contexts. Perhaps the most common reason revolves around the desire to understand, in a
systematic way, what is and is not working in a project. All too often, how projects work (or
don’t work) is understood primarily through a combination of instincts, anecdotes, and numbers on a
balance sheet. The passionate instructor who is wrapped up in the moment of teaching is probably not
in a position to make defensible claims about the long-term impact of a lesson on a learner’s education.Likewise, o
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