Hello and welcome - Jane Knight - Mon, 3 May 2004, 17:59
Hello, everybody from a very wet England!
As
I'm 12 hours behind you, it might take a bit of time for me to
catch up with all the postings, but I hope we can have a
useful discussion about "Learning Engineering".
This
week I'd like to focus on what different learning structures
look like and the pedagogies and practices involved in
"engineering" a learning structure (or solution).
BTW
If you want to find out more about me, here are links to the
e-Learning Centre and Learning Engineers
Ltd
http://www.e-learningcentre.co.uk
http://www.learningengineers.com
------------------------------------------------------------------
A definition of Learning Engineers - Dorothy - Mon, 3 May 2004, 16:07
Before discussing the pedagogies and processes of learning engineering/design I'd really like a definition of 'learning engineer' and in particular the teacher as a 'learning engineer'.
It seems to me that DR GORDON STANLEYs' defn of teachers as 'knowledge engineers', below, provided at the ACEA Conference in 2000 could be close?
'So what is a 'knowledge engineer'? Teachers as knowledge engineers have to design the stages of the process whereby an individual moves from being a dependent learner, to an independent learner, and then to a lifelong learner. Knowledge engineering involves design, plans, project management and teamwork. A knowledge engineer needs to have clear and contemporary understandings of how people learn and ways in which this may be changing. In this situation, the task of the teacher is to understand the learner and to ensure that learning by the student has some strategic direction and at least encompasses the requirements of syllabus, so that future learning / vocational pathways are clear. To be effective, the teacher, as knowledge engineer, will need to have technological proficiency and information literacy, as well as subject knowledge (Stanley, 2000).
Stanley, G. (2000) The Knowledge Engineer, ACEA Conference, Leura, August.
Full text available at:
http://www.cybertext.net.au/tct/papers/week1/crump_stanley.htm----------------------------------------------------------------------
Re: A definition of Learning Engineers - Jane Knight - Mon, 3 May 2004, 18:06
Dorothy, that's a good point. I don't have a formal definition of a "learning engineer", but what I do have is an idea of the types of skills they require.
In the full version of my paper on Learning Engineering, I say
"Just like other types of engineers, LEARNING ENGINEERS need to be multi-disciplinarians and multi-skilled. A civil engineer needs to understand Structural Mechanics, Structural Design, Surveying, Soil Mechanics, Fluid Mechanics, Concrete Technology, Project Management amongst other things, as well as have technical, engineering and managerial skills. LEARNING ENGINEERS need to understand Organisational Behaviour, Pedagogy, Learning Technologies, Tools and Systems, Learning/Instructional Design, Project Management and so on, so that they can design effective, efficient and (most importantly) appropriate learning solutions within an organisational and technical context. In summary, Learning Engineers need to have a wide baseline of knowledge and skills. Learning Engingeers do not need to be specialists in every area, but they need to know at what point they require specialist input, e.g. in instructional design or software development, in order to design and build effective learning solutions."
I also provide a diagram of the core skills and knowledge Learning Engineers will need to have, as well as the specialist knowledge and skills they will need to call upon.
http://www.e-learningcentre.co.uk/articles/learningengineering.htm------------------------------------------------------------------
A new species? - Waltraud - Wed, 5 May 2004, 03:23
Hello Dorothy,
good to read some basic information around the term learning engineer.
Based on the definition I gather:
- emphasis on personal formation and growth
- respect of learners' needs
- subject knowledge
- up-to-date in technlogy and information
Reading Jane's posting I become aware that the design and creation of learning processes needs rather an all-roundler than a specialist.
In both postings I miss a bit the fact that learning engineering needs a lot of experience and sure instinct.
So I wonder and ask:
Is this a new species and do we need a new discipline at universities and colleges?
Talk to you soon.
Waltraud------------------------------------------------------------------
Re: A new species? - Jane Knight - Wed, 5 May 2004, 05:45
Waltraud
Yes, I think you are right - being a good "all rounder" is important - but there are some definite knowledge and skills a learning engineer ought to have, which I have outlined in my reply to Dorothy's posting.
Jane------------------------------------------------------------------
Re: A definition of Learning Engineers - Filiz - Wed, 5 May 2004, 14:53
Jane,
I am finding the discussion very interesting and overwhelmed by the information provided about Learning Engineers due to the fact that the work done in e-learning is so broad that it is good to see some specific information we can all relate to. The e-learning centre provides useful information. I am really interested how the Learning Engineers concept will evolve in the future. I believe that Certificate in E-learning will enable the formation of the new discipline in education since it feels as if I need the direction and assistance in providing learning solutions.
Cheers
Filiz
Learning Technologies Support
Sunraysia Institute of TAFE------------------------------------------------------------------
Re: A new species? - Rodger - Wed, 5 May 2004, 21:47
Hi Jane, great topic. Skills and knowledge that a learning engineer should have, what to use and when, but it doesn't stop there. As discussed earlier innovation also creeps in to the equation. Being innovative is how we develop, but I believe that being innovative is not only a skill, it is a behaviour.
So, do we look at not only the skills and knowledge, but also the behaviour that a learning engineer demonstrates.
eg: active professional development, active research,etc the list goes on.
Cheers.
Rodger Carroll
Program Coordinator
Building and Construction.
Chisholm Institute------------------------------------------------------------------
Re: A definition of Learning Engineers - Kylie - Thu, 6 May 2004, 13:09
Do you think this definition implies that there will increasingly need to be one-on-one attention, at least in the early stages, if "the teacher is to understand the learner and to ensure that learning by the student has some strategic direction and at least encompasses the requirements of syllabus, so that future learning / vocational pathways are clear".
I think this individual consultation is necessary and have seen this succeed in practice (Logalea State High School is a great example - quite a VET focus). One may think "Oh! How to manage resources to achieve that??" but it can be done, and it takes innovation and effort.
Learning structures PBL - Waltraud - Tue, 4 May 2004, 07:25
First of all: hello from Austria
This discussion
grabs my interest since the term learning engineering is a
very challenging combination between pedagogy or rather
learning and technology.
Given the focus of this week
I'd like to draw your attention to the format called problem
based learning. It is one of many
structures.
Problem-Based Learning
Structure
This format models the desired structure for
addressing the issues in the educators' classrooms.
Example:
Connection: The facilitator, or a guest
speaker, will present an introduction to the issues, to
provide a personal connection to establish the importance of
the problem(s) in the participants' daily lives.
Ideas: By
asking a series of questions, the facilitator will lead
discussion during which questions for investigation are
formulated and plans of action are suggested.
Facts:
Working as a group, participants then supply all the facts
that they know about the issues. The facilitator will be
careful to distinguish between facts and opinions.
Learning Issues: The group establishes questions that need
additional research, elaboration, or definition. Some of this
research may take the format of learning or lab activities, in
addition to more traditional research techniques.
Action
Plan: The group then makes plans for how it will find the
information needed. Included in this plan is a list of
resources that may assist in the investigations.
Revisiting the Problem: Once the independent work is
completed, participants reassemble to report on their work.
Product or Performance: Each problem concludes with a
product or performance by the group, or by subsets of the
group. These may include plans for further action.
Evaluation: The participants evaluate their own
performance, their group's performance, and the quality of the
problem itself.
The PBL format is
widespread and often used for settings using the various
strengths of virtual learning environments.
Probably
you have got some examples? I'm interested in reading you here
talking about this format.
See you soon
Waltraud
Educator
Jenbach/Austria
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Learning structures/solutions - Jane Knight - Wed, 5 May 2004, 18:15
In my article, I state that many people automatically assume that the structured, formal "course" structure is the answer to any learning problem. However, I strongly believe that other learning structures/solutions as just as valuable for solving learning problems - and these inlcude informal solutions like online documents and online presentations, games, simulations, as well as collaborative learning structures that can be "built" through tools like blogging tools, wikis, etc.
For those of you who are unfamiliar with some of these structures/solutions, you can read more about them in my Guide to e-Learning
www.e-learningcentre.co.uk/guide2elearning
The question is then, how does a learning engineer make a decision about which is the most APPROPRIATE structure for any learning problem? What are the pedagogical (and technological) principles behind making that decision?
Jane------------------------------------------------------------------
Re: Learning structures/solutions - Rodger Carroll - Wed, 5 May 2004, 22:19
Firstly the decision should be informed, researched, and clearly reflect the learners abilities, needs and development and access (to the technology). Well thats what I do anyway. I try to use strategies that have multiple outcomes, ie asynchronys computer mediated discussion can enable the shy student the time to analyse and form a response, building confidence, developing relationships and also developing life skills such as computer use, email etc, especially 15-19 year olds, the nintendo generation
they pick up on computer skills very easily. This strategy also allows for tracking the individuals input in a collaborative project. Audit requirement.
ps reflection is a great tool, but journalize it(blog etc).
Cheers.
Rodger.------------------------------------------------------------------
Re: Learning structures/solutions - Jane Knight - Thu, 6 May 2004, 04:12
Rodger
You're right. A lot of what experienced learning designers/engineers do is done intuitively. What we need to do to help newcomers, is to try and "formalise" this intuitive behaviour.
Jane------------------------------------------------------------------
Re: Learning structures/solutions - Kylie - Thu, 6 May 2004, 13:02
There are such a range of skills and mindsets. Teachers can be overwhelmed by the options and 'too many tools' panic sets in!
It is great to remind those of us teachng that online/flexible/blended deliveries are simply another tool in the teaching kit bag (as Rodger demonstrates in his post).
"Hmmmm, shall I use the photocopied printed notes, or will we do a role play. I know! I'll project the notes onto the wall and we can discuss and alter them as a class...."------------------------------------------------------------------
Re: Learning structures/solutions - Fred - Thu, 6 May 2004, 22:23
Hi Everybody,
Thanks for the discussion. I just have a question along the way. What is the difference between learning engineering and instructional design? It sounds like there is a fair amount of overlap, and also acknowledges a skill set that is different from teaching and different from technical development but requires some understanding of both of these and more.
Regards
Fred------------------------------------------------------------------
Re: Learning structures/solutions - Janine - Wed, 12 May 2004, 00:04
Hello Jane and others
In considering the question "how does a learning engineer make a decision about which is the most APPROPRIATE structure for any learning problem? What are the pedagogical (and technological) principles behind making that decision?", I believe it is important that "learning engineers" have a deep understanding of what their e-learning tools can do in terms of the type of thinking and learning that they encourage/promote/enable.
There seems to be much to be learned in mapping online pedagogies to what we know about teaching and learning in the more general sense. For example, understanding deeply how to design a websquest so that it has all the elements necessary to encourage higher order thinking is a skill that is dependent on deep knowledge including framing questions, collaborative group processes, role play and the contributions that these elements make to encouraging higher order thinking. Similarly, when choosing to use an email game, being aware of what the particular game draws out is crucial. The understanding is deeper if it comes from having been immersed as a participant and then involved in a debrief, rather than say reading about it.
I understand that there is some work happening at Griffith University about mapping online pedagogies to Powerful/Productive pedagogies - don't have a reference as yet.
cheers
Janine------------------------------------------------------------------
difference instructional design - learning engineering - Waltraud - Fri, 7 May 2004, 16:51
Hello Fred,
I've been interested in this question for a while since the German language doesn't offer any appropriate terms for persons designing learning processes. We still use the term teacher for schools, colleges, universities or trainer for further education for adults.
Recalling Jane's image crossing a bridge: I suggest and assume that the instructional designer is responsible for ONE part of the game primarily related to pedagogy. Whereas we need a few more who are responsible for technology as well as information and project management and probably a special learning engineer who pulls the strings.
So as far as I understand the learning engineer has the role and duties of a "general contractor" or external consultant or so.
I'm looking forward to reading Jane's postings here.
Waltraud
Competencies required - Jane Knight - Sun, 9 May 2004, 17:16
Learning Engineers need to be multi-disciplinarians and
multi-skilled. A civil engineer needs to understand Structural
Mechanics, Structural Design, Surveying, Soil Mechanics, Fluid
Mechanics, Concrete Technology, Project Management amongst
other things, as well as have technical, engineering and
managerial skills. Learning Engineers need to understand
Organisational Behaviour, Pedagogy, Learning Technologies,
Tools and Systems, Learning/Instructional Design, Project
Management and so on, so that they can design effective,
efficient and (most importantly) appropriate learning
solutions within an organisational and technical context. In
summary, Learning Engineers need to have a wide baseline of
knowledge and skills. They do not need to be specialists in
every area, but they do need to know at what point they
require specialist input, e.g. in instructional design or
software development, in order to design and build effective
learning solutions.
What do you think are the core
skills of a Learning Engineer?
Jane
------------------------------------------------------------------
Re: Competencies required - Waltraud - Wed, 12 May 2004, 18:08
Hello Jane,
good question .. you mentioned the necessities in your posting.
So I'd like to point out a clear understanding how learning processes work given at least four dimensions:
- learning processes of an individual learner
- learning processes of the wider organisations behind
- learning processes amongst peers, in groups or in class
and last but not least my own learning process (sorta intro-spective).
You have to develop competencies in all four directions.
A classic project manager or rather project management are sure not enough to run these adventures.
:-) Happy thoughts from Austria
Waltraud------------------------------------------------------------------
Re: Competencies required - Rodger - Thu, 13 May 2004, 22:10
A lot of research indicates that learning is predominantly a social, collaborative endeavour. These findings translate to more teachers focusing more deliberately on building community and collaboration into course design.
The learning engineer needs to identify not only the different learning styles but also the preferred learning environment.
Learning engineers need to be innovative.
Utilizing a common strategy into a unique situation or a unique group of learners.
And then validating , developing and realizing that strategy in this unique context.
Further evaluation, development and validation evolves from this process resulting in more diverse placement of strategies both new and identified, within budget, within resources, within strategic directions, that suit learners.
Self improvement seems to be a key issue, not being satisfied with what you have already achieved. This is the behaviour bit. Innovation is a behaviour not just a process. It is very difficult to teach behaviour. We would need to describe and prove the benefits of innovation in order to instigate a behavioural change. Not a once of behaviour but a belief. This will build persistence, something that may be necessary for that to be ongoing behaviour.
Summing up the qualities that a learning engineer should possess:
have sound Pedagogical knowledge ( obviously),
to research,
be Innovative,
have persistence,
have a commitment to their own professional development.
Cheers.
Rodger.------------------------------------------------------------------
Re: Competencies required - Lyndall - Sat, 15 May 2004, 08:37
I have been very interested in these discussions as these concepts are at the core of my current desire to change my career path after 30 years of classroom teaching.
Over the years I have taught a wide range of students in high schools across SE Queensland. I am currently studying Diploma of E-Learning on-line. I see a desperate need at my school for a Learning Engineer and although there is no such position in any school in Queensland (to my knowledge), that will not deter me in my quest. Teachers in the main, just do not have the time (or the confidence) to source, develop and generate learning solutions that are outside their expertise and experience. I have always been a bit of a technology junkie, so have appreciated the possibilities as they present themselves. I currently have some students participating in a webquest that is a blended learning course and includes on-line games, quizzes, surveys and instructional videos as well as off-line group tasks. It has sprung out of a need to more effectively engage students and to formalise content that is reusable and renewable.
I see that a learning Engineer has to have:
- Several years experience of teaching
- Experience in on-line learning as a student
- Diploma of E-Learning
and should eventually become a classified position akin to Head of Department.
Costructivism - john - Mon, 17 May 2004, 12:34
I
am not sure if my post is out of focus. I am not an
Educational Theorist.
I have been using online classes
for 4 to 5 Years.
I am an IT & Multimedia Teacher (Yr8
to 12)
At the beginning the content was rather
instructional - perhaps teacher centered. 2 years ago I
installed Moodle and this has enabled me a high degree of
flexibility. I employ the constructivist features such as the
peer assessments, chat, journals and forums.
I try to
employ Sternberg's theory of 'Successful Intelligence' -
triarchic instruction. I limit instructions to a small
component of the course and apply creative skills plus
practical skills to assessable projects. The focus on the
analytical, creative and practical rather than completing a
task to the instruction has enriched my teaching program.
I
feel that any engineering has to be associated with a
pedagogical foundation.
Another issue with online learning
is the heavy literacy content. This is an issue I am trying to
solve as many of my students have poor literacy. This is where
images, sound, animation can be employed - but they are time
consuming
My final comments is that Learning Engineers need
to employ the skills of their clients and provide an
environment that the clients can work with.