Object-oriented systems template
for project based learning (PBL)
& curriculum
and other natural systems.

The basic principles of object-oriented systems design, as it relates to information (IT) systems, is perfectly applicable (and a superior model) for designing projects in a multi-party (collaborative) project based learning (PBL) environment such as a classroom with children and collaboration teams that are assigned group identities (and other natural systems).
These basic principles are:
1a) rules of engagement (behaviors) both internally between participants and externally with other groups (wide variety), and;
1b) rules of storage (protocols: formats, space) - longterm/shorterm;
2) data: information, signals, characteristics, status, that gets sent back and forth between each of the objects. 
When the system participants/components are people (compared to alternatives discussed below) - the rules of interaction (transactions) between the objects are governed by consensus (because each needs to participate for his/her own selfish reasons), and supported by a physical structure that facilitates the interaction - i.e. yahoo groups, in-class collaboration, out-of-class collaboration via the internet and BBS/forums, IM, email, web posting, communications (multi party videoconferencing, voip telephones, web-messaging  (multi-party), application sharing, whiteboard collaboration.  At some point in the near future perhaps, this ubiquitous capacity and availability, cost et al, for multi party videoconferencing beyond 2 or 4 parties, will be the "threshold" that I've written about elsewhere. It will change a large part of the "doing business normally" paradigm everywhere - in home, in school, in work, perhaps elsewhere.  We've seen models of conference rooms talking to conference rooms, but we have never brought this technology to the homes.  When we do this, it will spawn an entire generation of home grown communities, both small and large.  We see the early versions of these groups now in 2005.  Family circles, alumni assoc,  class collaborators, small "chat/on-line" list, etc. .  It will elevate the LIU system of forums, logs, etc. to the next level, as well as all the other LIU-like public and private groups in the world.   It's waiting to become "ubiquitous."  This is a cost factor and an ergonomic factor.  Early design successes are critical and must not 'backfire" or else the consequence will be to delay the integration of the technology just as the early introduction of iMacs to many ill-prepared classrooms.  But as "normal" people begin using this means of communication it will challenge the cell phone market or more accurately, the non-internet-based cell (and other) phone market.  Skype and Go-To-Meeting are early prototypes There were earlier ones for years (IDT and prior;  In the 1980's?).  online time sharing and ARPAnet go back to the 70's, remote processing,. 

The object-oriented template can be applied to:
a) events in history,
b) biological anatomical processes
c) mathematical theorems
d) English compositions

The objects in these systems have well defined behaviors and characteristics.  They have the ability to interact with other objects in that project "system" according to the transaction rules (methods) defined between these a) component events or b) processes or c) sub-theorem or d) essay construction.
Of course some systems are not worth analyzing the methods and parameters (data) that defines them. But all systems can be defined as objects with characteristics and methods, rules and behaviors that describe their interdependency (interaction).

In an English essay there are components:  a beginning, a middle and an end. Each contributes uniquely to the essay. The opening paragraph(s) have special functions: they introduce the theme; they set up an expectation or a need for a solution;  it is related to Senge's personal mastery discipline. The middle section of an essay explains details starting with why first the reader should care, followed by a surprising, delightful, beautiful, passionate story. This is followed by the essay's end section with the solution or the fulfilling of the expectation. These then are the characteristics of the three components of the essay. Next is the rules, methods, style guidelines, essay-structural-analysis theories that suggest how the beginning and the middle talk to each other and how the middle and the end talk to each other and then how the beginning and the end relate, transact, set up, fulfill, tie together.
In the essay's beginning section it's easy to connect to the end by repeating language, content specific to be returned to. Using a common metaphor and other common language elements works well to tie essay portions together.
in the essay the beginning talks to the middle by introducing people and places in broad, tempting ("tell me more please") language. It begs for the next part to immediately explain "what did you mean by that?"  This urge will be scratched in the middle portion as the details provide justification for such a provocative/exceptional claim. Surprising statistics are good in the beginning section because they lead to explanation and details in the middle section; story telling happens in the middle. it would be nice if the structure between the beginning and the middle related in some way so as to carry a thread through all three parts. it could be subtle, this thread. It could be punctuated in the opening and again in the ending and carried softly in the middle.
The end section relates to the middle section by wrapping up the arguments, those details made in the middle. "And that is why......: This hand off from the middle to the end section is the fulfillment promised in the beginning.  It is the summary of what we learned  The beginning expectation has been realized, the first mystery has now been solved.
These rules of behaviors between the objects of a composition apply equally to essays, short stories, long stories, homework assignments, - perhaps all communication.
So should the irv Roth slide show on the Holocaust.
The powerpoint presentation is no less a "system" than the essay. In fact the rules, methods, behaviors, may be simpler. Each slide leaves Irv to expound upon and fill in narrative details. The slides simply must include opportunities for Irv to expound. The slides must match Irv's notes as best they can. This makes the selection of pictures more critical. This is because we want to maximize the relative information present in each picture. But we also want to introduce topics in our own chosen, logical order which should not be dictated to simply by the limits of the pictures chosen. So the choice of pictures may cause Irv to rearrange his topics or add some, perhaps delete others
This is the structural analysis of an essay and a powerpoint presentation - perhaps all communication.
You'll know when you get it right when it all feels right.

Events in history can be structurally analyzed in this same manner. They all have beginnings to the events with expectations and or some mystery, crisis, dilemma, challenge that will be see a solution. The middle is the fun part for teachers. How did we get from the beginning to the end. it should be an interesting attractive, beautiful, exciting, self-motivating story that almost leads itself right to the solution (the ending). It is a relief to have resolved what was left unsaid at the beginning.

Classroom projects should be teacher-created, in support of any subject and any grade and they should set up a challenge for students to prove for themselves, or to disprove.  The middle part is learning the methods to challenge the teacher's hypothesis, identify the tools and other resources needed, time, internet, communication, people needed. and then execute the plan, and then measuring the outcome to one's original expectations, hopes, dreams. if done correctly, the final outcome will be greater than the original expectations. Keep early expectations enticing enough but not overly so.

Anatomical process
the body operates like a perfectly coordinated - very complex- machine. the components of this system (organs, tissue, cells, et al) are easy to identify and their functions, methods, rules of engagement, characteristics are well defined.

mathematical theorems
have a hypothesis, a proof, a conclusive solution, QED

So object oriented "system design" is a template for creating any communicative system - one that transfers/transforms knowledge/information from one source to another, from one object into another.

There is no one "correct" system architecture - not even just one object oriented system structure.

One could look at history and see every year - from jan 1 to dec 31 as an object.
it has characteristics and data, it has trends of history and humankind as the rules of behavior. this is difficult and very subjective. it makes this a bad candidate perhaps for oo design. conclusion: don't make each year an object since the defined behavior of mankind is too subjective and interpretable - isn't it?

surely there are other oo design alternatives that can be proper models of a system. 

Jerry Garfunkel 
April 25, 2005