A Workshop for CELEST Participants on Designing Effective Instruction Designing Effective Instruction Informed by the How People Learn Framework A Workshop for CELEST Participants on Designing Effective Instruction Presented by Alene H. Harris, Ph.D. Director of Educational Programs of VaNTH ERC, Vanderbilt University *Portions of this workshop adapted from materials of Sean Brophy, Ph.D. , Asst. Professor of Engineering Education, Purdue University

Tell Us about Yourself (a 30-second sound byte) 1. Your name 2. Your science grade level and subject area 3. The most interesting thing you’ve learned thus far here at BU 4. One interesting fact about yourself

Two key goals of the VaNTH ERC … conduct fundamental research on learning and instruction … develop research-based K-12 science outreach that incorporates aspects of bioengineering as it meets national and state standards. We began with four questions about the bioengineering classroom learning environment. My goal today: To share some things we have learned in VaNTH to help you design lessons that maximize student learning – and meet standards!

But before we get into the VaNTH stuff... So – your task is to take the CELEST modules with which you have been working and translate them into lessons for your class. What ideas are currently floating through your mind on how you might do that? In a moment, we will take 10 minutes to share in your group your ideas on page iv, referring to pages i, ii, and iii as appropriate. But wait! Did you ever notice that sometimes there are problems when people work in groups? Page 15

Predicting and Preventing Group Problems ROLE SOLUTION # 1: The group loses their target focus. READER/TASK-FOCUSER Read aloud directions, etc. & help group keep on task. DIRECTIONS TURN-MAKER # 2: One person does too much talking. Monitor and ensure everyone participates. CLOCK-WATCHER # 3: The group runs out of time before finishing. Monitor the time & pace the group through the task(s). # 4: Some personalities do not get along. ENCOURAGER/PEACE-KEEPER Promote a positive climate & monitor noise. # 5: One person ends up doing all the work. RECORDER/REPORTER Take notes & summarize back to the whole group. ! ! !

Applying Group Roles in Our Sharing Your group task is for everyone in the group to take turns sharing ideas for class implementation from page iv. Take 10 minutes to share and be ready to report. READER/TASK-FOCUSER DIRECTIONS Please begin the session by clarifying directions. TURN-MAKER Make sure everyone shares their ideas. CLOCK-WATCHER Monitor the time & pace the group through the task(s). ENCOURAGER/PEACE-KEEPER Promote a positive climate & monitor noise. RECORDER/REPORTER ! ! ! Please distribute the role cards. Summarize briefly high points of the discussion. Page 15

But before we get into the VaNTH stuff... I asked four people who have been working with VaNTH and K-12 education: “What things would you suggest teachers consider in translating a University experience into classroom lessons for secondary students?” HS Physics MS Science HS Biology Eng. Ed. Prof Page 15

Building on Current Theories How People Learn - the HPL framework from current learning theory is the driving framework used to organize our thinking.

Building on Current Theories Community Learner-Centered Assessment-Centered Knowledge-Centered How People Learn - the HPL framework from current learning theory is the driving framework used to organize our thinking as it allows us to look systematically at what creates an effective learning environment.

Overview Goals: By the end of today you should be able to design and evaluate effective student learning experiences relative to the How People Learn (HPL) Framework. Events Part 1 – Examining the design process and how HPL can inform instructional design Part 2 - Developing innovative methods to refine your current course based on a challenge-based instructional approach Part 3 – Learning how to use CAPE technology to support Legacy Cycle instruction

How Will We Get There? (Workshop Steps) WS1- Define your goals for your class & share ideas. WS2- Review the design process. Planning – What are our goals for instruction and how will we know we’ve met these goals? Implementation – How can we achieve these goals? WS3- Consider current learning theory and how to apply it in lesson design and planning. WS4- See an example from a veteran of HPL lessons how she designed and applied HPL instruction. WS5- Begin developing challenge-based instruction you can use in your course.

WS STEP 1 - Defining Your Goals PRE-WORKSHOP ACTIVITY 1 DESIGN TASK 1 WS STEP 1 - Defining Your Goals Before coming today, you completed pre-workshop Activity 1 of “Defining Course Objectives.” In this activity you identified the following (pp. 5-6): Major course objectives Course sub-objectives Potential difficulties Real-world contexts Pages 3 - 5

PRE-WORKSHOP ACTIVITY 2-A DESIGN TASK 2 Then in Activity 2-A, you first created a model of knowledge by creating a concept map (pp. 7-10). Biotransport application of appropriate: mass species momentum energy charge others... Fick’s Law of diffusion Fourier’s law of conduction Newton’s law of viscosity Non-Newtonian relations Newton’s law of cooling algebraic geometric graphical ODE, PDE methods statistical methods cell signaling membrane transport cell metabolism chemotaxis blood oxygenators dialysis machines drug delivery artificial heart capillary filtration circulatory dynamics respiration glomerular filtration to solve problems in: Conservation Equations Constitutive/Empirical Eqs Math/Computer Methods Biology enzyme kinetics bioreactor design insulin production genetic engineering Biotech/Environment Medical Devices Physiology Pages 6 - 9

Think National and State Standards PRE-WORKSHOP ACTIVITY 2-B DESIGN TASK 2 And in 2-B (p. 11), you prioritized items from your concept map into Enduring Understanding - concepts fundamental to achieving the course objectives and funda-mental to the domain in general Important to Know and Do - ideas and skills necessary for achieving the objectives, but not necessarily requiring mastery by the end of the course Think National and State Standards Worth Being Familiar with - things not critical to performing a desired outcome of the course, but students should be aware of their association with the course objectives Page 10

WS STEP 1 - Defining Your Goals In a few minutes (and four slides) we will begin a group collaboration time for you to share your ideas from pages 5, 7, and 10. When we do, please use the role cards to ensure that everyone has the opportunity to share and that there is optimal use of our time.

Applying Group Roles in Our Sharing Your group task is for everyone in the group to take turns sharing and receiving feedback on what each developed on pages 5 and 7: Class objectives (5) Class sub-objectives (5) Potential difficulties (5) Real-world context(s) (5) Concept map (7) READER/TASK-FOCUSER DIRECTIONS Please begin the session by clarifying directions. TURN-MAKER Make sure everyone shares and comments. CLOCK-WATCHER Monitor the time & pace the group through the task(s). ENCOURAGER/PEACE-KEEPER Promote a positive climate & monitor noise. RECORDER/REPORTER ! ! ! Please distribute the role cards. Summarize briefly each group member’s project. Page 14

Applying Group Roles in Our Sharing Please refer to “Sharing Your Ideas Thus Far” on page 14. You will have 15 minutes to share and discuss pages 5 and 7 and 2 minutes per group to report a summary of your discussion. If your group finishes with the content on pages 5 and 7, decide if members prefer to use the time to revise course objectives and/or concept maps or go on to page 10 and share content priorities. Page 14

WS STEP 2 - Reviewing the Design Process: Working Backwards (Modified framework from Wiggins & McTighe, 1998) Implementation Planning Objectives Model of Knowledge Evidence Materials Delivery 4. Identify driving questions and challenges that target knowledge to be learned; this will help identify infor-mation sources Identify goals of instruction, including major goals and specific sub goals 2. Define model of knowledge that achieves these goals 3. Define the assessments for these goals 5. Identify learning activities to meet learning goals Page 3

WS STEP 2 - Reviewing the Design Process You completed Design Tasks 1 and 2 before the workshop. Design Task 1 – Determining Objectives Design Task 2 – Creating a Model of Knowledge Design Task 1 – Determining Objectives Design Task 2 – Creating a Model of Knowledge Design Task 3 - Deciding on Evidence of Proof of Learning Design Task 3 - Deciding on Evidence of Proof of Learning Design Task 4 - Selecting Content Materials Design Task 5 - Determining How To Deliver the Content We will address the last three tasks in today’s workshop, and link them to research-based knowledge of lesson design that increases learning. Design Task 4 - Selecting Content Materials Design Task 5 - Determining How To Deliver the Content (Page 13 lays out the framework of today’s agenda.) Page 12

Thus far, you have addressed tasks 1 and 2. Objectives Model of Knowledge Materials Delivery 4. Identify driving questions and challenges that target knowledge to be learned; this will help identify infor-mation sources 5. Identify learning activities to meet learning goals Evidence Implementation Planning Identify goals of instruction, including major goals and specific sub goals Define model of knowledge that achieves these goals Define the assessments for these goals Thus far, you have addressed tasks 1 and 2. Page 12

Now it is time to address task 3. DESIGN TASK 3 Now it is time to address task 3. Implementation Planning Objectives Model of Knowledge Evidence Materials Delivery Identify goals of instruction, including major goals and specific sub goals Define model of knowledge that achieves these goals Define the assessments for these goals 4. Identify driving questions and challenges that target knowledge to be learned; this will help identify infor-mation sources 5. Identify learning activities to meet learning goals Page 12

Planning for Assessment DESIGN TASK 3 Planning for Assessment Think of assessment possibilities as being on a continuum -- Performance task/project Observation/Dialogue Academic prompt Quiz/Test Informal checks for understanding A Continuum of Assessment Methods Page 15 Wiggins & McTighe, Understanding by Design, 1998

Planning for Assessment ACCEPTABLE EVIDENCE: Assess Appropriately Informal Checks for Understanding ORAL -“Why do you say that? “How do you know?” WRITTEN - Single sentence summary - One minute paper - Muddiest Point - Plusses and Deltas For a super source on formative assessment ideas, check out CATS... Classroom Assessment Techniques, Angelo & Cross, 1993 Page 15 Wiggins & McTighe, Understanding by Design, 1998

Planning for Assessment ACCEPTABLE EVIDENCE: Assess Appropriately Observation/Dialogue Observation - the observer must have in mind criteria that demonstrate knowledge and proficiency Dialogue - the person assessing must be skilled in forming questions that reveal the other’s knowledge. Page 15 Wiggins & McTighe, Understanding by Design, 1998

Planning for Assessment ACCEPTABLE EVIDENCE: Assess Appropriately Quiz and Test Items - simple, content-focused questions Assess factual information/concepts/discrete skill Use selected-response or short-answer formats Typically have a single, best answer (convergent) Are easily scored Are typically not known in advance (secure) Page 15 Wiggins & McTighe, Understanding by Design, 1998

Planning for Assessment ACCEPTABLE EVIDENCE: Assess Appropriately Academic Prompts - open-ended questions/problems requiring first critical thinking and then a response, product, or performance. Require constructed response under exam condition No single best answer or strategy (open) Often ill-structured, requiring development of strategy Involve analysis, synthesis, or evaluation Require explanation/defense of answer/method given Require judgment-based scoring based on criteria May or may nor be known in advance Page 15 Wiggins & McTighe, Understanding by Design, 1998

Planning for Assessment ACCEPTABLE EVIDENCE: Assess Appropriately Performance Tasks/Projects - authentic tasks mirroring actual issues/problems requiring production/ performance. They differ from prompts in several ways: Feature real/simulated setting involving realistic constraints Typically require addressing an identified audience Based on a specific purpose relating to the audience Allow greater opportunity to personalize the task Task, criteria, and standards are known in advance Page 15 Wiggins & McTighe, Understanding by Design, 1998

Planning for Assessment DESIGN TASK 3 Planning for Assessment And the choice for assessment depends on the level of importance... ENDURING UNDERSTANDING IMPORTANT TO KNOW AND DO WORTH BEING FAMILIAR WITH Performance task/project A Continuum of Assessment Methods Informal checks for understanding Observation/Dialogue Quiz/Test Academic prompt Wiggins & McTighe, Understanding by Design, 1998 Page 15

Planning for Assessment DESIGN TASK 3 Planning for Assessment And the choice for assessment depends on the level of importance... Implementation Planning Objectives Model of Knowledge Evidence Materials Delivery Assessment should reflect objectives. FAMILIAR = dialogue, observation, multiple choice IMPORTANT = short answer, structured problem ENDURING = concepts synthesis & skills mastery Page 15

Planning for Assessment DESIGN TASK 3 Planning for Assessment Remember that there are TWO types of assessment you want to develop... Please share with our workshop any ideas you have about how one might use technology for formative assessment. FORMATIVE assessment is designed to “inform” both students and instructor how well they are doing. Its primary purpose is not to give a grade, but to see how much learning and understanding has occurred. THIS IS THE PIECE MOST LIKELY TO BE MISSING IN COLLEGE INSTRUCTION! SUMMATIVE assessment is designed to “sum up” a final grade. Page 16

WORKSHOP ACTIVITY A DESIGN TASK 3 INDEPENDENT DIRECTIONS: For the next 5 minutes, work independently to list ideas on page 16 of possible assessments you might use -- both formative and summative -- for the priorities in the box on page 17. (No sharing YET.) Enduring Understanding Important To Know and Do Worth Being Familiar with If you finish early, go ahead and begin reading page 17. Page 16

WORKSHOP ACTIVITY A DESIGN TASK 3 SHARING DIRECTIONS: Now, in the next 5 minutes share in your group the ideas you listed for both formative and summative assessment. Reporters, be prepared to give a 2-minute summary. See if you have any suggestions for one another on additional ways to check levels of understanding and mastery of concepts and skills. Page 16

WS STEP 3 - Examining Current Learning Theory How People Learn: Brain, Mind, Experience, and School WWW.NAS.edu The HPL framework provides a tool to investigate the effectiveness of a learning environment. The authoring committee observed that effective learning environments involve four major dimensions. Page 17

WS STEP 3 - Examining Current Learning Theory How People Learn: Brain, Mind, Experience, and School WWW.NAS.edu Community Learner-Centered Assessment-Centered Knowledge-Centered Page 17

WS STEP 3 - Examining Current Learning Theory How People Learn: Brain, Mind, Experience, and School WWW.NAS.edu Community Learner-Centered Assessment-Centered Knowledge-Centered We use these dimensions as a lens to identify strengths and weaknesses of materials and of the implementation of a learning environment. Page 17

Knowledge-Centered Instruction Provides well-organized and clearly communicated content Includes facts, concepts, principles, and values that you want students to take with them from your course Community Learner-Centered Knowledge-Centered Must be organized to facilitate acquisition and application Assessment-Centered Includes an emphasis on “sense-making” – that is, helping students think about their own thinking Page 17

Knowledge-Centered Instruction These facts, concepts, principles, and values fall into one of three categories: Enduring Understanding (Fundamental) Community Learner-Centered Knowledge-Centered Important to Know/Do Assessment-Centered Worth Being Familiar with Page 17

Learner-Centered Instruction Takes into account what students bring with them in their heads when they enter the classroom door. Community Assessment-Centered Learner-Centered Knowledge-Centered Works to identify MISconceptions students bring with them (and try to build on!) Includes asking students to make predictions about various situations and then explain the reasons for their predictions. Page 17

Learner-Centered Instruction Takes into account what students bring with them in their heads when they enter the classroom door. Community Assessment-Centered Learner-Centered Knowledge-Centered Works to identify MISconceptions students bring with them (and try to build on!) Includes asking students to make predictions about various situations and then explain the reasons for their predictions. Page 17

Learner-Centered Instruction Learner-centered teaching does the following: Checks prior knowledge and/or experience Community Assessment-Centered Learner-Centered Knowledge-Centered Builds on prior knowledge and/or experience Identifies misconceptions Identifies concepts that are hard to comprehend Uses accurate analogies in teaching Consider how technology might assist in each of these. Page 17

Assessment-Centered Instruction Both Formative and Summative Formative Assessment Community Learner-Centered Assessment-Centered Knowledge-Centered Provides students the opportunity to check their understanding and to revise and improve their thinking and learning Provides instructors the opportunity to check the effectiveness of their teaching and revise and improve their lesson planning and instruction. Page 17

Assessment-Centered Instruction Both Formative and Summative Formative Assessment Provides students with continuous opportunities to demonstrate what they know - to self and to teacher Community Learner-Centered Knowledge-Centered Allows students to reflect on what they know Assessment-Centered Facilitates the continued improvement of instruction – e.g., Personal Response System Page 17

Assessing Preconceptions with the PRS Possible Answers 1A 2B 3C Level of Confidence Receiver High Medium Low On/Off Page 17

Assessment-Centered Instruction Both Formative and Summative Summative Assessment Community Learner-Centered Assessment-Centered Knowledge-Centered Is a test of mastery at the unit’s end Is typically sequestered problem-solving Is used in grading Page 17

Assessment-Centered Instruction Both Formative and Summative Summative Assessment Community Informs the instructor if students have met the learning objectives Learner-Centered Knowledge-Centered Must gather evidence that aligns with the original learning goals – or there can be no conclusion on the teaching effectiveness Assessment-Centered Page 17

Community-Centered Instruction Helps students make connections with the instructor, with peers – and to identify with the subject area. Community Learner-Centered Assessment-Centered Knowledge-Centered Provides students with specific structured in-class opportunities to collaborate Creates norms of expectation – especially useful is the norm of learning from one another and continually trying to improve Page 17

Community-Centered Instruction Community involves a range of issues and oppor-tunities for learning – in and out of the classroom Classroom & school Community Learner-Centered Assessment-Centered Knowledge-Centered Developing identity Student “scientist” Understanding of various perspectives E.g., approach to problems and prioritizing design factors Using peers as an opportunity to learn & giving students a vision of the kinds of communities they will be a part of in the future Page 17

How People Learn (HPL) Framework The HPL Framework provides guidelines for identifying critical factors associated with effective learning environments. Community Learner-Centered Assessment-Centered Knowledge-Centered These guidelines have been translated into lesson design with the STAR Legacy Cycle. Page 17

Challenge Based Instruction with STAR.Legacy Need legacy image Multiple Perspectives Generate Ideas Research & Revise Test your mettle Go Public The Challenge STAR.Legacy Learning Cycle Software Technology for Action and Reflection We use a learning cycle to assist us in organizing learning activities to meet specific goals. This cycle basically scaffolds the inquiry process necessary to identify potential solutions to a problem, research those opportunities, and revise them over time. However, part of the learning process is monitory your understanding if critical concepts and receiving opportunities to go deeper into specific concepts. Therefore, we use formative assessment methods where students can test their mettle and return to do additional Research activities which will help to revise their understanding. Please follow along with your copy of Legacy Cycle Glossary of Terms. Page 18

SAMPLES FROM HIGH SCHOOL SCIENCE TEACHERS Begin with a challenge -- something that asks students to bring what they currently know to bear on a problem. SAMPLES FROM HIGH SCHOOL SCIENCE TEACHERS Your grandmother is recovering from a recent right hip injury, and she needs to learn how to use a cane to help her maintain her balance. In which hand should she use the cane and why? The Legacy Cycle How can a swim team coach best determine the physical condition of his/her team throughout the season? How can he/she modify practices to best meet the needs of the individual swimmers? How can an individual swimmer chart his or her progress during the season? What muscle strength is needed for an athlete to hold this position? Page 18 55

The Legacy Cycle Look Ahead & Reflect Back The Challenges Students bring what they already know to bear on a problem -- make their best effort/guess. The Challenges Generate Ideas The Legacy Cycle Page 18 56

GIVE THEM TIME! The Legacy Cycle The Challenges Generate Ideas Generate ideas first individually. The Challenges Generate Ideas In school, the average teacher wait time for a response to a question is 3/5 second! The Legacy Cycle GIVE THEM TIME! That’s the model we learned by example. UNLEARN IT!!! Page 18 57

The Legacy Cycle Accept and chart all responses. Generate ideas first individually. Then share ideas. The Challenges Generate Ideas Consider how technology might facilitate students’ individual generation of ideas before class... The Legacy Cycle Accept and chart all responses. Encourage multiple responses. Page 18 58

The Legacy Cycle Try to link previous subjects/lessons. The Challenges Generate ideas first individually. Then share ideas. Build on prior knowledge. The Challenges Generate Ideas The Legacy Cycle Try to link previous subjects/lessons. Page 18 59

Provide some different perspectives on the problem - give some data. Look Ahead & Reflect Back Provide some different perspectives on the problem - give some data. The Challenges Generate Ideas In other words, present some initial information on the topic -- a couple of “points of view” if possible. The Legacy Cycle Multiple Perspectives Consider how technology might be used to provide your students with multiple perspectives... Text or video from experts should begin to point students in the right direction. Page 18 60

Multiple Perspectives MAJORITY OF THE LESSON TIME IS HERE Students continue to investigate and revise original ideas based on findings. The first three have created a “time for telling.” The Challenges Generate Ideas In other words, now you teach --present content for which the challenge set the stage. The Legacy Cycle Multiple Perspectives MAJORITY OF THE LESSON TIME IS HERE Consider how technology might be used to help students in the Research and Revise step... And now students listen, read, do research, watch videos, do simulations, work problems, etc. Research & Revise Page 18 61

Multiple Perspectives Students try out their ideas (among friends) -- propose a supported hypothesis -- and get feedback. The Challenges Generate Ideas Note: You may go back and forth between Test Your Mettle and Research and Revise. The Legacy Cycle What ideas do you currently have on how technology might be used in out-of-class activities to help students test their mettle and to remediate? Multiple Perspectives Test Your Mettle Research & Revise Page 18 62

Students revisit the original question and developing a final answer. The Challenges Students revisit the original question and developing a final answer. Generate Ideas Go Public The Legacy Cycle Multiple Perspectives Test Your Mettle Research & Revise Page 18 63

The “final answer” refers back to the original challenge. The Challenges The “final answer” refers back to the original challenge. Generate Ideas Go Public The Legacy Cycle Multiple Perspectives Test Your Mettle Research & Revise Page 18 64

And now you are ready to tackle another challenge -- the next lesson. And there you have it! And now you are ready to tackle another challenge -- the next lesson. The Challenges Generate Ideas Go Public The Legacy Cycle Multiple Perspectives Test Your Mettle Research & Revise Page 18 65

WS STEP 4a- Learning from an Experienced HPL Instructor in HS Physics Presenting a Legacy Cycle modules from Dr. Stacy Klein, HS physics teacher and Research Asst. Professor of Biomedical Engineering -- an experienced HPL instructor who has literally been there and done that multiple times. Page 19

Vanderbilt University Vanderbilt University Using a Study of Skin to Teach Stress and Strain in Physics and Biology Stacy S. Klein, Ph.D. VIBES Departments of Biomedical Engineering, Radiological Sciences, and Teaching & Learning Vanderbilt University Stacy S. Klein, Ph.D. VIBES Departments of Biomedical Engineering, Radiological Sciences, and Teaching & Learning Vanderbilt University Page 19 67

Multiple Perspectives The Legacy Cycle Need legacy image Multiple Perspectives Generate Ideas Research & Revise Test your mettle Go Public The Challenge STAR.Legacy Learning Cycle Page 19 70

Skin Elasticity Challenge: You are a doctor and you get a phone call at your office from an elderly patient. She tells you that she fell down and has a large wound on her arm above the elbow that appears to be a skin tear. You tell her to come into the office so that she can have it examined, but in the mean time suggest she finds a bandage to protect the wound until she gets there. What do you suggest she use to close the wound? What properties of a bandage will be required to close the wound? Page 19 77

Generate Ideas Take a couple minutes to write down your ideas. What do you already know that is relevant to the question? What do you need to learn about in order to answer the question? What do you think your students would think of? Page 19 78

Multiple Perspectives Listen to Dr. Michael Miga, Biomechanics Prof., Vanderbilt University Interviewer: What do we need to be aware of when approaching the challenge question? Dr. Miga: Well, you need to know what the nature of force is and what the types of forces are that are acting on the wound. So if you have a wound on your arm and you bend it, you are probably going to apply either a compression of the skin, in a sense of a closing of the skin, or you're going to stretch the skin. If you wanted to stabilize that motion, in other words you don't want the wound to be able to compress into itself or to stretch out, what would you do? Would you place a bandage across the wound? If so, adhering parts of the bandage would adhere before and after the wound. The area of the bandage acts as a little scaffolding that maintains a fixed distance between the two sides of the wound. Interviewer: What material properties would be important in the bandage? Dr. Miga: Obviously, the strength of the material – how stiff. Making a bandage with a board is very different than making it out of a flexible structure. You need to know and understand the materials you are going to use to create the bandage. You need to know their properties too. If you make a bandage out of paper versus out of a kind of rubbery substance they have very different properties in that sense that if I apply force to it I can rip paper very easily versus rubber that stretches with the application of force. Page 20 79

Multiple Perspectives I’d be sure to consider the elastic properties of the skin. How does it normally stretch and why didn’t it in this case? How and why do objects stretch? (SK, Biomedical Engineer) You should be sure to consider how to stabilize this type of wound, which is not deep enough to require suturing. In the care of superficial wounds, torn but still viable skin is often left in place to act as a natural bandage for the newly exposed tissue. How can this be accomplished without suturing? (RJM, Dermatologist) Page 20 80

Skin Elasticity Module Goals Master the anatomy and physiology of skin with special attention to its elastic properties Calculate stress and strain Understand and apply Hooke’s Law Understand elastic and inelastic deformation in 1D, 2D, and 3D Create force vs. displacement plots, add lines of best fit, and interpret the slopes of these lines Design and implement a testable hypothesis and procedure for a particular problem Create a scientific poster Page 20 81

Research and Revise Learn about the anatomy and physiology of skin Use provided teacher notes. If you wish, you may add information here on glands and hair though they are not covered in this module. Be sure to make note of the components of skin that allow it to stretch. Learn about skin tears Use provided teacher notes. Learn about stress & strain Use teacher notes to discuss these topics. Be sure to relate these topics back to skin. Assign homework. Page 20 82

Test Your Mettle Design research hypothesis and experimental procedure for go public. Page 20 83

Go Public Your task is to create, implement, and report on an experiment designed to answer the following problem that relates to the challenge question: What type of temporary wound care would best mimic natural skin? You must first design an experiment with a testable hypothesis and experimental procedure. Your teacher must sign off on this hypothesis and procedure before you begin work. Page 20 84

Possible Equipment Page 20 Check with your teacher about the availability of these materials. Duct Tape Wooden or metal dowel (to wrap material being tested around, so that friction is created) Lab Stand(s) Scissors Chicken Skin Mass hangers Medical Gauze (cloth) String and/or yarn Medical Gauze (foam) Pencil (to wrap material being tested around, so that friction is created) Nexcare Active Foam Bandages Binder clip(s) Band-aids Masking tape Nexcare Flexible Clear Tape Needle and thread Paper medical tape Mass set(s) Ace Bandage Ruler(s) Paper Clip(s) Page 20 85

Our equipment set-up Page 20 86

Our Results Page 20 87

Our Results Page 20 88

Our Results Page 20 89

Our Conclusion In conclusion, the more mass that is added, the farther the material will stretch. The Nexcare Bandages Active Foam could be said to be the best choice for skin care because the properties of stretch and strain in this product are closest to those of skin. Alternatively, your students might argue that the Nexcare Flexible Clear Tape is the best choice as it is at least as stretchy as skin. Your students may find other results depending on the materials they chose to test. The actual product choice the students make is not the most important aspect of this lab, as long as they provide scientific evidence to support any claims that they make. Page 20 90

Other Facts Last for approximately 2 weeks Designed for use in Physics and Anatomy & Physiology classrooms Meets numerous national standards (AAAS, National Science Education Standards, etc.) Page 20 91

Module Overview And that is an overview of a sample Legacy Cycle module. As you work through this next part of the workshop, reflect back on this example as a tested and proven lesson implementation. Page 20 92

WS STEP 5 - Begin developing challenge-based instruction you can use in your course Consider how you can use the HPL framework to evaluate an instructor’s approach to designing instruction. Page 21

Now it is time to apply HPL in the last two tasks. WS STEP 5 - Begin developing challenge-based instruction you can use in your course Now it is time to apply HPL in the last two tasks. Implementation Planning Objectives Model of Knowledge Evidence 5. Identify learning activities to meet learning goals Delivery 4. Identify driving questions and challenges that target knowledge to be learned; this will help identify infor-mation sources 5. Identify learning activities to meet learning goals Materials Materials Delivery Identify goals of instruction, including major goals and specific sub goals Define model of knowledge that achieves these goals Define the assessments for these goals 4. Identify driving questions and challenges that target knowledge to be learned; this will help identify infor-mation sources 5. Identify learning activities to meet learning goals Page 21

The challenge you design will influence both materials and activities. Need legacy image Multiple Perspectives Generate Ideas Research & Revise Test your mettle Go Public The Challenge STAR.Legacy Learning Cycle DESIGN TASKS 4 & 5 If you’ve taught the topic before, you probably have materials and activities (including lecture) that can be re-used as you design various parts of a Legacy Cycle lesson. Implementation Materials Delivery The place to begin is developing a challenge with real-world applications. Page 21

HPL instruction in Legacy Cycle starts with a challenge question. DESIGN TASKS 4 & 5 HPL instruction in Legacy Cycle starts with a challenge question. A challenge question should be... - Accessible - Motivating/authentic - Contextual - Complex “enough” Your challenge question will lay the groundwork for the materials and technology you will use. Page 22

HPL instruction in Legacy Cycle starts with a challenge question. DESIGN TASKS 4 & 5 HPL instruction in Legacy Cycle starts with a challenge question. Where can you find challenge questions? Take a moment and read the last three paragraphs on page 22. You should already have some ideas of where to start, based on what you wrote in that bottom box on page 5! Page 22

HPL instruction in Legacy Cycle starts with a challenge question. DESIGN TASKS 4 & 5 HPL instruction in Legacy Cycle starts with a challenge question. A well-designed challenge question creates a “time for telling.” Page 22

The Challenge: Estimate the Time of Death Meet Dr. Bob Roselli – a practiced expert in designing Legacy Cycle lessons As a biomedical engineer, you are called to testify as an expert witness on behalf of the defendant, who is accused of murder. The body of her boyfriend was found at 5:30 AM in a creek behind her house. The prosecutor’s expert witness places the time of death at about midnight. The defendant has witnesses that account for her whereabouts before 11 PM and after 2 AM, but she cannot provide an alibi for the period between 11 PM and 2 AM. The Challenge: Estimate the Time of Death

WORKSHOP ACTIVITY B DESIGN TASKS 4 & 5 INDEPENDENT DIRECTIONS: For the next 5 minutes, work to list three possible challenge questions/scenarios in the first column of page 23, and then give your rationale for the question’s effectiveness (look back at the four criteria at the top of page 23). Accessible Authentic Contextual Complex “enough” If you finish early, try to create and give a rationale for two more challenge questions. Page 23

WORKSHOP ACTIVITY B DESIGN TASKS 4 & 5 SHARING DIRECTIONS: In the next 8 minutes share in your group the challenge questions you wrote and your rationale on the possible effectiveness of each. Reporters, be prepared to give a 3-minute summary. See if you have any suggestions for one another on possible challenge questions and/or rationales. Page 23

QUESTION: What is the best teaching method for the college classroom? Lecture Collaborative learning Inquiry learning Computer based instruction Consider the analogy of a musical keyboard. Wouldn’t you prefer music that is made up of more than one note? Perhaps even chords might be nice… Page 24

So, what teaching strategies are available for me to design an HPL-informed learning environment, and how do I decide which is the best method? Page 24

Design Task 5 – Delivery (Selecting Learning Activities) The next step in the process is deciding how to teach. However, there appears to be a wide array of teaching strategies, and the problem is deciding on which one or ones to use. The HPL framework provides some insights on how to sort through this cacophony of approaches to instruction. Page 24

Teaching Strategies Technology Lecture Based Skills Based Individual oral written narrative videos Technology Bridging the gap between research and practice - Donovan, Bransford, & Pellegrino 1999 Lecture Based Communication environments assessment opportunities electronic tools simulation drill and practice Contextualized modeling Technology- Enhanced Community Learner-Centered Assessment-Centered Knowledge-Centered Skills Based cases problems projects Learning by Design Individual vs. Group Inquiry Based jigsaw learning cooperative self study Page 24

Teaching Strategies Technology Lecture Based Skills Based Individual oral written narrative videos Technology Bridging the gap between research and practice - Donovan, Bransford, & Pellegrino 1999 Lecture Based Technology- Enhanced Communication environments assessment opportunities electronic tools simulation drill and practice Contextualized modeling Community Learner-Centered Assessment-Centered Knowledge-Centered Skills Based cases problems projects Learning by Design Individual vs. Group Inquiry Based jigsaw learning cooperative self study Page 24

when is the best time to use what. Teaching Strategies You must decide when is the best time to use what. Technology Lecture Based Legacy cycle helps frame your thinking about what to use, when, and why. Need legacy image Multiple Perspectives Generate Ideas Research & Revise Test your mettle Go Public The Challenge STAR.Legacy Learning Cycle Community Learner-Centered Assessment-Centered Knowledge-Centered Skills Based Individual vs. Group Inquiry Based Page 24

Multiple Perspectives We have found that using an inquiry approach to instruction is very effective. The other teaching strategies have a place in the sequence of learning activities. Technology Lecture Based Need legacy image Multiple Perspectives Generate Ideas Research & Revise Test your mettle Go Public The Challenge STAR.Legacy Learning Cycle Technology Skills Based Community Learner-Centered Knowledge-Centered Assessment-Centered Technology Technology Individual vs. Group Inquiry Based Page 24

The point is that ultimate decisions are based on… Technology the learners’ needs (4) available resources (2) content to be learned (3) desired learning goals Lecture Based Skills Individual vs. Group Need legacy image Multiple Perspectives Generate Ideas Research & Revise Test your mettle Go Public The Challenge STAR.Legacy Learning Cycle Technology Community Learner-Centered Assessment-Centered Knowledge-Centered Technology Technology Inquiry Based Page 24

Inquiry Based The benefits of inquiry include… Providing authentic process for engineers Encouraging question asking Community Designing experiments Learner-Centered Knowledge-Centered Engaging in research Assessment-Centered Technology Inquiry Based Encouraging information processing and synthesis Page 24

Instruction organized around the inquiry of driving questions Anchored Inquiry Instruction organized around the inquiry of driving questions Technology Inquiry Based Students engage in a process of Problem Formulation (identify and define problems) Technology Individual, Group, Whole Group Students generate, share compare, refine Technology Test , reflect, & revise Skills Based Test for outcomes mastery & grade Need legacy image Multiple Perspectives Generate Ideas Research & Revise Test your mettle Go Public The Challenge STAR.Legacy Learning Cycle (You have now “created an MP time for telling.”) Your lecture becomes a R&R resource, along with many others – see p. 39 TYPE OF ACTIVITY. Technology Lecture Based Technology Whole Group Page 24

BRAINSTORMING MULTIPLE PERSPECTIVES FOR A LEGACY CYCLE WORKSHOP ACTIVITY C DESIGN TASKS 4 & 5 BRAINSTORMING MULTIPLE PERSPECTIVES FOR A LEGACY CYCLE INDEPENDENT DIRECTIONS: During the next 5 minutes, read page 38 silently or aloud. Then work silently by yourself to list on page 25 materials and activities you might use for “Multiple Perspectives.” Use the back of the facing page if you need more space. If you finish early, peruse the Appendix of your manual for useful ideas in teaching a Legacy Cycle. A chance to share with your group will come with the next slide. Page 25

BRAINSTORMING MULTIPLE PERSPECTIVES FOR A LEGACY CYCLE WORKSHOP ACTIVITY C DESIGN TASKS 4 & 5 BRAINSTORMING MULTIPLE PERSPECTIVES FOR A LEGACY CYCLE SHARING DIRECTIONS: In the next 5 minutes share in your group the ideas you have for Multiple Perspectives. See if you have any suggestions for one another. Page 25

BRAINSTORMING RESEARCH 8 REVISE ACTIVITIES FOR A LEGACY CYCLE WORKSHOP ACTIVITY D DESIGN TASKS 4 & 5 BRAINSTORMING RESEARCH 8 REVISE ACTIVITIES FOR A LEGACY CYCLE INDEPENDENT DIRECTIONS: During the next 8 minutes, read the top half of page 39 silently or aloud. Then work silently by yourself to list on page 26 materials and activities you might use for “Research and Revise.” Consider materials and activities you may have used previously and where and how they might fit into the Legacy Cycle. If you finish early, peruse the Appendix of your manual for useful ideas in teaching a Legacy Cycle. A chance to share with your group will come with the next slide. Page 26

BRAINSTORMING RESEARCH & REVISE ACTIVITIES FOR A LEGACY CYCLE WORKSHOP ACTIVITY D DESIGN TASKS 4 & 5 BRAINSTORMING RESEARCH & REVISE ACTIVITIES FOR A LEGACY CYCLE SHARING DIRECTIONS: In the next 7 minutes share in your group the ideas you have for Research and Revise. See if you have any suggestions for one another. Page 26

In Summary: General Guidelines for Creating HPL Learning Experiences Students need… … challenges related to real life that check preconceptions and set the stage for learning … to generate ideas early … multiple opportunities to display “what they know” … multiple opportunities for formative feedback … multiple opportunities to collaborate and teach/learn from one another … to know the conditions under which to apply knowledge … to know multiple perspectives on situations (users, team members) … linked challenges that lead to progressive refinement Page 27

In Summary: General Guidelines for Creating HPL Learning Experiences Remember that in moving to HPL instruction, you can start small and build on your existing materials. 1 Key component one - the use of “backwards design”: - Begin with the end in mind – the goals - Determine ways to assess - Select materials to use - Determine methods/activities of instruction 2 Key component two - the use of “challenge-based instruction” (Legacy Cycle provides a framework for designing this instruction) 3 Formative assessment – consider PRS and Classroom Assessment Techniques (Angelo & Cross, 1993) Page 27

Blended Learning – or Where Does Technology Fit in All This? Many of our investigators have experimented with learning activities that span one or all the phases of the learning cycles. In many instances, instructors have started small and guided most of the process within the classroom. As you heard earlier, many of our investigators have been experimenting with learning activities that span one or all the phases of the learning cycles. In many instance instructors have started small and guided most of the process within the classroom. However, with technology and innovative ideas, the instructors have identified methods to distribute the activities beyond just their classrooms. However, with technology and innovative ideas, the instructors have identified methods to distribute the activities beyond just their classrooms. Page 28

Multiple Perspectives Blended Learning Before Class Pre-Tests Preparatory resources and activities (creating a time for telling) Embedded formative assessments informs In Class informs Real-time assessments Responses attributed and recorded After Class As you heard earlier, many of our investigators have been experimenting with learning activities that span one or all the phases of the learning cycles. In many instance instructors have started small and guided most of the process within the classroom. However, with technology and innovative ideas, the instructors have identified methods to distribute the activities beyond just their classrooms. Adaptive exercises Remedial resources Post-Tests Need legacy image Multiple Perspectives Generate Ideas Research & Revise Test your mettle Go Public The Challenge STAR.Legacy Learning Cycle Page 28

Multiple Perspectives Page 23 The Challenges Generate Ideas Go Public The Legacy Cycle Multiple Perspectives Page 16 Page 25 Test Your Mettle Page 25 Research & Revise Page 18 65

PUTTING IT ALL TOGETHER TO OUTLINE A LEGACY CYCLE LESSON WORKSHOP ACTIVITY E LEGACY CYCLE PUTTING IT ALL TOGETHER TO OUTLINE A LEGACY CYCLE LESSON INDEPENDENT DIRECTIONS: For the next 15 minutes, pull from your work before and during this workshop to outline a Legacy Cycle lesson module for your selected course. Use the form on page 30. Page 31 is for you to reproduce for future planning. A chance to share with your group will come with the next slide. As you heard earlier, many of our investigators have been experimenting with learning activities that span one or all the phases of the learning cycles. In many instance instructors have started small and guided most of the process within the classroom. However, with technology and innovative ideas, the instructors have identified methods to distribute the activities beyond just their classrooms. Pages 29-30

PUTTING IT ALL TOGETHER TO OUTLINE A LEGACY CYCLE LESSON WORKSHOP ACTIVITY E LEGACY CYCLE PUTTING IT ALL TOGETHER TO OUTLINE A LEGACY CYCLE LESSON SHARING DIRECTIONS: In the next 10 minutes (about 3 minutes per person) share in your group the overall Legacy Cycle plan you have developed. See if you have any suggestions for one another. As you heard earlier, many of our investigators have been experimenting with learning activities that span one or all the phases of the learning cycles. In many instance instructors have started small and guided most of the process within the classroom. However, with technology and innovative ideas, the instructors have identified methods to distribute the activities beyond just their classrooms. Pages 29-30

FORMATIVE FEEDBACK FOR THE PRESENTERS PUTTING IT ALL TOGETHER TO OUTLINE A LEGACY CYCLE LESSON At this point, please take five minutes to share in your groups what things you feel you have learned thus far in your workshop today. REPORTERS, please be ready to summarize your groups’ ideas. Thank you for helping your presenters see what things have been take-away points for you. As you heard earlier, many of our investigators have been experimenting with learning activities that span one or all the phases of the learning cycles. In many instance instructors have started small and guided most of the process within the classroom. However, with technology and innovative ideas, the instructors have identified methods to distribute the activities beyond just their classrooms. Pages 29-30

Multiple Perspectives LEGACY CYCLE APPENDIX Need legacy image Multiple Perspectives Generate Ideas Research & Revise Test your mettle Go Public The Challenge STAR.Legacy Learning Cycle Note that pages 32 through 43 offer many proven techniques for successfully conducting various aspects of a Legacy Cycle lesson in your classroom. As you heard earlier, many of our investigators have been experimenting with learning activities that span one or all the phases of the learning cycles. In many instance instructors have started small and guided most of the process within the classroom. However, with technology and innovative ideas, the instructors have identified methods to distribute the activities beyond just their classrooms. Pages 32 - 43

Building on an HPL framework to enhance student learning... What are some of the advantages and disadvantages you can imagine in using Legacy Cycle? Driving framework to help organize our thinking has been HPL framework because it helps us look at systematically what is an effective learning environment

At this point, what are you wondering about HPL lessons Legacy Cycle design? Please complete the Feedback Sheets. Your presenter would appreciate some formative assessment to inform future workshops.

Go forth, design lessons, shape minds, and influence lives!

WS STEP 4c - Learning from an Experienced HPL Instructor in Biomechanics and in Biotransport Presenting Dr. Robert Roselli, Professor of Biomedical Engineering and Chemical Engineering at Vanderbilt University -- an experienced HPL instructor who has literally been there and done that multiple times – and pioneered many of the CAPE applications. Page 20

Example of a Challenge Organized Around the Legacy Cycle Course: Biotransport Challenge: Post-mortem Interval

The Challenge: Estimate the Time of Death As a biomedical engineer, you are called to testify as an expert witness on behalf of the defendant, who is accused of murder. The body of her boyfriend was found at 5:30 AM in a creek behind her house. The prosecutor’s expert witness places the time of death at about midnight. The defendant has witnesses that account for her whereabouts before 11 PM and after 2 AM, but she cannot provide an alibi for the period between 11 PM and 2 AM.

Generate Ideas How did the prosecutor’s expert witness arrive at the time of death? What information will you need to challenge the time of death estimate? Discussion Results: How? Rate of Body Cooling. Info? Temperature measurements

Examination of Assumptions Research and Revise Examination of Assumptions

Model used from literature by forensic pathologist to estimate the time of death: Where did this come from? List the assumptions made in developing this equation. Can you provide a physical interpretation for K? What data are needed to compute K?

Thermal Energy Balance on Body: Macroscopic Analysis Newton’s Law of Cooling neglect internal resistance to heat transfer: Tcore = Tsurface = T Rate of Accumulation of Thermal Energy Thermal Energy entering body Thermal Energy leaving body Rate of Production of Thermal Energy - + = +0

Relating Empirical Coefficient K to Physical Parameters Thermal Energy Balance Coroner’s Empirical Relationship

Model and Data used by forensic pathologist to estimate the time of death: Body temperature at 6 AM (rectal) = 90.5°F Ambient Temperature = 65°F Body removed to coroner’s office (65°F) Body temperature at 8 AM = 88.3°F Assumed pre-death body temperature = 98.6°F How did the coroner arrive at midnight as the time of death? K = ? h = ?

Finding T(t) Separate variables: Integrate: Initial Condition: t = 0, T = T0 = 98.6ºF  C = ln(T0-Ta) Solution:

Finding K from measurements Solve for K in terms of two temperature measurements: at 6 AM: t = t1, T = T1 = 90.5ºF at 8 AM: t = t2 = t1 + 2hr, T = T2 = 88.3ºF Ta = 65ºF subtract:

Estimating Time of Death at 6 AM, t = t1, T = T1 = 90.5ºF Ta = 65ºF, T0 = 98.6ºF So, the estimated time of death occurred 6.11 hr before 6 AM (at 11:53 PM)

Are there any assumptions made in deriving the equation used by the pathologist that may be inappropriate for this case?

Your own Investigation You visit the crime scene. What will you do there? You visit the coroner’s office. What information do you request? Any other information you might need?

Investigation determines: When found, body was almost completely submerged Body was pulled from the creek when discovered at 5:30 AM Creek water temperature was 65°F No detectable footprints other than the victim’s and the person that discovered the body. Water velocity was nearly zero. Victim’s body weight = 80 kg Victim’s body surface area = 1.7 m2 Cause of death: severe concussion Medical Records: victim in good health, normal body temperature = 98.6ºF

Your investigation also reveals typical heat transfer coefficients: Heat transfer from a body to a stagnant fluid (W/(m2 °C)) h for air: 2 – 23 h for water: 100 - 700 Based on these coefficients, you might expect temperature of a body in stagnant water at 65°F to fall at: About the same rate as in air at 65°F At a faster rate than in air at 65°F At a slower rate than in air at 65°F

Estimating the heat transfer coefficient h from prosecutor’s data m = body mass = 80 kg Cp = body specific heat = 1.16 Whr/kg°C S = body surface area = 1.7 m2 K = 0.0451 hr-1

New estimate of time of death Provide a procedure that can be used to find the time of death assuming that: the body was in the creek (h = 100 W/m2ºC) from the time of death until discovered at 5:30 AM. the body was removed from the creek at 5:30 AM and body temperature measurements made at 6 AM & 8 AM while the body cooled in air (h = 2.46 W/m2ºC).

Typical heat transfer coefficients: Heat transfer in a stagnant fluid (W/(m2 °C)) h for air: 2 – 23 h for water: 100 - 700 Cooling in water: S=1.7 m2 Cp = 1.16 Whr/kg°C m = 80 kg h = 100 W/m2C K = 1.83 hr-1

Estimating Temperature at 5:30 AM Cooling in Air at 6 AM, t = 6.11hr, T = T1 = 90.5ºF Ta = 65ºF, T0 = 98.6ºF at 5:30 AM, t = 5.611hr, T = T2 = ?

Estimating time in water Find T(5:30 AM) = 91.1F Find: t = 0.138 hr = 8.27 min! Time of death ≈ 5:22 AM The defendant must be innocent! Not looking good for the person who discovered the body.

Summary: Macroscopic Approach (Lumped Parameter Analysis) Time of death estimated by coroner assuming cooling in air was about midnight (guilty!) Time of death estimated by your staff assuming initial cooling in water was about 5:22 AM (innocent!). T=98.6°F T(5:30 AM) T=91.1°F T=90.5°F T=88.3°F 12 1 2 3 4 5 6 7 8 AM

PRS: An estimate of Post Mortem Interval (PMI) based on hwater using this method is probably: Accurate Too long Too short

The prosecutor gets wise and hires a biomedical engineer! Your model prediction is criticized because a lumped analysis (macroscopic) was used. The witness states that internal thermal resistance in the body cannot be neglected. They claim the body takes longer to cool than you predicted . They present experimental evidence that body temperature varies with position and time.

T vs t from different regions (leg) Single study

How can we find the ratio of internal to external thermal resistance for heat transfer from a cylinder? T∞ TS = TR R conduction to outside surface QH Tc L conduction from outside surface

Ratio of internal to external thermal resistance for steady-state heat transfer from a heated cylinder? T∞ TS = TR QH R Tc L QH = hS(TR - T∞)

Biot Number (Bi) Bi = h(V/S)/kbody V = Volume, S = Surface area Bi = h(πR2L/2πRL)/kbody = hR/2kbody (cylinder) Bi = One half the ratio of internal resistance due to conduction to external resistance due to convection and conduction. If Bi<0.1, we can neglect internal resistance (5%) If Bi >0.1, we should account for radial variations (low external resistance or high internal resistance)

Estimate Biot number for heat loss from body to water h = 100 W/m2ºC kbody =0.5 W/mºC Can’t Neglect Internal Resistance

Cooling of Cylindrical Body: Assume Radial Symmetry We wish to find how temperature varies in the solid body as a function of radial position and time. Evaluate equation term by term h R T TR T(r,t) keep keep Apply assumptions:

Cooling of a Cylinder Centerline Temperature vs. Time Assuming Centerline Temperature = Rectal Temperature: Design a procedure to find the time of death from this chart x1 = R;  = (k/ρCp)body; m = 1/2Bi = kbody/hR

Using the Graphical Solution to Estimate the Time of Death. Core Temperature at 5:30 AM = 91.1°F (Tc-T∞)/(T0-T∞)=(91.1-65)/(98.6-65)=0.777 m=k/hR=0.5/(100 x .15) = 0.033 Fo = 0.12 t = FoR2/ = (.12)(.15m)2/(.54x10-3 m2/hr) = 5 hr Time of death = 12:30 AM +/- Guilty!

Should the Defense Rest? Are there any other confounding factors? Different radius Different h Not a cylinder

Tc vs. t for R = .2 m Time of death about 8:15 PM Core Temp (ºF) h = 100 W/m2ºC R = 0.2 m 91.1ºF at 5:30 AM Time since death (hr)

Note how one professor used a series of Legacy Cycle modules to cover the requirements in a biomechanics course. Modules/Mosaics Taxonomy/Topics The process: 1 - Review Taxonomy 2 - Define Learning Objectives 3 - Design Modules and Challenges 93