The basic template used to design the M&M Module©  is as follows:

1. The first fifteen minutes are dedicated to "Inclusion" (Schutz, 1988). The intent is to provide the space and the content around which students can meet their inclusion needs and transfer into the class. The content supplied for the members' need to "goblet" in order to establish a presence (Schutz, 1988) pertained to the topic of the day. These learning objects took the form of poems, meditation pieces, fables, quotes and images. This is one significant way that the two sections differed in design. In face2face class, where students sit in a large circle facing each other, the principal instructor begins each session with instructions for Progressive Relaxation (Lazarus, 1975) and reads out the material which was posted into the eClassroom for online class students to read. A short discussion on the meaning of the "gobeletting" learning object provides an easy segue into the next step of the M&M Module©.

2. Concrete Experience (approximately 30 minutes). Learning about a topic begins with an activity, which is expected to provide students with an experience that moves them toward the objectives of the class (see Appendix I). This is congruent with Dewey's concept that the nature of experience is of fundamental importance and concern in education and training (Dewey, 1938/1997). The much used Confucian quote (from around 450 BC): "Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand." is another way to describe the intent of the concrete experience component. The activities (i.e. role plays, games and other collaborative tasks) provided at this phase are designed to bring into awareness the participants experience of trust or assertiveness, their relationship to conflict or diversity, to name a few examples. Students are also instructed to self observe during the activities, but not curtail their reactions, as much as possible.

3. Processing or Reflective Observation (approximately 30 minutes) involves reflection, description, communication and learning from the experience. Students are provided with suggested Process Questions designed to elicit their reaction to the self and to others during the Concrete Experience, and to formulate some learning goals. Some examples of the Process Questions are: What helped? What hindered your experience? How would you describe your reactions? What are some strengths and limitations you bring to this experience? What would you like to change and how?

4. Abstract Conceptualization or Lecturettes vary in length (approximately 25-60 minutes). This theoretical component of the M&M Module© was designed to synthesize the (expected) data generated during the Processing section of the module. For face2face class, the Lecturette was delivered by the principal instructor in a serial discussion format. For online class, the Lecturette was posted into the LBD eClassroom© on illustrated slides. The norm during the online Lecturettes became to read the slides and respond to the principal instructor, to the facilitators, and to each other, linking the material to experience in a multileveled, parallel communication web. This is another area in which the environments imposed their own demand and would account for some of the significant differences presented in this report.

5. Active Experimentation (approximately 30-60 minutes) is another topic-related activity, offered as an opportunity to practice new behaviors and to follow up on the learning goals identified during the Processing section of the M&M Module©. Typically this second experience unfolds in the smaller break-out color groups, which provide a greater opportunity for risk taking and practice, and ends with another small group Processing or Reflective Observation session.

6. The structured weekly Journals are designed to guide students through a review, or another turn through the learning cycle (Kolb, 1984) by fostering Reflective Observation / Abstract Conceptualization. The learning journals are to record observations, link them to theoretical concepts, and formulate a concrete, measurable, observable plan to change/learn an identified interpersonal skill.