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2024 Book Chapter Assessing in the Age of AILodge, Jason M., Ellerton, Peter, Zaphir, Luke and Brown, Deborah (2024). Assessing in the Age of AI. Artificial Intelligence Applications in K-12. (pp. 24-37) New York: Routledge. doi: 10.4324/9781003440192-3 |
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2024 Book Chapter The relational turn in student engagementMatthews, Kelly E., Lodge, Jason M. and Johnstone, Melissa (2024). The relational turn in student engagement. Research Handbook on Student Engagement in Higher Education. (pp. 28-38) Edward Elgar Publishing. doi: 10.4337/9781035314294.00012 |
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2024 Book Chapter Theory and Learning Analytics, a Historical PerspectiveLodge, Jason M., Knight, Simon and Kitto, Kirsty (2024). Theory and Learning Analytics, a Historical Perspective. Theory Informing and Arising from Learning Analytics. (pp. 3-18) Cham: Springer Nature Switzerland. doi: 10.1007/978-3-031-60571-0_1 |
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2023 Book Chapter Misjudgements of learning in digital environmentsLodge, Jason M. (2023). Misjudgements of learning in digital environments. Pedagogy and psychology in digital education. (pp. 239-247) edited by Stefanie Yen Leng Chye and Bee Leng Chua. Singapore, Singapore: Springer Nature Singapore. doi: 10.1007/978-981-99-2107-2_14 |
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2020 Book Chapter The Application of Design Thinking to Convert an On-Campus Course for Online StudentsBroadbent, Jaclyn and Lodge, Jason M. (2020). The Application of Design Thinking to Convert an On-Campus Course for Online Students. Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. (pp. 299-308) Singapore: Springer. doi: 10.1007/978-981-15-8928-7_30 |
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2020 Book Chapter Online Education by Design: Using Evidence and Course Analytics to Achieve Best Online Teaching and Learning PracticeLodge, Jason M. (2020). Online Education by Design: Using Evidence and Course Analytics to Achieve Best Online Teaching and Learning Practice. Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. (pp. 3-11) Singapore: Springer. doi: 10.1007/978-981-15-8928-7_1 |
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2020 Book Chapter Digital learning environments, the science of learning, and the relationship between the teacher and the learnerLodge, Jason M., Kennedy, Gregor and Lockyer, Lori (2020). Digital learning environments, the science of learning, and the relationship between the teacher and the learner. Learning under the lens. (pp. 154-168) edited by Annemaree Carroll, Ross Cunnington and Annita Nugent. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9780429027833-11 |
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2020 Book Chapter Technologies to enhance self-regulated learning in online and computer-mediated learning environmentsBroadbent, Jaclyn, Panadero, Ernesto, Lodge, Jason M. and de Barba, Paula (2020). Technologies to enhance self-regulated learning in online and computer-mediated learning environments. Handbook of Research in Educational Communications and Technology: Learning Design. (pp. 37-52) edited by M. J. Bishop, Elizabeth Boling, Jan Elen and Vanessa Svihla. Cham, Switzerland: Springer. doi: 10.1007/978-3-030-36119-8_3 |
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2019 Book Chapter Refocusing threshold concepts: surfacing and attending to student misconceptions as a necessary (and safer) form of liminal learningLewis, Melinda, Lodge, Jason M. and Quinnell, Rosanne (2019). Refocusing threshold concepts: surfacing and attending to student misconceptions as a necessary (and safer) form of liminal learning. Theory and method in higher education research. (pp. 31-47) edited by Jeroen Huisman and Malcolm Tight. Bingley, United Kingdom: Emerald Publishing Limited. doi: 10.1108/s2056-375220180000004004 |
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2019 Book Chapter Supporting self-regulated learning with learning analyticsLodge, Jason M., Panadero, Ernesto, Broadbent, Jaclyn and de Barba, Paula (2019). Supporting self-regulated learning with learning analytics. Learning analytics in the classroom: translating learning analytics research for teachers. (pp. 45-55) edited by Jason M. Lodge, Jared Cooney Horvath and Linda Corrin. Abingdon, Oxon, United Kingdom: Routledge. |
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2019 Book Chapter Learning analytics and teaching: a conceptual framework for translation and applicationDonoghue, Gregory M., Horvath, Jared Cooney and Lodge, Jason M. (2019). Learning analytics and teaching: a conceptual framework for translation and application. Learning analytics in the classroom: translating learning analytics research for teachers. (pp. 11-21) edited by Jason M. Lodge, Jared Cooney Horvath and Linda Corrin. Abingdon, Oxon, United Kingdom: Routledge. |
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2018 Book Chapter Understanding, assessing and enhancing student evaluative judgement in digital environmentsLodge, Jason M., Kennedy, Gregor and Hattie, John (2018). Understanding, assessing and enhancing student evaluative judgement in digital environments. Developing evaluative judgement in higher education: assessment for knowing and producing quality work. (pp. 70-78) edited by David Boud, Rola Ajjawi, Phillip Dawson and Joanna Tai. Abingdon, United Kingdom: Routledge. doi: 10.4324/9781315109251-8 |
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2018 Book Chapter A futures perspective on information technology and assessmentLodge, Jason M. (2018). A futures perspective on information technology and assessment. Second handbook of information technology in primary and secondary education. (pp. 1-13) edited by Joke Voogt, Gerald Knezek, Rhonda Christensen and Kwok-Wing Lai. Chan, Switzerland: Springer. doi: 10.1007/978-3-319-53803-7_43-1 |
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2018 Book Chapter Translating educational research into educational practiceAjjawi, Rola, Lodge, Jason M. and Roberts, Chris (2018). Translating educational research into educational practice. Learning and teaching in clinical contexts: a practical guide. (pp. 365-376) edited by Clare Delaney and Elizabeth Molloy. Chatswood, NSW, Australia: Elsevier. |
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2017 Book Chapter Science of learning and digital learning environmentsLodge, Jason M. and Horvath, Jared Cooney (2017). Science of learning and digital learning environments. From the laboratory to the classroom: translating science of learning for teachers. (pp. 122-135) edited by Jared Cooney Horvath, Jason M. Lodge and John Hattie. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9781315625737 |
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2017 Book Chapter Engaging university teachers in design thinkingElliott, Kristine and Lodge, Jason M. (2017). Engaging university teachers in design thinking. Visions for the Future of Australian Tertiary Education. (pp. 55-66) edited by Richard James, Sarah French and Paula Kelly. Melbourne VIC Australia: Melbourne Centre for the Study of Higher Education. |
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2017 Book Chapter A framework for organizing and translating science of learning researchHorvath, Jared Cooney and Lodge, Jason M. (2017). A framework for organizing and translating science of learning research. From the laboratory to the classroom: translating science of learning for teachers. (pp. 7-20) edited by Jared Cooney Horvath, Jason M. Lodge and John Hattie. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9781315625737 |
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2017 Book Chapter The connected community of practice in educational technology: a model for future networked professional development?Lodge, Jason M. and Corrin, Linda (2017). The connected community of practice in educational technology: a model for future networked professional development?. Implementing communities of practice in higher education: dreamers and schemers. (pp. 573-595) edited by Jacquie McDonald and Aileen Cater-Steel. Singapore: Springer . doi: 10.1007/978-981-10-2866-3_25 |
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2016 Book Chapter Pedagogy, Practice, and the Allure of Open Online Courses: Implications for Schools and Their StudentsDabrowski, Anna and Lodge, Jason M. (2016). Pedagogy, Practice, and the Allure of Open Online Courses: Implications for Schools and Their Students. Handbook on Digital Learning for K-12 Schools. (pp. 443-454) Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-33808-8_27 |
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2016 Book Chapter Keep calm and credential on: linking learning, life and work practices in a complex worldLewis, Melinda J. and Lodge, Jason M. (2016). Keep calm and credential on: linking learning, life and work practices in a complex world. Foundation of digital badges and micro-credentials: demonstrating and recognizing knowledge and competencies. (pp. 41-54) edited by Dirk Ifenthaler, Nicole Bellin-Mularski and Dana-Kristin Mah. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-15425-1_3 |
