Associate Professor Jason Lodge

Featured projects	Duration
Explainable AI in adaptive educational platforms

Nugent, Annita, Lodge, Jason, Carroll, Annemaree, Bagraith, Rupert, MacMahon, Stephanie, Matthews, Kelly E. and Sah, Pankaj (2018). Higher education learning framework: an evidence informed model for university learning. Brisbane, Australia: The University of Queensland. doi: 10.14264/348c85f

Lodge, Jason M. (2023). Misjudgements of Learning in Digital Environments. Pedagogy and Psychology in Digital Education. (pp. 239-247) Singapore: Springer Nature Singapore. doi: 10.1007/978-981-99-2107-2_14

Lodge, Jason M. (2020). Online Education by Design: Using Evidence and Course Analytics to Achieve Best Online Teaching and Learning Practice. Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. (pp. 3-11) Singapore: Springer. doi: 10.1007/978-981-15-8928-7_1

Broadbent, Jaclyn and Lodge, Jason M. (2020). The Application of Design Thinking to Convert an On-Campus Course for Online Students. Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. (pp. 299-308) Singapore: Springer. doi: 10.1007/978-981-15-8928-7_30

Lodge, Jason M., Kennedy, Gregor and Lockyer, Lori (2020). Digital learning environments, the science of learning, and the relationship between the teacher and the learner. Learning under the lens. (pp. 154-168) edited by Annemaree Carroll, Ross Cunnington and Annita Nugent. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9780429027833-11

Donoghue, Gregory M., Horvath, Jared Cooney and Lodge, Jason M. (2019). Learning analytics and teaching: a conceptual framework for translation and application. Learning analytics in the classroom: translating learning analytics research for teachers. (pp. 11-21) edited by Jason M. Lodge, Jared Cooney Horvath and Linda Corrin. Abingdon, Oxon, United Kingdom: Routledge.

Lewis, Melinda, Lodge, Jason M. and Quinnell, Rosanne (2019). Refocusing threshold concepts: surfacing and attending to student misconceptions as a necessary (and safer) form of liminal learning. Theory and method in higher education research. (pp. 31-47) edited by Jeroen Huisman and Malcolm Tight. Bingley, United Kingdom: Emerald Publishing Limited. doi: 10.1108/s2056-375220180000004004

Lodge, Jason M., Panadero, Ernesto, Broadbent, Jaclyn and de Barba, Paula (2019). Supporting self-regulated learning with learning analytics. Learning analytics in the classroom: translating learning analytics research for teachers. (pp. 45-55) edited by Jason M. Lodge, Jared Cooney Horvath and Linda Corrin. Abingdon, Oxon, United Kingdom: Routledge.

Lodge, Jason M. (2018). A futures perspective on information technology and assessment. Second handbook of information technology in primary and secondary education. (pp. 1-13) edited by Joke Voogt, Gerald Knezek, Rhonda Christensen and Kwok-Wing Lai. Chan, Switzerland: Springer. doi: 10.1007/978-3-319-53803-7_43-1

Lodge, Jason M., Kennedy, Gregor and Hattie, John (2018). Understanding, assessing and enhancing student evaluative judgement in digital environments. Developing evaluative judgement in higher education: assessment for knowing and producing quality work. (pp. 70-78) edited by David Boud, Rola Ajjawi, Phillip Dawson and Joanna Tai. Abingdon, United Kingdom: Routledge. doi: 10.4324/9781315109251-8

Ajjawi, Rola, Lodge, Jason M. and Roberts, Chris (2018). Translating educational research into educational practice. Learning and teaching in clinical contexts: a practical guide. (pp. 365-376) edited by Clare Delaney and Elizabeth Molloy. Chatswood, NSW, Australia: Elsevier.

Lodge, Jason M. and Horvath, Jared Cooney (2017). Science of learning and digital learning environments. From the laboratory to the classroom: translating science of learning for teachers. (pp. 122-135) edited by Jared Cooney Horvath, Jason M. Lodge and John Hattie. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9781315625737

Lodge, Jason M. and Corrin, Linda (2017). The connected community of practice in educational technology: a model for future networked professional development?. Implementing communities of practice in higher education: dreamers and schemers. (pp. 573-595) edited by Jacquie McDonald and Aileen Cater-Steel. Singapore: Springer . doi: 10.1007/978-981-10-2866-3_25

Horvath, Jared Cooney and Lodge, Jason M. (2017). A framework for organizing and translating science of learning research. From the laboratory to the classroom: translating science of learning for teachers. (pp. 7-20) edited by Jared Cooney Horvath, Jason M. Lodge and John Hattie. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9781315625737

Elliott, Kristine and Lodge, Jason M. (2017). Engaging university teachers in design thinking. Visions for the Future of Australian Tertiary Education. (pp. 55-66) edited by Richard James, Sarah French and Paula Kelly. Melbourne VIC Australia: Melbourne Centre for the Study of Higher Education.

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

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

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

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

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

Lodge, Jason M., Yang, Suijing, Furze, Leon and Dawson, Phillip (2023). It’s not like a calculator, so what is the relationship between learners and generative artificial intelligence?. Learning: Research and Practice, ahead-of-print (ahead-of-print), 1-8. doi: 10.1080/23735082.2023.2261106

Trumble, Emma, Lodge, Jason, Mandrusiak, Allison and Forbes, Roma (2023). Systematic review of distributed practice and retrieval practice in health professions education. Advances in Health Sciences Education. doi: 10.1007/s10459-023-10274-3

Corrin, Linda, Lodge, Jason M. and Thompson, Kate (2023). The importance of a good review(er) for educational technology research. Australasian Journal of Educational Technology, 39 (2), 1-8. doi: 10.14742/ajet.8887

Seevaratnam, Vijayakumari, Gannaway, Deanne and Lodge, Jason (2023). Design thinking-learning and lifelong learning for employability in the 21st century. Journal of Teaching and Learning for Graduate Employability, 14 (1), 167-186. doi: 10.21153/jtlge2023vol14no1art1631

Lodge, Jason M., Thompson, Kate and Corrin, Linda (2023). Mapping out a research agenda for generative artificial intelligence in tertiary education. Australasian Journal of Educational Technology, 39 (1), 1-8. doi: 10.14742/ajet.8695

Lodge, Jason M. (2023). Curriculum and learning designers’ epistemological views of learning and how they inform design work in universities. Journal of University Teaching and Learning Practice, 20 (1) 19.

Corrin, Linda, Lodge, Jason M. and Thompson, Kate (2022). AJET in 2022: Bibliometrics, academic publishing trends, and future opportunities. Australasian Journal of Educational Technology, 38 (6), 1-8. doi: 10.14742/ajet.8445

Thompson, Kate, Corrin, Linda and Lodge, Jason M. (2022). The implications of educational technology research for practice and/or policy. Australasian Journal of Educational Technology, 38 (5), 1-4. doi: 10.14742/ajet.8422

McLaughlan, Rebecca and Lodge, Jason M. (2022). Blurring disciplinary boundaries in the design studio: bringing architecture, business and arts students together to prototype new solutions for palliative care. Journal of Design, Business and Society, 8 (2), 191-209. doi: 10.1386/dbs_00039_1

Primiero, Clare A., Baker, Amy M., Wallingford, Courtney K., Maas, Ellie J., Yanes, Tatiane, Fowles, Lindsay, Janda, Monika, Young, Mary-Anne, Nisselle, Amy, Terrill, Bronwyn, Lodge, Jason M., Tiller, Jane M., Lacaze, Paul, Andersen, Hayley, McErlean, Gemma, Turbitt, Erin, Soyer, H. Peter and McInerney-Leo, Aideen M. (2022). Attitudes of Australian dermatologists on the use of genetic testing: A cross-sectional survey with a focus on melanoma. Frontiers in Genetics, 13 919134, 1-12. doi: 10.3389/fgene.2022.919134

Lodge, Jason M., Thompson, Kate and Corrin, Linda (2022). The concerning persistence of weird ideas about learning and educational technology and their influence on the future directions of higher education. Australasian Journal of Educational Technology, 38 (3), 1-5. doi: 10.14742/ajet.8226

Swiecki, Zachari, Khosravi, Hassan, Chen, Guanliang, Martinez-Maldanado, Roberto, Lodge, Jason, Milligan, Sandra, Selwyn, Neil and Gašević, Dragan (2022). Assessment in the age of artificial intelligence. Computers and Education: Artificial Intelligence, 3 100075, 1-10. doi: 10.1016/j.caeai.2022.100075

Thompson, Kate, Corrin, Linda, Lodge, Jason M. and Hwang, Gwo-Jen (2022). Authorship practices in educational technology research. Australasian Journal of Educational Technology, 38 (1). doi: 10.14742/ajet.7980

Broadbent, Jaclyn, Panadero, E., Lodge, J. M. and Fuller-Tyszkiewicz, M. (2022). Correction to: The self-regulation for learning online (SRL-O) questionnaire. Metacognition and Learning, 18 (1) 313, 1-1. doi: 10.1007/s11409-022-09323-w

Broadbent, Jaclyn, Panadero, E., Lodge, J. M. and Fuller-Tyszkiewicz, M. (2022). The self-regulation for learning online (SRL-O) questionnaire. Metacognition and Learning, 18 (1), 1-29. doi: 10.1007/s11409-022-09319-6

Corrin, Linda, Hwang, Gwo-Jen, Lodge, Jason M. and Thompson, Kate (2021). The role of change in AJET in 2021: reflections, bibliometrics, and future plans. Australasian Journal of Educational Technology, 37 (6), 1-6. doi: 10.14742/ajet.7721

Broadbent, Jaclyn and Lodge, Jason (2021). Use of live chat in higher education to support self-regulated help seeking behaviours: a comparison of online and blended learner perspectives. International Journal of Educational Technology in Higher Education, 18 (1) 17, 17. doi: 10.1186/s41239-021-00253-2

Khosravi, Hassan, Gyamfi, George, Hanna, Barbara E., Lodge, Jason and Abdi, Solmaz (2021). Bridging the gap between theory and empirical research in evaluative judgment. Journal of Learning Analytics, 8 (3), 1-16. doi: 10.18608/jla.2021.7206

Lodge, Jason M., Corrin, Linda, Hwang, Gwo-Jen and Thompson, Kate (2021). Open science and educational technology research. Australasian Journal of Educational Technology, 37 (4), 1-6. doi: 10.14742/ajet.7565

Kovanovic, Vitomir, Mazziotti, Claudia and Lodge, Jason (2021). Learning analytics for primary and secondary schools. Journal of Learning Analytics, 8 (2), 1-5. doi: 10.18608/jla.2021.7543

Mirriahi, Negin, Jovanović, Jelena, Lim, Lisa-Angelique and Lodge, Jason M. (2021). Two sides of the same coin: video annotations and in-video questions for active learning. Educational Technology Research and Development, 69 (5), 2571-2588. doi: 10.1007/s11423-021-10041-4

Thompson, Kate, Corrin, Linda, Hwang, Gwo-Jen and Lodge, Jason M. (2021). Trends in education technology in higher education. Australasian Journal of Educational Technology, 37 (3), 1-4. doi: 10.14742/ajet.7396

Huang, Jasmine, Matthews, Kelly E. and Lodge, Jason M. (2021). ‘The university doesn’t care about the impact it is having on us’: academic experiences of the institutionalisation of blended learning. Higher Education Research and Development, 41 (5), 1-15. doi: 10.1080/07294360.2021.1915965

McLaughlan, Rebecca, Pert, Alan and Lodge, Jason M. (2021). Productive uncertainty: the pedagogical benefits of co‐creating research in the design studio. International Journal of Art and Design Education, 40 (1), 184-200. doi: 10.1111/jade.12344

Thompson, Kate, Corrin, Linda, Hwang, Gwo-Jen and Lodge, Jason M. (2021). AJET in 2021: change, bibliometrics and future directions. Australasian Journal of Educational Technology, 37 (1), 1-7. doi: 10.14742/ajet.7010

Thompson, Kate and Lodge, Jason (2020). 2020 vision: What happens next in education technology research in Australia. Australasian Journal of Educational Technology, 36 (4), 1-8. doi: 10.14742/ajet.6593

Espinosa, Allen A., Verkade, Heather, Mulhern, Terrence D. and Lodge, Jason M. (2019). Understanding the pedagogical practices of biochemistry and molecular biology academics. AER: Australian Educational Researcher, 47 (5), 839-856. doi: 10.1007/s13384-019-00369-5

Dollinger, Mollie and Lodge, Jason (2019). Understanding value in the student experience through student–staff partnerships. Higher Education Research and Development, 39 (5), 1-13. doi: 10.1080/07294360.2019.1695751

Rivera Munoz, Claudia A., Baik, Chi and Lodge, Jason M. (2019). Teacher and student interactions in the first year of university. Journal of Further and Higher Education, 44 (8), 1-13. doi: 10.1080/0309877x.2019.1664731

Dollinger, Mollie and Lodge, Jason (2019). Student-staff co-creation in higher education: an evidence-informed model to support future design and implementation. Journal of Higher Education Policy and Management, 42 (5), 1-15. doi: 10.1080/1360080x.2019.1663681

Dollinger, Mollie, Liu, Danny, Arthars, Natasha and Lodge, Jason M. (2019). Working together in learning analytics towards the co-creation of value. Journal of Learning Analytics, 6 (2), 10-26. doi: 10.18608/jla.2019.62.2

Dollinger, Mollie and Lodge, Jason (2019). What learning analytics can learn from students as partners. Educational Media International, 56 (3), 218-232. doi: 10.1080/09523987.2019.1669883

Lodge, Jason M. and Harrison, William J. (2019). The role of attention in learning in the digital age. Yale Journal of Biology and Medicine, 92 (1), 21-28.

Kahu, Ella and Lodge, Jason (2018). 2018 special issue: student engagement and retention in higher education. Student Success, 9 (4), I-III. doi: 10.5204/ssj.v9i4.1141

Panadero, Ernesto, Broadbent, Jaclyn, Boud, David and Lodge, Jason M. (2018). Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement. European Journal of Psychology of Education, 34 (3), 535-557. doi: 10.1007/s10212-018-0407-8

Cooney Horvath, Jared, Donoghue, Gregory M., Horton, Alex J., Lodge, Jason M. and Hattie, John A. C. (2018). On the irrelevance of neuromyths to teacher effectiveness: comparing neuro-literacy levels amongst award-winning and non-award winning teachers. Frontiers in Psychology, 9 (SEP) 1666. doi: 10.3389/fpsyg.2018.01666

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 51, 51. 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 49. 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, 28 (2), 1-22. 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, 24 (1), 1-17. 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, 27 (2), 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 59. 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) 7729. 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) 5, 5. 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), i-iii. 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.

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

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

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. doi: 10.14742/ajet.62

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

Khan, Anam Ahmad, Nawaz, Sadia, Newn, Joshua, Kelly, Ryan M., Lodge, Jason M., Bailey, James and Velloso, Eduardo (2022). To type or to speak? The effect of input modality on text understanding during note-taking. CHI '22: CHI Conference on Human Factors in Computing Systems, New Orleans, LA United States, 29 April 2022- 5 May 2022. New York, NY United States: Association for Computing Machinery. doi: 10.1145/3491102.3501974

Srivastava, Namrata, Nawaz, Sadia, Newn, Joshua, Lodge, Jason, Velloso, Eduardo, Erfani, Sarah M., Gasevic, Dragan and Bailey, James (2021). Are you with me? Measurement of learners' video-watching attention with eye tracking. 11th International Learning Analytics and Knowledge Conference, Irvine, CA, United States (Online), 12-16 April 2021. New York, NY, United States: Association for Computing Machinery. doi: 10.1145/3448139.3448148

Khosravi, Hassan, Gyamfi, George , Hanna, Barbara and Lodge, Jason (2020). Development of educational tools that enable large-scale ethical empirical research on evaluative judgement. University Assessment, Learning and Teaching: New Research Directions for a Postdigital World, Online, 19-20 October 2020.

Khosravi, Hassan, Gyamii, George, Hanna, Barbara E. and Lodge, Jason (2020). Fostering and supporting empirical research on evaluative judgement via a crowdsourced adaptive learning system. LAK 2020: the Tenth International Conference on Learning Analytics and Knowledge, Frankfurt, Germany, 23 - 27 March 2020. New York, United States: ACM. doi: 10.1145/3375462.3375532

Srivastava, Namrata, Nawaz, Sadia, Lodge, Jason M., Velloso, Eduardo, Erfani, Sarah and Bailey, James (2020). Exploring the usage of thermal imaging for understanding video lecture designs and students' experiences. TenthInternational Conference on Learning Analytics & Knowledge, Frankfurt, Germany, 23-27 March 2020. New York, NY, United States: Association for Computing Machinery. doi: 10.1145/3375462.3375514

Srivastava, Namrata, Velloso, Eduardo, Lodge, Jason M., Erfani, Sarah and Bailey, James (2019). Continuous evaluation of video lectures from real-time difficulty self-report. CHI Conference on Human Factors in Computing Systems (CHI), Glasgow, Scotland, 4-9 May 2019. New York, NY United States: Association for Computing Machinery. doi: 10.1145/3290605.3300816

Dollinger, Mollie and Lodge, Jason M. (2018). Co-Creation strategies for learning analytics. 8th International Conference on Learning Analytics and Knowledge, LAK 2018, Sydney, NSW Australia, 5-9 March 2018. New York NY United States: Association for Computing Machinery. 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. The 8th International Learning Analytics and Knowledge, Sydney, NSW Australia, 5-9 March 2018. New York, NY USA: ACM Press. doi: 10.1145/3170358.3170390

Alhadad, Sakinah S.J., Searston, Rachel A. and Lodge, Jason M. (2018). Interdisciplinary open science: what are the implications for educational technology research?. 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Geelong, Australia, 25-28 November 2018. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).

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

Lodge, Jason, Thompson, Kate, Horvath, Jared, De Barba, Paula and Blumenstein, Marion (2018). Learning analytics in the classroom. 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Geelong, Australia, 25-28 November 2018. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).

Wiseman, Paul, Lodge, Jason M., Arguel, Amael and Kennedy, Gregor (2017). The changing nature of student engagement during a digital learning task. 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Toowoomba, Australia, December 2017. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).

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

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. EARLI, Tampere, Finland, 28 August - 2 September 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. 40th HERDSA Annual International Conference , Sydney, NSW Australia, 27-30 June 2017. Hammondville NSW Australia: Higher Education Research and Development Society of Australasia.

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Lodge, Jason M., Howard, Sarah, Bearman, Margaret, Dawson, Phillip, Agostinho, Shirley, Buckingham Shum, Simon, Deneen, Chris, Ellis, Cath, Fawns, Tim, Gniel, Helen, Harper, Rowena, Henderson, Michael, Liu, Danny, Markauskaite, Lina, McLean, Jan, Perrotta, Carlo, Schuwirth, Lambert and Slade, Christine (2023). Assessment reform for the age of artificial intelligence. TEQSA.

Cooke, Elizabeth, Lodge, Jason and Taylor-Griffiths, Daniel (2023). Interview Transcripts for Peer-regulated learning in private online chat groups. The University of Queensland. (Dataset) doi: 10.48610/0637105

Lodge, Jason, Pezaro, Charlotte, Brown, Deborah, Kent, Kirsty, Corbett, Brooklyn and Ellerton, Peter (2019). Detailed list of studies identified in systematic review of published research examining the critical thinking of higher education students. The University of Queensland. (Dataset) doi: 10.14264/uql.2019.964

Lodge, Jason, Matthews, Kelly, Kubler, Matthias and Johnstone, Melissa (2022). Modes of delivery in higher education: final report. Brisbane, QLD, Australia: Institute for Social Science Research.

Kubler, Matthias, Johnstone, Melissa, Clague, Denise, Lodge, Jason and Matthews, Kelly E. (2022). Stakeholder consultation report for the modes of delivery in higher education project. Appendix C to Modes of delivery in higher education final report. Brisbane, QLD, Australia: The University of Queensland.

Matthews, Kelly E, Lodge, Jason and Sheppard, Karen (2021). Graduate Attributes. Institute of Teaching and Learning Innovations Occasional Papers Series Brisbane: University of Queensland .

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: The University of Queensland.