A plain-English decoder for the Learning Runtime Hub | MindOS, Bolt & Student Interface.
The Learning Runtime uses words from several different worlds at once: learning science, classroom teaching, educational measurement, assessment, accessibility, human-computer interaction and eduKate’s own internal explanatory language.
That makes the system powerful to navigate once the vocabulary is familiar. It can also make a first visit feel harder than it should.
What is a learner state? What exactly is Bolt calibrating? Is a construct a skill? Is World Return a research term? Does “runtime” mean software is running inside a child? What is the difference between support, scaffold, interface and substitution? And when the Handbook says evidence is locally dependent, is that just another way of saying the questions look similar?
This glossary answers those questions directly.
The Learning Runtime is a conceptual control map for teaching and studying. It is not a medical model, not a psychological diagnosis, not a software claim about the human brain, and not a replacement for subject knowledge.
Some terms below are established educational or measurement terms. Others are eduKate labels that organise recurring decisions. Where a word has both a recognised technical meaning and a broader eduKate meaning, this glossary says so.
The Three Layers in One Minute
MindOS asks what appears to be happening in the learner’s thinking and learning process: attention, representation, retrieval, comparison, explanation, reasoning, judgement, transfer and metacognitive control.
Bolt asks what the evidence actually supports: what was measured, what the task represents, how trustworthy or independent the observations are, and how strong a conclusion is justified.
Student Interface asks how the learner encounters the work: instructions, sequence, resources, tools, prompts, feedback, accessibility, practice, navigation, handoff and the next useful action.
Together they ask three different questions:
- What may be happening in learning?
- What does the evidence really prove?
- What should the learner meet or do next?
Those questions overlap, but they should not collapse into one another.
House Terms and Established Terms
The most important reading rule is to know which kind of term you are looking at.
MindOS, Bolt, Student Interface, Learning Runtime and World Return are eduKate organising labels. They are names for parts of this learning-control architecture. They should not be presented as universal academic taxonomies.
Construct, validity, accessibility, calibration, retrieval, transfer, metacognition, self-regulation, scaffolding and local dependence have established technical or research uses beyond eduKate. Their definitions therefore need greater care.
The National Council on Measurement in Education’s assessment glossary is a useful reminder that technical usage can differ from everyday usage and that some measurement terms have more than one definition in the literature. NCME Assessment Glossary.
That matters especially for the word calibration. In formal educational measurement, calibration can refer to technical processes for placing scores or item parameters onto interpretable scales. In the Learning Runtime, Bolt also uses “calibration” in a broader control sense: keeping the strength of the conclusion proportionate to the quality of the evidence. When psychometric precision matters, use the narrower technical definition.
A
Access
Access means the learner can reach, perceive, navigate and respond to the learning task in a way that gives a fair opportunity to engage with the intended learning.
Access is not the same as making the task easier. A learner may need larger text, text-to-speech, a different input device, clearer navigation or another legitimate support while the intellectual target remains unchanged.
CAST’s Universal Design for Learning guidance makes a similar distinction: accessible materials and technologies should improve access and participation without inadvertently removing the challenge that belongs to the learning goal. CAST UDL: Assistive and accessible technologies.
Action
An action is what the learner, tutor, teacher or system actually does next. The Runtime tries to keep diagnosis connected to action. A theory that cannot change any decision may be interesting, but it is not yet doing useful control work.
Assessment Evidence
Assessment evidence is information produced by a task, observation, response, score, explanation or performance that can support an interpretation about learning or capability.
The important word is support. Evidence does not speak by itself. A correct answer may support a narrow claim about one response. It does not automatically establish durable understanding, independence or transfer.
B
Bolt
Bolt is eduKate’s label for the performance-calibration layer of the Learning Runtime.
Bolt does not ask only, “What score did the learner get?” It asks what generated that score, what the task actually measured, whether the evidence is sufficiently independent, what uncertainty remains, and how strong a conclusion the evidence deserves.
A learner scores 85 per cent on five very similar practice papers. Bolt asks whether the five results are really five independent confirmations, whether the papers share the same templates, whether the learner saw closely related questions before, and whether the score predicts performance on a fresh paper.
Bolt is therefore not a mark calculator. It is a discipline for preventing performance data from claiming more than it can carry.
Bottleneck
A bottleneck is the part of the learning or performance system currently limiting progress.
The bottleneck might be missing knowledge, slow retrieval, poor task interpretation, method selection, overloaded working memory, weak checking, inaccessible materials or examination timing. Fixing a non-bottleneck can create lots of activity without much improvement.
C
Calibration
Calibration has two meanings readers should keep apart.
In formal measurement, calibration can refer to technical statistical work that relates scores, items or parameters to a measurement scale. The NCME glossary provides the specialised measurement sense. NCME Assessment Glossary.
In Bolt, calibration is also used more broadly to mean matching confidence to evidence. If the evidence is thin, the conclusion should remain modest. If evidence is repeated under independent, appropriately varied conditions, stronger claims may become justified.
“The learner got this right once” and “the learner owns this skill” therefore require different levels of calibration.
Capability
A capability is something the learner can do under specified conditions.
The conditions matter. “Can solve simultaneous equations with a worked example visible” is not the same capability claim as “can recognise and solve a simultaneous-equations problem independently inside mixed examination practice”.
Cognitive Strategy
A cognitive strategy is a way of doing the thinking required by the task: summarising, comparing, retrieving, representing, rehearsing, explaining or organising information, for example.
This differs from a metacognitive strategy, which helps the learner plan, monitor or evaluate how the cognitive work is going.
Comparison
Comparison is the learner’s act of examining two or more cases for meaningful similarity and difference.
In MindOS, comparison matters because understanding often becomes more visible when a learner can distinguish near neighbours: mass from weight, evaporation from boiling, evidence from explanation, or a linear from a quadratic relationship.
Confidence
Confidence is a belief about how likely one is to be correct or capable. It is not the same as capability itself.
High confidence can accompany weak performance. Low confidence can accompany strong performance. The Runtime therefore treats confidence as useful information, not as a substitute for evidence.
Construct
A construct is the attribute, knowledge, skill or capability an assessment is intended to represent or support an inference about.
If a task is intended to measure scientific reasoning but success depends heavily on unusually difficult vocabulary, the score may partly reflect reading demands rather than only the intended scientific construct.
This is why Bolt repeatedly asks: What exactly does this evidence represent?
Construct-Irrelevant Demand
A construct-irrelevant demand is something that affects performance even though it is not part of what the task is supposed to measure.
Poor interface navigation, unnecessary language complexity or a motor demand can interfere with a learner’s opportunity to show the target capability. The NCME glossary describes accessibility partly in terms of preventing irrelevant task characteristics from blocking demonstration of the target construct.
D
Dashboard
A dashboard is a display that summarises learning or performance information.
Dashboards are interfaces, not truth machines. A green indicator can hide weak evidence if the underlying metric is poorly chosen. Bolt therefore asks what data sit underneath the display and what decisions the display is safe to support.
Diagnosis
In the Learning Runtime, diagnosis means educational diagnosis: separating plausible explanations for a learning or performance problem so that the next teaching action can be better chosen.
It is not a medical diagnosis and should not be presented as one.
A learner who cannot answer a question may lack the concept, misread the wording, retrieve too slowly, choose the wrong method or lose track of a multi-step procedure. Those possibilities require different interventions.
E
Evidence
Evidence is information that changes how reasonable a learning or performance claim is.
Useful evidence is not merely abundant. It should be relevant to the claim, generated under interpretable conditions and sufficiently independent from other evidence when independence matters.
Evidence Independence
Evidence independence asks whether two observations genuinely add separate information.
If four questions all depend on one passage, one diagram or one shared misconception, their results may be more related than four separate questions from genuinely different contexts.
In formal psychometrics, local independence is a technical modelling assumption. Testlet research examines what happens when items sharing a common stimulus remain locally dependent. NCME’s professional-learning materials discuss testlet models specifically for cases where local item dependence is present. NCME: Testlet Models.
In ordinary tutoring, the broader lesson is simpler: five closely related successes may not equal five independent confirmations of mastery.
Explanation
Explanation is a learner’s account of how or why something works, happens or follows.
Explanation can reveal connections that a selected answer cannot. But a fluent explanation can also be memorised. The Runtime therefore treats explanation as one evidence type among several, not automatic proof of transferable understanding.
F
Feedback
Feedback is information intended to improve a later attempt, decision or performance.
The Runtime is interested in feedback uptake, not merely feedback delivery. The important question is whether the learner’s next relevant action changes in a useful way.
Friction
Friction is avoidable effort that makes it harder for the learner to reach or use the intended learning task.
Examples include unclear navigation, needless switching between apps, poorly labelled files, inaccessible formatting, confusing instructions or repeated searching for the correct resource.
Not all difficulty is friction. Productive cognitive effort belongs to learning. The interface should remove unnecessary obstacles without removing the thinking the learner needs to do.
H
Handoff
A handoff occurs when responsibility, information or action passes from one person, tool, lesson, subject or part of the system to another.
A tutor may hand a learner back to independent practice. A diagnostic page may hand a reader to a subject owner. A tool may hand control back to the learner after providing temporary support.
A good handoff preserves the information needed for the next step without permanently keeping control in the previous layer.
I
Independence
Independence means the learner can carry the target part of the work without the support that previously performed that part for them.
Independence does not mean isolation. Learners can appropriately use reference materials, accessibility tools, teachers and peers. The question is whether the learner still owns the thinking or performance that the learning goal requires.
Interface
An interface is the point through which a learner encounters and acts on a learning system.
A worksheet is an interface. A textbook page is an interface. A tutor’s spoken instruction is an interface. A learning platform is an interface. An AI chat can be an interface.
The interface shapes what the learner sees, what choices are available, what help arrives, what feedback is visible and how easily the learner can recover after getting lost.
J
Judgement
Judgement is the act of deciding what a piece of information, answer or result means for the next action.
Judgement matters because the same score can justify different actions in different contexts. A first practice score may be diagnostic. A final mock score may be used to decide readiness. A school test may contain different content from the tuition route. The number does not make the decision on its own.
L
Learner State
Learner state is an eduKate Runtime description of the learner’s current condition relative to a learning job.
It is deliberately temporary and task-linked. A learner can be in a weak retrieval state for one topic while reasoning very well in another. State language should therefore not harden into identity language.
“Retrieval is unstable here” is more useful than “this is a weak student”.
Learning Runtime
Learning Runtime is eduKate’s umbrella label for the active coordination of learner state, evidence quality and the learner-facing interface while learning is happening.
The word runtime is borrowed from computing as a metaphor for what is happening while a system is operating. It does not claim that a human learner literally runs a software operating system.
The metaphor is useful because a curriculum on paper is not the same thing as learning in motion. During live learning, attention shifts, evidence arrives, help is requested, misconceptions surface, tasks change and decisions need to be made.
Local Dependence
Local dependence is a technical assessment term for situations in which responses remain related in ways a measurement model expected not to remain after accounting for the target proficiency or latent variable.
One common practical example is a testlet: several questions share the same passage, scenario or stimulus. Success on one may therefore be statistically related to success on another beyond the main ability being modelled.
The Runtime uses this technical idea cautiously as a reminder not to count clustered evidence as though every observation were independent. The formal psychometric concept is narrower than the everyday phrase “these questions are related”.
M
Metacognition
Metacognition concerns knowledge and regulation of one’s own thinking and learning. In classroom guidance, it is often made practical through planning, monitoring and evaluating how learning is proceeding.
The Education Endowment Foundation’s updated guidance emphasises explicit teaching of metacognitive strategies and situating them within real subject learning rather than treating metacognition as an abstract add-on. EEF: Metacognition and Self-Regulated Learning.
In MindOS, metacognitive control appears when the learner can notice that a strategy is failing, choose another one, check progress and decide what to do next.
MindOS
MindOS is eduKate’s label for the learner-state and learning-process layer of the Runtime.
The “OS” is a metaphor. MindOS is not a claim that cognition literally operates like a computer operating system. It is a navigational map that helps tutors and learners separate recurring jobs such as attention, representation, retrieval, comparison, explanation, reasoning, judgement, transfer and metacognitive control.
Its purpose is practical: when learning breaks down, do not automatically give more of the same work. Ask which process currently appears unstable and what evidence would confirm or disconfirm that interpretation.
N
Next Useful Action
The next useful action is the smallest sensible move that advances learning or reduces the uncertainty preventing a good decision.
Sometimes it is teaching. Sometimes it is asking one diagnostic question. Sometimes it is giving independent practice. Sometimes it is stopping and checking a prerequisite. Sometimes it is simply showing the learner where the correct resource is.
The Runtime prefers a useful next action over a large generic intervention whose purpose is unclear.
O
Observation
An observation is what was actually seen, heard or recorded before an explanation is attached to it.
“The learner paused for forty seconds before every fraction comparison” is an observation. “The learner does not understand fractions” is an inference.
Keeping those stages separate is central to good diagnosis.
Observer Attention
Observer attention means the subset of classroom activity an observer actually notices and encodes.
Two observers can watch the same lesson and attend to different evidence. One may notice questioning; another may notice learner participation. Bolt treats observation as evidence that has a viewpoint, sampling process and possible blind spots.
P
Performance
Performance is what the learner produces under particular conditions.
Performance is evidence about learning, but it is not identical to learning. A learner can know something and fail to produce it under pressure. A learner can also produce a correct response through imitation, prompting or a narrow rehearsal that does not transfer.
Performance Calibration
Performance calibration is the Bolt job of interpreting performance without exaggerating what it proves.
The phrase is an eduKate control label, not a single universal research construct. It combines questions about measurement, task conditions, evidence independence, uncertainty and claim strength.
Performance Loop
The Performance Loop is the recurring cycle through which a learner meets a task, acts, receives a result or feedback signal, adjusts and attempts again.
The loop becomes educationally useful when the feedback changes later performance and responsibility gradually returns to the learner.
Prompt
A prompt is a cue that helps initiate, continue or correct a process.
Prompts differ in strength. “What should you check first?” leaves more decision-making with the learner than “Use the formula on the previous page”. The Runtime therefore treats prompting as a support condition that belongs in the interpretation of performance.
R
Reasoning
Reasoning is the process of using information, rules, relationships or evidence to reach a conclusion.
MindOS distinguishes reasoning from simply recalling a stored answer. Retrieval can supply the pieces; reasoning connects or transforms them.
Representation
A representation is the form in which an idea is expressed or mentally organised: words, diagrams, equations, tables, graphs, models, timelines, examples or other structures.
A learner can understand one representation and still struggle to translate to another. That is why a failure on a graph does not automatically mean the underlying concept is absent.
Resource
A resource is material the learner can use: notes, worked examples, textbooks, videos, reference sheets, dictionaries, practice sets or digital content.
A resource becomes part of the Student Interface when the system decides when it appears, how it is labelled and what the learner is expected to do with it.
Retrieval
Retrieval is bringing knowledge or a procedure back from memory when it is needed.
Retrieval is different from recognition. A learner may recognise a formula on a page yet fail to retrieve it when the formula is not visible.
Practice guidance from AERO and the US What Works Clearinghouse treats active retrieval and spaced practice as useful ways to strengthen later availability of learning when implemented appropriately. AERO: Vary practice · WWC: Organizing Instruction and Study to Improve Student Learning.
Return Condition
A return condition is an eduKate Runtime rule for deciding when temporary support should give control back to the learner or to the correct owner in the wider learning system.
If an interface gives a hint, the return condition asks when the learner should attempt the thinking again. If a diagnostic article helps identify a Science misconception, the return condition sends the learner back to the Science owner rather than allowing the diagnostic layer to become a substitute Science curriculum.
Route
A route is the current path from the learner’s present state towards the intended capability.
A route can contain diagnosis, explanation, practice, feedback, verification and transfer. It should be allowed to change when evidence changes.
Rubric Construct Alignment
Rubric construct alignment asks whether the features rewarded by a rubric correspond closely enough to the teaching or capability the rubric is supposed to represent.
If a classroom-observation rubric rewards visible activity but ignores the quality of learner thinking, high ratings may not support the claim the observer thinks they support.
Runtime
Runtime means the learning system while it is operating, not merely the curriculum or plan before use.
It is a computing metaphor used for educational control. The value of the metaphor is that live learning contains state changes, feedback, branching and handoffs that are invisible in a static syllabus document.
S
Scaffold
A scaffold is temporary support that helps the learner successfully engage with learning that is not yet stable enough to perform alone.
AERO distinguishes planned scaffolds prepared in advance from contingent scaffolds introduced in response to needs that arise during learning, and it emphasises gradually fading scaffolds as proficiency develops. AERO: Scaffold practice.
The Runtime adds one control question: what part of the job is the scaffold carrying, and when should that part return to the learner?
Score
A score is a numerical or categorical summary of performance under particular scoring and task conditions.
A score is not a direct photograph of learning. It is an output from a measurement process. Bolt therefore asks what the score represents, how precise it is, what supports were present and what decision it is being used to make.
Self-Regulation
Self-regulation is the learner’s increasing ability to manage learning through planning, monitoring, strategy choice, adjustment and evaluation.
EEF’s current guidance links metacognition and self-regulation to explicit strategy teaching and increasing learner independence. EEF: Metacognition and Self-Regulated Learning.
State
A state is a temporary description of what appears true in the system now.
State language is useful because it resists permanent labels. A learner can move from “retrieval unstable” to “retrieval stable but transfer weak” as evidence changes.
Student Interface
Student Interface is eduKate’s label for the layer through which the learner meets the task, instructions, resources, tools, prompts, feedback and next action.
The Student Interface can be digital or non-digital. A teacher’s sequence of questions, a worksheet layout and a revision pack can all function as interfaces.
The design goal is not maximum convenience. It is productive access: remove unnecessary friction while preserving the thinking the learner must eventually perform.
Substitution
Substitution occurs when a support stops helping the learner perform the target thinking and begins performing that thinking instead.
An example may scaffold. Giving the exact method every time may substitute for method selection. A grammar tool may support editing. Rewriting the learner’s whole sentence may substitute for the target writing decision.
Support and substitution therefore cannot be distinguished only by the tool used. They are distinguished by what cognitive or performance job the tool carries.
T
Task
A task is the structured demand placed before the learner.
Tasks have content, instructions, representations, response demands, timing, supports and success criteria. Changing any of those can change the evidence produced.
Tool
A tool is something the learner or tutor uses to accomplish part of the work: calculator, dictionary, diagram, checklist, search engine, AI assistant, text-to-speech system or other support.
The Runtime does not classify a tool as good or bad in isolation. It asks whether the tool is appropriate to the target, whether it changes what is being measured, whether the learner can use it effectively and whether it creates dependency or useful access.
Transfer
Transfer is successful use of learning when a relevant feature changes.
The wording may change. The example may change. The subject context may change. The tutor may disappear. The method label may no longer be visible.
AERO’s varied-practice guidance explicitly aims to help learners retain and use knowledge and skills adaptably across different contexts and applications. AERO: Vary practice.
In the Runtime, transfer is one of the strongest tests that learning has moved beyond a memorised local route.
U
Uncertainty
Uncertainty is what remains unknown after considering the available evidence.
The Runtime does not treat uncertainty as failure. It treats uncertainty as something to manage. Sometimes the correct next move is not a stronger conclusion but a better probe.
Validity
Validity concerns the degree to which evidence and theory support the interpretations and uses made from assessment results.
In plain English: the important question is not simply whether a test looks professional. It is whether the conclusions and decisions we make from the results are adequately supported.
When the Runtime uses the word informally, it should not be allowed to erase the richer technical meaning used in educational measurement.
W
Weak State
A weak state is an eduKate descriptive label for a learning process that currently appears unstable enough to constrain the next learning job.
It is not a diagnosis of the learner as a person. It is not a permanent category. It should be revised when new evidence arrives.
The useful sentence is “retrieval appears weak for these facts under delayed conditions”, not “the learner has weak memory”.
World Return
World Return is an eduKate Learning Runtime label for the final question after support:
Does more useful capability now live with the learner in the real conditions that matter?
The term is not a standard academic construct.
It is a control question designed to prevent the learning system from confusing successful support with successful learning. The interface may have carried the learner beautifully through the lesson. World Return asks what came back to the learner afterwards.
Can the learner retrieve the idea later? Choose the method without the label? Explain it in their own words? Use it in a changed context? Recover after an error? Perform with less prompting?
If yes, the system has returned capability rather than merely producing a smooth supported performance.
Five Distinctions That Prevent Most Runtime Misreadings
1. Learning State is not Learner Identity
A state describes what appears unstable now for a particular job. Identity language turns a temporary instructional problem into a trait of the person.
Use: “method selection is unstable in mixed algebra questions.”
Avoid: “this learner is bad at algebra.”
2. Support is not Substitution
Support increases the learner’s ability to perform or learn while preserving the eventual target for learner ownership.
Substitution quietly transfers the crucial thinking to the helper or tool.
The same worked example can be excellent support while learning the method and poor evidence of independent method selection if left visible during verification.
3. Performance is not Learning
Performance is what happened on this attempt under these conditions.
Learning is the more durable change we infer from patterns of later performance, explanation, retrieval and transfer.
4. Evidence Volume is not Evidence Strength
Twenty near-copy questions can produce a lot of data and still tell us less than a few carefully chosen changed-condition tasks.
Bolt therefore asks what new uncertainty each piece of evidence actually removes.
5. Accessibility is not Lowering the Learning Goal
A learner may need a different route into the same intellectual target. Good accessibility removes barriers that are irrelevant to the target rather than removing the target itself.
One Worked Runtime Example
Consider a fictional learner, Maya, who appears to understand ratio during tuition but repeatedly fails mixed ratio questions in timed practice.
A weak explanation would be: “She knows it in class but panics in tests.” That may be true, but it is too broad to guide the next teaching move.
MindOS separates the possible state. Can Maya retrieve the ratio relationship? Can she represent the problem? Can she distinguish a ratio question from a fraction or rate question? Can she explain why a method applies? Does the failure appear only when questions are mixed?
A short fresh probe shows something interesting. When told “this is a ratio question”, Maya solves it correctly. When the label disappears, she often chooses a fraction procedure. The weak state therefore appears closer to method selection and representation than to missing procedural knowledge.
Bolt now checks the evidence. Were the successful tuition questions all blocked by topic? Were the practice worksheets visibly titled “Ratio”? Were repeated results coming from essentially the same question family? The apparent mastery may have been supported by task cues that disappeared in mixed practice.
Student Interface then changes the next task. Instead of another page of labelled ratio exercises, Maya receives a small mixed set and a temporary comparison prompt: “What relationship is this question describing?” The prompt supports classification without naming the method.
After several successful attempts, the prompt fades. A delayed mixed set appears later. Then the context changes again.
World Return asks whether Maya can now recognise and use the ratio structure without the temporary interface carrying that decision.
The terminology has done useful work because each layer changed a real tutoring decision.
For Parents: Translate the Runtime Into Six Questions
- What exactly is my child finding difficult?
- How do we know that is the real problem rather than only the visible symptom?
- What help is currently making the task possible?
- What can my child do when that help is reduced?
- Does the improvement survive a fresh question, a delay or a changed context?
- What is the next useful action if it does not?
You do not need to say “MindOS” or “Bolt” at home. If the plain-English question is clearer, use the plain-English question.
For Learners: Translate It Again
- What am I actually trying to do?
- Where do I get stuck?
- What help am I using?
- Can I do the same thinking without that help?
- Can I still do it when the question looks different?
- What should I try next?
That is most of the Learning Runtime in six ordinary questions.
For Tutors: The Runtime Discipline
The Learning Runtime is not useful because it gives tutoring more terminology.
It is useful only when the terminology prevents a bad decision.
MindOS should stop us from treating every error as a knowledge gap.
Bolt should stop us from treating every score as equally strong evidence.
The Student Interface should stop us from blaming learners for friction created by the way the work was presented.
World Return should stop us from congratulating ourselves when the support system performs brilliantly but the learner remains dependent on it.
And all four should stop when the subject itself needs to take over. A Mathematics misconception belongs to Mathematics. A scientific mechanism belongs to Science. A language problem belongs to the appropriate English owner. The Runtime coordinates learning; it does not erase disciplinary ownership.
Reference Points
The eduKate-specific labels on this page are explained by the Learning Runtime itself. Established educational and measurement terms are aligned, where useful, with current authoritative guidance and professional reference material.
- National Council on Measurement in Education — Assessment Glossary
- National Council on Measurement in Education — Testlet Models and Local Item Dependence
- Education Endowment Foundation — Metacognition and Self-Regulated Learning
- Australian Education Research Organisation — Scaffold Practice
- Australian Education Research Organisation — Vary Practice
- CAST Universal Design for Learning Guidelines — Accessible Materials and Technologies
- What Works Clearinghouse — Organizing Instruction and Study to Improve Student Learning
The Final Translation
When the Learning Runtime says MindOS, ask: what appears to be happening in the learner?
When it says Bolt, ask: what does the evidence genuinely justify?
When it says Student Interface, ask: what does the learner meet next, and is the interface helping without taking over?
When it says World Return, ask: after all that help, what capability now belongs more securely to the learner?
If those four questions stay clear, the jargon has done its job.
If the jargon makes those questions harder to see, use the plain English instead.
Continue through the Learning Runtime Hub | MindOS, Bolt & Student Interface or open the Complete Learning Runtime Index.
