A practice-centered guide, not an exhaustive one.
This site is a working reference for the emerging field of learning engineering. It's organized around the work itself — process, methods, tools, evidence, community — rather than around paper taxonomies or citation graphs. The goal is that someone arriving cold can quickly see what learning engineers are and what they do, and that practitioners can point colleagues here without a long preamble.
Sources
Most content is seeded from open, hand-curated registries maintained in this repository and from publicly available material on the IEEE ICICLE community site. Named practitioners come from a separate study that catalogs people who self-apply the "Learning Engineer" title across LinkedIn, ResearchGate, Google Scholar, and institutional rosters. Full methodology and caveats live in the repository's provenance documentation.
Scope & caveats
- Curated, not comprehensive. This is a scoped starting point. Sections are deliberately focused; depth grows over time.
- English-language bias. Non-English title variants, older labels like "instructional designer," and government/defense practitioners who aren't publicly indexed are under-represented.
- ICICLE is authoritative. When ICICLE and this site differ on a definition or taxonomy, defer to ICICLE.
- Links may rot. External resources change. File an issue if you find one.
Tools used
Claude (Anthropic) was used as an assistant throughout development and resource curation — for code generation, draft copy, and triage of the underlying corpus. Final editorial decisions, scope, and accuracy review are human-authored.
Contributing
Suggestions, corrections, and additional resources are welcome. Open an issue or PR in the repository. Editorial priorities: keep each section page short, each blurb under three sentences, and every inclusion tied to a real practice or community.