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Developing an Ontology for Learning Engineering

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Creating a new discipline, especially one as multifaceted as learning engineering, involves synthesizing knowledge from various existing fields. Learning engineering integrates constructs, models and methods from the Learning Sciences, from Learning Design, and from Engineering to facilitate applying research findings in diverse practice settings that will improve learning outcomes and efficacy.

Taking the time to develop an ontology for this new discipline is useful for several reasons: it helps clarify concepts, structures knowledge systematically, and facilitates communication among scholars and practitioners. Additionally, understanding the epistemologies of the contributing disciplines enriches this process, ensuring a comprehensive and coherent framework for transforming learning results into actionability, at scale.

The Role of Ontology for Exploring New Disciplines

Ontology, in the context of a new discipline, refers to the systematic categorization and definition of the key concepts, relationships, and constructs that constitute the field. For learning engineering, developing an ontology involves identifying and organizing the essential elements from learning sciences, learning design, and engineering.

  • Clarifying Concepts: An ontology helps delineate the scope and boundaries of a new discipline. By defining terms and concepts precisely, it reduces ambiguity and confusion. In learning engineering, where terminology from three different fields is used, this clarity is essential. For instance, the term “learning design” can have various interpretations; an ontology ensures that all stakeholders have a shared understanding.
  • Structuring Knowledge: A well-developed ontology structures knowledge in a way that reveals the relationships between different elements. This structured knowledge helps practitioners and researchers navigate the discipline more effectively. For learning engineering, an ontology might show how theories from learning sciences inform design principles, which are then implemented using engineering methods.
  • Facilitating Communication: Interdisciplinary fields often suffer from communication barriers due to differing terminologies and conceptual frameworks. An ontology creates a common language, making collaboration easier. For instance, when learning engineers, designers, and scientists collaborate, an ontology ensures they can communicate their ideas without misunderstandings.
  • Identifying Core Elements: By using descriptors of associated and relevant constructs, an ontology highlights the most critical aspects of the new discipline. For learning engineering, this might include constructs like “adaptive learning systems,” “instructional design models,” and “educational technology.” Identifying these core elements helps focus research and practice on the most impactful areas.

Understanding Epistemologies in Learning Engineering

Each contributing discipline—learning sciences, learning design, and engineering—comes with its own epistemological foundations. Understanding these epistemologies is crucial for several reasons:

  1. Integrating Diverse Perspectives: Learning sciences are often grounded in cognitive and educational psychology, emphasizing empirical research and theory development. Learning design is practice-oriented, focusing on applying principles to create effective educational experiences. Engineering, with its roots in the physical sciences, emphasizes systematic problem-solving and the creation of practical solutions. Recognizing these different approaches allows for a more holistic integration of knowledge.
  2. Ensuring Coherent Frameworks: Epistemologies influence how knowledge is generated and validated. In learning engineering, aligning the empirical rigor of learning sciences with the practical focus of learning design and the problem-solving orientation of engineering ensures that the discipline remains coherent. This alignment prevents conflicting methodologies and promotes a unified approach to research and practice.
  3. Enhancing Methodological Rigor: Understanding the epistemological foundations helps in choosing appropriate methodologies. For instance, learning sciences might prioritize controlled experiments and longitudinal studies, while learning design could emphasize case studies and iterative design processes. Engineering might focus on prototyping and systems testing. Recognizing these preferences ensures that learning engineering employs robust and suitable methods.
  4. Fostering Innovation: By appreciating the unique contributions of each discipline, learning engineering can innovate at their intersections. For example, the theoretical insights from learning sciences can inform the design of new educational technologies, which are then built using engineering principles. This interdisciplinary innovation is only possible with a deep understanding of the underlying epistemologies.

Conclusion

Developing an ontology for learning engineering is a critical step in establishing the discipline. It clarifies concepts, structures knowledge, facilitates communication, and identifies core elements. Understanding the different epistemologies guiding learning sciences, learning design, and engineering enriches this process, ensuring a coherent and innovative framework. As learning engineering evolves, these foundational efforts will enable it to address complex educational challenges effectively.

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