|
2025 Other Outputs Australian Framework for Artificial Intelligence in Higher EducationLodge, J. M., Bower, M., Gulson, K., Henderson, M., Slade, C. and Southgate, E. (2025). Australian Framework for Artificial Intelligence in Higher Education. Australian Centre for Student Equity and Success, Curtin University of Technology, Western Australia. |
|
2025 Other Outputs Australian framework for artificial intelligence in higher educationLodge, Jason M., Bower, Matt, Gulson, Kalervo, Henderson, Michael, Slade, Christine and Southgate, Erica (2025). Australian framework for artificial intelligence in higher education. Perth, WA, Australia: Australian Centre for Student Equity and Success. |
|
2025 Journal Article Implementing an integrated psychological and physical intervention in routine physiotherapy practice for patients with musculoskeletal road traffic injury: protocol for a hybrid implementation-effectiveness type III cluster randomised controlled trialSterling, Michele, Xie, Yanfei, Papic, Christopher, Carvalho-e-Silva, Ana Paula, Eather, Chloe-Emily, Forbes, Roma, Lodge, Jason, Ware, Robert S., Foster, Nadine E., Treleaven, Julia, Slater, Helen, Tuffaha, Haitham, Peek, Kerry, Lynch, Johanna, O’Leary, Shaun, Rebbeck, Trudy, French, Simon, Evans, Kerrie, Austin, Tim, Brentnall, David, Nicholas, Michael, Hodkinson, Emily and Elphinston, Rachel A. (2025). Implementing an integrated psychological and physical intervention in routine physiotherapy practice for patients with musculoskeletal road traffic injury: protocol for a hybrid implementation-effectiveness type III cluster randomised controlled trial. Implementation Science, 20 (1) 51. doi: 10.1186/s13012-025-01464-1 |
|
2025 Other Outputs Enacting assessment reform in a time of artificial intelligenceLodge, Jason M., Bearman, Margaret, Dawson, Phillip, Gniel, Helen, Harper, Rowena, Liu, Danny, McLean, Jan and Ucnik, Lenka (2025). Enacting assessment reform in a time of artificial intelligence. Melbourne, VIC Australia: Tertiary Education Quality and Standards Agency. |
|
2025 Journal Article The role of expertise in design facilitation practice: A systematic reviewMosely, Genevieve, Markauskaite, Lina, Lodge, Jason M. and Wrigley, Cara (2025). The role of expertise in design facilitation practice: A systematic review. Design Studies, 100 101342, 101342-100. doi: 10.1016/j.destud.2025.101342 |
|
2025 Journal Article Emotionally enriched AI-generated feedback: Supporting student well-being without compromising learningAlsaiari, Omar, Baghaei, Nilufar, Lahza, Hatim, Lodge, Jason M., Boden, Marie and Khosravi, Hassan (2025). Emotionally enriched AI-generated feedback: Supporting student well-being without compromising learning. Computers & Education, 239 105363, 105363. doi: 10.1016/j.compedu.2025.105363 |
|
2025 Conference Publication Understanding the drivers of success in secondary-to-tertiary transitionsLong, Rowena, Moser, Felicity, Macdonald, Doune, Lodge, Jason M., Greco, Sarah, Woolcock, Liz, Ma, Tianyi, Anderson, Kimberley and Shepherd, Kate (2025). Understanding the drivers of success in secondary-to-tertiary transitions. Students Transitions Achievement Retention & Success Conference (STARS), Cairns, QLD Australia, 1 - 2 July 2025. |
|
2025 Journal Article Distinguishing performance gains from learning when using generative AIYan, Lixiang, Greiff, Samuel, Lodge, Jason M. and Gašević, Dragan (2025). Distinguishing performance gains from learning when using generative AI. Nature Reviews Psychology, 4 (7), 435-436. doi: 10.1038/s44159-025-00467-5 |
|
2025 Journal Article Emotionally enriched feedback via generative AIAlsaiari, Omar, Baghaei, Nilufar, Lahza, Hatim, Lodge, Jason, Boden, Marie and Khosravi, Hassan (2025). Emotionally enriched feedback via generative AI. Computers and Education. doi: 10.48550/arXiv.2410.15077 |
|
2025 Journal Article Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writingHawkins, Brittany, Taylor-Griffiths, Daniel and Lodge, Jason M. (2025). Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writing. Assessment and Evaluation in Higher Education, 1-13. doi: 10.1080/02602938.2025.2492070 |
|
2025 Journal Article Empowering human research ethics committees to review genomics applications: evaluating the utility of a custom online education resourceMcGahan, Ella, Berkman, Jennifer, Milne, David, Terrill, Bronwyn, Gear, Russell, Gardiner, Susan, Eckstein, Lisa, Nicol, Dianne, Taylor, Natalie, Winship, Ingrid, McWhirter, Rebekah, Nisselle, Amy, Lodge, Jason and McInerney-Leo, Aideen (2025). Empowering human research ethics committees to review genomics applications: evaluating the utility of a custom online education resource. European Journal of Human Genetics, 33 (7) 5, 1-11. doi: 10.1038/s41431-025-01846-5 |
|
2025 Journal Article What generative Artificial Intelligence priorities and challenges do senior Australian educational policy makers identify (and why)?Bower, Matt, Henderson, Michael, Slade, Christine, Southgate, Erica, Gulson, Kalervo and Lodge, Jason (2025). What generative Artificial Intelligence priorities and challenges do senior Australian educational policy makers identify (and why)?. AER, 52 (3), 2069-2094. doi: 10.1007/s13384-025-00801-z |
|
2025 Journal Article Capturing multi-layered regulated learning in collaborationYang, Suijing, Lodge, Jason M. and Brooks, Cameron (2025). Capturing multi-layered regulated learning in collaboration. Metacognition and Learning, 20 (1) 2, 1-39. doi: 10.1007/s11409-024-09409-7 |
|
2024 Journal Article Emerging technologies and research ethics: Developing editorial policy using a scoping review and reference panelKnight, Simon, Viberg, Olga, Mavrikis, Manolis, Kovanović, Vitomir, Khosravi, Hassan, Ferguson, Rebecca, Corrin, Linda, Thompson, Kate, Major, Louis, Lodge, Jason, Hennessy, Sara and Cukurova, Mutlu (2024). Emerging technologies and research ethics: Developing editorial policy using a scoping review and reference panel. PLoS One, 19 (10) e0309715, 1-18. doi: 10.1371/journal.pone.0309715 |
|
2024 Book Chapter Assessing in the age of AI: is critical thinking the answer?Lodge, Jason M., Ellerton, Peter, Zaphir, Luke and Brown, Deborah (2024). Assessing in the age of AI: is critical thinking the answer?. Artificial intelligence applications in K-12: theories, ethics, and case studies for schools. (pp. 24-37) New York, NY, United States: Routledge. doi: 10.4324/9781003440192-3 |
|
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) edited by Cathy Stone and Sarah O'Shea. Cheltenham, United Kingdom: Edward Elgar Publishing. doi: 10.4337/9781035314294.00012 |
|
2024 Journal Article Don’t be abstract: Crafting an impactful abstract for educational technology researchCorrin, Linda, Huijser, Henk, Han, Feifei and Lodge, Jason (2024). Don’t be abstract: Crafting an impactful abstract for educational technology research. Australasian Journal of Educational Technology, 40 (2) 9938, 1-11. doi: 10.14742/ajet.9938 |
|
2024 Journal Article AI in the wild : How students are using generative AI in their learningLodge, Jason (2024). AI in the wild : How students are using generative AI in their learning. Pacific Journal of Technology Enhanced Learning, 6 (1), 1. doi: 10.24135/pjtel.v6i1.176 |
|
2024 Journal Article Humanising peer review with artificial intelligence: paradox or panacea?Crawford, Joseph, Allen, Kelly-Ann and Lodge, Jason (2024). Humanising peer review with artificial intelligence: paradox or panacea?. Journal of University Teaching and Learning Practice, 21 (1) 70. doi: 10.53761/xeqvhc70 |
|
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) edited by Kathryn Bartimote, Sarah K. Howard and Dragan Gašević. Cham, Switzerland: Springer Nature Switzerland. doi: 10.1007/978-3-031-60571-0_1 |
