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
2021
Journal Article
Productive uncertainty: the pedagogical benefits of co‐creating research in the design studio
McLaughlan, Rebecca, Pert, Alan and Lodge, Jason M. (2021). Productive uncertainty: the pedagogical benefits of co‐creating research in the design studio. International Journal of Art and Design Education, 40 (1), 184-200. doi: 10.1111/jade.12344
2021
Journal Article
AJET in 2021: change, bibliometrics and future directions
Thompson, Kate, Corrin, Linda, Hwang, Gwo-Jen and Lodge, Jason M. (2021). AJET in 2021: change, bibliometrics and future directions. Australasian Journal of Educational Technology, 37 (1), 1-7. doi: 10.14742/ajet.7010
2020
Book Chapter
Online Education by Design: Using Evidence and Course Analytics to Achieve Best Online Teaching and Learning Practice
Lodge, Jason M. (2020). Online Education by Design: Using Evidence and Course Analytics to Achieve Best Online Teaching and Learning Practice. Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. (pp. 3-11) Singapore: Springer. doi: 10.1007/978-981-15-8928-7_1
2020
Book Chapter
The Application of Design Thinking to Convert an On-Campus Course for Online Students
Broadbent, Jaclyn and Lodge, Jason M. (2020). The Application of Design Thinking to Convert an On-Campus Course for Online Students. Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. (pp. 299-308) Singapore: Springer. doi: 10.1007/978-981-15-8928-7_30
2020
Conference Publication
Development of educational tools that enable large-scale ethical empirical research on evaluative judgement
Khosravi, Hassan, Gyamfi, George , Hanna, Barbara and Lodge, Jason (2020). Development of educational tools that enable large-scale ethical empirical research on evaluative judgement. University Assessment, Learning and Teaching: New Research Directions for a Postdigital World, Online, 19-20 October 2020.
2020
Book Chapter
Digital learning environments, the science of learning, and the relationship between the teacher and the learner
Lodge, Jason M., Kennedy, Gregor and Lockyer, Lori (2020). Digital learning environments, the science of learning, and the relationship between the teacher and the learner. Learning under the lens. (pp. 154-168) edited by Annemaree Carroll, Ross Cunnington and Annita Nugent. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9780429027833-11
2020
Journal Article
2020 vision: What happens next in education technology research in Australia
Thompson, Kate and Lodge, Jason (2020). 2020 vision: What happens next in education technology research in Australia. Australasian Journal of Educational Technology, 36 (4), 1-8. doi: 10.14742/ajet.6593
2020
Conference Publication
Fostering and supporting empirical research on evaluative judgement via a crowdsourced adaptive learning system
Khosravi, Hassan, Gyamii, George, Hanna, Barbara E. and Lodge, Jason (2020). Fostering and supporting empirical research on evaluative judgement via a crowdsourced adaptive learning system. LAK 2020: the Tenth International Conference on Learning Analytics and Knowledge, Frankfurt, Germany, 23 - 27 March 2020. New York, United States: ACM. doi: 10.1145/3375462.3375532
2020
Conference Publication
Exploring the usage of thermal imaging for understanding video lecture designs and students' experiences
Srivastava, Namrata, Nawaz, Sadia, Lodge, Jason M., Velloso, Eduardo, Erfani, Sarah and Bailey, James (2020). Exploring the usage of thermal imaging for understanding video lecture designs and students' experiences. TenthInternational Conference on Learning Analytics & Knowledge, Frankfurt, Germany, 23-27 March 2020. New York, NY, United States: Association for Computing Machinery. doi: 10.1145/3375462.3375514
2020
Book Chapter
Technologies to enhance self-regulated learning in online and computer-mediated learning environments
Broadbent, Jaclyn, Panadero, Ernesto, Lodge, Jason M. and de Barba, Paula (2020). Technologies to enhance self-regulated learning in online and computer-mediated learning environments. Handbook of Research in Educational Communications and Technology: Learning Design. (pp. 37-52) edited by M. J. Bishop, Elizabeth Boling, Jan Elen and Vanessa Svihla. Cham, Switzerland: Springer. doi: 10.1007/978-3-030-36119-8_3
2019
Journal Article
Understanding the pedagogical practices of biochemistry and molecular biology academics
Espinosa, Allen A., Verkade, Heather, Mulhern, Terrence D. and Lodge, Jason M. (2019). Understanding the pedagogical practices of biochemistry and molecular biology academics. AER: Australian Educational Researcher, 47 (5), 839-856. doi: 10.1007/s13384-019-00369-5
2019
Journal Article
Understanding value in the student experience through student–staff partnerships
Dollinger, Mollie and Lodge, Jason (2019). Understanding value in the student experience through student–staff partnerships. Higher Education Research and Development, 39 (5), 1-13. doi: 10.1080/07294360.2019.1695751
2019
Journal Article
Teacher and student interactions in the first year of university
Rivera Munoz, Claudia A., Baik, Chi and Lodge, Jason M. (2019). Teacher and student interactions in the first year of university. Journal of Further and Higher Education, 44 (8), 1-13. doi: 10.1080/0309877x.2019.1664731
2019
Journal Article
Student-staff co-creation in higher education: an evidence-informed model to support future design and implementation
Dollinger, Mollie and Lodge, Jason (2019). Student-staff co-creation in higher education: an evidence-informed model to support future design and implementation. Journal of Higher Education Policy and Management, 42 (5), 1-15. doi: 10.1080/1360080x.2019.1663681
2019
Journal Article
Working together in learning analytics towards the co-creation of value
Dollinger, Mollie, Liu, Danny, Arthars, Natasha and Lodge, Jason M. (2019). Working together in learning analytics towards the co-creation of value. Journal of Learning Analytics, 6 (2), 10-26. doi: 10.18608/jla.2019.62.2
2019
Journal Article
What learning analytics can learn from students as partners
Dollinger, Mollie and Lodge, Jason (2019). What learning analytics can learn from students as partners. Educational Media International, 56 (3), 218-232. doi: 10.1080/09523987.2019.1669883
2019
Journal Article
The role of attention in learning in the digital age
Lodge, Jason M. and Harrison, William J. (2019). The role of attention in learning in the digital age. Yale Journal of Biology and Medicine, 92 (1), 21-28.
2019
Book Chapter
Refocusing threshold concepts: surfacing and attending to student misconceptions as a necessary (and safer) form of liminal learning
Lewis, Melinda, Lodge, Jason M. and Quinnell, Rosanne (2019). Refocusing threshold concepts: surfacing and attending to student misconceptions as a necessary (and safer) form of liminal learning. Theory and method in higher education research. (pp. 31-47) edited by Jeroen Huisman and Malcolm Tight. Bingley, United Kingdom: Emerald Publishing Limited. doi: 10.1108/s2056-375220180000004004
2019
Book
Learning Analytics in the Classroom: Translating Learning Analytics Research for Teachers
Jason M. Lodge, Jared Cooney Horvath and Linda Corrin eds. (2019). Learning Analytics in the Classroom: Translating Learning Analytics Research for Teachers. Abingdon, United Kingdom: Routledge.
2019
Book Chapter
Learning analytics and teaching: a conceptual framework for translation and application
Donoghue, Gregory M., Horvath, Jared Cooney and Lodge, Jason M. (2019). Learning analytics and teaching: a conceptual framework for translation and application. Learning analytics in the classroom: translating learning analytics research for teachers. (pp. 11-21) edited by Jason M. Lodge, Jared Cooney Horvath and Linda Corrin. Abingdon, Oxon, United Kingdom: Routledge.
Supervision
Availability
- Professor Jason Lodge is:
- Not available for supervision
Supervision history
Current supervision
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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
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
Engaging Senior Citizens with Cyber Safety through Educational Games
Associate Advisor
Other advisors: Dr Marie Boden, Dr Hassan Khosravi, Dr Nell Baghaei
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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
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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