|
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. |
|
2019 Conference Publication Continuous evaluation of video lectures from real-time difficulty self-reportSrivastava, Namrata, Velloso, Eduardo, Lodge, Jason M., Erfani, Sarah and Bailey, James (2019). Continuous evaluation of video lectures from real-time difficulty self-report. CHI Conference on Human Factors in Computing Systems (CHI), Glasgow, Scotland, 4-9 May 2019. New York, NY United States: Association for Computing Machinery. doi: 10.1145/3290605.3300816 |
|
2019 Other Outputs Detailed list of studies identified in systematic review of published research examining the critical thinking of higher education studentsLodge, Jason, Pezaro, Charlotte, Brown, Deborah, Kent, Kirsty, Corbett, Brooklyn and Ellerton, Peter (2019). Detailed list of studies identified in systematic review of published research examining the critical thinking of higher education students. The University of Queensland. (Dataset) doi: 10.14264/uql.2019.964 |
|
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. |
|
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 |
|
2018 Journal Article 2018 special issue: student engagement and retention in higher educationKahu, Ella and Lodge, Jason (2018). 2018 special issue: student engagement and retention in higher education. Student Success, 9 (4), I-III. doi: 10.5204/ssj.v9i4.1141 |
|
2018 Journal Article Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgementPanadero, Ernesto, Broadbent, Jaclyn, Boud, David and Lodge, Jason M. (2018). Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement. European Journal of Psychology of Education, 34 (3), 535-557. doi: 10.1007/s10212-018-0407-8 |
|
2018 Journal Article On the irrelevance of neuromyths to teacher effectiveness: comparing neuro-literacy levels amongst award-winning and non-award winning teachersCooney Horvath, Jared, Donoghue, Gregory M., Horton, Alex J., Lodge, Jason M. and Hattie, John A. C. (2018). On the irrelevance of neuromyths to teacher effectiveness: comparing neuro-literacy levels amongst award-winning and non-award winning teachers. Frontiers in Psychology, 9 (SEP) 1666. doi: 10.3389/fpsyg.2018.01666 |
|
2018 Journal Article A comparison of the effectiveness of two computer-based learning aidsHowe, Piers D. L., Lodge, Jason M. and McKague, Meredith (2018). A comparison of the effectiveness of two computer-based learning aids. Frontiers in Education, 3 51, 51. doi: 10.3389/feduc.2018.00051 |
|
2018 Journal Article Understanding difficulties and resulting confusion in learning: an integrative reviewLodge, Jason M., Kennedy, Gregor, Lockyer, Lori, Arguel, Amael and Pachman, Mariya (2018). Understanding difficulties and resulting confusion in learning: an integrative review. Frontiers in Education, 3 49. doi: 10.3389/feduc.2018.00049 |
|
2018 Journal Article Co-creation in higher education: towards a conceptual modelDollinger, Mollie, Lodge, Jason and Coates, Hamish (2018). Co-creation in higher education: towards a conceptual model. Journal of Marketing for Higher Education, 28 (2), 1-22. doi: 10.1080/08841241.2018.1466756 |
|
2018 Journal Article Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher educationMcLaughlan, Rebecca and Lodge, Jason M. (2018). Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education. Teaching in Higher Education, 24 (1), 1-17. doi: 10.1080/13562517.2018.1461621 |
|
2018 Journal Article Seeking optimal confusion: a review on epistemic emotion management in interactive digital learning environmentsArguel, Amaël, Lockyer, Lori, Kennedy, Gregor, Lodge, Jason M. and Pachman, Mariya (2018). Seeking optimal confusion: a review on epistemic emotion management in interactive digital learning environments. Interactive Learning Environments, 27 (2), 1-11. doi: 10.1080/10494820.2018.1457544 |
|
2018 Journal Article PeerWise: evaluating the effectiveness of a web-based learning aid in a second-year psychology subjectHowe, Piers D. L., McKague, Meredith, Lodge, Jason M., Blunden, Anthea G. and Saw, Geoffrey (2018). PeerWise: evaluating the effectiveness of a web-based learning aid in a second-year psychology subject. Psychology Learning and Teaching, 17 (2), 166-176. doi: 10.1177/1475725718764181 |
|
2018 Journal Article Learning lab to lecture hallLodge, Jason M. (2018). Learning lab to lecture hall. HERDSA News, 40 (2), 3-4. |
|
2018 Conference Publication Co-Creation strategies for learning analyticsDollinger, Mollie and Lodge, Jason M. (2018). Co-Creation strategies for learning analytics. 8th International Conference on Learning Analytics and Knowledge, LAK 2018, Sydney, NSW Australia, 5-9 March 2018. New York NY United States: Association for Computing Machinery. doi: 10.1145/3170358.3170372 |
|
2018 Conference Publication Analytics-enabled teaching as design: reconceptualisation and call for researchAlhadad, Sakinah S. J., Thompson, Kate, Knight, Simon, Lewis, Melinda and Lodge, Jason M. (2018). Analytics-enabled teaching as design: reconceptualisation and call for research. The 8th International Learning Analytics and Knowledge, Sydney, NSW Australia, 5-9 March 2018. New York, NY USA: ACM Press. doi: 10.1145/3170358.3170390 |
|
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. |
|
2018 Conference Publication Learning analytics in the classroomLodge, Jason, Thompson, Kate, Horvath, Jared, De Barba, Paula and Blumenstein, Marion (2018). Learning analytics in the classroom. 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Geelong, VIC Australia, 25-28 November 2018. Tugun, QLD Australia: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). doi: 10.14742/apubs.2018.1982 |
|
2018 Journal Article A tale of two MOOCs: how student motivation and participation predict learning outcomes in different MOOCsBrooker, Abi, Corrin, Linda, de Barba, Paula, Lodge, Jason M. and Kennedy, Gregor (2018). A tale of two MOOCs: how student motivation and participation predict learning outcomes in different MOOCs. Australasian Journal of Educational Technology, 34 (1), 73-87. doi: 10.14742/ajet.3237 |
