learning design, learner agency, self-efficacy, self-regulated learning, formative assessment, situated and embodied cognition, immersive learning, virtual learning environments, virtual augmented and mixed reality for learning
Simon Fraser University, 2010, PhD
University of Alberta, 2002, MEd
University of Alberta, 1999, BEd
Dr. Jillianne Code is a learning scientist, whose area of research is at the praxis of educational technology, psychology and measurement. 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 Instructional Technology and a B.Ed in Secondary Science and Art Education from the University of Alberta.
Dr. Code’s research is founded in three main themes. First, her research focuses on the role of agency in learning across multiple domains including science education, educational and applied technology, higher education, health and psychology. Second, her research focuses on the novel use of measurement methods including learning analytics. Dr. Code explores how alternative forms of assessment using advanced technologies can address the challenges with the validity and reliability of current educational and psychological instruments as the methodological challenges in educational research have been well documented throughout the literature. Third, Dr. Code’s research focuses on the applied design of immersive and virtual environments for learning exploring the use of virtual, augmented and immersive technologies that situate students in inquiry contexts and use novel assessment methods to formatively and summatively evaluate students problem solving abilities. Dr. Code’s most recent research project, Assessment for Learning in Immersive Virtual Environments (ALIVE), supported by funding from the Social Sciences and Humanities Research Council, explores how immersive virtual environments can be designed to assess and support middle school students’ STEM inquiry learning through formative feedback.
Dr. Code’s most important role, however, is that of a heart failure survivor and two-time heart transplant recipient. Following her heart transplants, to honour the efforts of her medical team and the sacrifice of her donors, Dr. Code has worked hard to advocate for the inclusion of patients as partners in health care practice and research. As such Dr. Code is a member of the Steering Committee for Cardiac Services BC, a public beneficiary member on the Medical Services Commission of BC, member of the Heart & Stroke Women’s Heart and Brain Health Research Steering Committee, and member of Heart & Stroke’s Mission Critical Area Committee on Heart Failure. Dr. Code is also an active keynote speaker, and in July 2016 I co-founded the HeartLife Foundation, Canada’s first – and only – national patient-led heart failure organization.
Virani, S., & Code, J. (2018, May). What patient advocacy means in 2018 [Invited Session]. In Heart Failure Update, Canadian Heart Failure Society, Toronto, ON.
Code J. & Virani, S. (2017, October). Heart failure advocacy: Engaging in a three-pronged approach to healthcare transformation from a patient, provider, and systems perspective. Canadian Cardiovascular Society Public Policy Plenary Session at Canadian Cardiovascular Congress, Vancouver, BC. [Co-chair and Plenary Speaker]
Code, J. & Pike, R. (2017, October). The lived experience of cardiovascular nursing: A patient’s perspective. In Canadian Council for Cardiovascular Nurses Fall Conference, Vancouver, BC. [Keynote Speaker]
Code, J. (2017, June). A patient’s voice. In M. Toma, K. Ramanathan & H. Nazzari (Chairs), UBC Heart Failure Symposium, Vancouver, BC. [Keynote Speaker]
Code, J. (2017, May). The who, what, why & how of advocacy for heart failure patients. In Heart Failure Update 2017, Canadian Heart Failure Society Annual Meeting, Toronto, ON. [Invited Session]
Code, J., Penner, B., & Kearley, S. (2016, November). A conversation with Canadians: Are we meeting the health needs of Canadians? [Plenary]. In 2016 Canada Health Infoway Partnership Conference, Toronto, ON. [Listed alphabetically]
Chan, A., Code, J., Miles, R. & Ridout, B. (2016, November). Engaging in change: The power of storytelling to inspire action [Plenary]. In BC Health Leadership Conference, Canadian College of Health Leaders, Vancouver, BC. [Plenary, Listed alphabetically]
Code, J., Ezekowitz, J., Giannetti, N., & Howlett, J. (2016, October). (Re)defining success in heart-failure management in Canada: Improving outcomes along the patient journey. In P. Liu (Chair), Canadian Cardiovascular Congress, Montreal, QUE. [Plenary, Listed Alphabetically]
Ackenhausen, M., Brown, S., Code, J., & Seckel, A., et al. (2016, February). Opening plenary panel. In Joint Clinical Committee Showcase, 5th Annual Quality Forum; BC Patient Safety & Quality Council, Vancouver, BC. [Plenary, Listed alphabetically]
Cheema, G., Code, J., Ganesan, S., Hanson, J., Kisch, I., Law, J., & Root, M. (2015, November). Get connected to better your health. In K. Ho (Chair), BC eHealth and Innovative Technology Showcase (eHITS), Vancouver, BC. [Plenary, Listed alphabetically]
Code. J. (in press). I am the clinical trial. Journal of the American College of Cardiology: Heart Failure, 7(5).
Code, J., Bains, M. & Virani, S. (in press). The heart failure state of mind: An informal survey of Canadians with lived experience and the importance of considering cognitive impairment. Canadian Journal of Cardiology. https://doi.org/10.1016/j.cjca.2019.03.019
Code, J. & Zap, N. (2017). Assessment in immersive virtual environments: Cases for learning, of learning, and as learning. Journal of Interactive Learning Research, 28(3), 235-248.
Ross, E., Sakakibara, B., Mackay, M., Whitehurst, D., Singer, J., Toma, M., Corbett, K., Rutherford, K., Gheorghiu, B., Code, J., & Lear, S. (2017). The use of text messaging to improve the hospital-to-community transition in acute coronary syndrome patients (Txt2Prevent): Intervention development and pilot randomized controlled trial protocol. Journal of Medical Internet Research Protocols, 6(5), e91.
Code, J. & Hatzipanagos, S. (2016). Open badges in online learning environments: Peer feedback as an engagement intervention for promoting agency [Reprint]. Journal of Educational Multimedia & Hypermedia, 25(2), pp. 126-142.
Code, J. & Hatzipanagos, S. (2016). Open badges in online learning environments: Peer feedback as an engagement intervention for promoting agency. In C. Fulford & G. Veletsianos et al. (Eds.), Proceeding of the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2016 (pp. 1332–1342). Chesapeake, VA: AACE. [Authors contributed equally to this work; Outstanding Paper Award]
Zap, N. & Code, J. (2016). Virtual and augmented reality as cognitive tools for learning. In C. Fulford & G. Veletsianos et al. (Eds.), Proceeding of the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2016 (pp. 1317–1324). Chesapeake, VA: AACE.
Leach, D., Laur, B., Bebbington, T., Code, J., & Broome, D. (2014). Gamification for online engagement in higher Education: A randomized controlled trial. In A. Ochsner et al. (Eds.), Proceedings of the Games Learning + Society Conference GLS10 (pp. 153-159) Madison, WI, USA.
Description: ALIVE is a research program that examines how learning designs enable student success through the provision of feedback while students are immersed in virtual and immersive learning contexts. Go to ALIVE Research Lab website
Description: Dr. Code is a core faculty member of the Designing for People Research Cluster – UBC's research network and center of excellence for human-centered design. Through the DFP, we accelerate creativity at the nexus of social and technical problem-solving, by promoting interdisciplinary teamwork and methods, finding new paths to societal impact through partners and community, and creating resources that are sharable by DFP researchers and partners.
Description:Inquiry is understood as a deliberate, sustained and systematic process—beyond the everyday reflection required in teaching. Professionals explore what they do and how they do it; it involves sharing one’s inquiries with colleagues. It involves classroom teachers, individually and collectively, in a cycle of action, reflection, sharing and adaptation. Teachers are given opportunities for practice, and to address challenges and issues that arise through discussion and reflection, try out new or revised practices, and evaluate the results. The cycle then begins anew based on the outcomes, responses, and possibilities emerging from the inquiry.
Description: This course is designed for graduate students in the first year of their degree program. It acknowledges the importance of excellence in research design but is predicated on the assumption that problem definition should determine research design - consistent with the diversity of researchable problems. Research is contextualized in educational settings – early childhood, primary, middle, secondary, adult and vocational education and training. The focus, therefore, is on research for and of education. The course will introduce research issues and techniques to assist students in selecting research methods and strategies for more intensive studies. The course will also assist students to select methods to be used in an immediate application and enable them to read research reports critically.
Description: This course will explore issues such as how, why, and to what degree media and technology have been incorporated into, or changed by, education over time. Students will explore arguments that media and technology have been an imposition on humanistic curriculum practices, are the principle means of progress in administration, and that the separation of curriculum from instruction via media and technology subsequently displace teaching and learning. Taking a comparative historical approach, this course is designed from a basis that media and technology education are not merely tools; educational premises are neither fully durable nor pliable, and actors or agents of education are not merely humans.