The past 20 years have seen the emergence of many new tools, products, media formats, and technologies meant to support learning, education, and training. In recent years, the use of technology to support the way people learn in school, on the job, and on their own has accelerated dramatically. These technologies include learning management systems, MOOCS, authoring tools, mobile learning environments, serious games, simulations, applications of virtual and augmented reality, learning record stores, open badges and micro-credentials, pedagogical agents enabled by artificial intelligence, online laboratories, and much more.
There is a significant engineering aspect to the development and deployment of these learning technologies that is supported by a portfolio of existing and planned standards, but that has yet to coalesce as an identified field of endeavor.
Learning Science research has generated many of these new technologies and explored their potential benefits. Experience and analysis in a wide range of operational environments will offer additional guidance about the capabilities and limitations of the underlying technologies; how to use them to accomplish instructional goals; and how to evaluate the effectiveness of both the technologies and the various pedagogical innovations they allow.
Motivated by the need to provide this guidance, ICICLE was established by leading organizations across the world.
The goals of IEEE ICICLE, starting December 2017, are to:
1. Organize and hold the International Conference on Learning Engineering.
2. Publish the Proceedings of the International Conference on Learning Engineering. This will include papers and demonstrations presented at the conference as well as a foreward serving as a white-paper introduction to the field of Learning Engineering.
3. Identify (or if needed create) examples in the form of open source reference code that learning engineers can use to understand and implement relevant standards.
ICICLE is a 24 month activity running December 2017 to December 2019.