# Vanderbilt Data Science Knowledge Spaces Generating Learning Materials > Generating Learning Materials - Skill: `tomevault-io/vanderbilt-data-science-knowledge-spaces-generating-learning` (Agent Skill, multi-file: 2 files) - Install (CLI): `npx skillmds@latest add tomevault-io/vanderbilt-data-science-knowledge-spaces-generating-learning` - Raw SKILL.md: https://api.skillmd.com/api/skills/tomevault-io/vanderbilt-data-science-knowledge-spaces-generating-learning/raw - Safety review: pending (external: skill-scanner PASS, skillspector PASS) - Works with: Claude Code, Claude.ai, OpenAI Codex - Category: Coding & Dev Tools - Author: tomevault-io (https://skillmd.com/u/tomevault-io) - Updated: 2026-09-17 - Page: https://skillmd.com/skills/tomevault-io/vanderbilt-data-science-knowledge-spaces-generating-learning --- # 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): | Zone | KST Equivalent | Instructional Role | |------|---------------|-------------------| | Already mastered | Current knowledge state K | Anchoring concepts for new material | | Inner fringe | Most recently mastered items in K | Bridge concepts connecting known to new | | Outer fringe | Items ready to learn (target) | ZPD -- where learning happens with support | | Beyond fringe | Items whose prerequisites are not yet met | Not yet accessible -- do not target | 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: | Time Since Mastery | Review Action | |-------------------|---------------| | < 1 week | No dedicated review needed | | 1-4 weeks | Brief review embedded in new material (use as anchoring examples) | | > 4 weeks | Dedicated review section before building on the item | 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: | Bloom's Level | Primary Material Types | Fink Dimensions | |--------------|----------------------|-----------------| | Remember | Flashcards, mnemonics, definition summaries, retrieval practice | Foundational Knowledge | | Understand | Concept explanations, analogies, visual representations, compare/contrast | Foundational Knowledge, Integration | | Apply | Worked examples, step-by-step procedures, practice problem sets | Application | | Analyze | Case studies, error analysis exercises, component diagrams | Application, Integration | | Evaluate | Criteria checklists, peer review frameworks, argument analysis | Human Dimension, Caring | | Create | Design prompts, synthesis tasks, project templates | Application, Learning How to Learn | --- ## Output ### 1. Student State Summary ``` Student: Items mastered: / Competence state: [] Inner fringe: [] Target items (outer fringe): [] - : missing competences [] - ... Items needing review (forgetting risk): [] ``` ### 2. Review Reinforcement For any items at forgetting risk (> 1 week since mastery), generate a brief review section: ``` ## Review: **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: ### Prerequisites (you already know these) - : [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 in my own words? - Can I solve a problem involving without looking at examples? - How does connect to ? - 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: - (will move to your outer fringe) Competences being built: - : (used by items) Remaining items in the domain: Suggested learning order for next session: [] Review schedule: - : review by (mastered ) ``` ### 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: | Student Profile | Adaptation | |----------------|------------| | **Struggling** (few items mastered, many incorrect in assessment) | More worked examples, smaller steps, additional scaffolding layers, more review reinforcement | | **Advanced** (many items mastered, strong assessment) | Fewer worked examples, more extension tasks, cross-topic integration, emphasis on Create level | | **Gaps** (non-contiguous mastery pattern) | Focused prerequisite review before targeting fringe, explicit bridge materials | | **Long gaps** (items mastered > 4 weeks ago) | Dedicated review modules before new material, spaced retrieval practice | > 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. --- > Converted and distributed by [TomeVault](https://tomevault.io/claim/vanderbilt-data-science) — claim your Tome and manage your conversions.