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2019 Book Learning Analytics in the Classroom: Translating Learning Analytics Research for TeachersJason M. Lodge, Jared Cooney Horvath and Linda Corrin eds. (2019). Learning Analytics in the Classroom: Translating Learning Analytics Research for Teachers. Abingdon, 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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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 |
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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 |
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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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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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2018 Journal Article Learning lab to lecture hallLodge, Jason M. (2018). Learning lab to lecture hall. HERDSA News, 40 (2), 3-4. |
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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 Higher education learning framework: an evidence informed model for university learningNugent, Annita, Lodge, Jason, Carroll, Annemaree, Bagraith, Rupert, MacMahon, Stephanie, Matthews, Kelly E. and Sah, Pankaj (2018). Higher education learning framework: an evidence informed model for university learning. Brisbane, Australia: The University of Queensland. doi: 10.14264/348c85f |
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2018 Conference Publication Interdisciplinary open science: what are the implications for educational technology research?Alhadad, Sakinah S.J., Searston, Rachel A. and Lodge, Jason M. (2018). Interdisciplinary open science: what are the implications for educational technology research?. 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Geelong, Australia, 25-28 November 2018. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). |
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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 |
