1st Edition

Learning Engineering for Online Education Theoretical Contexts and Design-Based Examples

Edited By Chris Dede, John Richards, Bror Saxberg Copyright 2019
    254 Pages 73 B/W Illustrations
    by Routledge

    254 Pages 73 B/W Illustrations
    by Routledge

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    Learning Engineering for Online Education is a comprehensive overview of the emerging field of learning engineering, a form of educational optimization driven by analytics, design-based research, and fast-paced, large-scale experimentation. Chapters written by instructional design and distance learning innovators explore the theoretical context of learning engineering and provide design-based examples from top educational institutions. Concluding with an agenda for future research, this volume is essential for those interested in using data and high-quality outcome evidence to improve student engagement, instructional efficacy, and results in online and blended settings.

    List of Contributors; Foreword, Huntington Lambert 1. Introduction: Improving Efficiency and Effectiveness Through Learning Engineering, Chris Dede 2. The Role of the Learning Engineer, Phillip D. Long 3. Tinkering Toward a Learning Utopia: Implementing Learning Engineering, Barbara Means 4. Learning Engineering Teams: Capabilities and Process, Craig D. Roberts and Shawn J. Miller 5. From Artisanship to Learning Engineering: Harvard Division of Continuing Education’s Framework for Improving Teaching and Learning, Henry Leitner, Rebecca Nesson, and Edward Walker 6. Personalization to Engage Differentiated Learners at Scale, Chris Jennings 7. Jill Watson: A Virtual Teaching Assistant for Online Education, Ashok K. Goel and Lalith Polepeddi 8. Creating Personalized Learning Using Aggregated Data from Students’ Online Conversational Interactions in Customized Groups, Scott M. Martin and Matthew L. Trang 9. Executing the Change to Learning Engineering at Scale, Bror Saxberg 10. Rethinking Learning in the 21st Century, Sanjay Sarma 11. Learning Engineering: Developing a Research Agenda to Bridge the Present to an Aspirational Future, John Richards, Chris Dede, and Bror Saxberg


    Chris Dede is Timothy E. Wirth Professor in Learning Technologies at Harvard Graduate School of Education, USA, where he served as Chair of the Learning and Teaching Department.

    John Richards is Lecturer at Harvard Graduate School of Education, USA, and President of Consulting Services for Education (CS4Ed). He has served as President of the JASON Foundation for Education and Senior Vice President and General Manager of Turner Learning, Inc.

    Bror Saxberg is Vice President of Learning Science at the Chan Zuckerberg Initiative, USA. He was previously the Chief Learning Officer at Kaplan, Inc.

    "This is a timely collection of concepts and case studies demonstrating the range of possibilities Learning Engineering holds for the development of measurable improvement in the practice of learning. Learning Engineering could become important, as both an academic discipline and a profession, to increasing the reliability, effectiveness, and value of learning strategies and educational technologies at scale."

    —Shelly Blake-Plock, CEO at Yet Analytics and Chair of the IEEE IC Industry Consortium on Learning Engineering

    "Finding ways to provide effective and efficient online education has proven a persistent challenge. The culprit: a failure to reengineer instructional delivery to suit a new medium. In this timely volume, the editors recruit a savvy group of contributors to illuminate a more promising path forward."

    —Frederick M. Hess, Director of Education Policy Studies at the American Enterprise Institute

    "If you are an instructor, course designer or academic leader in  an  online  or  blended  environment  who  has  wondered about  this,  this  book  will  help  you  explore  how  learning engineering  can  integrate  data  analytics,  learning  science and  evidence-based  learning  improvement  approaches  to recalibrate online delivery for the new digital age."
    —Anna Mihaylov, Journal of Applied Learning & Teaching