Overview
Background
Jason Lodge is 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 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 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). He 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
- Professor Jason Lodge is:
- Not available for supervision
- Media expert
Fields of research
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
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Educational psychology
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Educational technology
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Higher education
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Learning sciences
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Artificial intelligence
Works
Search Professor Jason Lodge’s works on UQ eSpace
2022
Other Outputs
Deep and meaningful learning: taking learning to the next level
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 04 05). Deep and meaningful learning: taking learning to the next level THE Campus
2022
Other Outputs
Learning challenge and difficulty: calm seas do not make skilful sailors
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 31). Learning challenge and difficulty: calm seas do not make skilful sailors THE Campus
2022
Other Outputs
Learning to learn and higher-order thinking: it’s not just what to learn but how to learn
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 30). Learning to learn and higher-order thinking: it’s not just what to learn but how to learn THE Campus
2022
Other Outputs
Interactive learning: more than teamwork makes the dream work
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 29). Interactive learning: more than teamwork makes the dream work THE Campus
2022
Other Outputs
Emotions and learning: what role do emotions play in how and why students learn?
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 18). Emotions and learning: what role do emotions play in how and why students learn? THE Campus
2022
Other Outputs
Contextual learning: linking learning to the real world
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 04). Contextual learning: linking learning to the real world THE Campus
2022
Other Outputs
Learning as becoming: what do students become as a result of their higher education experience?
Osika, Alexandra, MacMahon, Stephanie, Lodge, Jason M. and Carroll, Annemaree (2022, 03 02). Learning as becoming: what do students become as a result of their higher education experience? THE Campus
2022
Journal Article
Correction to: The self-regulation for learning online (SRL-O) questionnaire
Broadbent, Jaclyn, Panadero, E., Lodge, J. M. and Fuller-Tyszkiewicz, M. (2022). Correction to: The self-regulation for learning online (SRL-O) questionnaire. Metacognition and Learning, 18 (1) 313, 1-1. doi: 10.1007/s11409-022-09323-w
2022
Journal Article
Examining the effects of note-taking styles on college students' learning achievement and cognitive load
Thompson, Kate, Corrin, Linda and Lodge, Jason M. (2022). Examining the effects of note-taking styles on college students' learning achievement and cognitive load. Australasian Journal of Educational Technology, 38 (5), 1-4. doi: 10.14742/ajet.6688
2022
Journal Article
The self-regulation for learning online (SRL-O) questionnaire
Broadbent, Jaclyn, Panadero, E., Lodge, J. M. and Fuller-Tyszkiewicz, M. (2022). The self-regulation for learning online (SRL-O) questionnaire. Metacognition and Learning, 18 (1), 1-29. doi: 10.1007/s11409-022-09319-6
2021
Journal Article
The role of change in AJET in 2021: reflections, bibliometrics, and future plans
Corrin, Linda, Hwang, Gwo-Jen, Lodge, Jason M. and Thompson, Kate (2021). The role of change in AJET in 2021: reflections, bibliometrics, and future plans. Australasian Journal of Educational Technology, 37 (6), 1-6. doi: 10.14742/ajet.7721
2021
Journal Article
Use of live chat in higher education to support self-regulated help seeking behaviours: a comparison of online and blended learner perspectives
Broadbent, Jaclyn and Lodge, Jason (2021). Use of live chat in higher education to support self-regulated help seeking behaviours: a comparison of online and blended learner perspectives. International Journal of Educational Technology in Higher Education, 18 (1) 17, 17. doi: 10.1186/s41239-021-00253-2
2021
Journal Article
Bridging the gap between theory and empirical research in evaluative judgment
Khosravi, Hassan, Gyamfi, George, Hanna, Barbara E., Lodge, Jason and Abdi, Solmaz (2021). Bridging the gap between theory and empirical research in evaluative judgment. Journal of Learning Analytics, 8 (3), 1-16. doi: 10.18608/jla.2021.7206
2021
Journal Article
Open science and educational technology research
Lodge, Jason M., Corrin, Linda, Hwang, Gwo-Jen and Thompson, Kate (2021). Open science and educational technology research. Australasian Journal of Educational Technology, 37 (4), 1-6. doi: 10.14742/ajet.7565
2021
Journal Article
Learning analytics for primary and secondary schools
Kovanovic, Vitomir, Mazziotti, Claudia and Lodge, Jason (2021). Learning analytics for primary and secondary schools. Journal of Learning Analytics, 8 (2), 1-5. doi: 10.18608/jla.2021.7543
2021
Journal Article
Two sides of the same coin: video annotations and in-video questions for active learning
Mirriahi, Negin, Jovanović, Jelena, Lim, Lisa-Angelique and Lodge, Jason M. (2021). Two sides of the same coin: video annotations and in-video questions for active learning. Educational Technology Research and Development, 69 (5), 2571-2588. doi: 10.1007/s11423-021-10041-4
2021
Journal Article
Trends in education technology in higher education
Thompson, Kate, Corrin, Linda, Hwang, Gwo-Jen and Lodge, Jason M. (2021). Trends in education technology in higher education. Australasian Journal of Educational Technology, 37 (3), 1-4. doi: 10.14742/ajet.7396
2021
Other Outputs
Graduate Attributes
Matthews, Kelly E, Lodge, Jason and Sheppard, Karen (2021). Graduate Attributes. Institute of Teaching and Learning Innovations Occasional Papers Series Brisbane: University of Queensland .
2021
Journal Article
‘The university doesn’t care about the impact it is having on us’: academic experiences of the institutionalisation of blended learning
Huang, Jasmine, Matthews, Kelly E. and Lodge, Jason M. (2021). ‘The university doesn’t care about the impact it is having on us’: academic experiences of the institutionalisation of blended learning. Higher Education Research and Development, 41 (5), 1-15. doi: 10.1080/07294360.2021.1915965
2021
Conference Publication
Are you with me? Measurement of learners' video-watching attention with eye tracking
Srivastava, Namrata, Nawaz, Sadia, Newn, Joshua, Lodge, Jason, Velloso, Eduardo, Erfani, Sarah M., Gasevic, Dragan and Bailey, James (2021). Are you with me? Measurement of learners' video-watching attention with eye tracking. 11th International Learning Analytics and Knowledge Conference, Irvine, CA, United States (Online), 12-16 April 2021. New York, NY, United States: Association for Computing Machinery. doi: 10.1145/3448139.3448148
Supervision
Availability
- Professor Jason Lodge is:
- Not available for supervision
Supervision history
Current supervision
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Doctor Philosophy
Study Strategies in Health Professions Education
Principal Advisor
Other advisors: Associate Professor Allison Mandrusiak, Dr Roma Forbes
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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
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Doctor Philosophy
A meta-model of self-regulated learning to facilitate transition to higher education
Principal Advisor
Other advisors: Associate Professor Elizabeth Edwards
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Doctor Philosophy
A meta-model of self-regulated learning to facilitate transition to higher education
Principal Advisor
Other advisors: Associate Professor Elizabeth Edwards
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Doctor Philosophy
The influence of learning strategy instruction on academic self-concept development in enabling students
Principal Advisor
Other advisors: Associate Professor Rachel Fitzgerald
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Doctor Philosophy
Do we learn differently from print and digital text?
Principal Advisor
Other advisors: Dr Kate McLay
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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
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Doctor Philosophy
Impact of learning modes and physical proximity on self-regulated learning and university transition in a digital and AI-driven world
Principal Advisor
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Doctor Philosophy
Inquiry learning vs. teacher directed instruction: A critical synthesis and analysis
Principal Advisor
Other advisors: Associate Professor Jodie Miller
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Doctor Philosophy
The Shifting and Evolving Practice of Design: (Re)conceptualising Design Facilitation
Associate Advisor
Other advisors: Professor Cara Wrigley
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Doctor Philosophy
Self-deception and Learning: Implications for Educators
Associate Advisor
Other advisors: Dr Peter Ellerton
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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
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2023
Doctor Philosophy
Exploring Regulated Learning in Collaboration in Higher Education
Principal Advisor
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2024
Doctor Philosophy
The shifting and evolving practice of design: (Re)conceptualising design facilitation
Associate Advisor
Other advisors: Professor Cara Wrigley
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2023
Doctor Philosophy
Relationship, engagement, and culture: Exploring the conceptions of students as partners in Chinese higher education
Associate Advisor
Other advisors: Professor Kelly Matthews
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2022
Master Philosophy
Design Thinking-Learning and its impact on students' learning for the 21st century.
Associate Advisor
Other advisors: Associate Professor Deanne Gannaway
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2020
Doctor Philosophy
Engineering students' conceptions of, and approaches to, project-based learning: a phenomenographic inquiry
Associate Advisor
Other advisors: Emeritus Professor Peter Renshaw
Media
Enquiries
Contact Professor Jason Lodge directly for media enquiries about:
- Educational psychology
- Educational technology
- Emotion in learning
- Higher education
- Learning
- Learning sciences
- Science of learning
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