Jillianne Code
Biographic Data
| ID | 6511495 |
|---|---|
| NAME | Jillianne Code |
| GIVEN NAMES | Jillianne |
| FAMILY NAME | Code |
| SIGNATURE | CODE J |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0002-3096-1289 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Expressions of learner agency in virtual inquiry: Linking agency and evidence-centered game design
Game-based learning environments often support exploration but rarely connect learner agency with rigorous, embedded assessment. This study reports on the design and pilot implementation of ALIVE (Agency for Learning in Immersive Virtual Environments), a virtual inquiry environment that integrates the Agency for Learning framework with Evidence-Centered Game Design. Nine middle and high school students completed an ecological investigation that r…
The Entangled Learner: Critical Agency for the Postdigital Era
The Postdigital Learner Agency (PLĀ) framework redefines learner agency to navigate the complexities of education in the postdigital era-where hybrid learning environments and algorithmically mediated systems shape educational experiences. Grounded in Social Cognitive Theory, Sociocultural Perspectives, and Postdigital Philosophy, PLĀ extends traditional notions of agency by incorporating relational, spatial, collective, and shared dimensions. Th…
Algorithmic futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens
Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms mean that algorithm literacy—awareness and knowledge of algorithm use, and the ability to evaluate algorithms critically and exercise agency when engaging with algorithmic systems—is a vital competence for navigating life in the 21st century. Professional digital competence (PDC) frameworks for teachers…
Teaching and AI in the postdigital age: Learning from teachers’ perspectives
This interview-based study aimed to understand how teachers make sense of their work and themselves in relation to artificial intelligence (AI) and other digital technologies, and was conceived as a means of learning with and from teachers. Navigating recent AI developments raised questions about thinking, creativity, production, and the meaning and value of humanity, along with more practical concerns regarding instruction and assessment. Creati…
Teachers’ Sense of Efficacy During a Time of Crisis
A Disorienting Dilemma: Teaching and Learning in Technology Education During a Time of Crisis
Agency for Learning: Intention, Motivation, Self-Efficacy and Self-Regulation
Agency is inherent in students’ ability to regulate, control, and monitor their own learning. A learners' effectiveness in regulating their cognitive, affective, and behavioural processes as they interact within the learning environmental is critical to their academic success. This article advances a theory of learner agency, or agency for learning, as an emergent capacity that is intentional, self-generated, and reactive to social factors in the…
Teaching and AI in the postdigital age: Learning from teachers’ perspectives
This interview-based study aimed to understand how teachers make sense of their work and themselves in relation to artificial intelligence (AI) and other digital technologies, and was conceived as a means of learning with and from teachers. Navigating recent AI developments raised questions about thinking, creativity, production, and the meaning and value of humanity, along with more practical concerns regarding instruction and assessment. Creati…
Agency for Learning: Intention, Motivation, Self-Efficacy and Self-Regulation
Agency is inherent in students’ ability to regulate, control, and monitor their own learning. A learners' effectiveness in regulating their cognitive, affective, and behavioural processes as they interact within the learning environmental is critical to their academic success. This article advances a theory of learner agency, or agency for learning, as an emergent capacity that is intentional, self-generated, and reactive to social factors in the…
A Disorienting Dilemma: Teaching and Learning in Technology Education During a Time of Crisis
Teachers’ Sense of Efficacy During a Time of Crisis
Algorithmic futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens
Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms mean that algorithm literacy—awareness and knowledge of algorithm use, and the ability to evaluate algorithms critically and exercise agency when engaging with algorithmic systems—is a vital competence for navigating life in the 21st century. Professional digital competence (PDC) frameworks for teachers…
Teaching and AI in the postdigital age: Learning from teachers’ perspectives
This interview-based study aimed to understand how teachers make sense of their work and themselves in relation to artificial intelligence (AI) and other digital technologies, and was conceived as a means of learning with and from teachers. Navigating recent AI developments raised questions about thinking, creativity, production, and the meaning and value of humanity, along with more practical concerns regarding instruction and assessment. Creati…
The Entangled Learner: Critical Agency for the Postdigital Era
The Postdigital Learner Agency (PLĀ) framework redefines learner agency to navigate the complexities of education in the postdigital era-where hybrid learning environments and algorithmically mediated systems shape educational experiences. Grounded in Social Cognitive Theory, Sociocultural Perspectives, and Postdigital Philosophy, PLĀ extends traditional notions of agency by incorporating relational, spatial, collective, and shared dimensions. Th…
Expressions of learner agency in virtual inquiry: Linking agency and evidence-centered game design
Game-based learning environments often support exploration but rarely connect learner agency with rigorous, embedded assessment. This study reports on the design and pilot implementation of ALIVE (Agency for Learning in Immersive Virtual Environments), a virtual inquiry environment that integrates the Agency for Learning framework with Evidence-Centered Game Design. Nine middle and high school students completed an ecological investigation that r…
Psychology (5 works) · Mathematics education (4 works) · Digital Education and Society (3 works) · Pedagogy (3 works) · Sociology (3 works) · Computer Science (2 works) · Digital literacy in education (2 works) · Educational Innovations and Technology (2 works) · Epistemology (2 works) · Innovative Teaching and Learning Methods (2 works)