013, September). Promoting and researching adaptive regulation in CSCL: Scripting, visualization, and awareness tools. Paper presented at the annual conference of the European Association for Research on Learning and Instruction, University of Munich, Germany.

Miller, M., Malmberg, J. Hadwin, A., Jarvela, S. (2013, September). Tracing shared task perceptions in online collaboration. Paper presented at the annual conference of the European Association for Research on Learning and Instruction, University of Munich, Germany.

Webster, E., Hadwin, A. (2013, September). How do students adaptively regulate learning in the face of academic challenge? Paper presented at the annual conference of the European Association for Research on Learning and Instruction, University of Munich, Germany

Haffey, A., Webster, E., & Hadwin, A. (2013, June). Comparing scripts for goal-setting in self-regulated studying. Paper presented at the annual conference of the Canadian Society for the Study of Education. Victoria, BC.

McCardle, L., Hadwin, A. (2013, June). Regulating in Sport & Academic Contexts: How Do Student-Athletes Monitor & Evaluate Their Learning? Paper presented at the annual conference of the Canadian Society for the Study of Education. Victoria, BC.

Miller M., Hadwin, A. (2013, June). Negotiating task perceptions during computer-supported collaborative problem-solving. Paper presented at the annual conference of the Canadian Society for the Study of Education. Victoria, BC.

Webster, E., Hadwin, A. (2013, June). Regulating Emotions During Computer-Supported Collaborative Problem Solving. Paper presented at the annual conference of the Canadian Society for the Study of Education. Victoria, BC.

Miller M., Hadwin, A. (2013, June). Designing for distributed processes in CSCL. Paper presented at annual International Conference on Computer Supported Collaborative Learning. Madison, Wisconsin.

Miller, M. (2013, April). Leveraging CSCL technology to support shared task perceptions in socially shared regulation of learning. Poster presented at the Educational Psychology and Leadership department symposium. Victoria, BC.

Webster, E., & Hadwin, A. (2013, April). Emotion regulation during online collaborative tasks. Paper presented at the University of Victoria EPLS Graduate Symposium, Victoria, British Columbia.

Moazzen, I., Hansen, T., Miller, M., Wild, P., Hadwin, A., Jackson, L. (2013, April). Literature Review on Engineering Design Assessment Tools. Paper presented at the annual meeting of the Canadian Engineering Education Association. Montreal, QB.

McCardle, L. Webster, E., & Hadwin, A. (2012, August). Supporting students in setting effective goals for self-regulated learning: Does a tool for weekly self-monitoring help? Paper presented at the International Conference on Motivation, Frankfurt, Germany.

Hadwin, A. F., Miller, M., McCardle, L., Helm, S., Webster, E. (2012, May). Promoting & researching adaptive regulation: Successes, challenges & possibilities. Invited presentation at the annual meeting of the Canadian Society for the Study of Education. Waterloo, ON.

Webster, E., Miller, M., Hadwin, A. (2012, May). Effects of a scaffold on quality of goals set by undergraduate students. Paper presented at the annual conference of the Canadian Society for the Study of Education. Waterloo, ON.

McCardle, L.,Hadwin, A. F., & Winne, P. H. (2012, April). Student regulation as measured by the Regulation of Learning Questionnaire. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC, CA.

Miller, M.,Hadwin, A. F. (2012, April). Social aspects of regulation: Measuring socially-shared regulation in collaborative contexts. In  S. Järvelä, S. & M. Miller (Chairs), Innovations in researching regulation of learning in solo and collaborative tasks. Symposium conducted at the annual meeting of the American Educational Research Association, Vancouver, BC, CA.

Hadwin, A. F., Miller, M.  (2011, September). Socially shared metacognition: Convergence and divergence in CSCL planning. Paper presented at the annual conference of the European Association for Research on Learning and Instruction. University of Exeter, Exeter, UK.

McCardle, L., & Hadwin, A. F. (2011, June). Exploring the regulatory capabilities of student- athletes. Journal of Sport and Exercise Psychology, 33, S169.

McCardle, L., Helm, S., Hadwin, A. F., Shaw, K., Wild, P. (2011). Regulation of learning in the context of collaborative challenges. Poster presented at the annual conference of the European Association for Research on Learning and Instruction. University of Exeter, Exeter, UK.

Helm, S., Hadwin, A. (2011). Preliminary findings from an exploration of task understanding in second grade students.  Poster presented at the annual conference of the European Association for Research on Learning and Instruction. University of Exeter, Exeter, UK.

Järvelä, S., Hadwin, A. F., & Järvenoja, H. (2010, September). Exploring socially shared regulation in the context of collaboration—How students construct regulation. Paper presented at the International Conference on Motivation, Porto, Portugal.

Hadwin, A. F., Webster, E., Helm, S., McCardle, L., & Gendron, A. (2010, April). Toward the study of intra-individual differences in goal setting and motivation regulation. Paper presented at the Annual Meeting of the American Educational Research Association. Denver, CO.

Webster, E., Helm, S., Hadwin, A. F., Gendron, A., & Miller, M. (2010, April). Academic goals and self-regulated learning: An analysis of changes in goal quality, goal efficacy, and goal attainment over time. Paper presented at the Annual Meeting of the American Educational Research Association. Denver, CO.

Hadwin, A. F., Miller, M., Gendron, A., Webster, E, & Helm, S. (August, 2009). Social aspects in the regulation of learning: Measuring co-regulation and shared regulation. Paper presented at the meeting of the European Association for Researching Learning and Instruction, Amsterdam, the Netherlands.

Gendron, A., Webster, E., Miller, M., Helm, S., & Hadwin, A.F. (May, 2009). A longitudinal analysis of task specific goals, goal efficacy, and goal attainment as indicators of self-regulated learning. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Carleton University, Ottawa, Ontario.

Miller, M., & Hadwin, A.F. (May, 2009). Exploring the Link between Task Understanding and Self-efficacy. How Do These Factors Contribute to University Students’ Performance of a Complex Task? Paper presented at the annual meeting of the Canadian Society for the Study of Education, Carleton University, Ottawa, Ontario.

Morris, R., & Hadwin, A. F. (2009, June). Reading Comprehension and Group Participation: A Comparison of Structured and Unstructured Computer-Supported Collaborative Learning Conditions. Paper presented at the annual meeting of the Canadian Psychological Association, Montreal, QC, Canada

Fior, M., & Hadwin, A. F., (2009, April). Self and Collective Efficacy as Correlates of Group Participation: A Comparison of Structured and Unstructured Computer-Supported Collaborative Learning Conditions. Paper presented at the annual meeting of the American Educational Research Association, SanDiego.

Miller, Gendron, Webster, Hadwin, & Helm. S.C. (2009).  Using moodle to support students to self regulate their learning in ED-D 101.  Poster presented at the Learning Systems Showcase, Victoria, Canada.

Helm, S.C. & Hadwin, A.F. (2009).  Explicit and implicit task understanding in grade 2 students.  Poster presented at the University of Victoria’s Annual Connections Conference, Victoria, Canada.

Gress, C. L. Z., Winne, P.H., & Hadwin, A. F. (2007, July). Using interdisciplinary information technology to research how adolescents access and use health education materials in reasoning and decision making. Paper presented for the Information Technology and Communications in Health (ITCH) International Conference, Victoria, British Columbia, Canada.

Scott, T., Damian, D., & Hadwin, A. F. (2007, June). Enabling shared understanding: Implications for instruction and learning in global software development. Paper presented at the Conference on Educational Media and Multimedia (EdMedia). Vancouver, British Columbia, Canada

Oshige, M., Hadwin, A. F., Fior, M., Tupper, K., & Miller, M. (2007, May). Why do students fail to understand the task assigned?: Sociocultural beliefs and task-understanding differences between instructors and students. Paper presented at the annual conference of the Canadian Society for the Study Education, Saskatoon, Saskatchewan, Canada.

Hadwin, A. F. (2006, May). Student task understanding. Presentation at the Learning and Teaching Conference, University of Victoria, Victoria, British Columbia, Canada.Damian, D.,

Hadwin, A. F., & Bal Al-Ani, B. (2006, May). Instructional design and assessment strategies for teaching global software development: A framework. Paper presented at the 28th International Conference on Software Engineering, Shanghai, China.

Ross, S. & Hadwin, A. (2006, May). Goal orientation and task understanding: influences of personal goal orientation on how students interpret assigned academic tasks. Paper presented at the annual meeting for the Canadian Society for the Study of Education, Toronto, Ontario, Canada.

Zwicker, J., & Hadwin, A. F. (2006, May). Effectiveness of handwriting remediation: Cognitive versus multisensory interventions. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Toronto, Ontario, Canada.

Hadwin, A.F., Oshige, M., Gress, C. L. Z., & Winne, P.H. (2006, May). Social aspects of self-regulated learning: Exploring the potential of gStudy for supporting and researching learning. In A. F. Hadwin & C. L. Z. Gress (Chairs), Advancing educational research on collaboration through the use of gStudy CSCL tools. Symposium conducted at the annual meeting of the Canadian Society for the Study of Education, Toronto, Ontario, Canada.

Morris, R., Church, H., Hadwin, A.F., Gress, C. L. Z., & Winne, P.H. (2006, May). The use of prompts, roles, and scripts to support CSCL in gStudy. In A. F. Hadwin & C. L. Z. Gress (Chairs), Advancing educational research on collaboration through the use of gStudy CSCL tools. Symposium conducted at the annual meeting of the Canadian Society for the Study of Education, Toronto, Ontario, Canada.

Gress, C. L. Z., Fior, M., Hadwin, A. F., & Winne, P. H. (2006, May). Measuring and assessing collaboration. In A. F. Hadwin & C. L. Z. Gress (Chairs), Advancing educational research on collaboration through the use of gStudy CSCL tools. Symposium conducted at the annual meeting of the Canadian Society for the Study of Education, Toronto, Ontario, Canada.

Kumar, V., Shakya, J., Gress, C. L. Z., Hadwin, A. F., & Winne, P. H. (2006, May). Designing and utilizing a virtual coach. In A. F. Hadwin & C. L. Z. Gress (Chairs), Advancing educational research on collaboration through the use of gStudy CSCL tools. Symposium conducted at the annual meeting of the Canadian Society for the Study of Education, Toronto, Ontario, Canada.

Gress, C. L. Z., Winne, P. H., & Hadwin, A. F. (2006, May). Looking for feedback: A content analysis of contemporary study skills textbooks. Paper presented at the annual meeting of the Canadian Society for the Study of Education. Toronto, Ontario, Canada.

Pontin, O., Kanciruk, M., Hadwin, A. F., & Winne, P. H. (2006, May). The reading for learning kit: Empirically Supported Strategy Instruction in gStudy. Paper presented at the annual meeting of the Canadian Society for the Study of Education. Toronto, Ontario, Canada.

Hadwin, A. F., & Oshige, M. (2006, April). Self-regulation, co-regulation, and socially shared regulation: Examining the many faces of social in models of SRL. In A. F. Hadwin & S. Jarvela (Chairs), Socially constructed self-regulated learning: Where social and self meet in the strategic regulation of learning. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco, CA.

Wozney, L. H. Hadwin, A. F., Oshige, M., & Pontin, O. (2005, May). Strategic questioning: Evidence of self-regulated learning across a complex portfolio task. Paper presented at the annual meeting of the Canadian Society for the Study of Education, London, Ontario, Canada.

Hadwin, A. F., Gress, C. L. Z., Page, J., & Ross, S. (2005, May). Computer Supported Collaborative Work: A review of the research 1999-2004. Poster session presented at the annual meeting of the Canadian Society for the Study of Education, London, Ontario, Canada.

McGinn, M. K., Tilley, S., & Hadwin, A. F. (2005, May). Women in academe: Exploring cultures, conditions and complexities. Panel discussion and paper presented at the annual meeting of the Canadian Society for the Study of Education: CASWE. London, Ontario, Canada.

Zwicker, J., & Hadwin, A. F. (2005, May). Effectiveness of handwriting remediation: Cognitive versus multisensory interventions. Poster session presented at the National Conference of the Canadian Association of Occupational Therapy, Vancouver, British Columbia, Canada.

Kumar, V., Winne, P., Hadwin, A. F., Nesbit, J., Jamieson-Noel, D., Calvert, T., & Samin, B. (2005, May). Effects of self-regulated learning in programming. Paper presented for the 5th IEEE International Conference on Advanced Learning Technologies, Kaohsiung, Taiwan.

Hadwin, A. F., Tevaarwerk, K. L., & Ross, S. (2005, April). Do study skills texts foster self-regulated learning: A content analysis. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Wozney, L. H., Hadwin, A. F., Pontin, O., & Oshige, M. (2005, April). Students’ strategic questioning: Evidence of self-regulated learning across a complex portfolio task. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Hadwin, A. F., Winne, P. H., Nesbit, J.C., & Kumar, V. (2005, April). Tracing self-regulated learning in an e-learning environment. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F. (2005, April). Supporting Self-Regulated Learning with gStudy Software Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Hadwin, A. F., Wonzney, L., Pontin, O., & Venkatesh, V. (2004, April). Scaffolding the appropriation of self-regulatory activity: A social constructivist analysis of changes in student-teacher discourse about a graduate research portfolio. In R. Azevedo & A. F. Hadwin (chairs), Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego, CA.

Vucko, S., & Hadwin, A. F. (2004, April). Reflecting beyond ‘I like it in a portfolio’: Scaffolding the development of Grade-two learners’ reflective language. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Venkatesh, V., Wozney, L., & Hadwin, A. F. (2003, August). Exploring graduate learners’ monitoring and task understandings in writing tasks. Paper presented at the annual meeting of the American Psychological Association, Toronto, Ontario, Canada.

Venkatesh, V., Wozney, L., & Hadwin, A. F. (2003, May). Exploring the development of graduate learners’ monitoring proficiencies and task understandings in the context of a complex writing task. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Halifax, Nova Scotia, Canada.

Hadwin, A. F., Wozney, L., & Venkatesh, V. (2003, April). A narrative analysis of the dynamic interplay between students’ emerging task understanding and instructional scaffolds. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Venkatesh, V., Hadwin, A. F., & Wozney, L. (2003, April). Task understanding and SRL: Exploring sources and dimensions of graduate students’ understandings about a complex writing task. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Venkatesh, V., & Hadwin. A. F. (2002, August). Self-regulation and instructional design: A review of empirical studies of SRL. Paper presented at the annual meeting of the American Psychological Association, Chicago, IL.

Hadwin, A. F., Boutara, L., Knoetze, T., & Thompson, S. (2002, May). Cross case study of self-regulation in a computer supported learning environment. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Toronto, Ontario, Canada.

Venkatesh, V., Wozney, L., & Hadwin, A. F. (2002, May). Examining the role of instructional design in promoting self-regulation. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Toronto, Ontario, Canada.

Hadwin, A. F. (2001, May). Theoretical and practical implications of viewing self-regulation as a social phenomenon. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Quebec City, Quebec, Canada.

Leard, T., & Hadwin, A. F. (2001, May). Analyzing logfile data to produce Navigation Profiles of Studying as Self-regulated learning. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Quebec City, Quebec, Canada.

Hadwin, A. F., & Leard, T. (2001, April). Navigation profiles: Self–regulating learning examined through 5 analytical representations of logfile data. In A. F. Hadwin (chair), Logfile navigation profiles and analysis: Methods for tracking and examining hypermedia navigation. Symposium conducted at the annual meeting of the American Educational Research Association, Seattle, WA.

Leard, T., & Hadwin, A. F. (2001, April). Logfile analysis: A review of the literature. In A. F. Hadwin (chair), Logfile navigation profiles and analysis: Methods for tracking and examining hypermedia navigation. Symposium conducted at the annual meeting of the American Educational Research Association: Seattle, WA.

Hadwin, A. F., & Leard, T. (2000, June). Navigation Profiles of Studying as Self-regulated Learning Using 5 Analytical Representations of Logfile Data. Poster session presented for the World Conference on Educational Multimedia, Hypermedia and Telecommunications, Montreal, Quebec, Canada.

Hadwin, A. F., Jamieson-Noel, D. L., McTavish, R., McNamara, J. K., & Winne, P. H. (2000, April). Designing Courses to Support Self-Regulated Learning: Teacher as Researcher. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

McNamara, J. K., Hadwin, A. F., Jamieson-Noel, D. L., McTavish, R., & Winne, P. H. (2000, April). CoNoteS2 as an Intervention to Promote Self-Regulated Learning. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Jamieson-Noel, D. L., McTavish, R., McNamara, J. K., Hadwin, A. F., & Winne, P. H. (2000, April). Agents in Learning: Students as Researchers. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

McTavish, R., McNamara, J. K., Hadwin, A. F., Jamieson-Noel, D. L., & Winne, P. H. (2000, April). Re-Engineering Software Tools in CoNoteS2: How Software Designers Use Data on Learning. Paper presented at the annual Meeting of the American Educational Research Association, New Orleans, LA.

Hadwin, A. F. (1999, May). What do university students teach us about being strategically self-regulating in a social world? In N. Perry (chair), Self-regulating across the lifespan. Symposium conducted at the Annual Meeting of the Canadian Society for the Study of Education, Sherbrooke, Quebec, Canada.

Hadwin, A. F., McGinn, M. K., Demers, D., & Bell, C. (1999, April). Mentoring as social learning: Toward an expanded definition of mentoring in graduate school. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Hadwin, A. F. (1999, April). Examining self-regulating learning through social constructionist vs. social constructivist lenses. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Winne, P. H., Hadwin, A. F., McNamara, J. K., & McTavish, R. (1999, April). Tracing self-regulating learning as students study with CoNoteS2. Paper presented at the annual meeting of the American Educational Research Association Annual Meeting, Montreal, Quebec, Canada.

Winne, P. H., & Hadwin, A. F. (1998, August). CoNoteS: A software tool for promoting self-regulating in networked collaborative learning environments. Poster presented at the International Association of Applied Psychology, San Francisco, CA.

Hadwin, A. F., & Winne, P. H. (1998, April). CoNoteS: A Software tool for promoting self-regulating in networked collaborative learning environments. Paper and demonstration presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Winne, P. H., Hadwin, A. F., McNamara, J., & Chu, S. (1998, April). An exploratory study of self-regulating learning when students study using CoNoteS2. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Hadwin, A. F., & Winne, P. H. (1997, May). Goal-setting as a phase of self-regulated studying: An examination and synthesis of the literature. Paper presented at the annual meeting of the Canadian Society for the Study of Education, St John’s, Newfoundland & Labrador, Canada.

Hadwin, A. F. (1997, May). Examining the qualities of scaffolding in an introduction to university course. In S. K. Henry & A. F. Hadwin (chairs), Investigating the qualities that characterize scaffolded instruction: Looking beyond the metaphor. Symposium conducted at the annual meeting of the Canadian Society for the Study of Education, St John’s, Newfoundland & Labrador, Canada.

Henry, S. K., Hadwin, A. F., & Jamieson, D. (1997, May). Redefining scaffolded instruction to capture its dynamic multi-dimensional nature: Looking beyond the metaphor. In S. K. Henry & A. F. Hadwin (chairs), Investigating the qualities that characterize scaffolded instruction: Looking beyond the metaphor. Symposium conducted at the annual meeting of the Canadian Society for the Study of Education, St John’s, Newfoundland & Labrador, Canada.

Hadwin, A. F., Winne, P. H., Stockley, D., Nesbit, J. C., & Woszczyna, C. (1997, April). Contexts and goals as moderators of students’ reports about how they study. In P. H. Winne (Chair), Self-reports and actual traces of studying tactics, styles, and goals and their relations to achievement in a university course. Symposium conducted at the annual meeting of the American Educational Research Association, Chicago, IL.

Nesbit, J. C., Winne, P. H., Hadwin, A. F., & Stockley, D. (1997, April). Studying styles revealed by students’ self report and traces of studying. In P. H. Winne (Chair), Self-reports and actual traces of studying tactics, styles, and goals and their relations to achievement in a university course. Symposium conducted at the annual meeting of the American Educational Research Association, Chicago, IL.

Stockley, D., Winne, P. H., Hadwin, A. F., & Nesbit, J. C. (1997, April). Students as learning strategy counselors: A qualitative analysis of students’ understandings about diagnosing and improving studying effectiveness. In P. H. Winne (Chair), Self-reports and actual traces of studying tactics, styles, and goals and their relations to achievement in a university course. Symposium conducted at the annual meeting of the American Educational Research Association, Chicago, IL.

Winne, P. H., Hadwin, A. F., Nesbit, J. C., & Stockley, D. (1997, April). Ratings versus traces of studying tactics and their relations to achievement. In P. H. Winne (Chair), Self-reports and actual traces of studying tactics, styles, and goals and their relations to achievement in a university course. Symposium conducted at the annual meeting of the American Educational Research Association, Chicago, IL.

Hadwin, A. F., Winne, P. H., Poole, G., & Reed, J. (1996, July). Teaching study strategies in higher education: Embedding effective study strategy instruction and evaluation in a University 101 course. Paper presented at the Ninth International Conference on the First Year Experience, University of St. Andrews, St. Andrews, Scotland.

Hadwin, A. F. (1996, May). Promoting self-regulation and lifelong learning:  The role of the tutor in shaping Problem-Based Learning. Paper presented at the annual meeting of the Canadian Society for the Study of Education, St. Catharines, Ontario, Canada.

Hadwin, A. F., McGinn, M. K., Bell, C., & Demers, D. (1996, May). Using recorded dialogue to facilitate and examine peer mentoring. In A. F. Hadwin & M. K. McGinn (chairs), Mentoring new scholars: Stimulating dialogue with graduate students, faculty members and departments. Interactive symposium conducted at the annual meeting of the Canadian Society for the Study of Education, St. Catharines, Ontario, Canada.

Hadwin, A. F. (1996, April). Examining the relationships between problem-based learning in medicine and the strategic content learning approach. In D. L. Butler (chair), Investigating the Development of Self-Regulation by Students with Learning Disabilities. Poster presented as part of a coordinated symposium at the meeting of the American Educational Research Association, New York.

Woodhouse, R. A., Delva, D., Haines, S., & Hadwin, A. F. (1995, October). Predicting examination performance from learning strategies used by third year medical students. Poster presented at the 34th Annual Conference on Research in Medical Education, Washington, DC.

Hadwin, A. F., Kirby, J. R., & Woodhouse, R. A. (1994, May). Notetaking and summarization:  Individual differences and recall of lecture material. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Calgary, Alberta, Canada.

Responses

  1. I am a teacher in Ontario and have had the opportunity to take a graduate course this summer on Self-Regulated Learning. I find your research interesting as it speaks to questions that I have regarding goal setting and the self-regulated learner. I was quite interested in your conference paper, “Supporting students in setting effective goals for self-regulated learning: Does a tool for weekly self-monitoring help? “ I am also interested in your research with regards to the SRL and technology.

    • If you send Dr. Hadwin an e-mail, we can get you a copy of the conference paper!


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