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Associate Professor Jason Lodge

Associate Professor

School of Education
Faculty of Humanities and Social Sciences

Associate Professor

Institute for Teaching and Learning Innovation

Affiliate Associate Professor

School of Psychology
Faculty of Health and Behavioural Sciences
jason.lodge@uq.edu.au
+61 7 336 56506

Overview

Jason’s research concentrates on the application of the learning sciences to higher education. Specifically, he is interested in the cognitive and emotional factors that influence learning and behaviour and how research findings from the learning sciences can be better used to enhance design for learning, teaching practice and education policy. Jason is also interested in the ways technology is influencing learning, particularly in terms of the impact of technology on the development of professional ways of being, metacognition, critical thinking and expertise.

Research Interests

  • Educational psychology
  • Educational technology
  • Higher education
  • Learning sciences

Qualifications

  • Doctor of Philosophy, James Cook University
  • Master of Learning Sciences & Technology (Res), The University of Sydney
  • Master of Higher Education, Macq
  • Graduate Certificate in Business (Management), Monash University
  • Graduate Certificate in Education (Tert. teaching), James Cook University
  • Bachelor of Psychology with Honours, James Cook University
  • Bachelor of Psychology, James Cook University

Publications

View all Publications

Supervision

  • Personalised interventions for enhancing university student self-regulated learning

    Doctor Philosophy

  • Do we learn differently from print and digital text?

    Doctor Philosophy

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

    Doctor Philosophy

View all Supervision

Available Projects

View all Available Projects

Publications

Book

Book Chapter

Journal Article

Conference Publication

  • Exploring the usage of thermal imaging for understanding video lecture designs and students' experiences

    Srivastava, Namrata, Nawaz, Sadia, Jason Lodge, Velloso, Eduardo, Erfani, Sarah and Bailey, James (2020). Exploring the usage of thermal imaging for understanding video lecture designs and students' experiences. In: Proceedings of the Tenth International Conference on Learning Analytics and Knowledge. TenthInternational Conference on Learning Analytics & Knowledge, Frankfurt, Germany, (250-259). 23-27 March 2020.doi:10.1145/3375462.3375514

  • Fostering and supporting empirical research on evaluative judgement via a crowdsourced adaptive learning system

    Hassan Khosravi, Gyamii, George, Hanna, Barbara and Jason Lodge (2020). Fostering and supporting empirical research on evaluative judgement via a crowdsourced adaptive learning system. In: Proceedings of the Tenth International Conference on Learning Analytics & Knowledge. SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education, Portland, OR USA, (83-88). March 2020.doi:10.1145/3375462.3375532

  • 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. In: Conference on Human Factors in Computing Systems - Proceedings. CHI Conference on Human Factors in Computing Systems (CHI), Glasgow, Scotland, (). 4-9 May 2019. doi:10.1145/3290605.3300816

  • 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. In: Proceedings of the 8th International Conference on Learning Analytics and Knowledge - LAK '18. The 8th International Learning Analytics and Knowledge, Sydney, NSW Australia, (427-435). 5-9 March 2018. doi:10.1145/3170358.3170390

  • Can speaking make learning easier? Verbal rehearsal effects on cognitive load, learning efficacy and performance

    Hatten-Roberts, Toni and Lodge, Jason M. (2018). Can speaking make learning easier? Verbal rehearsal effects on cognitive load, learning efficacy and performance. In: Proceedings of International Conference of the Learning Sciences, ICLS. 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, London, United Kingdom, (1423-1424). 23-27 June 2018.

  • Co-Creation strategies for learning analytics

    Dollinger, Mollie and Lodge, Jason M. (2018). Co-Creation strategies for learning analytics. In: Proceedings of the 8th International Conference on Learning Analytics and Knowledge: Towards User-Centred Learning Analytics, LAK 2018. 8th International Conference on Learning Analytics and Knowledge, LAK 2018, Sydney, NSW Australia, (97-101). 5-9 March 2018. doi:10.1145/3170358.3170372

  • Interdisciplinary open science: what are the implications for educational technology research?

    Alhadad, Sakinah S.J., Searston, Rachel A. and Jason Lodge (2018). Interdisciplinary open science: what are the implications for educational technology research?. In: Open Oceans: Learning Without Borders. Proceedings ASCILITE 2018. 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Geelong, Australia, (303-308). 25-28 November 2018.

  • Learning analytics in the classroom

    Lodge, Jason, Thompson, Kate, Horvath, Jared, De Barba, Paula and Blumenstein, Marion (2018). Learning analytics in the classroom. In: Open Oceans: Learning Without Borders. Proceedings ASCILITE 2018. 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Geelong, Australia, (559-561). 25-28 November 2018.

  • 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. In: EARLI, Tampere, Finland, (). 28 August - 2 September 2017.

  • Evidence-based practice in higher education: Is it possible? Is it feasible?

    Lodge, Jason and Matthews, Kelly (2017). Evidence-based practice in higher education: Is it possible? Is it feasible?. In: Higher Education Research and Development Society of Australasia (HERDSA), Sydney, Australia, (). 27-30 June 2017.

  • 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. In: Ruth Walker and Simon Bedford, Research and Development in Higher Education: Curriculum Transformation Vol. 40. 40th HERDSA Annual International Conference , Sydney, NSW Australia, (392-401). 27-30 June 2017.

  • The changing nature of student engagement during a digital learning task

    Wiseman, Paul, Jason Lodge, Arguel, Amael and Kennedy, Gregor (2017). The changing nature of student engagement during a digital learning task. In: Me, Us, IT! Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education. 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Toowoomba, Australia, (433-440). December 2017.

  • 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. In: ASCILITE 2016 Adelaide: Show Me the Learning. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, (318-328). December 2016.

  • Confidence drives exploration strategies in interactive simulations

    Arguel, Amael, Jason Lodge, Pachman, Mariya and de Barba, Paula (2016). Confidence drives exploration strategies in interactive simulations. In: ASCILITE 2016 Adelaide: Show Me the Learning. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, (33-42). December 2016.

  • 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. In: ASCILITE 2016 Adelaide: Show Me the Learning. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, (666-671). December 2016.

  • Moving forward with digital badges

    Ifenthaler, Dirk, West, Deborah, Flintoff, Kim, Jason Lodge, Gibson, David, Beattie, Scott, Irving, Leah, Lewis, Melinda, Coleman, Kathryn and Lockley, Alison (2016). Moving forward with digital badges. In: Show me the learning. Proceedings ASCILITE 2016 Adelaide. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Adelaide, Australia, (275-277). 27-30 November 2016.

  • “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. In: Academic Identities Conference, Sydney Australia, (). 29 June - 1 July 2016.

  • 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. In: Students, Transitions, Achievement, Retention and Success Conference, Melbourne, Australia, (1-10). July 2015.

  • 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. In: Globally connected, digitally enabled. Proceedings ascilite 2015 in Perth. ASCILITE 2015, Perth, WA Australia, (). 30 November - 3 December 2015.

  • Redefining early career academia in uncertain times

    Bosanquet, Agnes, Mailey, Alana, Matthews, Kelly and Lodge, Jason (2015). Redefining early career academia in uncertain times. In: Higher Education Research and Development Society of Australasia (HERDSA), Melbourme, VIC, Australia, (). 6-9 July 2015.

  • 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. In: H. Carter , M. Gosper and J. Hedberg, 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013, Sydney, NSW, Australia, (77-81). 1-4 December, 2013.

  • 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. In: Future challenges, sustainable futures: Proceedings ascilite 2012 in Wellington. ASCILITE 2012, Wellington, New Zealand, (). 25-28 November 2012.

  • 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. In: Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - "Changing demands, changing directions". ASCILITE 2011, Hobart, Tasmania, (822-825). 4-7 December 2011.

Other Outputs

PhD and MPhil Supervision

Current Supervision

  • Personalised interventions for enhancing university student self-regulated learning

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • Do we learn differently from print and digital text?

    Doctor Philosophy — Principal Advisor

    Other advisors:

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

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • The Mechanism of Effective Learner Control in Computer-supported Collaborative Learning Environment

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • Design Thinking-Learning and its Impact on Students¿ Learning for the 21st Century

    Master Philosophy — Associate Advisor

    Other advisors:

  • Engineering students¿ conceptions of, and approaches to, project-based learning: a phenomenographic inquiry

    Doctor Philosophy — Associate Advisor

    Other advisors:

  • How Chinese university students and lecturers understand the (western) concept of engaging students as partners in teaching and learning

    Doctor Philosophy — Associate Advisor

    Other advisors:

Possible Research Projects

Note for students: The possible research projects listed on this page may not be comprehensive or up to date. Always feel free to contact the staff for more information, and also with your own research ideas.

This staff member is a UQ Expert for media in the following fields:

Higher education, Learning, Educational technology, Educational psychology, Learning sciences, Science of learning, Emotion in learning

They are happy to lend their expertise to your articles or broadcasts and share their research discoveries and insights with the community via media channels.

For additional assistance with story ideas, general advice and information or help with seeking further experts, please email the UQ Media Team or telephone (07) 3365 1120.

Links

ResearcherID: F-8079-2018

ORCID: 0000-0001-6330-6160

Scopus ID:

Google Scholar ID: SkNCuYQAAAAJ

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