The University of Queensland

From the laboratory to the classroom: translating science of learning for teachers

Horvath, Jared C., Lodge, Jason M. and Hattie, John From the laboratory to the classroom: translating science of learning for teachers. Edited by Jared Cooney Horvath, Jason M. Lodge and John Hattie Abingdon, Oxfordshire, United Kingdom: Routledge, 2017.

A futures perspective on information technology and assessment

Lodge, Jason M. (2018). A futures perspective on information technology and assessment. In International handbook of information technology in primary and secondary education 2nd ed. (pp. 1-13) Berlin: Springer. doi:10.1007/978-3-319-53803-7_43-1

Understanding, assessing and enhancing student evaluative judgement in digital environments

Lodge, Jason M., Kennedy, Gregor and Hattie, John (2018). Understanding, assessing and enhancing student evaluative judgement in digital environments. In David Boud, Rola Ajjawi, Phill Dawson and Jo Tai (Ed.), Developing evaluative judgement in higher education: assessment for knowing and producing quality work (pp. 70-78) Abingdon, United Kingdom: Routledge.

A Framework for Organizing and Translating Science of Learning Research

Horvath, Jared Cooney and Lodge, Jason M. (2017). A Framework for Organizing and Translating Science of Learning Research. In Horvath, J. C., Lodge, J. M. and Hattie, J. (Ed.), From the Laboratory to the Classroom - Translating Science of Learning for Teachers (pp. 7-20) Abingdon, Oxfordshire, United Kingdom: Routledge.

Engaging university teachers in design thinking

Elliott, Kristine and Lodge, Jason M. (2017). Engaging university teachers in design thinking. In Richard James, Sarah French and Paula Kelly (Ed.), Visions for the Future of Australian Tertiary Education (pp. 55-66) Melbourne VIC Australia: Melbourne Centre for the Study of Higher Education.

Science of Learning and Digital Learning Environments

Lodge, Jason M. and Horvath, Jared Cooney (2017). Science of Learning and Digital Learning Environments. In Horvath, J. C., Lodge, J. M. and Hattie, J. (Ed.), From the Laboratory to the Classroom - Translating Science of Learning for Teachers (pp. 122-135) Abingdon, Oxfordshire, United Kingdom: Routledge.

Keep calm and credential on: linking learning, life and work practices in a complex world

Lewis, Melinda J. and Lodge, Jason M. (2016). Keep calm and credential on: linking learning, life and work practices in a complex world. In Foundation of digital badges and micro-credentials (pp. 41-54) Cham, Switzerland: Springer International Publishing. doi:10.1007/978-3-319-15425-1_3

Pedagogy, Practice, and the Allure of Open Online Courses: Implications for Schools and Their Students

Dabrowski, Anna and Lodge, Jason M. (2016). Pedagogy, Practice, and the Allure of Open Online Courses: Implications for Schools and Their Students. In 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

The Connected Community of Practice in Educational Technology: A Model for Future Networked Professional Development?

Lodge, Jason M. and Corrin, Linda (2016). The Connected Community of Practice in Educational Technology: A Model for Future Networked Professional Development?. In Implementing Communities of Practice in Higher Education (pp. 573-595) Singapore: Springer Singapore. doi:10.1007/978-981-10-2866-3_25

Applying Cognitive Science to Critical Thinking among Higher Education Students

Lodge, Jason M., O'Connor, Erin, Shaw, Rhonda and Burton, Lorelle (2015). Applying Cognitive Science to Critical Thinking among Higher Education Students. In The Palgrave Handbook of Critical Thinking in Higher Education (pp. 391-407) New York, NY, United States: Palgrave Macmillan.

Peer observation as a collaborative vehicle for innovation in incorporating educational technology into teaching: A case study

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. In 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

Professional learning through MOOCs?: a trans-disciplinary framework for building knowledge, inquiry, and expertise

Lodge, Jason M. and Lewis, Melinda J. (2015). Professional learning through MOOCs?: a trans-disciplinary framework for building knowledge, inquiry, and expertise. In Elspeth McKay and John Lenarcic (Ed.), Macro-level learning through Massive Open Online Courses (MOOCs): strategies and predictions for the future (pp. 48-60) Hershey, PA USA: IGI Global. doi:10.4018/978-1-4666-8324-2.ch003

Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education

McLaughlan, 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, . doi:10.1080/13562517.2018.1461621

Seeking optimal confusion: a review on epistemic emotion management in interactive digital learning environments

Arguel, 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, . doi:10.1080/10494820.2018.1457544

PeerWise: evaluating the effectiveness of a web-based learning aid in a second-year psychology subject

Howe, 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, . doi:10.1177/1475725718764181

Learning lab to lecture hall

Lodge, Jason M. (2018) Learning lab to lecture hall. HERDSA News, 40 2: 3-4.

A tale of two MOOCs: how student motivation and participation predict learning outcomes in different MOOCs

Brooker, 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

Applying best practice online learning, teaching, and support to intensive online environments: an integrative review

Roddy, 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 . doi:10.3389/feduc.2017.00059

Inferring learning from big data: the importance of a transdisciplinary and multidimensional approach

Lodge, 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

The impact of binge watching on memory and perceived comprehension

Horvath, 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: . doi:10.5210/fm.v22i9.7729

Inside out: detecting learners' confusion to improve interactive digital learning environments

Arguel, 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

Exploring Metacognition as Support for Learning Transfer

Scharff, 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

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

Learning styles at the crossroads of the laboratory and the classroom

Lodge, 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

What data and analytics can and do say about effective learning

Lodge, Jason M. and Corrin, Linda (2017) What data and analytics can and do say about effective learning. npj Science of Learning, 2 1: . doi:10.1038/s41539-017-0006-5

Effects of anatomical variation on trainee performance in a virtual reality temporal bone surgery simulator

Piromchai, P., Ioannou, I., Wijewickrema, S., Kasemsiri, P., Lodge, J., Kennedy, G. and O'Leary, S. (2017) Effects of anatomical variation on trainee performance in a virtual reality temporal bone surgery simulator. Journal of Laryngology and Otology, 131 s1: S29-S35. doi:10.1017/S0022215116009233

Redefining ‘early career’ in academia: a collective narrative approach

Bosanquet, Agnes, Mailey, Alana, Matthews, Kelly and Lodge, Jason (2016) Redefining ‘early career’ in academia: a collective narrative approach. Higher Education Research and Development, 36 5: 1-13. doi:10.1080/07294360.2016.1263934

Editorial: brain, mind and educational technology

Lodge, Jason M, Kennedy, Gregor and Lockyer, Lori (2016) Editorial: brain, mind and educational technology. Australasian Journal of Educational Technology, 32 6: . doi:10.14742/ajet.3443

Can New Digital Technologies Support Parasitology Teaching and Learning?

Jabbar, Abdul, Gasser, Robin B. and Lodge, Jason (2016) Can New Digital Technologies Support Parasitology Teaching and Learning?. Trends in Parasitology, 32 7: 522-530. doi:10.1016/j.pt.2016.04.004

Do the learning sciences have a place in higher education research?

Lodge, Jason M. (2016) Do the learning sciences have a place in higher education research?. Higher Education Research & Development, 35 3: 634-637. doi:10.1080/07294360.2015.1094204

The Search for Pedagogical Dynamism - Design Patterns and the Unselfconscious Process

Mouasher, Agata and Lodge, Jason M. (2016) The Search for Pedagogical Dynamism - Design Patterns and the Unselfconscious Process. Educational Technology & Society, 19 2: 274-285.

Eye tracking and early detection of confusion in digital learning environments: Proof of concept

Pachman, 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

Modality preference and learning style theories: rethinking the role of sensory modality in learning

Lodge, Jason M., Hansen, Louise and Cottrell, David (2015) 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

Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education

Gregory, 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

Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development

Matthews, 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

Making sense of how I learn: Metacognitive capital and the first year university student

Larmar, 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

Evaluating quality learning in higher education: re-examining the evidence

Lodge, 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

Beyond the first year experience in science: Identifying the need for a supportive learning and teaching environment for second year science students

Loughlin, Wendy A., Gregory, Sarah-Jane, Harrison, Glenn and Lodge, Jason M. (2013) Beyond the first year experience in science: Identifying the need for a supportive learning and teaching environment for second year science students. International Journal of Innovation in Science and Mathematics Education, 21 4: 13-26.

Towards a model for student selection in clinical psychology

Schweitzer, Robert, Khawaja, Nigar, Strodl, Esben, Lodge, Jason, Coyne, Joe and King, Robert (2013) Towards a model for student selection in clinical psychology. Clinical Psychologist, 18 3: 125-132. doi:10.1111/cp.12025

Capturing dynamic presentation: using technology to enhance the chalk and the talk

Venema, Sven and Lodge, Jason M. (2013) Capturing dynamic presentation: using technology to enhance the chalk and the talk. Australasian Journal of Educational Technology, 29 1: 20-31.

Some reflections by early career academics

Lodge, Jason, Bosanquet, Agnes and Matthews, Kelly (2012) Some reflections by early career academics. HERDSA News, 34 3: 17-18.

Implementing a Principal Tutor to increase student engagement and retention within the first year of a professional program

Lodge, Jason (2012) Implementing a Principal Tutor to increase student engagement and retention within the first year of a professional program. International Journal of the First Year in Higher Education, 3 1: 9-20. doi:10.5204/intjfyhe.v3i1.101

Orientation Online: Introducing commencing students to university study. A Practice Report

Smyth, Elizabeth and Lodge, Jason (2012) Orientation Online: Introducing commencing students to university study. A Practice Report. International Journal of the First Year in Higher Education, 3 1: 83-89. doi:10.5204/intjfyhe.v3i1.104

Communicating with first year students; so many channels but is anyone listening? A Practice Report

Lodge, Jason (2010) Communicating with first year students; so many channels but is anyone listening? A Practice Report. The International Journal of the First Year in Higher Education, 1 1: 100-105. doi:10.5204/intjfyhe.v1i1.23

Analytics-enabled teaching as design: reconceptualisation and call for research

Alhadad, Sakinah S. J., Thompson, Kate, Knight, Simon, Lewis, Melinda and Lodge, Jason M. (2018). Analytics-enabled teaching as design: reconceptualisation and call for research. In: Proceedings of the 8th International Conference on Learning Analytics and Knowledge - LAK '18. The 8th International Learning Analytics and Knowledge, Sydney, NSW Australia, (427-435). 5-9 March 2018. doi:10.1145/3170358.3170390

Co-Creation strategies for learning analytics

Dollinger, Mollie and Lodge, Jason M. (2018). Co-Creation strategies for learning analytics. In: Proceedings of the 8th International Conference on Learning Analytics and Knowledge: Towards User-Centred Learning Analytics, LAK 2018. 8th International Conference on Learning Analytics and Knowledge, LAK 2018, Sydney, NSW Australia, (97-101). 5-9 March 2018. doi:10.1145/3170358.3170372

Evidence-based practice in higher education: Is it possible? Is it feasible?

Lodge, Jason and Matthews, Kelly (2017). Evidence-based practice in higher education: Is it possible? Is it feasible?. In: Higher Education Research and Development Society of Australasia (HERDSA), Sydney, Australia, (). 27-30 June 2017.

Exploring misconceptions as a trigger for enhancing student learning

Verkade, Heather , Lodge, Jason M. , Elliott, Kristine , Mulhern, Terry , Espinosa, Allen , Cropper, Simon and Rubenstein, Ben (2017). Exploring misconceptions as a trigger for enhancing student learning. In: Ruth Walker and Simon Bedford, Research and Development in Higher Education: Curriculum Transformation Vol. 40. 40th HERDSA Annual International Conference , Sydney, NSW Australia, (392-401). 27-30 June 2017.

The changing nature of student engagement during a digital learning task

Wiseman, Paul, Lodge, Jason M., Arguel, Amael and Kennedy, Gregor (2017). The changing nature of student engagement during a digital learning task. In: Me, Us, IT! Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education. 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Toowoomba, Australia, (433-440). December 2017.

All roads lead to Rome: tracking students’ affect as they overcome misconceptions

Kennedy, Gregor and Lodge, Jason M. (2016). All roads lead to Rome: tracking students’ affect as they overcome misconceptions. In: ASCILITE 2016 Adelaide: Show Me the Learning. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, (318-328). December 2016.

Confidence drives exploration strategies in interactive simulations

Arguel, Amael, Lodge, Jason M, Pachman, Mariya and de Barba, Paula (2016). Confidence drives exploration strategies in interactive simulations. In: ASCILITE 2016 Adelaide: Show Me the Learning. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, (33-42). December 2016.

Models for understanding student engagement in digital learning environments

Wiseman, Paul, Kennedy, Gregor and Lodge, Jason M. (2016). Models for understanding student engagement in digital learning environments. In: ASCILITE 2016 Adelaide: Show Me the Learning. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, (666-671). December 2016.

“I am told it is publications”: Becoming a quantified academic in the measured university

Bosanquet, Agnes, Lodge, Jason and Matthews, Kelly (2016). “I am told it is publications”: Becoming a quantified academic in the measured university. In: Academic Identities Conference, Sydney Australia, (). 29 June - 1 July 2016.

Modelling psychological factors for predicting the success of non-traditional students

Griffiths, Daniel and Lodge, Jason M. (2015). Modelling psychological factors for predicting the success of non-traditional students. In: Students, Transitions, Achievement, Retention and Success Conference, Melbourne, Australia, (1-10). July 2015.

Prior knowledge, confidence and understanding in interactive tutorials and simulations

Lodge, Jason M. and Kennedy, Gregor (2015). Prior knowledge, confidence and understanding in interactive tutorials and simulations. In: Globally connected, digitally enabled. Proceedings ascilite 2015 in Perth. ASCILITE 2015, Perth, WA Australia, (). 30 November - 3 December 2015.

Redefining early career academia in uncertain times

Bosanquet, Agnes, Mailey, Alana, Matthews, Kelly and Lodge, Jason (2015). Redefining early career academia in uncertain times. In: Higher Education Research and Development Society of Australasia (HERDSA), Melbourme, VIC, Australia, (). 6-9 July 2015.

Pigeon pecks and mouse clicks: Putting the learning back into learning analytics

Lodge, Jason M. and Lewis, Melinda J. (2012). Pigeon pecks and mouse clicks: Putting the learning back into learning analytics. In: Future challenges, sustainable futures: Proceedings ascilite 2012 in Wellington. ASCILITE 2012, Wellington, New Zealand, (). 25-28 November 2012.

The Higher Education Learning Framework: an evidence-informed model for university learning

Carroll, 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: University of Queensland

Misconceptions as a trigger for enhancing student learning in higher education: a handbook for educators

Verkade, Heather , Mulhern, Terry , Lodge, Jason M., Elliott, Kristine , Cropper, Simon , Horton, Alex , Elliott, Cameron , Espinoza, Allen , Dooley, Laura , Mulder, Raoul and Livett, Michelle (2017) Misconceptions as a trigger for enhancing student learning in higher education: a handbook for educators Melbourne, VIC, Australia: University of Melbourne