Learning Engineering is a Process

Kessler, Aaron; Craig, Scotty D.; Goodell, Jim; Kurzweil, Dina; Greenwald, Scott

doi:10.4324/9781003276579-5

Cited by 8 publications

(6 citation statements)

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“…While learning engineering was first proposed in 1967 as a method for improving the basic efficiency for learning organizations (Simon, 1967), the professional practice of the area has just started forming (Goodell & Craig, 2022) and basic principles of the area are summarized in a book covering the discipline, Learning Engineering Toolkit (Goodell & Kolodner, 2023). The emerging area uses skills from multiple disciples to tackle educational issues (e.g., scaling-up online learning) that are too large or complicated to be solved by one skillset (Kessler et al 2023). As shown in Figure 1, this new area encompasses systems engineering (Barr et al 2023), learning sciences, cognitive sciences, design sciences (Roscoe et al, 2018; Thai et al, 2023) as well as both data science (Barrett et al, 2023) and evaluation (Czerwinski et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Learning Engineering Perspectives for Supporting Educational Systems

Craig,

Goodell,

Czerwinski

et al. 2023

Proceedings of the Human Factors and Ergonomics Society Annual

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This panel will focus on the emerging area of Learning Engineering. Learning Engineering is a transdisciplinary area focusing on the systematic application of evidence-based principles from science of learning disciplines to create effective learning experiences, addressing the challenges of learners. During the panel, examples of Learning Engineering will be presented of interest to anyone within human factors and ergonomics with interest in education, training, or usability/design science. The panel will represent experience from both academia and industry. The goal of this panel is to foster dialog between the IEEE Industry Connections Industry Consortium on Learning Engineering (ICICLE) and HFES members in the hope of increasing knowledge of Learning Engineering and creating ties between the two organizations.

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Section: Discussionmentioning

confidence: 99%

Learning Engineering Perspectives for Supporting Educational Systems

Craig,

Goodell,

Czerwinski

et al. 2023

Proceedings of the Human Factors and Ergonomics Society Annual

Self Cite

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“…Similar to many other industries and organizations, this work is situated in a culturally unique environment where each learning challenge is shaped by many contextual factors and specific goals for learners and stakeholders. Encouraging systematic practices within a contextually-conscious frame of designing for learners and learning, the learning engineering process (Kessler et al, 2022) guides the team's work and facilitates how the team navigates complexity across iterations of a design. Within a complex system, design decisions are not always made in a linear fashion nor happen completely independent of one another, rather occurring in nested or concurrent learning engineering processes (see Figure 1).…”

Section: The Framework: Learning Engineeringmentioning

confidence: 99%

“…Recording decisions made about the enrollment strategy for the optional training in addition to decisions about the actual training experience allowed the team to easily revisit and rapidly iterate on the enrollment strategy when actionable data related to that particular sub-process became available first. Different from other approaches, learning engineering opens the door for practitioners to make design decisions on aspects of implementation or the larger systems in which the learning experiences are taking place (Kessler et al, 2022). The example in Figure 5 shows how the LEED tracker is able to maintain a log of such decisions.…”

Section: Key Benefit 2: Decisions Become Entry Points To Iteration Su...mentioning

confidence: 99%

Why did we do that? A Systematic Approach to Tracking Decisions in the Design and Iteration of Learning Experiences

Totino,

Kessler

2024

Preprint

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Practitioners today are often tasked with designing learning experiences situated in increasingly complex contexts where defining the challenge, understanding learners and stakeholders, and being informed by theory and evidence must all be taken into consideration when planning and implementing a solution. The Learning Engineering Evidence and Decision (LEED) tracker is one possible tool for managing these various channels of influence by recording, revisiting, and iterating upon actionable design decisions in an evidence-grounded way. Emerging from specific examples of LEED tracker use by a learning engineering team at the Massachusetts Institute of Technology are general benefits for others engaging in design for learning: it concretizes decisions grounded in understandings of pedagogical approaches and context, facilitates iteration and improvement based on data, and serves as a communication tool among stakeholders.

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“…Learning engineering combines an engineering design methodology, human-centred design tools, and data analytics (Goodell, 2022). Learning engineering is a process that starts with a challenge that is addressed by the investigation, creation, and implementation of a solution (Kessler et al, 2022), and thus shares similarities with the design learning process. As a practice, learning engineering is still emerging, and critical views also exist (Lee, 2023).…”

Section: Learning By Designmentioning

confidence: 99%

Open design pedagogy: Revealing openness in early childhood education with digital technology

Brinck

Leinonen

Lipponen

et al. 2023

International Journal of Education Through Art

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Today, more than any other period in time, digital fluency is regarded as a necessary life skill for both children and adults. The potential of digital tools in early childhood learning has been recognized as helping to reinforce academic skills, as a way to communicate ideas and develop social skills, to support children to learn at their own pace, to learn how to learn and to make learning fun. This article contributes to the current research by conducting a participatory study in a kindergarten in Finland over the course of one year. The empirical data are analysed to (1) identify the characteristics of educational activities that make use of digital technology in early childhood education and (2) reveal the pedagogical approaches behind these activities. The findings of this study show that pedagogical activities entailing playful interaction with technology and the production of tangible artefacts, accompanied by visual documentation and reflection, support the effective use of technology in early childhood education. The educators’ open approach towards the use of technology also played a significant part in the positive outcomes experienced by teachers and students. We call this approach open design pedagogy and propose it as a model for using digital technologies in early childhood education.

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Learning Engineering is a Process

Cited by 8 publications

References 0 publications

Learning Engineering Perspectives for Supporting Educational Systems

Learning Engineering Perspectives for Supporting Educational Systems

Why did we do that? A Systematic Approach to Tracking Decisions in the Design and Iteration of Learning Experiences

Open design pedagogy: Revealing openness in early childhood education with digital technology

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