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
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.
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
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
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.
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
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
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
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
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
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
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
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
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
2018
Journal Article
Learning lab to lecture hall
Lodge, Jason M. (2018). Learning lab to lecture hall. HERDSA News, 40 (2), 3-4.
Supervision
Availability
- Professor Jason Lodge is:
- Available for supervision
Before you email them, read our advice on how to contact a supervisor.
Available projects
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Self- and co-regulated learning with technology (including AI)
The research in the Learning, Instruction & Technology Lab focuses on self and co-regulated learning in the context of digital technologies, including AI. I'm sorry but I cannot take on candidates proposing projects outside this area.
Please also note that prospective candidates should have an academic background in education, psychology, or, preferably, both areas.
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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