Di Tran University · College of Humanization · Grade 7
Investigate a problem, use appropriate data, build a solution, test it, and explain limitations honestly.
Learn with dignity. Build with proof. Advance with purpose.
This course turns learning into useful evidence through five repeatable moves: Learn → Practice → Prove → Use → Advance. Work at an appropriate pace, disclose meaningful help, correct mistakes, and explain the result in your own words.
Complete course resources
Open each section in order. The learner workbook is open first so learning can begin immediately.
Course blueprint — The learning promise, sequence, outputs, and course boundaries.
Course 06 Grade 7 — Research, Data, and Responsible Building
Version: 1.0 public self-study edition — October 11, 2026 Status: Free public, supervised, noncredit curriculum; not approved for enrollment, school credit, diploma, credential, licensure, placement, or funding claims.
Promise and boundary
I can investigate a problem, collect appropriate data, build a solution, and explain limitations honestly. Learners use fictional, public, or minimum-necessary data in supervised simulations. This course teaches research and responsible building; it does not authorize real-world data collection, live client work, regulated activity, account creation, purchases, or decisions about a person’s eligibility, safety, employment, education, or services.
Humanization is the parent doctrine: useful work must preserve dignity, agency, truth, consent/authority, safety, privacy/security, accessibility, authorship, and human accountability. AI or adult help is disclosed; the learner remains responsible for explanation, evidence, correction, and limits.
Portfolio and course rhythm
The learner produces a baseline, stakeholder map, source/data-quality record, project plan, tool/assistance record, prototype, reproducible test log, team handoff, harm-prevention map, cost/value model, evidence brief/oral defense, and responsible-building capstone. Each unit follows Learn → Practice → Prove → Use → Advance.
Twelve-unit sequence
Unit 1 — Problem-Solving Baseline
Learn: distinguish a task, problem, symptom, need, constraint, and assumption. Practice: sort a fictional case into known, unknown, observable, and private information. Prove: make a baseline showing current skill, support, question, and review date. Use: explain the problem without blaming a person or promising a result. Advance: choose one low-risk observation to verify.
Unit 2 — Stakeholders and Research Questions
Learn: identify affected people, decision owners, users, non-users, and missing voices. Practice: map a fictional school, family, or community process without contacting anyone. Prove: write a neutral research question and stakeholder map. Use: test whether the question is answerable with allowed information. Advance: record whose consent or authority would be needed in an actual setting.
Unit 3 — Primary/Secondary Sources and Data Quality
Learn: source, observation, measurement, opinion, inference, date, scope, and uncertainty. Practice: compare fictional/public records and label what each can and cannot support. Prove: create a source/data-quality register with citation, date, method, limitation, and confidence. Use: revise one claim that is stronger than its evidence. Advance: identify the responsible official source to reopen if the context becomes real.
Unit 4 — Variables, Milestones, Risks, and Roles
Learn: variable, indicator, milestone, dependency, risk, owner, and stop rule. Practice: turn a broad build into a small sequence with a testable success condition. Prove: submit a project plan with roles, dates, data limits, risks, supports, and correction path. Use: run a simulated plan review and change one milestone. Advance: begin the smallest reversible build step.
Unit 5 — Spreadsheets, Code, Sensors, or Design Tools
Learn: tool fit, input/output, version, reproducibility, access, and human review. Practice: compare paper, spreadsheet, code, sensor, and design-tool options using synthetic data. Prove: complete a tool, data, version, assistance, and source-check record. Use: produce one offline or no-account transformation that another person can repeat. Advance: state what the tool may assist with and what a human must decide.
Unit 6 — Build a Working Prototype
Learn: prototype, minimum useful version, interface, assumption, and acceptance test. Practice: sketch or assemble a small solution for a fictional need. Prove: submit version one with instructions, excluded data, intended user, and known limitation. Use: demonstrate the primary use case to a facilitator or peer in simulation. Advance: select one correction based on evidence.
Unit 7 — Reproducible Tests and Error Analysis
Learn: test case, expected/actual result, error, bias, missing input, failure case, and retest. Practice: run normal, boundary, incorrect, missing-input, and recovery tests on a safe model. Prove: maintain a dated test/error log and repair the highest-priority defect. Use: let another learner repeat the test without hidden steps. Advance: repair, simplify, pause, or retire the prototype.
Unit 8 — Meetings, Task Boards, and Handoffs
Learn: agenda, decision, owner, due date, blocker, feedback, handoff, and escalation. Practice: role-play an unclear request, missed milestone, or conflicting instruction. Prove: create a task board and handoff note that another person can use. Use: give a concise progress update and receive correction. Advance: name the next owner, evidence, date, and stop condition.
Unit 9 — Threats, Privacy, Accessibility, and Harm Prevention
Learn: threat, exposure, least data, permission, access need, unsafe output, and human stop authority. Practice: classify scenarios as proceed, ask, pause, escalate, or stop. Prove: complete a harm-prevention map covering truth, authority, safety, privacy, accessibility, authorship, and regulated-work boundaries. Use: explain one stop rule and one accessible alternative. Advance: record a hold statement and responsible human owner.
Unit 10 — Cost Model and Value Proposition
Learn: resource, one-time cost, recurring cost, time, assumption, benefit, burden, and fair exchange. Practice: compare fictional/public resource options without private financial data. Prove: create a dated cost/value model with assumptions, unknowns, and a no-spend option. Use: explain who may benefit, who may bear burden, and what remains unverified. Advance: choose one reversible improvement.
Unit 11 — Evidence Brief and Oral Defense
Learn: claim, evidence, method, limitation, uncertainty, audience, and correction. Practice: turn the project record into a short evidence brief and answer an unfamiliar question. Prove: defend the build in the learner’s own words with assistance disclosure. Use: correct an exaggerated claim or unsupported conclusion. Advance: identify one transfer task and one evidence gap.
Unit 12 — Responsible-Building Capstone
Learn: portfolio selection, reproducibility, transfer, repair, retirement, and next-step verification. Practice: rehearse a new low-risk case with a different constraint. Prove: complete one reproducible, stakeholder-informed build with data and limitation records. Use: transfer the method to a new fictional or public-data case. Advance: record a 30/90-day practice plan, support, risk, source, owner, and alternate route.
Completion rule
Completion requires twelve evidence items or approved accessible equivalents, facilitator review, correction, disclosed assistance, independent explanation/transfer, and all noncompensable gates. Safe wording: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.”
Learner workbook — The complete twelve-part Learn → Practice → Prove → Use → Advance workbook.
Course 06 Grade 7 — Learner Workbook
Free public noncredit self-study edition — Version 0.1 — October 11, 2026 Not approved for enrollment, school credit, diploma credit, certification, licensure, placement, or funding claims.
Start here
Use fictional, public, or low-risk examples. Do not enter private family, health, identity, immigration, financial, child, school-record, or account information. Evidence describes a task in a stated setting, not your worth. Ask what is needed, who may see it, and when it will be deleted.
Rhythm: Learn → Practice → Prove → Use → Advance.
Portfolio index
| Evidence | Date/version | Support/assistance | Correction | Next step/owner |
|---|---|---|---|---|
| Baseline and question | ||||
| Stakeholder map | ||||
| Source/data register | ||||
| Project plan | ||||
| Tool/assistance record | ||||
| Prototype v1 | ||||
| Test/error log | ||||
| Task board/handoff | ||||
| Harm-prevention map | ||||
| Cost/value model | ||||
| Evidence brief/defense | ||||
| Responsible-building capstone |
Unit pages
Unit 1 — Problem-Solving Baseline
Learn: A problem is not the same as a symptom, task, need, constraint, or assumption. Practice: Fictional case sort: known / unknown / observable / private. Prove: My baseline, support, question, and review date: __________________ Use: A neutral description of the problem: _____________________________ Advance: Low-risk observation/date: ____________________________________
Unit 2 — Stakeholders and Research Questions
Learn: Affected people, users, decision owners, and missing voices may differ. Practice: Map a fictional process. Prove: Stakeholder map and neutral question: ____________________________ Use: What the question can and cannot answer: _________________________ Advance: Authority/consent needed in real context: ______________________
Unit 3 — Primary/Secondary Sources and Data Quality
Learn: Source, observation, measurement, opinion, inference, date, scope, and uncertainty differ. Practice: Label fictional/public records. Prove: Source/data register with citation/date/limit: ____________________ Use: Claim I changed because evidence was weaker: _____________________ Advance: Official source to reopen if context changes: ___________________
Unit 4 — Variables, Milestones, Risks, and Roles
Learn: A plan names variables, indicators, milestones, dependencies, risks, owners, and stops. Practice: Break a build into small steps. Prove: Plan with dates, roles, data limits, support, and correction: ______ Use: Change made after simulated review: _____________________________ Advance: Smallest reversible build step: _______________________________
Unit 5 — Spreadsheets, Code, Sensors, or Design Tools
Learn: Tools assist tasks; humans remain responsible for truth, safety, privacy, access, authorship, and decisions. Practice: Compare tool options with synthetic data. Prove: Tool/version/data/assistance/source record: ______________________ Use: Repeatable offline or no-account transformation: _________________ Advance: “The tool may assist __; a human decides ____.”
Unit 6 — Build a Working Prototype
Learn: A prototype is a testable minimum useful version, not a promise. Practice: Sketch or assemble a fictional solution. Prove: Version one, instructions, intended user, excluded data, limit: ___ Use: Demonstration/feedback: ________________________________________ Advance: Evidence-based correction: ___________________________________
Unit 7 — Reproducible Tests and Error Analysis
Learn: Expected/actual results, errors, missing inputs, failure cases, and retests make learning visible. Practice: Run normal, boundary, incorrect, missing-input, and recovery tests. Prove: Dated test/error log and repaired defect: ________________________ Use: Another person repeats the test: _______________________________ Advance: Repair, simplify, pause, or retire: ____________________________
Unit 8 — Meetings, Task Boards, and Handoffs
Learn: Good handoffs name the decision, owner, date, blocker, evidence, and escalation. Practice: Role-play unclear request or missed milestone. Prove: Task board/handoff note: ________________________________________ Use: Progress update and received correction: _________________________ Advance: Next owner/date/stop condition: _______________________________
Unit 9 — Threats, Privacy, Accessibility, and Harm Prevention
Learn: Truth, authority, safety, privacy/security, accessibility, authorship, and regulated-work boundaries are noncompensable. Practice: Proceed / ask / pause / escalate / stop. Prove: Harm-prevention map: ____________________________________________ Use: Stop rule and accessible alternative: ___________________________ Advance: Hold statement and human owner: _______________________________
Unit 10 — Cost Model and Value Proposition
Learn: Cost, time, benefit, burden, assumption, and fair exchange must be separated. Practice: Compare fictional/public resource options. Prove: Dated cost/value model and no-spend option: ______________________ Use: Beneficiary, burden, and unknown: _______________________________ Advance: Reversible improvement: ______________________________________
Unit 11 — Evidence Brief and Oral Defense
Learn: Claims need method, evidence, limits, uncertainty, and correction. Practice: Draft a brief and answer an unfamiliar question. Prove: My explanation and assistance disclosure: ________________________ Use: Exaggerated claim I corrected: __________________________________ Advance: Transfer task/evidence gap: __________________________________
Unit 12 — Responsible-Building Capstone
Learn: Responsible building includes reproducibility, transfer, repair, retirement, and verification. Practice: New low-risk case/different constraint: _______________________ Prove: Build, data record, limitation record, and defense: ____________ Use: Transfer result and correction: ________________________________ Advance: 30/90-day plan, owner, source, support, risk, alternate: _______
Closeout
My assistance disclosure: __________________. My correction: ________________. My next step/date/owner: __________________. This is noncredit learning evidence, not school credit, a diploma, license, credential, admission, placement, or guarantee.
Facilitator guide — Guidance for a parent, educator, coach, mentor, or facilitator.
Course 06 Grade 7 — Facilitator Guide
Status and role
Free public edition for supervised, age-appropriate research and safe simulation. Do not decide school credit, diploma, credential, license, admission, employment, funding, client authorization, or a person’s eligibility. Use fictional, public, or minimum-necessary data only.
Preflight
Confirm exact age/context, family/learner notice, supervision, language and accessibility supports, offline alternatives, tool restrictions, human owners for safeguarding/privacy/accessibility/incidents, and the release class. Prohibit protected records, live accounts, purchases, public posts, unsupervised contact, real sensor deployment, regulated work, and real-person decisions.
Session pattern
10 minutes goal/access/status; 15 model; 25 guided practice; 25 independent or adapted practice; 20 safe simulation; 15 evidence; 10 feedback/correction; 5 privacy/assistance closeout.
Unit map
| Unit | Model | Watch for | Evidence/handoff |
|---|---|---|---|
| 1 | Problem/symptom sort | blame, private disclosure | baseline/question |
| 2 | Stakeholder map | missing voice, unauthorized contact | map/question |
| 3 | Source/data register | opinion treated as evidence | dated source record |
| 4 | Small project plan | impossible promise, unclear owner | plan/risk |
| 5 | Tool comparison | accounts, hidden AI, protected data | tool/assistance record |
| 6 | Prototype brief | scope creep, unsafe output | prototype/limit |
| 7 | Reproducible test | hidden steps, defect concealment | test/error log |
| 8 | Handoff role-play | missed escalation, worth judgment | board/handoff |
| 9 | Harm-prevention map | unsafe/unauthorized action | stop map/hold |
| 10 | Cost/value model | financial advice, unsupported benefit | dated model |
| 11 | Evidence defense | invented results, copied authorship | brief/defense |
| 12 | Capstone transfer | confusing completion with readiness | capstone/next plan |
Feedback and assessment
Use the task-level 0–4 scale: not yet shown; direct help; limited help; independently here; transfers and helps. Never score intelligence, dignity, character, accent, disability, family, immigration, trauma, or future potential. Offer oral, written, visual, demonstrated, translated, captioned, large-print, keyboard, extra-time, offline, and assistive-technology routes when they preserve the target. Require correction and retest, not shame.
Pause and escalate for unsafe work, missing authority/consent, protected data, inaccessible required evidence without an alternative, discrimination/harassment, false claims, undisclosed material assistance, live regulated activity, unsafe tool failure, or real-person decision-making.
Closeout
Confirm twelve evidence items or accessible equivalents, correction, assistance disclosure, source/data limits, noncompensable gates, next owner/date/source, alternate route, and human escalation. Safe wording: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.”
Capstone and evidence rubric — The final project, evidence packet, and transparent scoring guide.
Course 06 Grade 7 — Responsible-Building Capstone and Rubric
Brief
In a supervised fictional, public-data, or low-risk simulation, the learner investigates a bounded need, maps stakeholders, records source/data limits, builds a small prototype, runs reproducible tests, documents correction, and defends limitations. No protected records, live accounts, real-person decisions, public contact, purchases, regulated work, or unsupported outcome claims.
Evidence packet
- baseline/question; 2. stakeholder map; 3. source/data register; 4. plan/risk map; 5. tool/assistance record; 6. prototype; 7. test/error log; 8. handoff record; 9. harm-prevention map; 10. cost/value model; 11. evidence brief/defense; 12. transfer/next-step plan.
Rubric
| Dimension | 0 Not shown | 1 Direct help | 2 Limited help | 3 Independent here | 4 Transfers and helps |
|---|---|---|---|---|---|
| Problem/question | absent or blaming | sorts with rescue | mostly neutral | bounded, answerable question | reframes a new case |
| Sources/data | absent/misleading | labels with help | records most limits | dates, cites, scopes, qualifies | spots new evidence risk |
| Plan/roles | no sequence/owner | follows model | completes with prompts | milestones, risks, owner, stop | adapts to new constraint |
| Tool/prototype | unusable/unsafe | builds with direct help | completes most steps | minimum useful, documented, repeatable | chooses a better-fit tool |
| Testing/correction | no test or hides defect | tests after intervention | applies checks with help | reproducible tests and repair | predicts new failure |
| Collaboration/handoff | no usable handoff | uses script with help | mostly clear | owner/date/evidence/blocker visible | supports another handoff |
| Harm prevention | risk ignored | identifies after prompt | applies map with help | pauses/escalates and offers access route | transfers safeguards |
| Cost/value/defense | unsupported promise | repeats model | explains core evidence | dated assumptions, limits, own words | corrects a new claim |
Holds
False claim; missing consent/authority; unsafe or regulated activity; unnecessary protected data; inaccessible evidence without an alternate route; discrimination/harassment; undisclosed material assistance/copied authorship; real-person eligibility or service decision; or refusal to pause, correct, escalate, or retire.
Safe wording: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.”