Associate Professor Jason Lodge
Associate Professor
School of Education
Affiliate Associate Professor
School of Psychology
Associate Professor
Institute for Teaching and Learning Innovation
+61 7 336 56506
Researcher biography
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.
Book Chapters
Lodge, Jason M., Kennedy, Gregor and Hattie, John (2018). Understanding, assessing and enhancing student evaluative judgement in digital environments. In David Boud, Rola Ajjawi, Phill Dawson and Jo Tai (Ed.), Developing evaluative judgement in higher education: assessment for knowing and producing quality work (pp. 70-78) Abingdon, United Kingdom: Routledge.
Ajjawi, Rola, Lodge, Jason M. and Roberts, Chris (2018). Translating educational research into educational practice. In Clare Delaney and Elizabeth Molloy (Ed.), Learning and teaching in clinical contexts: a practical guide (pp. 365-376) Chatswood, NSW, Australia: Elsevier.
Lodge, Jason M. (2018). A futures perspective on information technology and assessment. In Joke Voogt, Gerald Knezek, Rhonda Christensen and Kwok-Wing Lai (Ed.), Second handbook of information technology in primary and secondary education (pp. 1-13) Chan, Switzerland: Springer. doi:10.1007/978-3-319-53803-7_43-1
Lodge, Jason M. and Horvath, Jared Cooney (2017). Science of Learning and Digital Learning Environments. In Horvath, J. C., Lodge, J. M. and Hattie, J. (Ed.), From the Laboratory to the Classroom - Translating Science of Learning for Teachers (pp. 122-135) Abingdon, Oxfordshire, United Kingdom: Routledge.
Horvath, Jared Cooney and Lodge, Jason M. (2017). A Framework for Organizing and Translating Science of Learning Research. In Horvath, J. C., Lodge, J. M. and Hattie, J. (Ed.), From the Laboratory to the Classroom - Translating Science of Learning for Teachers (pp. 7-20) Abingdon, Oxfordshire, United Kingdom: Routledge.
Elliott, Kristine and Lodge, Jason M. (2017). Engaging university teachers in design thinking. In Richard James, Sarah French and Paula Kelly (Ed.), Visions for the Future of Australian Tertiary Education (pp. 55-66) Melbourne VIC Australia: Melbourne Centre for the Study of Higher Education.
Lodge, Jason M. and Corrin, Linda (2016). The Connected Community of Practice in Educational Technology: A Model for Future Networked Professional Development?. In Implementing Communities of Practice in Higher Education (pp. 573-595) Singapore: Springer Singapore. doi:10.1007/978-981-10-2866-3_25
Dabrowski, Anna and Lodge, Jason M. (2016). Pedagogy, Practice, and the Allure of Open Online Courses: Implications for Schools and Their Students. In 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
Lewis, Melinda J. and Lodge, Jason M. (2016). Keep calm and credential on: linking learning, life and work practices in a complex world. In Foundation of digital badges and micro-credentials (pp. 41-54) Cham, Switzerland: Springer International Publishing. doi:10.1007/978-3-319-15425-1_3
Lodge, Jason M., O'Connor, Erin, Shaw, Rhonda and Burton, Lorelle (2015). Applying Cognitive Science to Critical Thinking among Higher Education Students. In The Palgrave Handbook of Critical Thinking in Higher Education (pp. 391-407) New York, NY, United States: Palgrave Macmillan.
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. In 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
Lodge, Jason M. and Lewis, Melinda J. (2015). Professional learning through MOOCs?: a trans-disciplinary framework for building knowledge, inquiry, and expertise. In Elspeth McKay and John Lenarcic (Ed.), Macro-level learning through Massive Open Online Courses (MOOCs): strategies and predictions for the future (pp. 48-60) Hershey, PA USA: IGI Global. doi:10.4018/978-1-4666-8324-2.ch003
Journal Articles
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 . doi:10.3389/feduc.2018.00051
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 . doi:10.3389/feduc.2018.00049
Dollinger, Mollie, Lodge, Jason and Coates, Hamish (2018) Co-creation in higher education: towards a conceptual model. Journal of Marketing for Higher Education, . doi:10.1080/08841241.2018.1466756
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, . doi:10.1080/13562517.2018.1461621
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, 1-11. doi:10.1080/10494820.2018.1457544
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
Lodge, Jason M. (2018) Learning lab to lecture hall. HERDSA News, 40 2: 3-4.
Brooker, Abi, Corrin, Linda, de Barba, Paula, Lodge, Jason M. and Kennedy, Gregor (2018) A tale of two MOOCs: how student motivation and participation predict learning outcomes in different MOOCs. Australasian Journal of Educational Technology, 34 1: 73-87. doi:10.14742/ajet.3237
Roddy, Chantal, Amiet, Danielle Lalaine, Chung, Jennifer, Holt, Christopher, Shaw, Lauren, McKenzie, Stephen, Garivaldis, Filia, Lodge, Jason M. and Mundy, Matthew Edward (2017) Applying best practice online learning, teaching, and support to intensive online environments: an integrative review. Frontiers in Education, 2 . doi:10.3389/feduc.2017.00059
Lodge, Jason M., Alhadad, Sakinah S. J., Lewis, Melinda J. and Gašević, Dragan (2017) Inferring learning from big data: the importance of a transdisciplinary and multidimensional approach. Technology, Knowledge and Learning, 22 3: 385-400. doi:10.1007/s10758-017-9330-3
Horvath, Jared C., Horton, Alex J., Lodge, Jason M. and Hattie, John A.C. (2017) The impact of binge watching on memory and perceived comprehension. First Monday, 22 9: . doi:10.5210/fm.v22i9.7729
Arguel, Amael, Lockyer, Lori, Lipp, Ottmar V., Lodge, Jason M. and Kennedy, Gregor (2017) Inside out: detecting learners' confusion to improve interactive digital learning environments. Journal of Educational Computing Research, 55 4: 526-551. doi:10.1177/0735633116674732
Scharff, Lauren, Draeger, John, Verpoorten, Dominique, Devlin, Marie, Dvorakova, Lucy S., Lodge, Jason M. and Smith, Susan (2017) Exploring Metacognition as Support for Learning Transfer. Teaching & Learning Inquiry: The ISSOTL Journal, 5 1: . doi:10.20343/teachlearninqu.5.1.6
Palghat, Kelsey, Horvath, Jared C. and Lodge, Jason M. (2017) The hard problem of ‘educational neuroscience’. Trends in Neuroscience and Education, 6 204-210. doi:10.1016/j.tine.2017.02.001
Lodge, Jason M., Cottrell, David and Hansen, Louise (2017) Learning styles at the crossroads of the laboratory and the classroom. Learning: Research and Practice, 3 2: 183-187. doi:10.1080/23735082.2017.1285630
Lodge, Jason M. and Corrin, Linda (2017) What data and analytics can and do say about effective learning. npj Science of Learning, 2 1: . doi:10.1038/s41539-017-0006-5
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
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
Lodge, Jason M, Kennedy, Gregor and Lockyer, Lori (2016) Editorial: brain, mind and educational technology. Australasian Journal of Educational Technology, 32 6: . doi:10.14742/ajet.3443
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
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
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.
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
Lodge, Jason M., Hansen, Louise and Cottrell, David (2015) 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
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
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
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
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
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.
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
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.
Lodge, Jason, Bosanquet, Agnes and Matthews, Kelly (2012) Some reflections by early career academics. HERDSA News, 34 3: 17-18.
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
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
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
Conference Papers
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
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
Wiseman, Paul, Lodge, Jason M., 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.
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.
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.
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.
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.
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.
Arguel, Amael, Lodge, Jason M, 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.
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.
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.
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.
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.
Research Reports
Carroll, Annemaree, Lodge, Jason M., Bagraith, Rupert, Nugent, Annita, Matthews, Kelly and Sah, Pankaj (2018) The Higher Education Learning Framework: an evidence-informed model for university learning Brisbane, Australia: University of Queensland
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