T02: Learning Engineering Bootcamp

Sunday, 25 July 2021, 08:00 – 12:00 EDT (Eastern Daylight Time - Washington DC)
Back to Tutorials' Program

 

Jim Goodell (short bio)

QIP - Quality Information Partners, United States

Aaron Kessler (short bio)

MIT - Massachusetts Institute of Technology, United States

 

Objectives:

  • Participants will gain basic understanding of:
    • The purpose and scope of learning engineering and its relationship to other disciplines
    • IEEE ICICLE definition of learning engineering
    • Learning engineering as a process
    • Learning engineering as a team sport
    • Learning engineering as application of learning sciences
    • Learning engineering as human-centered engineering design methodology
    • Data informed decision-making (data instrumentation and analysis) 
    • Selected tools for learning engineering
  • Participants will practice doing part of the learning engineering process, using some tools, in teams, to address a simple (mock) learning engineering problem.

 

Content and benefits:

The session provides an introduction to the learning engineering using tools and information from the forthcoming book the Learning Engineering Toolkit. Participants can expect to engage in working to solve a “mock” problem using the learning engineering process and contribute to a group discussion around how work from HCI and different fields can and should inform the work done during the process. No previous experience with learning engineering is needed in advance of the session.

 

Target Audience:

Anyone interested in learning about the multidisciplinary process and practice of learning engineering.

 

List of materials or devices required by the participants:

  • Device with internet access capable of using Google docs and PDF
  • Selections from Learning Engineering Toolkit will be provided in digital form to all participants 
  • (optional) full release Learning Engineering Toolkit (if available)

 

Relevant Links:

 

Bio Sketches of Presenters:

Jim Goodell is co-author of “Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning” and the “Science of Remote Learning”. He is a thought leader in the world of learning engineering and data standards. He is Senior Analyst at Quality Information Partners and Vice Chair of the IEEE Learning Technology Standards Committee. He chairs the IEEE Industry Consortium on Learning Engineering Competencies, Curriculum, and Credentials SIG, the IEEE Competency Data Standards Workgroup, Adaptive Instructional Systems Interoperability Workgroup, and serves on the ICICLE Steering Committee. He leads development of the U.S. Department of Education sponsored CEDS.ed.gov data standards with QIP and AEM. With the U.S. Chamber of Commerce Foundation he co-led development of the T3 Innovation Network’s Learning and Employment Record (LER) Wrapper Specification. 

Prior to QIP he was Executive VP at the Center for Educational Leadership and Technology where he led the development of interactive learning technologies and provided information-driven process improvement solutions to state education agencies and school districts throughout the United States.

Dr. Aaron Kessler is a Senior Learning Scientist for Open Learning at MIT, is a steering committee member of the IEEE Industry Consortium on Learning Engineering and the chair of the Design for Learning SIG, and co-author of the “Science of Remote Learning”. In his role within the residential education team at MIT he is responsible for working with faculty and course teams in the development and research of online and residential courses that use educational technologies. As part of the development process, he utilizes research from the Learning Sciences, Educational Psychology, and Implementation research to help inform design decisions situated within complex settings. 

Prior to his arrival at MIT Aaron taught high school chemistry, co-developed and supported the implementation of online learning environments and a cognitive tutoring system, and taught preservice and inservice educators as an assistant professor of educational technology. At the core of all his work is the goal of supporting the development of instructional opportunities that provide learners the chance to engage in building deep conceptual understanding of content.