ABSTRACT
This chapter describes a method that stimulates transformation and support deliberate practice requires using the merged modes of design practice. The first step in designing courses to stimulate transformation is to adopt the designers' mode to FRAME THE PROBLEM at least as how to improve lives by doing "behavioral research of collective user groups to accommodate multidimensional relations, programs, and experiences". Developmental rubrics provide a rich methodology for collecting such data, but programs that engage in them at the end of a term undermine their usefulness in several ways. When the options from the dimensions of course design have been selected and a unifying theme envisioned, a sustaining course design is produced. Dynamics can be designed into a course by facilitating learner selection of resources. Implement is clear during implementation also, that the sustaining level, as defined by Network Clustering through Ranked and Interpreted Connection Strengths (N-CRIX) analysis of the designer interviews produces a course design that appears vanilla.
