ABSTRACT
Effective improvement of learning outcomes through the implementation of evidence-based interventions requires the coordination of many stakeholders from across an organization. This chapter addresses the capabilities a learning engineering team should contain and the processes for engaging stakeholders in an iterative process to improve learning outcomes. We recommend a learning engineering team should have the ability to: (a) assess learner and faculty needs and advocate for programs, resources, and services to meet those needs by working with appropriate individuals and groups across the university and collaborating with other universities and technology vendors; (b) apply instructional design theory and utilize established curriculum development methodology to help instructors and programs achieve their learning goals; (c) lead production, management, deployment, and quality assurance of digital assets; (d) conduct research that generates opportunities for intervention, assesses usability, optimizes outcomes, measures outcomes longitudinally, and synthesizes contemporary approaches; and (e) Understand the behavior of faculty, students, and other stakeholders as a key variable in the sustainable uptake, adoption, and implementation of evidence-based interventions. In terms of process, we propose a learning engineering team engage contemporary models (e.g., ADDIE, user centered design) and approaches to developing innovations but remain flexible with regards to the particular innovation’s stakeholders as well as the particular phase of development. For example, early collaboration with faculty stakeholders might rely on principles of learner-centered design, while prototyping and production phases involving broader technical teams and stakeholders might adopt agile or agile-like frameworks for rapid iteration.
