Learning engineering: educators take research and turn it into classroom solutions using engineering problem-solving processes¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Learning engineering, as described in this report, applies engineering problem-solving processes to problems of educational practice: Uncapher described 'the synergy around design thinking and science of learning' as part of 'what we're calling learning engineering.' Teachers who adopt the mindset treat the classroom like a lab, use research to design solutions, prototype, test, collect data, and iterate. Montgomery framed it as staff turning research into something usable for students, the end users.

Design Implications¶

Context¶

Requirements¶

• Teachers need training in learning sciences principles and freedom to experiment and iterate in their classrooms

Constraints¶

• The report presents this as a school-specific change-management approach, not a tested model

Target Learners¶

• K-12 teachers and school leaders

Target Learning Objectives¶

• Integrating learning sciences research into instructional decision-making and continuous improvement

Claims¶

• Design Sprints Prototype Learning Strategies [+M]
• After training, d.tech teachers adopted low-stakes practice tests and spaced, interleaved practice in their classrooms [+M]

Related Theories¶

• Designerly Stances

Examples¶

• Partner with a researcher to vet principles and deliver focused professional development, then give educators freedom to experiment with options of varying scope

Key Sources¶

• Digital Promise. (2017). Learning by Design: How Design Tech High School Uses Research. Digital Promise. https://digitalpromise.dspacedirect.org/items/93bddee8-5856-4faf-8758-71aae4ce8716