the edu-k pedagogy of learning and the content framework of design

All rights reserved by David Needham

The EDU-K pedagogy of Learning and the Content Framework of Design

David NeedhamProfessor,

Dept Mechanical Engineering and Material ScienceDuke University,

Durham NC 27708, USA

[email protected]

SKYPE: needdavid

Pedagogical Day at FARMA 2011

mailto:[email protected]


Biomineralization. ME265 Spring 2005

• Today we are going to cover

• With letters and numbers that really don’t mean much• But… what if we UNCOVERED precipitation by doing an • Experiment• …and Discovered Precipitation in the lab?

precipitationNa2CO3 + CaCl2 = 2NaCl + CaCO3

Precipitation of Calcium Carbonate

RhombohedralCalcite

Spherical Vaterite

5 minutes after mixing

40 minutes after mixing.Bar =10μm

0

2000

4000

6000

8000

10000

12000

14000

16000

18000

0 500 1000 1500 2000 2500 3000

Time (s)

Volu

me

(m m3 )

10mM 25mM 50mM

0

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1000

1500

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2500

0 200 400 600 800 1000 1200 1400 1600

Time (s)

Volu

me

(m m)

25mM 50mM 50mM 50mM 50mM 12.5mM 12.5mM 12.5mM

Vaterite

Calcite

10.06

Solution A

Solution B


“Our second-worst assumption as teachers is that if we don't cover something in class the students won't learn it.

Our worst assumption is that if we do, they will”.

Richard Felder, NCSU, "Nobody Asked Me, But..."Chem. Engr. Education, 23(1), 26-27 (Winter 1989).

Active and Cooperative Learning

http://www.youtube.com/watch?v=1J1URbdisYE

…and speaking of covering something….

http://www.youtube.com/watch?v=1J1URbdisYE


And so was born…. EDU-KWould students learn and retain more if we “taught” less? and they Experimented, Discovered and Uncovered more?

Explore Precipitation by a cycle of:• Experiment• Discovery• Uncovery• Knowledge• Experiment• Discovery• Uncovery• Knowledge• Experiment……

Pratt School of EngineeringProgress Report 2003-2004

Labs, design studios, machine shops, independent study..

Labs with Associated Classes!

How much of the material presented is actually learned?Especially when our environment is just a classroom?

I asked professors: “20%”I asked students in class:“20%”One kid at the back said “10!”

?

Even Virtual Labs!


Map Engineering on to Biology?

What would we get?

?

Section I Introduction to Engineering Ch 1-6Section II Mathematics Ch 7-9Section III Engineering Fundamentals Ch 10-16Section IV Engineering Accounting Ch 17-24

Chapter 1 Science and Evolution Part I The Chemical and Cellular Basis of Life Ch 2-7Part II The Perpetuation of Life Ch 8-16 Part III Evolutionary Biology Ch17, 18Part IV The Genesis and Diversity of Organisms Ch 19-25 Part V The Biology of Organisms Ch 26-38Part VI Ecology Ch 39,40(Gould and Keeton, W. W. Norton & Company)


Traditional New Way

Core Content

Content Framework

Teaching Pedagogy

EDU-K Learning-centric Pedagogy

SUMMARY: Four Key Components


Or we might think of it in these terms……

PEDAGOGY CONTENT FRAMEWORK TOOLS OUTCOMES

EDU-K Hierarchical Problem

Design Methodology

Lecture at Home,

Homework in Class

Novice to Expert

Emotional Journey

Invention

Motivational Journey

PEDAGOGY CONTENT TOOLSFRAMEWORK OUTCOMES


• The 3-year bachelor’s programme confers the right to use the title BSc in Pharmacy, is a fully integrated pharmaceutical-oriented programme with courses in the disciplines of chemistry, pharmacology and pharmaceutics

In Class

In Labs

Outside

In Internships

Then I came to….

http://www.farma.ku.dk/


Pharmacy Curriculum, BSc + MSc = 5yrs


3 yr BSc


3rd Year


…. Fall semester


Drug Formulations CourseDrug Delivery F23-1


Table showing the lectures in theme III Table showing the lectures in theme III

Date Time Tema Title og references for reading Forelæser(e)

31.10.11 14:00-14:05

14:05-14:45

15:00-15:45.

3 Introduktion til Tema 3 Introduction to theme III

FLYDENDE LÆGEMIDLER I (Liquid formulations I) FLYDENDE LÆGEMIDLER II

JEJA

BDS

BDS

07.11.11 14:00-15:45

3 Halvfaste formuleringer Semisolid formulations (salver, geler, cremer mm.)

SB

07.11.11 15:00-15:45 3 Afgift fra halvfaste formuleringer Release form semi-solid formulations

CUN

14.11.11 14:00-14:45 3 Faste formuleringer Solid formulations

JEJA

14.11.11 15:00-15:45 3 Faste formuleringer med modificeret frigivelse Soldi formulations with modified release

JEJA

15.11.11 13:00-13:45 3

Formulering af peptider og proteiner Formulation of peptide and proteins

LEJ

15.11.11 14:00-14:45 3 Avancerede formuleringer I – Polymere drug delivery systemer Advanced formulations I – polymeric delivery systems

YHW

21.11.11 14:00-14:45 3 Avancerede formuleringer II – lipidbaserede drug delivery systemer – liposomer Advanced formulations II – lipid-based drug delivery systems - liposomes

CF

22.11.11 13:00-13:45 3 Avancerede formuleringer III – vacciner og nukleinsyre-baserede lægemidler Advanced formulations III – vaccines and nucleic acid – based drugs

HMN

24.11.11 14:00-14:45 3

Formulering af tungtopløselige lægemiddelstoffer Formulation of low soluble drugs

LHN og AMU


Lecture on….. 6.2 Colloid Stability

• Fine Particles in a liquid or gas encounters occur due to:– Brownian Motion

• random motion of particles– Creaming of Sediment

• O/W emulsion: Oil droplets move up or • W/O emulsion: water droplets move down

– Convection

How do you reduce creaming?

• Smaller particles• Increase viscosity• Decrease density difference• ??


What is the fate of particles when they come into contact?

• Permanent contact or coalescence– Growth of dispersed phase, – excessive creaming or sedimentation

• Leads to cracking of the emulsion

• Balance of attractive and repulsive forces?


Forces of Interaction Between Particles

• Five possible forces between colloidal particles1. Electrostatic forces of repulsion2. Van der Waals forces of attraction3. Born Forces of short range repulsion4. Steric forces at the interface5. Solvation forces due to adsorbed solvent


van der Waals Attraction + Electrostatic Repulsion = DLVO

• When H/a is small (Large particles, semi infinite slabs)

R

H

a

Electrostatic Repulsive force decays as an exponential

• For small values of and exp (-kH):


How do we go from….

This Because of… This


To….

Something like…. This


About 3,420,000 results (0.08 seconds)

6.2 Colloid Stability

• Fine Particles in a liquid or gas encounters occur due to:– Brownian Motion– Creaming of Sediment– Convection

http://www.youtube.com/watch?v=cDcprgWiQEY&feature=related

http://new.americanlaboratory.com/913-Technical-Articles/35127-Measuring-Yield-Stress/ http://www.youtube.com/watch?v=7xWWowXtuvA

We….. And found…..

http://www.youtube.com/watch?v=cDcprgWiQEY&feature=related

http://new.americanlaboratory.com/913-Technical-Articles/35127-Measuring-Yield-Stress/

http://new.americanlaboratory.com/913-Technical-Articles/35127-Measuring-Yield-Stress/

http://www.youtube.com/watch?v=7xWWowXtuvA

http://www.google.com/webhp?hl=en

All rights reserved by David Needhamhttp://www.malvern.com/LabEng/industry/colloids/colloids_stability.htm

Or… find other web sites, (many companies describe basic science for us to understand how to use their instruments or chemical products…)

http://www.malvern.com/LabEng/industry/colloids/colloids_stability.htm

All rights reserved by David Needhamhttp://www.malvern.com/LabEng/industry/colloids/dlvo_theory.htm

……. And even our own lecture…..

http://www.malvern.com/LabEng/industry/colloids/dlvo_theory.htm

All rights reserved by David Needham http://www.malvern.com/LabEng/industry/colloids/dlvo_theory.htm

……. And even our own lecture…..

http://www.malvern.com/LabEng/industry/colloids/dlvo_theory.htm

All rights reserved by David Needham http://www.malvern.com/LabEng/products/zetasizer/zetasizer.htm

…. And descriptions of the instruments our students use in the lab

http://www.malvern.com/LabEng/products/zetasizer/zetasizer.htm

All rights reserved by David Needham http://www.rsc.org/chemistryworld/Issues/2003/February/science.asp

… or use other bone fide resources like the Royal Society of Chemistry

http://www.rsc.org/chemistryworld/Issues/2003/February/science.asp

All rights reserved by David Needhamhttp://www.google.com/search?q=colloid+stability&rlz=1I7SUNA_en&oe=UTF-8&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&biw=1280&bih=619&sei=NurRTujmJoyQ4gT73bhF

….and more pictures and diagrams ….

http://www.google.com/search?q=colloid+stability&rlz=1I7SUNA_en&oe=UTF-8&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&biw=1280&bih=619&sei=NurRTujmJoyQ4gT73bhF

http://www.google.com/search?q=colloid+stability&rlz=1I7SUNA_en&oe=UTF-8&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&biw=1280&bih=619&sei=NurRTujmJoyQ4gT73bhF

All rights reserved by David Needhamhttp://www.youtube.com/watch?v=FAdxd2Iv-UA&feature=fvwrel

…and even other professors teaching the same thing in cool ways….

http://www.youtube.com/watch?v=FAdxd2Iv-UA&feature=fvwrel

http://www.youtube.com/user/sixtysymbols


In the old days…..• they really needed us to explain the book,• But now…. 10 years AG• Students can Explore, and find all this, and Discover it for

themselves (with some guidance and Uncovery of principles from us)

• Leading to their new Knowledge

(Anno Google)

EDU-K


So,…. could we even go to ….

This…

“Teaching at” “Facilitating the learning of”

“guide by the side”

is replaced by…


By deeper planning than simply leading students through a classroom behavior

i.e., going further…

• And integrating active learning with core content leading to core competency?

http://ctl.byu.edu/teaching-tips/active-learning-techniques

We need to do both!!

Passive Teaching

Hmmm, so we can reduce creaming by making smaller particles, or increasing viscosity, or decreasing density difference, or doing it on the moon!! Ha, Ha!

http://ctl.byu.edu/teaching-tips/active-learning-techniques


Passive Learning

• Lecture at Home?

Could we do…….

http://www.techsmith.com/camtasia.asp

http://www.techsmith.com/camtasia.asp


Active Learning

• Lecture at Home• ……………………………... Homework in Class?

What about…….

But what would we actually do in the

classroom if all the lectures were recorded?


Reverse Engineer Problems Pharmacists Solved?

Designing

Formulating

Advising

Dispensing

Caring


What the class room (U23) looks like now ….Reverse Engineering a Problem Pharmacists Solved


So…, What is Reverse Engineering?

• A design methodology scheme that will allow us to ask additional specific questions in order to reverse engineer the overall system, its supply and its target

• Actually, why don’t you see if you can come up with a design scheme yourselves.

• What questions would you want to ask in order to learn as much as you can (reverse engineer) a simple cup. Write down all the questions you might want answered, I’ll start you off,

• “What is it made of?”

(check your answers on the next slide)


Check your answers here

• What is it for? • How should it work?• What is it made of?• What are the characteristics of the material?• How is it made?• Has anybody made something similar?• Does it really work?

Tillykke!! You just reverse engineered a plastic cup!

The idea is to now apply this same series of questions to a system YOU are interested in, like……….


Drug Delivery F23-1 (Jette Jacobsen and Staff)Theme 3 -a Course Enhancement Project

• Introduction to Reverse Engineering Problems Pharmacists Solved – (Lecture recorded and provided to F23-1 students)


How did Pharmacists Solve the “Morphine Delivery” Problem?

With Patient controlled analgesic (PCA) metered system using i.v. injection

With Metered epiduralWith Skin patchWith Oral tablet formWith OintmentsWith Suppository


Group Assignments

Sign Up in groups of 4-5 by Monday 7th Nov

GROUP 1 Topic Names

A) PCA 1_______________________________________ 2 _______________________________________ 3 _______________________________________ 4 _______________________________________ 5 _______________________________________

B) Epidural 1_______________________________________ 2 _______________________________________ 3 _______________________________________ 4 _______________________________________ 5 _______________________________________

C) Skin Patch 1_______________________________________ 2 _______________________________________ 3 _______________________________________ 4 _______________________________________ 5 _______________________________________

D) Ointment 1_______________________________________ 2 _______________________________________ 3 _______________________________________ 4 _______________________________________ 5 _______________________________________

E) Tablet 1_______________________________________ 2 _______________________________________ 3 _______________________________________ 4 _______________________________________ 5 _______________________________________

F) Suppository 1_______________________________________ 2 _______________________________________ 3 _______________________________________ 4 _______________________________________ 5 _______________________________________


1. How did Pharmacists Solve the “Morphine Delivery” Problem?

With Patient controlled analgesic (PCA) metered system using i.v. injection

Title, slide 1

Frederik CristofferSofie Mathilde


Overall System

• Morphine is supplied to the blood stream from a device called patient controlled analgesia, (PCA) via an intravenous injection.

• Its target is the pain center in the brain. Toxicity can include……

Supply Target

PCA Intravenous injection Pain Center in the Brain

Morphine

Overall System, slide 2

Sites for Toxicity?


Performance in Service

43

Design methodology Scheme we will work through

Define the function Device to give i.v. fluids

Material Selection Component Design

Tentative component design

Approximate stress analysis

Tentative choice of material

Assemble Materials Data

Analysis of Materials Performanceiterate

Detailed Specifications and Design

Choice of Production Methods

Prototype Testing

Performance in Service

Further Development

iterate

iterateiterate

LAWS

3

12

11

10

9

8

7 6

54

What is it for? How should it work?What is it made of?

What are the characteristics of the material?How is it made?

Has anybody made something similar?Does it really work?


Performance-in-Service

• Describe the clinical data that quantifies its performance• web, books, journals, your class notes, your professor(s))• Be quantitative e.g.,

– mls solution per minute, – mass drug per mass of patient, – etc

Performance-in-Service, slide 3 How does the Morphine delivery System perform in service? --quantify


Define the Function

The Function of the (PCA) Morphine Delivery System is to:a)b)c)d)

Define the Function, slide 4 What is the function of the (PCA) Morphine delivery System?

to dissolve morphine in liquid solution


Laws, Theories, ModelsThe Laws, Theories, and Models of the PCA Morphine Delivery System that

correspond to each Function are :

Laws, Theories, Models, slide 5 What are the Laws, Theories, and Models of the (PCA) Morphine Delivery System that correspond to each Function ?

Function Law, Theory, Model

a) to dissolve morphine in liquid solution

Concentration of Morphine

b)

c)

d)

.


Component Design

Component Design slide 6 What are the basic components of the Morphine

Delivery System?

What are the environmental stresses on the delivery and its individual components in service?

What does the design look like?

1. Saddle, seat2. Crossbar3. Gearshift4. Handlebars5. Brake cable6. Brake lever7. Front brake8. Rim

9. Tire10. Crank11. Pedal12. Front derailleur13. Chain14. Rear derailleur15. Spokes16. Rear brake17. Pump


Materials ChoiceComponent Composition Structure Property Saddle, seat:

Rails PanPadCover

SteelHDPE plasticPoly urethane cellulose

FCCSemi-crystalline polymerfoamWoven fiber

200 GPa4 GPa0.01 GPa35 GPa

2. Crossbar

3. Gearshift

4. Handlebars

5. Brake cable

6. Brake lever

7. Front brake

8. Rim

9. Tire

10. Crank

Materials Choice, slide 7 What materials are the components of the Morphine delivery system made from (assemble materials data CSP)?


Analysis of Material’s Performance• Start by looking at the mechanism proposed in slide 6, and the properties

of a material component in slide 7, and try to connect the two in terms of how the device has to function (slide 4), given the laws (slide 5) that govern its function

• Concentrate on the – tubing of the i.v., and epidural, – or the protective layer and adhesive of the skin patch, – or the binders of the tablet– or the oil of an ointment– or the fatty material of the suppository

Analysis of Material’s Performance, slide 8

Can the materials bear the loads, moments concentration stresses etc., without deflecting too much, collapsing, or

failing in some other way?


Specification Sheet (FDA)

For Traditional Engineering:http://www.shure.com/americas/products/microphones/sm/sm58-vocal-microphone

For Pharmaceuticals:European Medicines Agency (Europe): www.ema.europa.eu/ Food and Drug Administration (USA): www.fda.gov Drugs.com: www.Drugs.com

Search for your formulation and see how some of what you have already found out is an integral part of the FDA approval,

For example see http://www.drugs.com/pro/morphine-injection.html

Specification Sheet, slide 9

http://www.shure.com/americas/products/microphones/sm/sm58-vocal-microphone

http://www.shure.com/americas/products/microphones/sm/sm58-vocal-microphone

http://www.fda.gov/

http://www.fda.gov/

http://www.drugs.com/

http://www.drugs.com/pro/morphine-injection.html


Production

How are the various components of your morphine delivery system in fact made?

Plastic tubes and needles of the i.v. and epidural systems, orthe porous membrane or outer covering of the transdermal patchthe sintering of tablets,the emulsification of oilsthe molding of a suppository

Production, slide 10 How is the morphine delivery system be made from these materials? What is the size of the production run? How will the components be

finished and joined to other components; What does it cost?”


PrototypesSearch for your device at:US patent and trademark office http://www.uspto.gov orEuropean patent office http://www.epo.org/ Free patents on line http://www.freepatentsonline.com/ For example you might search and find:• United States Patent 6,054,584, Process for Extracting and Purifying

Morphine From Opium, April 25, 2000• Or Cocaine-Laced Toothache Remedy Ad Targeted Children in 1885!

Prototypes, slide 11 At what point in the evolution and development of this particular morphine delivery device did a delivery system appear that could (your function statement here) …and thereby confer an advantage

on pharmaceutical drug delivery?

http://www.uspto.gov/

http://www.epo.org/

http://www.freepatentsonline.com/


This is your chance to get inventive! I bet you all have ideas now!

Further Development

Further Development , slide 12

Did any of this stimulate a new idea, concept, device or process or a way to improve or fix any failures of the current system?


Target --the pain center in the brain

• We can also apply this reverse engineering scheme to understand more about the physiology, cell biology and molecular biology of pain control by going through the same scheme, but this time for the brain and pain!

Reverse Engineer Nature’s designs!


What Some of Your Students Have Been Doing


1. How did Pharmacists Solve the “Morphine Delivery” Problem?

With Ointments

Title, slide 1

Bahar ThomasLasse Julia


Overall System

• Morphine is supplied to the skin through the ointment, with topical application.• Its target is opioid receptor in the nerves in the skin. Toxicity for this route can

include physical and psychical withdrawal, and allergic reaction.

Supply Target

Pain Center in the Brain

Morphine

Overall System, slide 2

Sites for Toxicity?


Performance-in-Service

Performance-in-Service, slide 3

2 3 4 5 6 7 8 9 10 11 120

0.02

0.04

0.06

0.08

0.1

0.12

0.14

f(x) = 0.013199986286481 x − 0.0206772574833738R² = 0.996051345562709

Butylnicotinat ointment release

(time) [min]

Q(a

mou

nt re

leas

ed) [

µmol

/cm

2]

DAVID NEEDHAM

very good,And also we might consider bringing the text you had in slide 12 (Further development) up to this slide as a very nice introduction to Morphine's perfromance.


DAVID NEEDHAM

This diagram shows…..


Define the Function

The Function of the Morphine Delivery System is to:a) Deliver morphine transdermally to the local nervesb) Enhance penetrationc) Stabilize morphined) Enhance release from the ointment

Define the Function, slide 4

DAVID NEEDHAM

Very good, see how I combined your slide and notes in notes page


Laws, Theories, ModelsThe Laws, Theories, and Models of the Morphine Delivery System that

correspond to each Function are :

Laws, Theories, Models, slide 5

Function Law, Theory, Model

a) Deliver morphine transdermally

b) Enhance penetration Occlusive effect, greater area, greater concentration, nonionic molecule

c) Stabilize morphine Prodrug, Protein binding

d) Enhance release from the ointment

Solubility: log(P)=log(Co/Cv)

.

DAVID NEEDHAM

see revision of notes page


Component Design

Component Design slide 6

• The dosing media– Dosing tube covered with foil to reflect heat

• The formulation– (1) Morphine hydrochloride– (2) Glycerol (86 %)– (3) Rokacet R-70 (Polyoxyethylen esters of fatte acid)– (4) Methylparaben(pressavative)

DAVID NEEDHAM

see notes page revision

http://www.topi-click.com/order.htm


Materials ChoiceComponent Composition Structure Property 1. Morphine chloride C17H20NO3

+-Cl- MW: 311,2 g/molSolubility: 60 mg/ml ved 20T½: 2-3 hoursLog(P) = 0,89Log(D) = -0,07 (pH 7,4)Pka = 8,2Weak baseMelting Point: 200oCLD50= 120-250 mg

2. Glycerol C3H8O3 MW: 92,9 g/molViscosity: 1,412 Pas

3. Rokacet R-70 (date from R-40, due to lack of information avalable)

See below MW: 4190 g/molSolidification: 20 oCSolubility in water: GoodPale yellowDensity: 1,04 g/ml

4. Methylparaben C8H8O3 MW: 152,15 g/molSolubility: 20 mg/mlLog(P): 1,95

Materials Choice, slide 7

DAVID NEEDHAM

see notes page for discussion of table and values


Analysis of Material’s Performance• Morphine

– Small molecule MW < 500 = good permeability – Log(P) < 5 = good permeability

• Rokacet R-70– Enhance viscosity, and make the formulation useful as a hydrophilic ointment

• Glycerol– Enhance viscosity and solubility because of the three hydroxy-group

• Methylparaben (preservative)– Water soluble up to 0,2% which is enough, because the normally used conc. Is 0,1

%.


DAVID NEEDHAM

see notes, very good analysis of the materials proerties that lead to performance. If we had more time we might create quantitative analyses of one or more of these qualitative statements


Analysis of Material’s Performance


DAVID NEEDHAM

good, you might now discuss this in words in the notes page (is waht I assumed correct?)


Specification Sheet (FDA)

• You should not drink alcohol while using Morphine.

• SIde effects of Morphine include:- constipation, nausea, sleepiness, lightheadedness, dizziness etc.

• Morphine can cause serious breathing problems that can become life-threatening

• Morphine can cause your blood pressure to drop.

• Morphine can cause physical dependence.

• Take Morphine exactly as prescribed by your healthcare provider.

• Lethal dose is 120-250 mg/kg

Specification Sheet, slide 9

.


Production

Production, slide 10


Prototypes

• In the old Egypt extract from the opium valmue, was used as a sleeping agent and treatment of diarrhea

• Friedrich Serürner was the first to isolate morphine form the plant opium (1804)

• Around 1800 opium was used by the English people to blackmail China. The English people wanted the Chinese porcelain, but their would not sell it. Therefore England gave them opium and the Chinese became addicted and was force to sell their porcelain to England for opium.

• After the invention of the hypodermic needle in 1857 the alkoid became more widely used.

Prototypes, slide 11

DAVID NEEDHAM

are there any patents on morphine ointments (see free patents on line)


1. What is the most efficacious opioid and/or combination of ingredients and their dosages?

2. What is the most advantageous carrier (eg, gel, cream, lotion, DMSO, etc.) and method of application?

3. Which pain conditions are most amenable to topical opioid therapy?4. What degree and duration of analgesic effects might be expected?5. In which circumstances could topical opioids completely replace the need

for systemic opioids or other analgesics?6. What is the potential, if any, for developing tolerance or hyperalgesia

during prolonged use of topical opioids?

http://updates.pain-topics.org/2011/01/is-there-role-for-topical-opioids-in.html

Further Development

Further Development , slide 12



DAVID NEEDHAM

excellent presentation, I suggest you move some of the text you wrote up to perfroance and slide 3. And simply read the sugestions for further development.


A Summary of the “New Way”


Traditional New Way

Core Content

Content Framework

Teaching Pedagogy

EDU-K Learning-centric Pedagogy

SUMMARY: Four Key Components


= Intellectual content in context

EDU-K(Includes Teaching via

recorded lectures)

Content Framework of Design+ +

Macro - micro - nano


Also, …. Emotional, and Motivational Journey of Life-Long Learners

Adapted from John Counsel’s www.profit.com Richard Ryan and Edward DeciAm Psychol. 2000 Jan;55(1):68-78

AutonomyRelatednessCompetency

Emotional Journey Motivational Journey

http://www.profit.com/


So,…. Why do we/you want to put new Knowledge in your head anyway?

Invention Generator

KNOWLEDGE

IQ

KNOWLEDGE

IQ

oversimplified schematic of your “IQ” sitting over all the Knowledge you have acquired.

EDU- K

OUTCOMES: Invention Generator

http://www.aperfectworld.org/clipart/household/lightbulb.gif


Evaluate How a Student Sees a Situation: as a Novice or as an Expert?

Stuart and Hubert Dreyfus 1977-1982

Self-Evaluation by my First Year Grad Student

OUTCOMES: Novice to Expert


A Dean’s plea…..

• “We are asked to produce students who can work on problems in the pharmacy industry 15 -20 years from now. But how are we expected to know what they will be?” Sven Frøkjær, Dean KU Pharmacy School

• “So let’s train students to solve problems, and they will be able to solve any problem in that industry”, was my reply.

• EDU-K + Reverse Engineering + Hierarchical Scales + Lecture at Home Homework in Class + Emotional Journey + Motivational Journey + ……………….. YOUR input here, TOGETHER….

• = Competent Problem Solvers and Critical Thinkers

the edu-k pedagogy of learning and the content framework of design

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