Knowledge building (KB) theory and Knowledge Forum (KF) were initially integrated in 1999, in a second year Medical Legal Visualization course, in the Division of Biomedical Communications (BMC), Faculty of Medicine, UofT. In 2003, two novel concepts were introduced: KB "dynamic curriculum design" and KF Analytic Toolkit (ATK) measures embedded as concurrent feedback. These concepts address issues of "inert" and "iterative" curriculum design and summative evaluation that are considered barriers to conceptual change.

A Knowledge Forum database is a repository of knowledge building "objects in-action", an archive of formative and summative idea and artifact development. We hypothesized that current students given access to the previous year, cutting edge student work, archived in the Knowledge Forum repository, would enable knowledge advancement.

Scardamalia (2002) indicates that deep knowledge building is analogous to how a scientist works. To advance knowledge one must work at the cutting edge. This distinguishes "expert from non-expert-like learners" (Berieter and Scardamalia,1993). We believe that students should work like "knowledge researchers", instead of "knowledge recipients". To support this challenge we employed the concept of "dynamic curriculum design", using last years KF repository as a springboard to begin this years work.

ATK KB measures were embedded as concurrent formative feedback to enable student and team self awareness, comparative assessment and reflection on KB contributions; students explicitly indicated ways they intended to evoke change and improve on ideas.

Results indicate KB dynamic curriculum design and ATK embedded concurrent feedback supports students efforts to work like knowledge researchers to advance the current edge of the field. Students attitudes and opinions survey results favors use of KB/ KF. The pedagogic culture of this course and of the BMC graduate program, in general, provides unique opportunities for combining didactic and emergent curriculum design, and for embedding concurrent feedback to enable deep knowledge building, conceptual change and creative work with ideas.