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Professor Jason Lodge
Professor

Jason Lodge

Email: 
Phone: 
+61 7 336 56506

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

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

162 works between 2010 and 2025

81 - 100 of 162 works

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

What learning analytics can learn from students as partners

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.

The role of attention in learning in the digital age

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.

Learning Analytics in the Classroom: Translating Learning Analytics Research for Teachers

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.

Learning analytics and teaching: a conceptual framework for translation and application

2019

Conference Publication

Continuous evaluation of video lectures from real-time difficulty self-report

Srivastava, Namrata, Velloso, Eduardo, Lodge, Jason M., Erfani, Sarah and Bailey, James (2019). Continuous evaluation of video lectures from real-time difficulty self-report. CHI Conference on Human Factors in Computing Systems (CHI), Glasgow, Scotland, 4-9 May 2019. New York, NY United States: Association for Computing Machinery. doi: 10.1145/3290605.3300816

Continuous evaluation of video lectures from real-time difficulty self-report

2019

Other Outputs

Detailed list of studies identified in systematic review of published research examining the critical thinking of higher education students

Lodge, Jason, Pezaro, Charlotte, Brown, Deborah, Kent, Kirsty, Corbett, Brooklyn and Ellerton, Peter (2019). Detailed list of studies identified in systematic review of published research examining the critical thinking of higher education students. The University of Queensland. (Dataset) doi: 10.14264/uql.2019.964

Detailed list of studies identified in systematic review of published research examining the critical thinking of higher education students

2019

Book Chapter

Supporting self-regulated learning with learning analytics

Lodge, Jason M., Panadero, Ernesto, Broadbent, Jaclyn and de Barba, Paula (2019). Supporting self-regulated learning with learning analytics. Learning analytics in the classroom: translating learning analytics research for teachers. (pp. 45-55) edited by Jason M. Lodge, Jared Cooney Horvath and Linda Corrin. Abingdon, Oxon, United Kingdom: Routledge.

Supporting self-regulated learning with learning analytics

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

Refocusing threshold concepts: surfacing and attending to student misconceptions as a necessary (and safer) form of liminal learning

2018

Journal Article

2018 special issue: student engagement and retention in higher education

Kahu, Ella and Lodge, Jason (2018). 2018 special issue: student engagement and retention in higher education. Student Success, 9 (4), I-III. doi: 10.5204/ssj.v9i4.1141

2018 special issue: student engagement and retention in higher education

2018

Journal Article

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

Panadero, Ernesto, Broadbent, Jaclyn, Boud, David and Lodge, Jason M. (2018). Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement. European Journal of Psychology of Education, 34 (3), 535-557. doi: 10.1007/s10212-018-0407-8

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

2018

Journal Article

On the irrelevance of neuromyths to teacher effectiveness: comparing neuro-literacy levels amongst award-winning and non-award winning teachers

Cooney Horvath, Jared, Donoghue, Gregory M., Horton, Alex J., Lodge, Jason M. and Hattie, John A. C. (2018). On the irrelevance of neuromyths to teacher effectiveness: comparing neuro-literacy levels amongst award-winning and non-award winning teachers. Frontiers in Psychology, 9 (SEP) 1666. doi: 10.3389/fpsyg.2018.01666

On the irrelevance of neuromyths to teacher effectiveness: comparing neuro-literacy levels amongst award-winning and non-award winning teachers

2018

Journal Article

A comparison of the effectiveness of two computer-based learning aids

Howe, Piers D. L., Lodge, Jason M. and McKague, Meredith (2018). A comparison of the effectiveness of two computer-based learning aids. Frontiers in Education, 3 51, 51. doi: 10.3389/feduc.2018.00051

A comparison of the effectiveness of two computer-based learning aids

2018

Journal Article

Understanding difficulties and resulting confusion in learning: an integrative review

Lodge, Jason M., Kennedy, Gregor, Lockyer, Lori, Arguel, Amael and Pachman, Mariya (2018). Understanding difficulties and resulting confusion in learning: an integrative review. Frontiers in Education, 3 49. doi: 10.3389/feduc.2018.00049

Understanding difficulties and resulting confusion in learning: an integrative review

2018

Journal Article

Co-creation in higher education: towards a conceptual model

Dollinger, Mollie, Lodge, Jason and Coates, Hamish (2018). Co-creation in higher education: towards a conceptual model. Journal of Marketing for Higher Education, 28 (2), 1-22. doi: 10.1080/08841241.2018.1466756

Co-creation in higher education: towards a conceptual model

2018

Journal Article

Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education

McLaughlan, Rebecca and Lodge, Jason M. (2018). Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education. Teaching in Higher Education, 24 (1), 1-17. doi: 10.1080/13562517.2018.1461621

Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education

2018

Journal Article

Seeking optimal confusion: a review on epistemic emotion management in interactive digital learning environments

Arguel, Amaël, Lockyer, Lori, Kennedy, Gregor, Lodge, Jason M. and Pachman, Mariya (2018). Seeking optimal confusion: a review on epistemic emotion management in interactive digital learning environments. Interactive Learning Environments, 27 (2), 1-11. doi: 10.1080/10494820.2018.1457544

Seeking optimal confusion: a review on epistemic emotion management in interactive digital learning environments

2018

Journal Article

PeerWise: evaluating the effectiveness of a web-based learning aid in a second-year psychology subject

Howe, Piers D. L., McKague, Meredith, Lodge, Jason M., Blunden, Anthea G. and Saw, Geoffrey (2018). PeerWise: evaluating the effectiveness of a web-based learning aid in a second-year psychology subject. Psychology Learning and Teaching, 17 (2), 166-176. doi: 10.1177/1475725718764181

PeerWise: evaluating the effectiveness of a web-based learning aid in a second-year psychology subject

2018

Journal Article

Learning lab to lecture hall

Lodge, Jason M. (2018). Learning lab to lecture hall. HERDSA News, 40 (2), 3-4.

Learning lab to lecture hall

2018

Conference Publication

Co-Creation strategies for learning analytics

Dollinger, Mollie and Lodge, Jason M. (2018). Co-Creation strategies for learning analytics. 8th International Conference on Learning Analytics and Knowledge, LAK 2018, Sydney, NSW Australia, 5-9 March 2018. New York NY United States: Association for Computing Machinery. doi: 10.1145/3170358.3170372

Co-Creation strategies for learning analytics

2018

Conference Publication

Analytics-enabled teaching as design: reconceptualisation and call for research

Alhadad, Sakinah S. J., Thompson, Kate, Knight, Simon, Lewis, Melinda and Lodge, Jason M. (2018). Analytics-enabled teaching as design: reconceptualisation and call for research. The 8th International Learning Analytics and Knowledge, Sydney, NSW Australia, 5-9 March 2018. New York, NY USA: ACM Press. doi: 10.1145/3170358.3170390

Analytics-enabled teaching as design: reconceptualisation and call for 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

Professor Jason Lodge is:
Available for supervision

Before you email them, read our advice on how to contact a supervisor.

Supervision history

Current supervision

  • Doctor Philosophy

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

    Principal Advisor

    Other advisors: Associate Professor Jodie Miller

  • 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

    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

    Impact of learning modes and physical proximity on self-regulated learning and university transition in a digital and AI-driven world

    Principal Advisor

  • Doctor Philosophy

    Do we learn differently from print and digital text?

    Principal Advisor

    Other advisors: Dr Kate McLay

  • Doctor Philosophy

    Skyrocketing students¿ study strategies: The IMPACT Framework and STAR Voyage I intervention

    Principal Advisor

    Other advisors: Dr Louise Ainscough

  • Doctor Philosophy

    Study Strategies in Health Professions Education

    Principal Advisor

    Other advisors: Associate Professor Allison Mandrusiak, Associate Professor Roma Forbes

  • 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

    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 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