Associate Professor Jason Lodge
Associate Professor
School of Education
Affiliate Associate Professor
School of Psychology
+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
Horvath, Jared C., Lodge, Jason M. and Hattie, John From the laboratory to the classroom: translating science of learning for teachers. Edited by Jared Cooney Horvath, Jason M. Lodge and John Hattie Abingdon, Oxfordshire, United Kingdom: Routledge, 2017.
Book Chapters
Lodge, Jason M. (2018). A futures perspective on information technology and assessment. In International handbook of information technology in primary and secondary education 2nd ed. (pp. 1-13) Berlin: Springer. doi:10.1007/978-3-319-53803-7_43-1
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
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, . 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, . doi:10.1177/1475725718764181
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
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
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
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
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
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
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.
Conference Papers
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.
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.