Professor Jason Lodge
Professor

Jason Lodge

Email: 
Phone: 
+61 7 336 56506

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

Education Education systems Educational technology and computing Higher education Psychology Specialist studies in education

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

Search Professor Jason Lodge’s works on UQ eSpace

157 works between 2010 and 2025
All (157) Journal Article (88) Book Chapter (23) Conference Publication (27) Book (3) Other Outputs (16)

141 - 157 of 157 works

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.

Redefining early career academia in uncertain times

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

Applying Cognitive Science to Critical Thinking among Higher Education Students

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

Professional learning through MOOCs?: a trans-disciplinary framework for building knowledge, inquiry, and expertise

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.

Prior knowledge, confidence and understanding in interactive tutorials and simulations

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

Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development

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

Making sense of how I learn: Metacognitive capital and the first year university student

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

Evaluating quality learning in higher education: re-examining the evidence

2013

Journal Article

Beyond the first year experience in science: Identifying the need for a supportive learning and teaching environment for second year science students

Loughlin, Wendy A., Gregory, Sarah-Jane, Harrison, Glenn and Lodge, Jason M. (2013). Beyond the first year experience in science: Identifying the need for a supportive learning and teaching environment for second year science students. International Journal of Innovation in Science and Mathematics Education, 21 (4), 13-26.

Beyond the first year experience in science: Identifying the need for a supportive learning and teaching environment for second year science students

2013

Journal Article

Towards a model for student selection in clinical psychology

Schweitzer, Robert, Khawaja, Nigar, Strodl, Esben, Lodge, Jason, Coyne, Joe and King, Robert (2013). Towards a model for student selection in clinical psychology. Clinical Psychologist, 18 (3), 125-132. doi: 10.1111/cp.12025

Towards a model for student selection in clinical psychology

2013

Journal Article

Capturing dynamic presentation: using technology to enhance the chalk and the talk

Venema, Sven and Lodge, Jason M. (2013). Capturing dynamic presentation: using technology to enhance the chalk and the talk. Australasian Journal of Educational Technology, 29 (1), 20-31. doi: 10.14742/ajet.62

Capturing dynamic presentation: using technology to enhance the chalk and the talk

2013

Conference Publication

Five stages of online course design: Taking the grief out of converting courses for online delivery

Barac, Karin, Davies, Lynda, Duffy, Sean, Aitkin, Neal and Lodge, Jason (2013). Five stages of online course design: Taking the grief out of converting courses for online delivery. 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013, Sydney, NSW, Australia, 1-4 December, 2013. ASCILITE.

Five stages of online course design: Taking the grief out of converting courses for online delivery

2012

Journal Article

Some reflections by early career academics

Lodge, Jason, Bosanquet, Agnes and Matthews, Kelly (2012). Some reflections by early career academics. HERDSA News, 34 (3), 17-18.

Some reflections by early career academics

2012

Journal Article

Orientation Online: Introducing commencing students to university study. A Practice Report

Smyth, Elizabeth and Lodge, Jason (2012). Orientation Online: Introducing commencing students to university study. A Practice Report. International Journal of the First Year in Higher Education, 3 (1), 83-89. doi: 10.5204/intjfyhe.v3i1.104

Orientation Online: Introducing commencing students to university study. A Practice Report

2012

Journal Article

Implementing a Principal Tutor to increase student engagement and retention within the first year of a professional program

Lodge, Jason (2012). Implementing a Principal Tutor to increase student engagement and retention within the first year of a professional program. International Journal of the First Year in Higher Education, 3 (1), 9-20. doi: 10.5204/intjfyhe.v3i1.101

Implementing a Principal Tutor to increase student engagement and retention within the first year of a professional program

2012

Conference Publication

Pigeon pecks and mouse clicks: Putting the learning back into learning analytics

Lodge, Jason M. and Lewis, Melinda J. (2012). Pigeon pecks and mouse clicks: Putting the learning back into learning analytics. ASCILITE 2012, Wellington, New Zealand, 25-28 November 2012. Tugun QLD Australia: Australasian Society for Computers in Learning in Tertiary Education.

Pigeon pecks and mouse clicks: Putting the learning back into learning analytics

2011

Conference Publication

What if student attrition was treated like an illness? An epidemiological model for learning analytics

Lodge, Jason (2011). What if student attrition was treated like an illness? An epidemiological model for learning analytics. ASCILITE 2011, Hobart, Tasmania, 4-7 December 2011.

What if student attrition was treated like an illness? An epidemiological model for learning analytics

2010

Journal Article

Communicating with first year students; so many channels but is anyone listening? A Practice Report

Lodge, Jason (2010). Communicating with first year students; so many channels but is anyone listening? A Practice Report. The International Journal of the First Year in Higher Education, 1 (1), 100-105. doi: 10.5204/intjfyhe.v1i1.23

Communicating with first year students; so many channels but is anyone listening? A Practice Report

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

Availability

Professor Jason Lodge is:
Not available for supervision

Supervision history

Current supervision

  • 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

    The influence of learning strategy instruction on academic self-concept development in enabling students

    Principal Advisor

    Other advisors: Associate Professor Rachel Fitzgerald

  • Doctor Philosophy

    Do we learn differently from print and digital text?

    Principal Advisor

    Other advisors: Dr Kate McLay

  • 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

  • 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

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

    Principal Advisor

    Other advisors: Associate Professor Jodie Miller

  • Doctor Philosophy

    Study Strategies in Health Professions Education

    Principal Advisor

    Other advisors: Associate Professor Allison Mandrusiak, Dr Roma Forbes

  • 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

    A meta-model of self-regulated learning to facilitate transition to higher education

    Principal Advisor

    Other advisors: Associate Professor Elizabeth Edwards

  • Doctor Philosophy

    Engaging Senior Citizens with Cyber Safety through Educational Games

    Associate Advisor

    Other advisors: Dr Marie Boden, Dr Hassan Khosravi, Dr Nell Baghaei

  • Doctor Philosophy

    The Shifting and Evolving Practice of Design: (Re)conceptualising Design Facilitation

    Associate Advisor

    Other advisors: Professor Cara Wrigley

  • Doctor Philosophy

    Self-deception and Learning: Implications for Educators

    Associate Advisor

    Other advisors: Dr Peter Ellerton

Completed supervision

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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