Do we need learning engineers? Most people would answer that they didn't even know there was such a job. Currently, I don't think anyone does have that job (though I could imagine it being on someone's business card anyway.)
Wikipedia defines engineering as "the application of scientific, economic, social, and practical knowledge, in order to design, build, and maintain structures, machines, devices, systems, materials and processes. It may encompass using insights to conceive, model and scale an appropriate solution to a problem or objective. The discipline of engineering is extremely broad, and encompasses a range of more specialized fields of engineering, each with a more specific emphasis on particular areas of technology and types of application.'
From that I could imagine many teachers, instructional designers and trainers feeling like they might be "learning engineers."
I have read a few
articles that suggest that we consider using the title.
One of those articles is by Bror Saxberg who is chief learning officer at Kaplan Inc. On his blog,
he wrote:
The creative educator or instructional designer can and should draw inspiration for tough challenges from everywhere and anywhere, if there isn't evidence already available to guide him or her. Unlike many challenges faced by an artist or author, however, instructional designers and educators also need to be grounded in how the real world actually works. (Even artists have to battle with the chemistry and material properties of the media they choose, it should be noted – you might want glass to be strong enough to support something in a certain way, but you may have to alter your artistic vision to match the reality.) Simply imagining how learning might work is not enough to build solutions that are effective for learners at scale – whether we like it or not, whether we get it right or not, how learning works in the world is going to affect the outcomes at scale.
A few years back, I heard the term "design thinking" used frequently in education circles. The graduate
program I teach in at NJIT is still called Professional and Technical Communications, but "design" has become part of many of the courses.
That is enough of a trend that you can hear others asking if
design thinking is the new liberal arts. One example is the "d.school" at Stanford University (formally, the Hasso Plattner Institute of Design) which considers itself a training ground for problem-solving for graduate students. Rather than stress the typical design path of making products, they look at design thinking as a way "to equip our students with a methodology for producing reliably innovative results in any field."
Perhaps, "learning engineer" is more of a way of rethinking how teachers and academics design instruction. Maybe it is another way to look at engineering.
A few years ago,
Bill Jerome wrote about the engineering side and said:
Imagine a more “traditional” engineer hired to design a bridge. They don’t revisit first principles to design a new bridge. They don’t investigate gravity, nor do they ignore the lessons learned from previous bridge-building efforts (both the successes and the failures). They know about many designs and how they apply to the current bridge they’ve been asked to design. They are drawing upon understandings of many disciplines in order to design the new bridge and, if needed, can identify where the current knowledge doesn’t account for the problem at hand and know what particular deeper expertise is needed. They can then inquire about this new problem and incorporate a solution.
I think that there is a place for design thinking in engineering and also an engineering approach to designing instruction.
Design thinking as an approach to problem solving is often described using some basic principles:
- Show Don’t Tell
- Focus on Human Values
- Craft Clarity
- Embrace Experimentation
- Be Mindful of Process
- Bias Toward Action
- Radical Collaboration
Those could be viewed as five modes that fit easily into engineering and education: empathize, define, ideate, prototype, test.
Saxberg gives the example of needing someone to design a new biotech brewing facility. Do you want a chemist or a chemical engineer? He says the engineer - someone who "deeply understands modern chemistry... but is also conversant with health regulations, safety regulations, costs of building, and thinks in an integrated way about designing things for scale."
Do we have "learning engineers" now that understand the research about learning, test it, and apply it to help more students learn more effectively? Are they teaching or are they doing research? Do all teachers need to be learning engineers?
I somewhat fear that if the title becomes used that it will end up leaning heavily towards educational technology. That's something I see happening to many "teaching and learning" and "teaching excellence" center at colleges.
Technology can help. I have spent the past fifteen years working with that. But there is no guarantee that instructors using technology will somehow be better instructors. We know a lot about how people learn, but most of that isn't being used by those who teach.
When I started at
NJIT in 2000, I was hesitant about telling seasoned instructors "how to teach" (pedagogy). But I was pleasantly surprised by two things. First, the people who came to me or to our workshops were open to learning not only about new technology but about pedagogy. I was also surprised by how many of them were willing to say that no one had ever taught them "how to teach" and that they were always a little unsure about running only on intuition and their personal experiences with learning. "I try to teach like the good teachers I had and avoid being like the bad ones," was a sentiment I heard fairly frequently.
Having come from teaching in a secondary school where everyone had a split educational background of subject matter expertise and educational pedagogy with continuing professional development in the latter, it took some transitioning for me to settle into the higher education setting.
Being that NJIT is very much an engineering (and design) institution, the idea of learning engineers might have been a good approach to take with that faculty.
), or "Gender, Sexuality, and Pop Music in the 1980s" at the College of New Jersey, or "
Of course, before we judge these courses, we would need to see the actual syllabus and coursework. You could make a challenging course out of the 
whose research shows that most students are not challenged in their classes and few showed significant improvements in critical thinking, complex reasoning or written communication skills after four years in college. Ouch.