The instructor had been successful in designing in-class learning experiences that modeled and shaped professional attitudes. A DMC team member observed a class period and discovered a pattern for teaching and learning activities. Initially, the instructor would draw in student interest using a brief exercise that set the tone. It was a tone that the environment was safe, supportive, confidential, and reflective. The exercise was designed to challenge the students to think differently about the topic. Next, there would be a personal reflection on the students' own experiences. Then content on the topic was delivered through lecture or guest presentations. Students would break into smaller groups for an exercise of guided disclosure and discussion. Finally, the instructor would bring the groups back together for large group discussion and summary.
The questions that emerged were, what are the best technology-enhanced learning tools to simulate the classroom experience, how can we use them to facilitate the degree of self-reflection that is needed for attitudinal changes, and what would be the best order to use them in an online module?