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
-
Educational psychology
-
Educational technology
-
Higher education
-
Learning sciences
-
Artificial intelligence
Works
Search Professor Jason Lodge’s works on UQ eSpace
2017
Journal Article
Effects of anatomical variation on trainee performance in a virtual reality temporal bone surgery simulator
Piromchai, P., Ioannou, I., Wijewickrema, S., Kasemsiri, P., Lodge, J., Kennedy, G. and O'Leary, S. (2017). Effects of anatomical variation on trainee performance in a virtual reality temporal bone surgery simulator. Journal of Laryngology and Otology, 131 (s1), S29-S35. doi: 10.1017/S0022215116009233
2017
Book Chapter
A framework for organizing and translating science of learning research
Horvath, Jared Cooney and Lodge, Jason M. (2017). A framework for organizing and translating science of learning research. From the laboratory to the classroom: translating science of learning for teachers. (pp. 7-20) edited by Jared Cooney Horvath, Jason M. Lodge and John Hattie. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9781315625737
2017
Book Chapter
The connected community of practice in educational technology: a model for future networked professional development?
Lodge, Jason M. and Corrin, Linda (2017). The connected community of practice in educational technology: a model for future networked professional development?. Implementing communities of practice in higher education: dreamers and schemers. (pp. 573-595) edited by Jacquie McDonald and Aileen Cater-Steel. Singapore: Springer . doi: 10.1007/978-981-10-2866-3_25
2017
Book Chapter
Engaging university teachers in design thinking
Elliott, Kristine and Lodge, Jason M. (2017). Engaging university teachers in design thinking. Visions for the Future of Australian Tertiary Education. (pp. 55-66) edited by Richard James, Sarah French and Paula Kelly. Melbourne VIC Australia: Melbourne Centre for the Study of Higher Education.
2017
Conference Publication
Designing videos for learning: separating the good from the bad and the ugly
Lodge, Jason M., Horvath, Jared C., Horton, Alex, Venema, Sven, Kennedy, Gregor and Dawson, Shane (2017). Designing videos for learning: separating the good from the bad and the ugly. EARLI, Tampere, Finland, 28 August - 2 September 2017.
2017
Other Outputs
Misconceptions as a trigger for enhancing student learning in higher education: a handbook for educators
Verkade, Heather , Mulhern, Terry , Lodge, Jason M., Elliott, Kristine , Cropper, Simon , Horton, Alex , Elliott, Cameron , Espinoza, Allen , Dooley, Laura , Mulder, Raoul and Livett, Michelle (2017). Misconceptions as a trigger for enhancing student learning in higher education: a handbook for educators. Melbourne, VIC, Australia: University of Melbourne.
2017
Book Chapter
Science of learning and digital learning environments
Lodge, Jason M. and Horvath, Jared Cooney (2017). Science of learning and digital learning environments. From the laboratory to the classroom: translating science of learning for teachers. (pp. 122-135) edited by Jared Cooney Horvath, Jason M. Lodge and John Hattie. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9781315625737
2017
Conference Publication
Exploring misconceptions as a trigger for enhancing student learning
Verkade, Heather , Lodge, Jason M. , Elliott, Kristine , Mulhern, Terry , Espinosa, Allen , Cropper, Simon and Rubenstein, Ben (2017). Exploring misconceptions as a trigger for enhancing student learning. 40th HERDSA Annual International Conference , Sydney, NSW Australia, 27-30 June 2017. Hammondville NSW Australia: Higher Education Research and Development Society of Australasia.
2016
Journal Article
Redefining ‘early career’ in academia: a collective narrative approach
Bosanquet, Agnes, Mailey, Alana, Matthews, Kelly and Lodge, Jason (2016). Redefining ‘early career’ in academia: a collective narrative approach. Higher Education Research and Development, 36 (5), 1-13. doi: 10.1080/07294360.2016.1263934
2016
Journal Article
Editorial: brain, mind and educational technology
Lodge, Jason M, Kennedy, Gregor and Lockyer, Lori (2016). Editorial: brain, mind and educational technology. Australasian Journal of Educational Technology, 32 (6), i-iii. doi: 10.14742/ajet.3443
2016
Journal Article
Can New Digital Technologies Support Parasitology Teaching and Learning?
Jabbar, Abdul, Gasser, Robin B. and Lodge, Jason (2016). Can New Digital Technologies Support Parasitology Teaching and Learning?. Trends in Parasitology, 32 (7), 522-530. doi: 10.1016/j.pt.2016.04.004
2016
Journal Article
Do the learning sciences have a place in higher education research?
Lodge, Jason M. (2016). Do the learning sciences have a place in higher education research?. Higher Education Research & Development, 35 (3), 634-637. doi: 10.1080/07294360.2015.1094204
2016
Journal Article
The Search for Pedagogical Dynamism - Design Patterns and the Unselfconscious Process
Mouasher, Agata and Lodge, Jason M. (2016). The Search for Pedagogical Dynamism - Design Patterns and the Unselfconscious Process. Educational Technology & Society, 19 (2), 274-285.
2016
Journal Article
Modality preference and learning style theories: rethinking the role of sensory modality in learning
Lodge, Jason M., Hansen, Louise and Cottrell, David (2016). Modality preference and learning style theories: rethinking the role of sensory modality in learning. Learning: Research and Practice, 2 (1), 4-17. doi: 10.1080/23735082.2015.1083115
2016
Conference Publication
“I am told it is publications”: Becoming a quantified academic in the measured university
Bosanquet, Agnes, Lodge, Jason and Matthews, Kelly (2016). “I am told it is publications”: Becoming a quantified academic in the measured university. Academic Identities Conference, Sydney Australia, 29 June - 1 July 2016. Sydney Australia: The University of Sydney.
2016
Conference Publication
Models for understanding student engagement in digital learning environments
Wiseman, Paul, Kennedy, Gregor and Lodge, Jason M. (2016). Models for understanding student engagement in digital learning environments. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, December 2016. Australasian Society for Computers in Learning in Tertiary Education.
2016
Book Chapter
Keep calm and credential on: linking learning, life and work practices in a complex world
Lewis, Melinda J. and Lodge, Jason M. (2016). Keep calm and credential on: linking learning, life and work practices in a complex world. Foundation of digital badges and micro-credentials: demonstrating and recognizing knowledge and competencies. (pp. 41-54) edited by Dirk Ifenthaler, Nicole Bellin-Mularski and Dana-Kristin Mah. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-15425-1_3
2016
Journal Article
Eye tracking and early detection of confusion in digital learning environments: Proof of concept
Pachman, Mariya, Arguel, Amael, Lockyer, Lori, Kennedy, Gregor and Lodge, Jason M. (2016). Eye tracking and early detection of confusion in digital learning environments: Proof of concept. Australasian Journal of Educational Technology, 32 (6), 58-71. doi: 10.14742/ajet.3060
2016
Conference Publication
Moving forward with digital badges
Ifenthaler, Dirk, West, Deborah, Flintoff, Kim, Lodge, Jason, Gibson, David, Beattie, Scott, Irving, Leah, Lewis, Melinda, Coleman, Kathryn and Lockley, Alison (2016). Moving forward with digital badges. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Adelaide, Australia, 27-30 November 2016. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).
2016
Book Chapter
Pedagogy, Practice, and the Allure of Open Online Courses: Implications for Schools and Their Students
Dabrowski, Anna and Lodge, Jason M. (2016). Pedagogy, Practice, and the Allure of Open Online Courses: Implications for Schools and Their Students. Handbook on Digital Learning for K-12 Schools. (pp. 443-454) Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-33808-8_27
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
-
2023
Doctor Philosophy
Exploring Regulated Learning in Collaboration in Higher Education
Principal Advisor
-
2024
Doctor Philosophy
The shifting and evolving practice of design: (Re)conceptualising design facilitation
Associate Advisor
Other advisors: Professor Cara Wrigley
-
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
-
2022
Master Philosophy
Design Thinking-Learning and its impact on students' learning for the 21st century.
Associate Advisor
Other advisors: Associate Professor Deanne Gannaway
-
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
Need help?
For help with finding experts, story ideas and media enquiries, contact our Media team: