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The objective of this paper is to describe a design method and rational for creating instructional modules in bioengineering. As part of a new Engineering Research Center (ERC), called VaNTH, experts from learning sciences, biomedical engineering, assessment, and learning technology have been collaborating to define a new method for designing effective learning environments for bioengineering education. The design of these modules is based on current research on human learning and educational settings detailed in a report from the National Academy of Science called How People Learn: Mind, Brain, Experience and School 1 . The report provides insights into what is necessary to design an effective learning environment and provides a framework that can be used to evaluate a learning environment. This paper describes the method we use to apply these criteria to the design of "instructional modules" for bioengineering education. The VaNTH ERC is using a challenge based instructional method supported by a software template called STAR.Legacy. This template has been used to create several modules reported in these proceedings. This document expands on how these modules are designed and the rational for the pedagogy for using these materials in a course. The final results are learning modules that can be shared and refined by others in the ERC and beyond.
Bransford et al. (Thu,) studied this question.