e-Technologies in Engineering Education Learning Outcomes Providing Future Possibilities The Intersection of Learning Architecture and Instructional Design in e-Learning Diana L. Wilkinson, AT&T Business Learning Services Abstract Peers collaborate, learn from each other, learn to con- A sturdy Learning Architecture is necessary to lay the founda- tribute to the knowledge community as they learn to tion for effective learning in the age of the Internet. Comple- work towards common goals and shared vision mentary technologies must be integrated into what is poten- tially so pervasive that it could be said to be a Learning Eco- Mentors coach individuals and teams to remove barri- system. Not only is the technology of this infrastructure im- ers to understanding, provide guidance to aid in explo- pacted by the decision to knit disparate parts into an inte- ration of efficient approaches when students become grated whole, but Instructional Design methodology is impacted frustrated, curious, or anxious to validate their under- as well. A Learning Ecosystem capitalizes standing on reusability, on underlying shared logic and taxonomy, and on convergence of learn- Challenge is balanced with the needs ing and Knowledge Management to support and abilities of individual students a new model where learning and work are seamlessly and inextricably linked. Learning experience is perceived as fun. I. Introduction TEE 2002 The challenge of learning and applying that Optimal learning occurs in the simulation of learning is at the core of engineering real world, problem-based activities. This disciplines. The challenge of technology- happens in a safe environment where errors based business is to apply engineering are expected, and failure deepens learning A UNITED ENGINEERING solutions to customers’ needs. What experience. Optimal learning occurs in envi- FOUNDATION CONFERENCE differentiates both schools and businesses ronments where: Davos, Switzerland 11-16 August 2002 is how well and how efficiently we meet this http://www.coe.gatech.edu/eTEE challenge. Learners are scaffolded as they de- velop self-efficacy in enabling technologies II. Context Availability and delivery of instructional resources We have come to the fork in the road where we can choose to adapt to learner’s needs redefine how we learn, how we teach, how we apply, how we solve problems, how we differentiate ourselves and those we Feedback is continuous represent, and how we contribute to the greater good. Our com- puting technology and the Internet has evolved to the point Scoring is constantly visible to compare accomplish- that we can leverage and refine the infrastructure to enable au- ment to one’s own previous attempts, the best of one’s thentic learning. We can tap into our collective knowledge re- cohorts, and the total field that has ever been scored serves both to withdraw and contribute new knowledge, new applications, and new insights. We have begun to experiment Access to the underlying knowledge-base has been with ways to convert inaccessible tacit knowledge into acces- skillfully crafted and organized for learners sible explicit knowledge, and recognize the value of converging these information sources with e-learning. Knowledge manage- Cognitive loading is eased until foundation understand- ment and e-learning provide us with the tools and infrastructure ing is established, then cognitive dissonance and chal- to consciously and dramatically alter our approach. lenge increased until complexity mirrors the real world We learn best by doing. We get our instructional design model Pace of learning is controlled by learners backwards when we insist on deluging students with facts, prin- ciples, theorems, axioms of both pure and applied science, then Proceedings of the 2002 eTEE Conference 11-16 August 2002 Davos, Switzerland 213 e-Technologies in Engineering Education Learning Outcomes Providing Future Possibilities expect them to recall and apply this knowledge in practice. We students and providing them the support, knowledge and in- learn best by starting with a realistic problem that needs to be centive to join the learning community. solved and seeking the resources and knowledge relevant to help solve the problem posed. We learn best by making mis- B. Knowledge Base takes, having experts tutor and guide us as we improve our solutions until we arrive at optimal ones. We learn best when we Working backwards from the desired learning outcome, the learn- accept personal responsibility for our own learning. ing delivery system needs to provide access to all relevant re- sources. These resources can include: a knowledge base, a sci- We also learn from others through observation and then perfect ence, a particular body of knowledge, or a human resource such our newly acquired knowledge via mimicry. We are more effi- as a mentor, professor or subject matter expert. The instructional cient learners once we acquire social learning skills. We need to designer is challenged to create a realistic and engaging virtual become members of a larger learning community, a network of environment that allows learners to investigate, relate, and ap- birds-of-a-feather where we can posit our questions and our ply the knowledge base to resolve the litany of problems in- insights. volved in constructing desirable epiphanies of understanding. As students we must learn to manage all our resources. We C. Learning-How-To-Learn must know how to query for relevant knowledge and discrimi- nate what is valid. We must develop strategies for solving prob- The primary goals of education must be to help students learn lems. We must have a safe place, a laboratory, where we can how to learn, seek, test, and apply information. Students must experiment, test and make mistakes as we learn. We learn in learn to build upon what is already known to construct new order to solve problems. We solve problems to improve the knowledge, new applications and new solutions. How does e- human condition and because to do so is intrinsically and/or learning help us ensure more authentic learning is enabled and extrinsically rewarding. that we do not simply mirror traditional teaching models in an electronic delivery mode? We must recast our traditional in- A. Learning Infrastructure structional design into constructed new models. Our new mod- els must be performance-based, include problem-solving goals, The fork in the road – the enabling technology/the infrastruc- be contextually relevant and learner-centric. Our new model must ture – is coming together…but it is not fait accompli. One of the focus on developing competencies and critical thinking. Our architectural problems awaiting solution is the elegant integra- new models must be sensitive to individual needs and contexts, tion of and access to our collective knowledge base. We have to as well as the dynamics of groups learning as cohorts. We must work out the mechanisms of contribution, validation, organiza- engineer learning structures to optimize the learner’s opportu- tion, permission, rights, privileges and payment – but then some- nity to explore, discover and develop personal learning con- how connect all relevant bodies of knowledge and create sim- structs. plistic yet intelligent access. D. Problem-based Learning III. e-Learning Strategies Goal-oriented problems that are case-based lend themselves to One of Stephen Covey’s principles is to “begin with the end in narrative description and simulation. Multiple voices of experts mind.” This principle can be applied quite well to the instruc- can be evoked to tell relevant stories and direct students to tional design of e-learning. The premise for a course of learning investigate the foundation knowledge necessary to underpin should be driven by what the student will construct and, what reasonable solutions. The e-learning structure should allow stu- deliverable is to be created that will demonstrate that all requi- dents to peel away the layers of its onionskin as they pursue the site skills and knowledge have been mastered. This strategy construction of their own solutions. must be implemented in several areas. The brave, new world of e-learning will be predicated on our A. Motivation ability to build engaging, realistic scenarios that enable discov- ery learning. The best designs can be repeated by changing out The design of problem-based learning is not trivial. Problems the specific problem set and/or the resources required for solv- must be intriguing, relevant and sufficiently challenging to mo- ing the problem within a reusable framework. Fundamental re- tivate students to want to participate. Not all students will drink sources may be applicable in multiple contexts. Reusability is willingly from the well. Strategies must be employed to help key to efficient design, so we must look for opportunities to reluctant students overcome their objections and become ac- repurpose content, context, application, and format — the com- tive participants. Like shepherds online instructors, facilitators binations and permutations of which are nearly infinite, and not and mentors can expect to spend time locating straggling unduly limiting or stifling to creativity. Proceedings of the 2002 eTEE Conference 11-16 August 2002 Davos, Switzerland 214 e-Technologies in Engineering Education Learning Outcomes Providing Future Possibilities IV. Integration of Learning and Work B. Instructional Design of e-Learning In the brave new world, learning and work are simultaneous, Instructional Design methodologies