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
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
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
2016
Conference Publication
All roads lead to Rome: tracking students’ affect as they overcome misconceptions
Kennedy, Gregor and Lodge, Jason M. (2016). All roads lead to Rome: tracking students’ affect as they overcome misconceptions. 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
Conference Publication
Confidence drives exploration strategies in interactive simulations
Arguel, Amael, Lodge, Jason M, Pachman, Mariya and de Barba, Paula (2016). Confidence drives exploration strategies in interactive simulations. 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. doi: 10.14742/apubs.2016.825
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).
2015
Journal Article
Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education
Gregory, Mary Sarah-Jane and Lodge, Jason Michael (2015). Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education. Distance Education, 36 (2), 210-230. doi: 10.1080/01587919.2015.1055056
2015
Conference Publication
Redefining early career academia in uncertain times
Bosanquet, Agnes, Mailey, Alana, Matthews, Kelly and Lodge, Jason (2015). Redefining early career academia in uncertain times. Higher Education Research and Development Society of Australasia (HERDSA), Melbourme, VIC, Australia, 6-9 July 2015.
2015
Book Chapter
Applying Cognitive Science to Critical Thinking among Higher Education Students
Lodge, Jason M., O'Connor, Erin, Shaw, Rhonda and Burton, Lorelle (2015). Applying Cognitive Science to Critical Thinking among Higher Education Students. The Palgrave Handbook of Critical Thinking in Higher Education. (pp. 391-407) New York, NY, United States: Palgrave Macmillan. doi: 10.1057/9781137378057.0031
2015
Book Chapter
Professional learning through MOOCs?: a trans-disciplinary framework for building knowledge, inquiry, and expertise
Lodge, Jason M. and Lewis, Melinda J. (2015). Professional learning through MOOCs?: a trans-disciplinary framework for building knowledge, inquiry, and expertise. Macro-level learning through Massive Open Online Courses (MOOCs): strategies and predictions for the future. (pp. 48-60) edited by Elspeth McKay and John Lenarcic. Hershey, PA USA: IGI Global. doi: 10.4018/978-1-4666-8324-2.ch003
2015
Conference Publication
Prior knowledge, confidence and understanding in interactive tutorials and simulations
Lodge, Jason M. and Kennedy, Gregor (2015). Prior knowledge, confidence and understanding in interactive tutorials and simulations. ASCILITE 2015, Perth, WA Australia, 30 November - 3 December 2015. Tugun QLD Australia: Australasian Society for Computers in Learning in Tertiary Education.
2015
Journal Article
PEER OBSERVATION AS A COLLABORATIVE VEHICLE FOR INNOVATION IN INCORPORATING EDUCATIONAL TECHNOLOGY INTO TEACHING <i>A Case Study</i>
Venema, Sven, Drew, Steve and Lodge, Jason M. (2015). PEER OBSERVATION AS A COLLABORATIVE VEHICLE FOR INNOVATION IN INCORPORATING EDUCATIONAL TECHNOLOGY INTO TEACHING A Case Study. Teaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education, 19, 209-225.
2015
Conference Publication
Modelling psychological factors for predicting the success of non-traditional students
Griffiths, Daniel and Lodge, Jason M. (2015). Modelling psychological factors for predicting the success of non-traditional students. Students, Transitions, Achievement, Retention and Success Conference, Melbourne, Australia, July 2015.
2015
Book Chapter
Peer observation as a collaborative vehicle for innovation in incorporating educational technology into teaching: A case study
Venema, Sven, Drew, Steve and Lodge, Jason M. (2015). Peer observation as a collaborative vehicle for innovation in incorporating educational technology into teaching: A case study. Teaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education. (pp. 209-225) Rotterdam Netherlands: Sense Publishers. doi: 10.1007/978-94-6300-289-9_13
2014
Journal Article
Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development
Matthews, Kelly E., Lodge, Jason M. and Bosanquet, Agnes (2014). Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development. International Journal for Academic Development, 19 (2), 112-124. doi: 10.1080/1360144X.2012.724421
2014
Journal Article
Making sense of how I learn: Metacognitive capital and the first year university student
Larmar, Stephen and Lodge, Jason (2014). Making sense of how I learn: Metacognitive capital and the first year university student. International Journal of the First Year in Higher Education, 5 (1), 93-105. doi: 10.5204/intjfyhe.v5i1.193
2014
Journal Article
Evaluating quality learning in higher education: re-examining the evidence
Lodge, Jason and Bonsanquet, Agnes (2014). Evaluating quality learning in higher education: re-examining the evidence. Quality in Higher Education, 20 (1), 3-23. doi: 10.1080/13538322.2013.849787
Supervision
Availability
- Professor Jason Lodge is:
- Available for supervision
Looking for a supervisor? Read our advice on how to choose 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
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
Do we learn differently from print and digital text?
Principal Advisor
Other advisors: Dr Kate McLay
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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
Skyrocketing students¿ study strategies: The IMPACT Framework and STAR Voyage I intervention
Principal Advisor
Other advisors: Dr Louise Ainscough
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Master Philosophy
The use of Generative Artificial Intelligence in secondary schools in Queensland, Australia: A casestudy of policy enactment
Associate Advisor
Other advisors: Associate Professor Ian Hardy
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Doctor Philosophy
Artificial Intelligence for Educational Feedback
Associate Advisor
Other advisors: Dr Marie Boden, Dr Hassan Khosravi, Dr Nell Baghaei
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Doctor Philosophy
Exploring the Impact of Artificial Intelligence (AI) on the Application of Cognitive Skills through Non-Cognitive Skill Enhancement in Medical Education
Associate Advisor
Other advisors: Dr Christian Gray, Associate Professor Joan Li
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Doctor Philosophy
Investigating Motivated Irrationality
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: 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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