Overview
Background
Professor Jason M. Lodge is an educator, psychological scientist, and an internationally recognised authority on learning, educational technology, and artificial intelligence. His work focuses on translating evidence into effective and practical strategy for public and private sector organisations, including, but not limited to, educational institutions and departments of education and training.
He serves as an expert advisor on learning and AI to prominent international bodies, including UNESCO and the OECD. In Australia, he advises the National Ministerial Task Force on Artificial Intelligence in Education and the Tertiary Education Quality and Standards Agency (TEQSA). For TEQSA, he led the development of the Assessment Reform for the Age of Artificial Intelligence resource, a framework that has informed assessment policy and practice globally.
Professor Lodge’s research and leadership are supported by over $5.3 million in competitive funding and numerous accolades, including being named in the top 2% of scientists worldwide. His experience includes academic leadership roles at The University of Queensland, board memberships for higher education institutions, and extensive public speaking and media commentary on the future of education and learning.
Availability
- Professor Jason Lodge is:
- 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
Stakeholder consultation report for the modes of delivery in higher education project. Appendix C to Modes of delivery in higher education final report
Kubler, Matthias, Johnstone, Melissa, Clague, Denise, Lodge, Jason and Matthews, Kelly E. (2022). Stakeholder consultation report for the modes of delivery in higher education project. Appendix C to Modes of delivery in higher education final report. Brisbane, QLD, Australia: The University of Queensland.
2022
Journal Article
The importance of choosing the right keywords for educational technology publications
Corrin, Linda, Thompson, Kate, Hwang, Gwo-Jen and Lodge, Jason M. (2022). The importance of choosing the right keywords for educational technology publications. Australasian Journal of Educational Technology, 38 (2), 1-8. doi: 10.14742/ajet.8087
2022
Journal Article
Assessment in the age of artificial intelligence
Swiecki, Zachari, Khosravi, Hassan, Chen, Guanliang, Martinez-Maldanado, Roberto, Lodge, Jason, Milligan, Sandra, Selwyn, Neil and Gašević, Dragan (2022). Assessment in the age of artificial intelligence. Computers and Education: Artificial Intelligence, 3 100075, 1-10. doi: 10.1016/j.caeai.2022.100075
2022
Conference Publication
To type or to speak? The effect of input modality on text understanding during note-taking
Khan, Anam Ahmad, Nawaz, Sadia, Newn, Joshua, Kelly, Ryan M., Lodge, Jason M., Bailey, James and Velloso, Eduardo (2022). To type or to speak? The effect of input modality on text understanding during note-taking. CHI '22: CHI Conference on Human Factors in Computing Systems, New Orleans, LA United States, 29 April 2022- 5 May 2022. New York, NY United States: Association for Computing Machinery. doi: 10.1145/3491102.3501974
2022
Journal Article
Authorship practices in educational technology research
Thompson, Kate, Corrin, Linda, Lodge, Jason M. and Hwang, Gwo-Jen (2022). Authorship practices in educational technology research. Australasian Journal of Educational Technology, 38 (1), 1-1. doi: 10.14742/ajet.7980
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
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
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
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
Supervision
Availability
- Professor Jason Lodge is:
- Available for supervision
Before you email them, read our advice on how to contact a supervisor.
Supervision history
Current supervision
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Doctor Philosophy
Study Strategies in Health Professions Education
Principal Advisor
Other advisors: Associate Professor Allison Mandrusiak, Associate Professor Roma Forbes
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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
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
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
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
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
Do we learn differently from print and digital text?
Principal Advisor
Other advisors: Dr Kate McLay
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Doctor Philosophy
Skyrocketing students¿ study strategies: The IMPACT Framework and STAR Voyage I intervention
Principal Advisor
Other advisors: Dr Louise Ainscough
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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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