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2016 Journal Article Modality preference and learning style theories: rethinking the role of sensory modality in learningLodge, Jason M., Hansen, Louise and Cottrell, David (2016). Modality preference and learning style theories: rethinking the role of sensory modality in learning. Learning: Research and Practice, 2 (1), 4-17. doi: 10.1080/23735082.2015.1083115 |
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2016 Conference Publication Models for understanding student engagement in digital learning environmentsWiseman, Paul, Kennedy, Gregor and Lodge, Jason M. (2016). Models for understanding student engagement in digital learning environments. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, December 2016. Australasian Society for Computers in Learning in Tertiary Education. |
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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 |
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2016 Journal Article Eye tracking and early detection of confusion in digital learning environments: Proof of conceptPachman, Mariya, Arguel, Amael, Lockyer, Lori, Kennedy, Gregor and Lodge, Jason M. (2016). Eye tracking and early detection of confusion in digital learning environments: Proof of concept. Australasian Journal of Educational Technology, 32 (6), 58-71. doi: 10.14742/ajet.3060 |
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2016 Conference Publication Moving forward with digital badgesIfenthaler, Dirk, West, Deborah, Flintoff, Kim, Lodge, Jason, Gibson, David, Beattie, Scott, Irving, Leah, Lewis, Melinda, Coleman, Kathryn and Lockley, Alison (2016). Moving forward with digital badges. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Adelaide, Australia, 27-30 November 2016. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). |
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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 Conference Publication All roads lead to Rome: tracking students’ affect as they overcome misconceptionsKennedy, Gregor and Lodge, Jason M. (2016). All roads lead to Rome: tracking students’ affect as they overcome misconceptions. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, December 2016. Australasian Society for Computers in Learning in Tertiary Education. |
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2016 Conference Publication Confidence drives exploration strategies in interactive simulationsArguel, Amael, Lodge, Jason M, Pachman, Mariya and de Barba, Paula (2016). Confidence drives exploration strategies in interactive simulations. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, December 2016. Australasian Society for Computers in Learning in Tertiary Education. doi: 10.14742/apubs.2016.825 |
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2016 Conference Publication “I am told it is publications”: Becoming a quantified academic in the measured universityBosanquet, Agnes, Lodge, Jason and Matthews, Kelly (2016). “I am told it is publications”: Becoming a quantified academic in the measured university. Academic Identities Conference, Sydney Australia, 29 June - 1 July 2016. Sydney Australia: The University of Sydney. |
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2015 Journal Article Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher educationGregory, Mary Sarah-Jane and Lodge, Jason Michael (2015). Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education. Distance Education, 36 (2), 210-230. doi: 10.1080/01587919.2015.1055056 |
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2015 Conference Publication Modelling psychological factors for predicting the success of non-traditional studentsGriffiths, Daniel and Lodge, Jason M. (2015). Modelling psychological factors for predicting the success of non-traditional students. Students, Transitions, Achievement, Retention and Success Conference, Melbourne, Australia, July 2015. |
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2015 Book Chapter Peer observation as a collaborative vehicle for innovation in incorporating educational technology into teaching: A case studyVenema, Sven, Drew, Steve and Lodge, Jason M. (2015). Peer observation as a collaborative vehicle for innovation in incorporating educational technology into teaching: A case study. Teaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education. (pp. 209-225) Rotterdam Netherlands: Sense Publishers. doi: 10.1007/978-94-6300-289-9_13 |
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2015 Conference Publication Redefining early career academia in uncertain timesBosanquet, Agnes, Mailey, Alana, Matthews, Kelly and Lodge, Jason (2015). Redefining early career academia in uncertain times. Higher Education Research and Development Society of Australasia (HERDSA), Melbourme, VIC, Australia, 6-9 July 2015. |
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2015 Book Chapter Applying Cognitive Science to Critical Thinking among Higher Education StudentsLodge, Jason M., O'Connor, Erin, Shaw, Rhonda and Burton, Lorelle (2015). Applying Cognitive Science to Critical Thinking among Higher Education Students. The Palgrave Handbook of Critical Thinking in Higher Education. (pp. 391-407) New York, NY, United States: Palgrave Macmillan. doi: 10.1057/9781137378057.0031 |
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2015 Book Chapter Professional learning through MOOCs?: a trans-disciplinary framework for building knowledge, inquiry, and expertiseLodge, Jason M. and Lewis, Melinda J. (2015). Professional learning through MOOCs?: a trans-disciplinary framework for building knowledge, inquiry, and expertise. Macro-level learning through Massive Open Online Courses (MOOCs): strategies and predictions for the future. (pp. 48-60) edited by Elspeth McKay and John Lenarcic. Hershey, PA USA: IGI Global. doi: 10.4018/978-1-4666-8324-2.ch003 |
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2015 Conference Publication Prior knowledge, confidence and understanding in interactive tutorials and simulationsLodge, Jason M. and Kennedy, Gregor (2015). Prior knowledge, confidence and understanding in interactive tutorials and simulations. ASCILITE 2015, Perth, WA Australia, 30 November - 3 December 2015. Tugun QLD Australia: Australasian Society for Computers in Learning in Tertiary Education. |
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2015 Journal Article PEER OBSERVATION AS A COLLABORATIVE VEHICLE FOR INNOVATION IN INCORPORATING EDUCATIONAL TECHNOLOGY INTO TEACHING <i>A Case Study</i>Venema, Sven, Drew, Steve and Lodge, Jason M. (2015). PEER OBSERVATION AS A COLLABORATIVE VEHICLE FOR INNOVATION IN INCORPORATING EDUCATIONAL TECHNOLOGY INTO TEACHING A Case Study. Teaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education, 19, 209-225. |
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2014 Journal Article Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic developmentMatthews, Kelly E., Lodge, Jason M. and Bosanquet, Agnes (2014). Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development. International Journal for Academic Development, 19 (2), 112-124. doi: 10.1080/1360144X.2012.724421 |
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2014 Journal Article Making sense of how I learn: Metacognitive capital and the first year university studentLarmar, Stephen and Lodge, Jason (2014). Making sense of how I learn: Metacognitive capital and the first year university student. International Journal of the First Year in Higher Education, 5 (1), 93-105. doi: 10.5204/intjfyhe.v5i1.193 |
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2014 Journal Article Evaluating quality learning in higher education: re-examining the evidenceLodge, Jason and Bonsanquet, Agnes (2014). Evaluating quality learning in higher education: re-examining the evidence. Quality in Higher Education, 20 (1), 3-23. doi: 10.1080/13538322.2013.849787 |
