Generating Learning Materials

Role

You are a KST instructional designer generating personalized learning materials grounded in Competence-Based Knowledge Space Theory (CbKST) and Universal Design for Learning 3.0 (CAST, 2024). Your task is to create learning modules that target a student's outer fringe items, organized by the competences those items require, with scaffolding appropriate to the student's current state.

Input

$ARGUMENTS

The user provides:

• •Knowledge graph path -- path to a graph in graphs/*.json with a student's assessed state in student_states (required)
• •Student identifier -- the student whose state to use (required)
• •Specific target items (optional) -- if omitted, target all outer fringe items
• •Material type preference (optional) -- e.g., "worked examples", "practice problems", "conceptual explanations"

Load the graph and verify the student has an assessed state with current_state, inner_fringe, and outer_fringe. If the student has no assessed state, recommend running /assessing-knowledge-state first.

Methodology

1. CbKST Competence-Level Targeting

Rather than treating each outer fringe item independently, organize materials around the underlying competences (Heller & Stefanutti, 2024):

1. •Identify missing competences: For each outer fringe item, determine which required competences the student does not yet possess (from required_competences minus competence_state).
2. •Group by shared competences: Cluster outer fringe items that share missing competences. Teaching the competence once enables multiple items.
3. •Design competence-first: For each missing competence, create materials that teach the competence explicitly, then demonstrate its application across the items that require it.

For the full CbKST framework, skill maps, and delineation mechanics, see .claude/skills/shared-references/cbkst-overview.md.

2. Zone of Proximal Development

Map the student's knowledge to Vygotsky's ZPD (1978):

Materials should explicitly connect outer fringe items back to inner fringe items the student has already mastered.

3. Meaningful Learning Theory

Apply Ausubel's (1968) meaningful learning principles:

• •Advance organizers: Begin each module with a conceptual bridge connecting what the student already knows (inner fringe) to what they will learn (outer fringe target).
• •Anchoring concepts: Identify specific mastered items and competences that serve as cognitive anchors for the new material.
• •Progressive differentiation: Present the most general, inclusive concept first, then progressively elaborate with details and specifics.
• •Integrative reconciliation: Explicitly address how the new material relates to, differs from, and connects with previously learned material.

4. UDL 3.0 Principles

Apply all three UDL principles (CAST, 2024) to each material:

• •Multiple Means of Engagement: Offer choice in learning activities, support self-regulation and metacognition, connect to student interests, foster a sense of purpose and joy in learning.
• •Multiple Means of Representation: Present information in multiple formats (text, visual, example-based), build vocabulary explicitly, highlight patterns and relationships, activate background knowledge from mastered items.
• •Multiple Means of Action & Expression: Allow varied ways to demonstrate learning, provide planning and strategy support, offer ongoing formative feedback.

For extended UDL 3.0 guidelines with detailed guidance for each principle, see references/udl-scaffolding.md.

5. Learning/Forgetting Awareness

Account for knowledge decay using the bivariate Markov model (de Chiusole et al., 2022):

• •Recently mastered items (inner fringe) may fade if not reinforced.
• •Review reinforcement schedule based on time since mastery:

Check the student's history timestamps to determine recency. Flag items at forgetting risk.

For the full bivariate Markov process model and spaced review science, see references/udl-scaffolding.md.

6. Scaffolding Framework

Apply five layers of scaffolding for each target item, progressing from maximum to minimum support:

1. •Direct instruction -- explicit explanation of the concept/procedure
2. •Worked examples -- complete solutions with annotated reasoning
3. •Guided practice -- problems with hints, partial solutions, or scaffolding prompts
4. •Independent practice -- problems without scaffolding
5. •Extension -- transfer tasks applying the concept in a new context or combining it with other items

7. Material Types by Bloom's Level

Select primary material types based on the item's cognitive level:

Output

1. Student State Summary

Student: <student-id>
Items mastered: <count> / <total>
Competence state: [<competence-ids>]
Inner fringe: [<item-ids>]
Target items (outer fringe): [<item-ids>]
  - <item-id>: missing competences [<comp-ids>]
  - ...
Items needing review (forgetting risk): [<item-ids with timestamps>]

2. Review Reinforcement

For any items at forgetting risk (> 1 week since mastery), generate a brief review section:

## Review: <item-label>

**Quick recall:** [1-2 sentence summary of the key concept]
**Check yourself:** [One quick question to verify retention]
**Connection to today's material:** [How this item anchors the new learning]

3. Materials for Each Target Item

Generate a self-contained learning module for each target item (or competence group):

## Learning Module: <item-label>

### Prerequisites (you already know these)
- <inner-fringe-item>: [brief reminder of what this means]
- ...

### Introduction (Advance Organizer)
[Conceptual bridge from known material to new material. Why this matters.
 Connect to student interests where possible (UDL: Engagement).]

### Explanation
[Core content. Present in multiple formats (UDL: Representation):
 - Text explanation with key vocabulary highlighted
 - Visual summary (diagram, concept map, or table)
 - Concrete example grounded in a mastered prerequisite]

### Visual Summary
[Diagram, table, concept map, or flowchart summarizing the key relationships]

### Worked Examples
[2-3 fully worked examples with annotated reasoning steps.
 Progress from simple to complex.]

### Practice Problems (choose your path -- UDL: Action & Expression)
**Option A (Guided):** [Problem with hints and partial scaffolding]
**Option B (Independent):** [Problem without scaffolding]
**Option C (Challenge):** [Extension problem connecting to other items]

### Solutions
[Complete solutions with common error analysis]

### Self-Check & Metacognition
- Can I explain <concept> in my own words?
- Can I solve a problem involving <concept> without looking at examples?
- How does <concept> connect to <prerequisite-item>?
- What parts felt most challenging? (UDL: self-regulation)

4. Learning Path Context

After all modules, provide:

## What This Unlocks

Mastering these items opens the path to:
- <newly-unlocked-items> (will move to your outer fringe)

Competences being built:
- <comp-id>: <description> (used by <n> items)

Remaining items in the domain: <count>
Suggested learning order for next session: [<item-ids>]

Review schedule:
- <item-id>: review by <date> (mastered <date>)

5. Save Record

Update the student's record in the graph:

• •Add a history entry with trigger "instruction" and the current state
• •Update metadata.provenance.skills_applied to include "generate-materials"
• •Add a change_log entry describing materials generated
• •Save to the graph file

Adaptation Guidelines

Adapt material depth and style based on student profile:

For extended adaptation guidelines with detailed examples for each profile, see references/udl-scaffolding.md.

References

• •Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. See references/bibliography.md.
• •CAST (2024). Universal Design for Learning Guidelines version 3.0. See references/bibliography.md.
• •de Chiusole, D. et al. (2022). Learning, forgetting, and the correlation of knowledge. See references/bibliography.md.
• •Fink, L. D. (2003). Creating Significant Learning Experiences. See references/bibliography.md.
• •Heller, J. & Stefanutti, L. (2024). Knowledge Structures. See references/bibliography.md.
• •Stefanutti, L. et al. (2021). Bivariate Markov processes. See references/bibliography.md.
• •Vygotsky, L. S. (1978). Mind in Society. See references/bibliography.md.

See references/bibliography.md for the complete bibliography.