What if student attrition was treated like an illness? An epidemiological model for learning analytics

Jason Lodge

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (2011) pp. 822–825

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

Jason Lodge; Melinda Lewis

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012 (November 2012)

Learning in higher education can be described as a series of complex tasks and stages of development requiring a range of multifaceted behaviours and ways -of-being. Understanding what contributes to teaching for quality learning and achieving...

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

Sven Venema; Jason Lodge

Australasian Journal of Educational Technology Vol. 29, No. 1 (Mar 01, 2013) pp. 20–31

Despite rapid changes in the ways in which university courses are being delivered, lectures have remained a common feature of many courses. The lecture is problematic for many reasons, not the least being that it does not encourage interaction. The...

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

Agata Mouasher; Jason M. Lodge

Journal of Educational Technology & Society Vol. 19, No. 2 (2016) pp. 274–285

An apparent paradigm shift has created increased impetus to offer higher education across multiple delivery platforms. Utilising technology can support design and delivery for enhanced learning, albeit with additional pressures on academic workloads,...

Academic Workload: The Silent Barrier to the Implementation of Technology-Enhanced Learning Strategies in Higher Education

Mary Sarah-Jane Gregory; Jason Michael Lodge

Distance Education Vol. 36, No. 2 (2015) pp. 210–230

The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not-insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those...

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

Mariya Pachman; Amal Arguel; Lori Lockyer; Gregor Kennedy; Jason Lodge

Australasian Journal of Educational Technology Vol. 32, No. 6 (Dec 15, 2016)

Research on incidence of and changes in confusion during complex learning and problem-solving calls for advanced methods of confusion detection in digital learning environments (DLEs). In this study we attempt to address this issue by investigating...

Five stages of online course design: Taking the grief out of converting courses for online delivery

Karin Barac; Lynda Davies; Sean Duffy; Neal Aitkin; Jason Lodge

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 77–81

The burgeoning online delivery of higher education requires support and resourcing to be successfully implemented. In this paper, we report on the initial design and development of a professional learning module intended to guide academics when...

Peerwise: Evaluating the Effectiveness of a Web-Based Learning Aid in a Second-Year Psychology Subject

Piers D. L. Howe; Meredith McKague; Jason M. Lodge; Anthea G. Blunden; Geoffrey Saw

Psychology Learning and Teaching Vol. 17, No. 2 (2018) pp. 166–176

Testing can do more than just determine what a student knows; it can aid the learning process, a phenomenon known as the testing effect. There is a growing trend for students to create and share self-assessment questions in their subject, as...

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

Abi Brooker; Linda Corrin; Paula de Barba; Jason Lodge; Gregor Kennedy

Australasian Journal of Educational Technology Vol. 34, No. 1 (Mar 28, 2018)

Recent scholarly discussions about massive open online courses (MOOCs) highlight pedagogical and practical issues that separate MOOCs from other learning settings, especially how theories of learning translate to MOOC students\u2019 motivation,...