In developing the Invitation to Learning Engineering e-learning project—a Level One micro-credential funded through a potential University of Maine System grant—I've been immersed in planning, building, and managing partnerships and systems. These efforts are critical to sustaining an accessible, high-quality educational resource. This project aims to serve the greater learning engineering community by adopting an open-access format that aligns with IEEE ICICLE’s mission and broader Learning Engineering (LE) communities of practice. This open-access course, with Creative Commons licensing and xAPI data tracking, underscores the commitment to accessibility and community contribution while allowing for seamless integration with Learning Management Systems (LMS) for both project team members and end users.
A pivotal component of this project has been ensuring assessments reflect learner needs and align with project objectives. North (2023) emphasizes formative assessments as essential for guiding instructional design, and this perspective informed our incorporation of scenario-based formative evaluations. These formative assessments are not only integral to learner progression but also provide valuable data for continuous improvement within the project, enhanced by Clark’s (2020) recommendations for feedback cycles (Ch. 8). Regular feedback loops have been established among the Invitation to LE subcommittee members, the micro-credential subcommittee, and external LE communities, creating a transparent review process that supports ongoing quality assurance.
Workflow management has benefited immensely from Clark’s data curation and management strategies (2020), particularly as the project integrates xAPI for detailed learner data tracking.
By using Articulate Rise and adhering to Creative Commons licensing (About CC Licenses - Creative Commons, 2023), we ensure that Intellectual Property (IP) considerations align with open-access standards while maintaining content integrity. This accessible structure not only accommodates learners but also offers project team members and subcommittee stakeholders a clear workflow. Ensuring data and IP clarity supports the broader vision for an open-access resource that can evolve with ongoing feedback from the IEEE ICICLE community and other LE groups (ICICLE - Resources, n.d.).
ICICLE - Resources. (n.d.). https://sagroups.ieee.org/icicle/resources
▲ Feedback offered from one of the committe members
▲ ICICLE Meeting Calendar (click to visit the website)
Strategic partnerships have been crucial for project success, particularly in aligning our goals with external stakeholders. Our connections within IEEE ICICLE, a community dedicated to advancing learning engineering, have provided invaluable feedback on the project's design and implementation. Collaborating with colleagues from various domains has expanded our understanding of potential challenges and solutions, as illustrated in the feedback screenshot in this section regarding which type of Creative Commons license we should use. In our project, the group decided to use CC BY-NC-SA. North's (2023) guidance on creating effective feedback channels has helped us establish a transparent and collaborative review system, enabling us to manage the project's evolving needs and foster long-term sustainability.
As a community-driven initiative, An Invitation to Learning Engineering has required close collaboration with multiple committees and subcommittee members. Our partnerships within IEEE ICICLE, especially with the Invitation to LE and micro-credential subcommittees, have allowed us to align project goals with both current and future competency developments. These collaborations are essential for creating a course that is not only relevant but also scalable. By inviting broader LE communities to participate as learners, we're encouraging a community of practice that extends beyond IEEE, thereby enhancing both the accessibility and reach of the micro-credential.
This project has deepened my understanding of balancing open-access goals with structured quality assurance, particularly as it pertains to IP, licensing, and data integrity. Managing these layers has enhanced my project management and instructional design skills, fostering a more nuanced approach to collaborative projects within the LE community. Looking ahead, I see the potential to apply these insights to future projects, continuing to prioritize accessibility and community engagement as foundational elements. I especially appreciated delving into Creative Commons licensing and the nuances between the various types.
The Invitation to Learning Engineering project exemplifies a practical, open-access approach to learning engineering, integrating assessment, workflow, and IP management to support accessibility for a wide audience. Drawing on North and Clark’s frameworks has enabled a solid foundation for managing the partnerships and systems needed to make this project successful, adaptable, and community-oriented. This experience has enriched my professional journey, equipping me with the skills to lead impactful projects within and beyond the IEEE ICICLE community.