Winne, P. H. (2020, February). Engineering serviceable learning analytics. Monash University, Clayton, Australia.

Winne, P. H. (2020, February). Validity and trace data for learning analytics. University of Melbourne, Australia.

Winne, P. H. (2020, February). Why self-regulated learning can be hard and what to do about it. University of South Australia, Adelaide, Australia.

Samadi, D., Winne, P. H., & Nesbit, J. C., (2020, April). Prompting of learning tactics in online medical health learning. American Educational Research Association, San Francisco, USA. (Conference Cancelled)

Marzouk, Z. & Winne, P.H. (2020, April). Text-marking: A metacognitive perspective. American Educational Research Association, San Francisco, USA. (Conference Cancelled)

Winne, P. H. (2020, March). Conceptual and analytical aspects of rigor. In S. Knight, A. Wise & X. Ochoa (Chairs), What Do We Mean by Rigor in Learning Analytics? Learning Analytics 2020 (LAK20), Dresden, Germany. (Conference Cancelled)

Winne, P. H. (2019, June). Learning analytics to help learners do learning science. Keynote address, Learning Analytics Summer Institute, Vancouver, Canada.

Winne, P. H. (2019, June). The nStudy system for generating process-based learning analytics. In S. K. Davis & R. L. Edwards (Chairs), Learning analytics research: Current approaches and future directions. Canadian Society for the Study of Education, Vancouver, Canada.

Winne, P. H. (2019, April). Exploring how emotional engagement before and during reading predicts achievement. American Psychological Association, Toronto, Canada.

Winne, P. H. (2019, March). Promoting inclusion and increasing access via learning analytics generated using ambient big data. Learning Analytics and Knowledge (LAK19), Tempe, USA.

Winne, P. H. (2018, June). Engineering learning analytics using learning science. Invited workshop, Learning Analytics Summer Institute, Teachers College and New York University, New York, USA.

Winne, P. H. (2018, June). Technologies for advancing personal and professional learning science. EdLab, Teachers College, Columbia University, New York, USA.

Chang, D., Marzouk, Z., Nesbit, J. C., Raković, M., Samadi, D., Lin, M. P. C., & Winne, P. H. (2018, August). Does engaging in peer review improve students' written work? A meta-analysis. American Psychological Association, San Francisco, USA.

Patzak, A., Vytasek, J. M., & Winne, P. H. (2018, August). Time management: Definitions, theories and applications – a systematic review. American Psychological Association, San Francisco, USA.

Winne, P. H. (2018, August). Frayed confidence intervals temper confidence in confidence intervals. American Psychological Association, San Francisco, USA.

Nesbit, J. C., Raković, M., Winne, P. H., & Jain, M. (2018, April). Mastery learning of complex skills: A simulation. American Educational Research Association, New York, USA.

Winne, P. H. (2017, November). Why BC Ranks Number 1. In J. Unwin (Moderator), British Columbia and Finland: What can we learn from each other? British Columbia School Superintendents Association, Vancouver, Canada.

Nashaat Sobhy, N., Winne, P. H., & Marzouk, Z. (2017, October). Using trace data to take a peek into the black box: The case of 'definitions. 5^th Integrating Content and Language in Higher Education, Copenhagen, Denmark.

Bernacki, M. L, & Winne, P. H. (2017, April). What can be inferred from trace data? Current methods to triangulate and validate traces of learning behavior. American Educational Research Association, San Antonio, USA.

Muis, K. R., Sinatra, G. M., Pekrun, R., Winne, P. H., Trevors, G., Vivian, J., & Losenno, K. (2017, August). Refutations moderate mediations between value, emotions and learning during knowledge revision. American Psychological Association, Washington, DC, USA.

Patzak, A., & Winne, P. H. (2017, August). Using research on decision making to account for why and how students self-handicap. American Psychological Association, Washington, DC, USA.

Thacker, I. E., Muis, K. R., Danielson, R. W., Sinatra, G. M., Pekrun, R., Winne, P. H., & Chevrier, M. (2017, April). The influence of attitudes and emotions in learning from multiple texts. American Educational Research Association, San Antonio, USA.

Thacker, I. E., Muis, K. R., Danielson, R. W., Sinatra G. M., Pekrun, R., Winne, P. H., & Chevrier, M. (2017, April). The Influence of attitudes and emotions in learning from multiple texts. European Association for Research on Learning and Instruction, Tampere, Finland.

Trevors, G., Muis, K. R., Pekrun, R., Sinatra, G. M., Winne, P. H. (2017, April). Effects of counter-attitudinal refutations of a controversial topic on post-intervention learning and motivated reasoning. American Educational Research Association, San Antonio, USA.

Vivian, J. A., Muis, K. R., Sinatra, G. M., Pekrun, R., Winne, P. H., Trevors, G., Munzar, B., Losenno, K. (2017, August). Refutations moderate mediations among value, emotions, and learning during knowledge revision. American Psychological Association, Washington, DC, USA.

Winne, P. H. (2017, August). Gathering and analyzing trace data to measure cognition and motivation in self-regulated learning. In S. Rovers & G. Clarebout (Chairs), Measuring self-regulated learning: Theoretical considerations and empirical applications. European Association for Research on Learning and Instruction, Tampere, Finland.

Winne, P. H., Nesbit, J. C., Ram, I., Marzouk, Z., Vytasek, J., Samadi, D., Stewart-Alonso, J. Raković, M., Liaqat, A., Lin, M. P-C., Mozaffari, Z., & Pakdaman-Savoji, A. (2017, April). Tracing metacognition by highlighting and tagging to predict recall and transfer. American Educational Research Association, San Antonio, USA.

Winne, P. H. (2016, August). Next steps in research on metacognition and self-regulated learning. Keynote address, European Association for Learning and Instruction Special Interest Group 16: Metacognition, Njimegen, The Netherlands.

Winne, P. H., Marzouk, Z., Raković, M., Nesbit, J. C., Ram, I., Stewart-Alonso, J., Samadi, D., Vytasek, J., Truscott, D., Woloshen, S., & Teng, K. (2016, August). nStudy: Software for gathering trace data about learning and generating learning analytics. American Psychological Association, Denver, USA.

Winne, P. H., Nesbit, J. C., Marzouk, Z., Raković, M., Ram, I., Samadi, D., Stewart-Alonso, J., Teng, K., Truscott, D., Vytasek, J. & Woloshen, S. (2016, April). nStudy traces of process and content in self-regulated learning. In M. Bernacki (Chair), Self-regulated learning analytics: Aligning data and their treatment to the assumptions of theory. American Educational Research Association, Washington, DC.

Winne, P. H. (2015, August). nStudy: A tool for gathering and conveying learning analytics about studying. In S. Narciss (Chair), Potential and challenges of ICT-based learning environments for research on self-regulated learning. European Association for Learning and Instruction, Limassol, Cypress.

Winne, P. H., Marzouk, Z., Ram, I., Nesbit, J. C., & Truscott, D. (2015, August). Effects of orienting learners to study terms or processes on highlighting and achievement. European Association for Learning and Instruction, Limassol, Cypress.

Beaudoin, L., Winne, P. H., & Gauthier, G. (2015, July). Cognitive productivity: Can cognitive science improve how knowledge workers' use IT to learn from source material? CogSci 2015, Annual Conference of the Cognitive Science Society. Pasadena, USA.

Trevors, G., Muis, K. R., Pekrun, R., Sinatra, G., & Winne, P. H. (2015, July). Interactions between self-concept and refutational texts on emotions and learning. 25^th Annual Meeting of the Society of Text & Discourse. Minneapolis, USA.

Bisra, K., Liu, Q., Salimi, F., Nesbit, J. C., & Winne, P. H. (2015, April). Inducing self-explanation: A meta-analysis. American Educational Research Association, Chicago, USA.

Winne, P. H. (2015, April). Big data and learning analytics to leverage learning science with N=me. BCNet 2015, Vancouver, Canada.

Winne, P. H. (2015, May). Waypoints en route to robust learning. Keynote address, TILT Summer Conference, Colorado State University, Fort Collins, USA.

Ali, L., Gašević, D., Winne, P. H., & Hatala, M. (2014, July). Leveraging MSLQ data to predict students’ achievement goal orientation. Learning Analytics Summer Institute, Harvard University, USA.

Bisra, K., Marzouk, Z., Guloy, S., & Winne, P. H. (2014, April). A meta-analysis of the effects of highlighting or underlining while studying. American Educational Research Association, Philadelphia, USA.

Winne, P. H. (2014, June). nStudy: Big data for learning analytics about online studying. Workshop on Learning Analytics for Learning and Becoming in Practice, International Conference of the Learning Sciences, Boulder, USA.

Winne, P. H. (2014, July). Helping learners research learning with big data about online studying. Keynote address, Learning Analytics Summer Institute, Harvard University, USA.

Winne, P. H. (2014, July). Learning analytics for learning science when N = me. Keynote address, Learning Analytics Summer Institute, Harvard University, USA.

Winne, P. H. (2014, August). Using nStudy and big data to advance learning science when N = me. Keynote address, Liebnitz Science Campus, Knowledge Media Research Center, Tubingen, Germany.

Lindberg, D., Popowich, F., Nesbit, J., Winne, P. H., Ehrenkranz, A. Odilinye, L, & Zhang, E. (2014, April). A system incorporating automatically generated questions to support learning on-line. 3rd Pacific Northwest Regional NLP Workshop, Microsoft Research Redmond, USA.

Winne, P. H. (2014, April). Fusing self-regulated learning with formative evaluation to improve education. American Educational Research Association, Philadelphia.

Lindberg, D., Popowich, F., Nesbit, J. C., & Winne, P. H. (2013, August). Generating natural language questions to support learning on-line. 14th European Workshop on Natural Language Generation. Sofia, Bulgaria.

Winne, P. H. (2013, June). Designing assessments for self-regulated learning. Connecting Self-Regulation to Learning in BC Schools, Vancouver.

Winne, P. H. (2013, July). Will big data and learning analytics transform the learning sciences and education? Learning Analytics Summer Institute, Stanford University, USA.

Winne, P. H. (2013, July). Tracing learning and SRL with nStudy. An evolutionary ecology for experimenting leveraged by learning analytics. Invited address, Learning Analytics Summer Institute 2013, Stanford University, USA.

Hadwin, A. F., Miller, M., & Winne, P. H. (2011, August). Socially-shared metacognition: Convergence and co-construction CSCL planning. European Association for Learning and Instruction, Exeter, UK.

Beaudoin, L. P., & Winne, P. H. (2010, May). Implications of psychological principles for designing software to improve memory performance in older adults. International Society for Gerontechnology, Vancouver.

Winne, P. H. (2010, May). Tracing metacognition with nStudy software. 4^th Biennial Meeting of the European Association of Research on Learning and Instruction Special Interest Group on Metacognition, Münster, Germany.

Winne, P. H., & Egan, R. (2010, April). Researching self-regulated learning “on the fly” with nStudy software. In J. D. Gobert and R. S. Baker (Chairs), Factors that impact student engagement and earning behaviors in ILEs. American Educational Research Association, Denver.