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Acknowledgments
I thank the community of ICICLE learning engineers and my students in the learning engineering program at Boston College for their help in working out many of these ideas. Thank you to Jim Goodell, Chris Dede, Bror Saxberg, Lauren Totino, Aaron Kessler, Jianwei Zhang, and Aachey Susan Jurow for providing so many good suggestions on earlier drafts. The weaknesses in my argument are, of course, all mine.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 ICLS 2012 Sydney—Keynote 1: Janet Kolodner.
2 Goodell & Kolodner (Citation2022), Page 8.
3 Stokes (Citation1997) defined research in Pasteur’s quadrant (the Pasteur who discovered how to sterilize milk), as science that addresses important societal needs, or use-inspired research, as opposed to research that is purely exploratory.
4 Indeed, in an example offered by Shelley Blake-Plock, after the curriculum for a school in Africa was created and the teachers were educated, it was found that while much was designed well for those children who attended, there were many more students who had no way to get to the new school. Resources for learning that had to be designed along with the curriculum included repurposing donkey carts so that children could drive them to get to the new schools.
5 Including organizational structures.
6 In the past, I and several of those I interact with have discussed learning engineering as a kind of “applied learning sciences.” While learning engineers apply the learning sciences, I now think that discussing learning engineering as “applied learning sciences” is not a holistic enough view of what learning engineering is. It does not account for the critical contextual nuances of addressing learning engineering challenges. This is why I like the analogy to physics and civil engineering; nobody would call civil engineering “applied physics.” I think Lee was right in calling out that learning engineering is not “applied learning sciences;” that description of learning engineering is too narrow.
8 Full disclosure: I was the one who pushed for creating a full curriculum from our disparate units.
10 https://activatelearning.com/project-based-inquiry-science.
15 Resnick (Citation1993, p. 64).
19 https://sites.bc.edu/devtech/research/kibo-robot/.
25 Consider also, for example, the work of Neil Heffernan’s Assistments, the range of projects done by Inquirium, and the experiences of Krajcik and Reiser in creating IQWST. There are more stories to tell.
26 Three Master’s programs focus in these ways right now: the LDT MS Program at Stanford, the METALS program at CMU, and the Learning Engineering MA Program at Boston College.
27 Personal communication, February 28, 2023.
28 https://sagroups.ieee.org/icicle/. ICICLE is part of the IEEE Standards Association’s (IEEE-SA) Industry Connections (IC) program. ICICLE stands for IC Industry Consortium on Learning Engineering.
29 IEEE (www.ieee.org) is an international engineering organization.
30 See https://sagroups.ieee.org/icicle/proceedings/for the agenda and proceedings of our first conference in 2019 and https://sagroups.ieee.org/icicle/2022-icicle-conference/for the agenda of the 2022 conference.
33 https://sagroups.ieee.org/icicle/2022-icicle-conference.
37 Ieeeicicle.org has proceedings from conferences, videos of some talks, position papers, and pointers to ICICLE special interest groups.