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You have been assigned a scenario. Below are some resources about the learning engineering process model and short explanations of a few learning engineering (LE) processes. As you read the scenario, discuss the following prompts with your group, and record the discussion/responses on the workbook and Google Form:
Based on the scenario, how will you start the LE process? What LE process and design techniques would you like to consider/try/use? And why would you consider or use them, given your scenario?
What do you already know about the users/learners in the assigned scenario? What will you need to learn about your users/learners? What variations do you imagine across your users/learners? What will you need to learn about the environment in which they will be learning? (Don’t forget to identify affordances/opportunities as well as constraints).
How might you work with different stakeholders/people in the chosen scenario while designing? How do you imagine interacting with them? What influence will they have on the design?
During the learning engineering process, what data might you want to collect to identify what the users/teachers/learners are learning, and what data might inform further iterations?
When each table has developed its own response, all table members are encouraged to share their ideas and develop a shared response to enter in Google Forms.
Learning Engineering Process Model
Learning Engineering Process Model
CC-By Aaron Kessler (2022)
Learning Engineering Toolkit - pg 31-40
Learning Engineering Design Methodologies
Design-based research derives from research in the learning sciences and is a methodology for iteratively making designs better while at the same time adding to our body of knowledge learning.
Learning Engineering Toolkit - pgs 95-96
Participatory design tells us to include end users, those who know end users well, and other experts on our design teams.
Learning Engineering Toolkit - pgs 91- 92
Design thinking emphasizes the need for empathy with the population, such as, recognizing their knowledge, capabilities, needs, and wants.
Learning Engineering Toolkit - pg 90
User-centered design has its foundations in the design of human-computer interfaces. Its focus is on the interactions end user will have with the software systems.
Learning Engineering Toolkit - pg 86
Learner-centered design has its roots in user-centered design but is concerned with learners who will learn from the implementation of the design rather than users who will use a design. Learner-centered design focuses on the design for learning technologies.
Learning Engineering Toolkit - pg 93
Learning experience design reflects another broad set of approaches that combine elements of adult learning and development, instructional design, psychology, neuroscience, design thinking and UX design.
Learning Engineering Toolkit - pgs 94-95
Design justice reminds us to make sure we identify ethnic, racial, class, gender, disability, and other variations across our population, that we recognize intersections between these, and that we don’t disadvantage particular sub-groups more than we disadvantage other subgroups.
Learning Engineering Toolkit - pg 92
Design-based research implementation is similar to design-based research but focuses on adapting the learning activities for particular contexts.
Learning Engineering Toolkit - pg 96
Human-centered design means designing from the perspective of humans. Humans are the learners for whom we are designing.
Human-centered design requires at least the following six activities: observation, ideation, rapid prototyping, user testing, redesign of ideas and prototyping, and the process is using iteratively more sophisticated prototypes, increasingly real environments, and an increasingly diverse set of end users and other stakeholders until a satisfactory solution is achieved.
Learning Engineering Toolkit - pgs 83 - 86
The Implementation Considerations Framework
Learning engineering doesn't end with the completion of a process, product, or pedagogy. The implementation consideration framework outlines considerations for the learning engineering teams when planning and managing (or monitoring) the implementation phase. The following tool contains a summary of the domains that should be considered for implementation and a list of key questions for consideration.
Learning Engineering Toolkit - pgs 347 - 349
The Implementation Considerations Framework (2)
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