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Adding local short description: "Interdisciplinary academic field", overriding Wikidata description "interdisciplinary academic field that employs learning analytics and rapid large-scale experimentation in educational environments" |
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Supporting learners as they learn is complex, and design of learning experiences and support for learners usually requires interdisciplinary teams. [[File:Learning Engineering is Multidisciplinary.png|thumb|Supporting learners as they learn is complex, and design of learning experiences and support for learners usually requires interdisciplinary teams.]] Learning engineers themselves might specialize in designing learning experiences that unfold over time, engage the population of learners, and support their learning; automated data collection and analysis; design of learning technologies; design of learning platforms; improve environments or conditions that support learning; or some combination. The products of learning engineering teams include on-line courses (e.g., a particular MOOC), software platforms for offering online courses, learning technologies (e.g., ranging from physical manipulatives to electronically-enhanced physical manipulatives to technologies for simulation or modeling to technologies for allowing immersion), after-school programs, community learning experiences, formal curricula, and more. Learning engineering teams require expertise associated with the content that learners will learn, the targeted learners themselves, the venues in which learning is expected to happen, educational practice, software engineering, and sometimes even more.
Learning engineering teams employ an iterative design process for supporting and improving learning. Initial designs are informed by findings from the [[learning sciences]]. Refinements are informed by analysis of data collected as designs are carried out in the world. Methods from [[learning analytics]], [[design-based research]], and rapid large-scale experimentation are used to evaluate designs, inform refinements, and keep track of iterations.<ref>{{Cite web|last1=Dede|first1=Chris|last2=Richards|first2=John|last3=Saxberg|first3=Bror|date=2018|title=Learning Engineering for Online Education: Theoretical Contexts and Design-Based Examples|url=https://www.routledge.com/Learning-Engineering-for-Online-Education-Theoretical-Contexts-and-Design-Based/Dede-Richards-Saxberg/p/book/9780815394426|access-date=2020-07-21|website=Routledge & CRC Press|language=en}}</ref><ref>{{Cite journal|last=Saxberg|first=Bror|s2cid=12156278|date=April 2017|title=Learning Engineering: Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale|language=EN|doi=10.1145/3051457.3054019}}</ref><ref>{{Cite journal|last1=Koedinger|first1=Ken|s2cid=29186611|date=April 2016|title=Learning Engineering: Proceedings of the Third (2016) ACM Conference on Learning @ Scale|language=EN|doi=10.1145/2876034.2876054|doi-access=free}}</ref> According to the [[IEEE Standards Association]]'s IC Industry Consortium on Learning Engineering, "Learning Engineering is a process and practice that applies the learning sciences using human-centered engineering design methodologies and data-informed decision making to support learners and their development."<ref>{{Cite web|title=IEEE ICICLE: A volunteer professional organization committed to the development of Learning Engineering as a profession and as an academic discipline.|url=https://sagroups.ieee.org/icicle/}}</ref>
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== Criticisms of Learning Engineering ==
Researchers and educational technology commentators have published critiques of learning engineering. <ref name=":0" /><ref>{{Cite journal |last=Lee |first=Victor R. |date=2022-08-12 |title=Learning sciences and learning engineering: A natural or artificial distinction? |url=https://doi.org/10.1080/10508406.2022.2100705 |journal=Journal of the Learning Sciences |pages=1–17 |doi=10.1080/10508406.2022.2100705 |s2cid=251547280 |issn=1050-8406|doi-access=free }}</ref> The criticisms raised include that learning engineering misrepresents the field of [[learning sciences]] and that despite stating it is based on [[cognitive science]], it actually resembles a return to [[behaviorism]]. Others have also commented that learning engineering exists as a form of [[surveillance capitalism]]. Other fields, such as [[Instructional Systems Design|instructional systems design]], have criticized that learning engineering rebrands the work of their own field.
Still others have commented critically on learning engineering's use of metaphors and figurative language. Often a term or metaphor carries a different meaning for professionals or academics from different domains. At times a term that is used positively in one ___domain carries a strong negative perception in another ___domain.<ref>{{Cite book |last1=Chandler |first1=Chelsea |url=http://sagroups.ieee.org/icicle/wp-content/uploads/sites/148/2020/07/ICICLE_Proceedings_Learning-Engineering.pdf |title=Proceedings of the 2019 Conference on Learning Engineering |last2=Kessler |first2=Aaron |last3=Fortman |first3=Jacob |date=2020 |publisher=IEEE IC Consortium on Learning Engineering |chapter=Language Matters: Exploring the Use of Figurative Language at ICICLE 2019}}</ref>
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