Interesting stuff in here - I work in academic practice in the UK in Higher Education - we talk about "Assessment FOR learning" as compared with "Assessment OF learning" which really ties into your ideas about filling courses with projects as a way of stimulating learning - in fact I used your ideas when talking with an academic who was looking for some new ideas in how to teach programming languages this week - he liked the idea of lots of little projects - interestingly PBL in the UK is "problem based learning" rather than "project based learning", but its all ideas pushing in the same direction - but I do think you are right. I'm - very slowly - working through your anatomy course and I am taking the "Montessori" approach - this is a learning approach used in some nursery schools in the UK - which is very much about "do as I do" or "copy me" - the gulf between copying your anatomy examples and trying to create on of your own that looks even half right is HUGE!