Jillianne Code
Dr. Jillianne Code is a researcher, educator, and learning scientist specializing in learner agency, online learning technologies, and the impact of social media on student success and well-being. As the Director of the ALIVE Research Lab at the University of British Columbia, Dr. Code studies agency ‘unbundled’ from formal education including video games, virtual reality, and social media communities.
Before coming to the University of British Columbia, Jillianne was Associate Professor of Educational Technology and Psychology in the Faculty of Education at the University of Victoria (UVic; 2011-17), and a Post-doctoral Research Fellow at the Harvard Graduate School of Education in Assessment and Learning Technologies (2010-11). Dr. Code holds a Ph.D in Educational Psychology from Simon Fraser University, a M.Ed in Educational Psychology with a specialization in Instructional Technology, and a B.Ed in Secondary Science and Art Education from the University of Alberta.
Dr. Code is also a two-time heart transplant recipient, heart failure survivor, and co-founder of the HeartLife Foundation of Canada whose mission is to engage, educate, and empower the voices of those living with heart failure.
Before coming to the University of British Columbia, Jillianne was Associate Professor of Educational Technology and Psychology in the Faculty of Education at the University of Victoria (UVic; 2011-17), and a Post-doctoral Research Fellow at the Harvard Graduate School of Education in Assessment and Learning Technologies (2010-11). Dr. Code holds a Ph.D in Educational Psychology from Simon Fraser University, a M.Ed in Educational Psychology with a specialization in Instructional Technology, and a B.Ed in Secondary Science and Art Education from the University of Alberta.
Dr. Code is also a two-time heart transplant recipient, heart failure survivor, and co-founder of the HeartLife Foundation of Canada whose mission is to engage, educate, and empower the voices of those living with heart failure.
less
InterestsView All (18)
Uploads
Journal Articles by Jillianne Code
forms of assessment. Alternative performance assessments
provide a more valid measure than multiple-choice tests of
students’ conceptual understanding and higher-level skills
such as problem solving and inquiry. Advances in gamebased
and virtual environment technologies are creating new
possibilities for learning and assessment. One such possibility
is through the use of immersive 3D technologies that aim
to situate students in an environment that promotes problem
solving and inquiry and sets the context for assessment. This
paper describes three on-going research projects that are
using immersive 3D virtual environments as a platform in
which to enable the summative, self-, and formative assessments
of student learning.
forms of assessment. Alternative performance assessments
provide a more valid measure than multiple-choice tests of
students’ conceptual understanding and higher-level skills
such as problem solving and inquiry. Advances in gamebased
and virtual environment technologies are creating new
possibilities for learning and assessment. One such possibility
is through the use of immersive 3D technologies that aim
to situate students in an environment that promotes problem
solving and inquiry and sets the context for assessment. This
paper describes three on-going research projects that are
using immersive 3D virtual environments as a platform in
which to enable the summative, self-, and formative assessments
of student learning.