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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 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 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 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 |
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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 |
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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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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 |
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2018 Conference Publication Can speaking make learning easier? Verbal rehearsal effects on cognitive load, learning efficacy and performanceHatten-Roberts, Toni and Lodge, Jason M. (2018). Can speaking make learning easier? Verbal rehearsal effects on cognitive load, learning efficacy and performance. 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, London, United Kingdom, 23-27 June 2018. International Society of the Learning Sciences (ISLS). |
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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 |
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2018 Other Outputs The Higher Education Learning Framework: an evidence-informed model for university learningCarroll, Annemaree, Lodge, Jason M., Bagraith, Rupert, Nugent, Annita, Matthews, Kelly and Sah, Pankaj (2018). The Higher Education Learning Framework: an evidence-informed model for university learning. Brisbane, Australia: The University of Queensland. |
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2017 Journal Article Applying best practice online learning, teaching, and support to intensive online environments: an integrative reviewRoddy, Chantal, Amiet, Danielle Lalaine, Chung, Jennifer, Holt, Christopher, Shaw, Lauren, McKenzie, Stephen, Garivaldis, Filia, Lodge, Jason M. and Mundy, Matthew Edward (2017). Applying best practice online learning, teaching, and support to intensive online environments: an integrative review. Frontiers in Education, 2 59. doi: 10.3389/feduc.2017.00059 |
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2017 Journal Article Inferring learning from big data: the importance of a transdisciplinary and multidimensional approachLodge, Jason M., Alhadad, Sakinah S. J., Lewis, Melinda J. and Gašević, Dragan (2017). Inferring learning from big data: the importance of a transdisciplinary and multidimensional approach. Technology, Knowledge and Learning, 22 (3), 385-400. doi: 10.1007/s10758-017-9330-3 |
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2017 Journal Article The impact of binge watching on memory and perceived comprehensionHorvath, Jared C., Horton, Alex J., Lodge, Jason M. and Hattie, John A.C. (2017). The impact of binge watching on memory and perceived comprehension. First Monday, 22 (9) 7729. doi: 10.5210/fm.v22i9.7729 |
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2017 Journal Article Inside out: detecting learners' confusion to improve interactive digital learning environmentsArguel, Amael, Lockyer, Lori, Lipp, Ottmar V., Lodge, Jason M. and Kennedy, Gregor (2017). Inside out: detecting learners' confusion to improve interactive digital learning environments. Journal of Educational Computing Research, 55 (4), 526-551. doi: 10.1177/0735633116674732 |
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2017 Journal Article Exploring Metacognition as Support for Learning TransferScharff, Lauren, Draeger, John, Verpoorten, Dominique, Devlin, Marie, Dvorakova, Lucy S., Lodge, Jason M. and Smith, Susan (2017). Exploring Metacognition as Support for Learning Transfer. Teaching & Learning Inquiry: The ISSOTL Journal, 5 (1). doi: 10.20343/teachlearninqu.5.1.6 |
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2017 Journal Article The hard problem of ‘educational neuroscience’Palghat, Kelsey, Horvath, Jared C. and Lodge, Jason M. (2017). The hard problem of ‘educational neuroscience’. Trends in Neuroscience and Education, 6, 204-210. doi: 10.1016/j.tine.2017.02.001 |
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2017 Journal Article Learning styles at the crossroads of the laboratory and the classroomLodge, Jason M., Cottrell, David and Hansen, Louise (2017). Learning styles at the crossroads of the laboratory and the classroom. Learning: Research and Practice, 3 (2), 183-187. doi: 10.1080/23735082.2017.1285630 |
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2017 Journal Article What data and analytics can and do say about effective learningLodge, Jason M. and Corrin, Linda (2017). What data and analytics can and do say about effective learning. npj Science of Learning, 2 (1) 5, 5. doi: 10.1038/s41539-017-0006-5 |
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2017 Conference Publication Designing videos for learning: separating the good from the bad and the uglyLodge, Jason M., Horvath, Jared C., Horton, Alex, Venema, Sven, Kennedy, Gregor and Dawson, Shane (2017). Designing videos for learning: separating the good from the bad and the ugly. EARLI, Tampere, Finland, 28 August - 2 September 2017. |
