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Associate Professor Jason Lodge
Associate Professor

Jason Lodge

Email: 
Phone: 
+61 7 336 56506

Overview

Background

Jason Lodge is a lifelong student of learning and a staunch advocate of evidence-informed education. A chef by trade, a psychological scientist by training, and an educator by profession, for over 20 years, Jason has worked to better understand learning to enhance education, particularly via digital technologies.

Jason is Associate Professor of Educational Psychology and Director of the Learning, Instruction, and Technology Lab in the School of Education at The University of Queensland (UQ). With the lab team, Jason explores the cognitive, metacognitive, and emotional aspects of learning, particularly in higher education and with digital technologies, including artificial intelligence (AI). He and his team have a particular interest in self- and co-regulated learning.

Recently, Jason has been focused on the evolving role of AI in education. He serves as an expert advisor to the OECD and Australian National Task Force on Artificial Intelligence in Education and led the Assessment Experts Forum in partnership with the Australian Tertiary Education Quality and Standards Agency (TEQSA). The resulting resource, Assessment Reform for the Age of Artificial Intelligence, is being used across education sectors in Australia and around the world to rethink assessment in light of the emergence of generative AI. His most recent work in partnership with the Australian Centre for Student Equity and Success (ACSES) has been on developing a national framework for AI in higher education, a translation of the Australian Framework for Generative Artificial Intelligence in Schools.

Jason also serves as Deputy Associate Dean (Academic) in the Faculty of Humanities, Arts, and Social Sciences at UQ. He holds fellowships with the Psychonomic Society (US) and the Higher Education Research and Development Society of Australasia and is a Principal Fellow of the Higher Education Academy (UK). Jason has received numerous teaching awards, including the Australian Psychological Society’s Distinguished Contribution to Psychological Education and was an inaugural winner of the ASCILITE and CAULLT Award for Outstanding Leadership in Digital Learning in Higher Education in 2023. Additionally, Jason is an editor of Student Success and until recently served as the Lead Editor of Australasian Journal of Educational Technology.

Availability

Associate Professor Jason Lodge is:
Not available for supervision
Media expert

Qualifications

  • Bachelor of Psychology, James Cook University
  • Bachelor (Honours), James Cook University
  • Graduate Certificate in Tertiary Teaching, James Cook University
  • Masters (Coursework) of Higher Education, Macquarie University
  • Doctor of Philosophy, James Cook University
  • Graduate Certificate in Business (Management), Monash University
  • Masters (Coursework), University of Sydney

Research interests

  • Educational psychology

  • Educational technology

  • Higher education

  • Learning sciences

  • Artificial intelligence

Works

Search Professor Jason Lodge’s works on UQ eSpace

154 works between 2010 and 2024

1 - 20 of 154 works

2024

Journal Article

Capturing multi-layered regulated learning in collaboration

Yang, Suijing, Lodge, Jason M. and Brooks, Cameron (2024). Capturing multi-layered regulated learning in collaboration. Metacognition and Learning, 20 (1) 2. doi: 10.1007/s11409-024-09409-7

Capturing multi-layered regulated learning in collaboration

2024

Book Chapter

Assessing in the Age of AI

Lodge, Jason M., Ellerton, Peter, Zaphir, Luke and Brown, Deborah (2024). Assessing in the Age of AI. Artificial Intelligence Applications in K-12. (pp. 24-37) New York: Routledge. doi: 10.4324/9781003440192-3

Assessing in the Age of AI

2024

Book Chapter

The relational turn in student engagement

Matthews, Kelly E., Lodge, Jason M. and Johnstone, Melissa (2024). The relational turn in student engagement. Research Handbook on Student Engagement in Higher Education. (pp. 28-38) Edward Elgar Publishing. doi: 10.4337/9781035314294.00012

The relational turn in student engagement

2024

Journal Article

Don’t be abstract: Crafting an impactful abstract for educational technology research

Corrin, Linda, Huijser, Henk, Han, Feifei and Lodge, Jason (2024). Don’t be abstract: Crafting an impactful abstract for educational technology research. Australasian Journal of Educational Technology, 40 (2) ARTN 9938, 1-11. doi: 10.14742/ajet.9938

Don’t be abstract: Crafting an impactful abstract for educational technology research

2024

Journal Article

AI in the wild : How students are using generative AI in their learning

Lodge, Jason (2024). AI in the wild : How students are using generative AI in their learning. Pacific Journal of Technology Enhanced Learning, 6 (1), 1. doi: 10.24135/pjtel.v6i1.176

AI in the wild : How students are using generative AI in their learning

2024

Journal Article

Humanising peer review with artificial intelligence: paradox or panacea?

Crawford, Joseph, Allen, Kelly-Ann and Lodge, Jason (2024). Humanising peer review with artificial intelligence: paradox or panacea?. Journal of University Teaching and Learning Practice, 21 (1) ARTN 70. doi: 10.53761/xeqvhc70

Humanising peer review with artificial intelligence: paradox or panacea?

2024

Journal Article

Intensive modes of study and the need to focus on the process of learning in Higher Education

Lodge, Jason M. and Ashford-Rowe, Kevin (2024). Intensive modes of study and the need to focus on the process of learning in Higher Education. Journal of University Teaching and Learning Practice, 21 (2) 2. doi: 10.53761/1.21.2.02

Intensive modes of study and the need to focus on the process of learning in Higher Education

2024

Journal Article

Validation study of the Italian version of the Self-regulation for Learning Online (SRL-O) questionnaire in university students

Tarchi, Christian, Vettori, Giulia, Lodge, Jason M. and Broadbent, Jaclyn (2024). Validation study of the Italian version of the Self-regulation for Learning Online (SRL-O) questionnaire in university students. BPA Applied Psychology Bulletin, 82 (299), 49-61. doi: 10.26387/bpa.2024.00004

Validation study of the Italian version of the Self-regulation for Learning Online (SRL-O) questionnaire in university students

2024

Journal Article

Exploring Students’ Conceptions of Project-Based Learning: Implications for Improving Engineering Pedagogy

Hasan, Mahbub, Lodge, Jason M., Karim, Azharul and Khan, Md. Shahadat Hossain (2024). Exploring Students’ Conceptions of Project-Based Learning: Implications for Improving Engineering Pedagogy. IEEE Transactions on Education, 67 (2), 1-11. doi: 10.1109/te.2023.3348523

Exploring Students’ Conceptions of Project-Based Learning: Implications for Improving Engineering Pedagogy

2024

Journal Article

A step-by-step guide on how NOT to get published in a high-impact educational technology journal

Lodge, Jason M., Deakin, Linda Corrin, Huijser, Henk and Han, Feifei (2024). A step-by-step guide on how NOT to get published in a high-impact educational technology journal. Australasian Journal of Educational Technology, 40 (1), 1-5. doi: 10.14742/ajet.9492

A step-by-step guide on how NOT to get published in a high-impact educational technology journal

2023

Journal Article

AJET in 2023: reflections on educational technology, people, and bibliometrics

Corrin, Linda, Thompson, Kate and Lodge, Jason M. (2023). AJET in 2023: reflections on educational technology, people, and bibliometrics. Australasian Journal of Educational Technology, 39 (6) 9277, 1-8. doi: 10.14742/ajet.9277

AJET in 2023: reflections on educational technology, people, and bibliometrics

2023

Journal Article

AI in tertiary education: progress on research and practice

Thompson, Kate, Corrin, Linda and Lodge, Jason M. (2023). AI in tertiary education: progress on research and practice. Australasian Journal of Educational Technology, 39 (5), 1-7. doi: 10.14742/ajet.9251

AI in tertiary education: progress on research and practice

2023

Conference Publication

Adapting assessment for/despite generative artificial intelligence: a national guidance framework

Lodge, Jason M., Henderson, Michael, Slade, Christine and Deneen, Chris (2023). Adapting assessment for/despite generative artificial intelligence: a national guidance framework. ASCILITE 2023 People, Partnerships and Pedagogies, Christchurch, New Zealand and online, 3-6 December 2023. Christchurch, New Zealand: ASCILITE. doi: 10.14742/apubs.2023.554

Adapting assessment for/despite generative artificial intelligence: a national guidance framework

2023

Journal Article

A qualitative exploration of expert perspectives on applying the science of learning to higher education

Nugent, Annita, Carroll, Annemaree, Lodge, Jason M., Matthews, Kelly E., MacMahon, Stephanie and Sah, Pankaj (2023). A qualitative exploration of expert perspectives on applying the science of learning to higher education. Frontiers in Education, 8 1233651, 1-10. doi: 10.3389/feduc.2023.1233651

A qualitative exploration of expert perspectives on applying the science of learning to higher education

2023

Other Outputs

Assessment reform for the age of artificial intelligence

Lodge, Jason M., Howard, Sarah, Bearman, Margaret, Dawson, Phillip, Agostinho, Shirley, Buckingham Shum, Simon, Deneen, Chris, Ellis, Cath, Fawns, Tim, Gniel, Helen, Harper, Rowena, Henderson, Michael, Liu, Danny, Markauskaite, Lina, McLean, Jan, Perrotta, Carlo, Schuwirth, Lambert and Slade, Christine (2023). Assessment reform for the age of artificial intelligence. TEQSA.

Assessment reform for the age of artificial intelligence

2023

Journal Article

It’s not like a calculator, so what is the relationship between learners and generative artificial intelligence?

Lodge, Jason M., Yang, Suijing, Furze, Leon and Dawson, Phillip (2023). It’s not like a calculator, so what is the relationship between learners and generative artificial intelligence?. Learning: Research and Practice, 9 (2), 117-124. doi: 10.1080/23735082.2023.2261106

It’s not like a calculator, so what is the relationship between learners and generative artificial intelligence?

2023

Other Outputs

Interview Transcripts for Peer-regulated learning in private online chat groups

Cooke, Elizabeth, Lodge, Jason and Taylor-Griffiths, Daniel (2023). Interview Transcripts for Peer-regulated learning in private online chat groups. The University of Queensland. (Dataset) doi: 10.48610/0637105

Interview Transcripts for Peer-regulated learning in private online chat groups

2023

Journal Article

Aligning the goals of learning analytics with its research scholarship: An open peer commentary approach

Ferguson, Rebecca, Khosravi, Hassan, Kovanović, Vitomir, Viberg, Olga, Aggarwal, Ashish, Brinkhuis, Matthieu, Buckingham Shum, Simon, Chen, Lujie Karen, Drachsler, Hendrik, Guerrero, Valerie A., Hanses, Michael, Hayward, Caitlin, Hicks, Ben, Jivet, Ioana, Kitto, Kirsty, Kizilcec, René, Lodge, Jason M., Manly, Catherine A., Matz, Rebecca L., Meaney, Michael J., Ochoa, Xavier, Schuetze, Brendan A., Spruit, Marco, Van Haastrecht, Max, Van Leeuwen, Anouschka, Van Rijn, Lars, Tsai, Yi-Shan, Weidlich, Joshua, Williamson, Kimberly and Yan, Veronica X. (2023). Aligning the goals of learning analytics with its research scholarship: An open peer commentary approach. Journal of Learning Analytics, 10 (2), 14-50. doi: 10.18608/jla.2023.8197

Aligning the goals of learning analytics with its research scholarship: An open peer commentary approach

2023

Journal Article

Systematic review of distributed practice and retrieval practice in health professions education

Trumble, Emma, Lodge, Jason, Mandrusiak, Allison and Forbes, Roma (2023). Systematic review of distributed practice and retrieval practice in health professions education. Advances in Health Sciences Education, 29 (2), 689-714. doi: 10.1007/s10459-023-10274-3

Systematic review of distributed practice and retrieval practice in health professions education

2023

Journal Article

The importance of a good review(er) for educational technology research

Corrin, Linda, Lodge, Jason M. and Thompson, Kate (2023). The importance of a good review(er) for educational technology research. Australasian Journal of Educational Technology, 39 (2), 1-8. doi: 10.14742/ajet.8887

The importance of a good review(er) for educational technology research

Funding

Current funding

  • 2024 - 2025
    Understanding the drivers of success in secondary-to-tertiary transitions
    Education Horizon
    Open grant
  • 2023 - 2027
    Implementing integrated psychological and physical care for Australians after road traffic injury
    NHMRC MRFF Clinician Researchers: Nurses, Midwives and Allied Health Grant
    Open grant

Past funding

  • 2022
    Modes of delivery in higher education
    Commonwealth Department of Education, Skills and Employment
    Open grant

Supervision

Availability

Associate Professor Jason Lodge is:
Not available for supervision

Supervision history

Current supervision

  • Doctor Philosophy

    Understanding why students do not use effective learning techniques and how universities can better encourage them to

    Principal Advisor

    Other advisors: Dr Louise Ainscough

  • Doctor Philosophy

    Inquiry learning vs. teacher directed instruction: A critical synthesis and analysis

    Principal Advisor

    Other advisors: Associate Professor Jodie Miller

  • Doctor Philosophy

    Study Strategies in Health Professions Education

    Principal Advisor

    Other advisors: Associate Professor Allison Mandrusiak, Dr Roma Forbes

  • Doctor Philosophy

    Personalising the First Year Experience: Using co-regulation pedagogical strategies to enhance student sense of autonomy, competence and connectedness

    Principal Advisor

    Other advisors: Dr Stephanie Macmahon

  • Doctor Philosophy

    A meta-model of self-regulated learning to facilitate transition to higher education

    Principal Advisor

    Other advisors: Associate Professor Elizabeth Edwards

  • Doctor Philosophy

    The influence of learning strategy instruction on academic self-concept development in enabling students

    Principal Advisor

    Other advisors: Associate Professor Rachel Fitzgerald

  • Doctor Philosophy

    Do we learn differently from print and digital text?

    Principal Advisor

    Other advisors: Dr Kate McLay

  • Doctor Philosophy

    The Shifting and Evolving Practice of Design: (Re)conceptualising Design Facilitation

    Associate Advisor

    Other advisors: Professor Cara Wrigley

  • Doctor Philosophy

    Self-deception and Learning: Implications for Educators

    Associate Advisor

    Other advisors: Dr Peter Ellerton

  • Doctor Philosophy

    Engaging Senior Citizens with Cyber Safety through Educational Games

    Associate Advisor

    Other advisors: Dr Marie Boden, Dr Hassan Khosravi, Dr Nell Baghaei

Completed supervision

Media

Enquiries

Contact Associate Professor Jason Lodge directly for media enquiries about:

  • Educational psychology
  • Educational technology
  • Emotion in learning
  • Higher education
  • Learning
  • Learning sciences
  • Science of learning

Need help?

For help with finding experts, story ideas and media enquiries, contact our Media team:

communications@uq.edu.au