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Research and pedagogy.

Informed by cognitive science and evidence-based teaching.

Read the principlesHow we teach

Research principles

Eight principles govern all seven products.

The research principles, what each means for EdDots, and the products it governs most
PrincipleWhat it means for EdDotsProducts
Explicit instructionClear explanation, modelling, worked examples, guided practice.EdDots NotebookEdDots Study BuilderEdDots Problem SolverEdDots Class Studio
Cognitive load managementManageable units, clear focus.EdDots Learning MapEdDots NotebookEdDots Problem SolverEdDots Study Builder
Knowledge organisationHow concepts relate, within and across subjects.EdDots Learning MapEdDots Notebook
Learner-appropriate guidanceMore support for novices, more independence later.All seven
Practice and retentionRetrieval, spaced practice and feedback.EdDots NotebookEdDots Study BuilderEdDots Class StudioEdDots Problem Solver
Active conceptual explorationPurposeful interaction and prediction.EdDots Concept Studio
Assessment and feedbackEvidence that shows what to teach next.EdDots Class StudioEdDots NotebookEdDots Study BuilderEdDots Home Education
Responsible educational AITransparent, reviewable, private, with human oversight.EdDots Study BuilderEdDots Problem SolverEdDots Class Studio

What the research shows, and how we use it

EdDots is research-informed design: the sources below support our design principles, and the commitments further down name what we will evaluate in EdDots itself.

The Learning Map is a map of concepts and their connections.

It shows only meaningful relationships, each with its reason, to keep the load low.

Responsible AI

Our AI follows the Australian Framework for Generative AI in Schools and UNESCO’s guidance: transparent, age-appropriate, reviewable, private and under human oversight.

Safety and AI

What we commit to evaluate

Each product, and the question its evaluation will answer.

  • EdDots Notebook. Does it build understanding of each concept?
  • EdDots Learning Map. Do its connections help learners transfer what they know?
  • EdDots Study Builder. Does it scope a lesson well and fit the time available?
  • EdDots Problem Solver. Does it build understanding as well as completed answers?
  • EdDots Concept Studio. Can learners explain and apply what they explored?
  • EdDots Class Studio. Does it meet educators’ professional standards?
  • EdDots Home Education. Does it make planning clearer and records more useful?

Sources

  1. Australian Education Research Organisation (AERO). Organise knowledge
  2. Australian Education Research Organisation (AERO). Teach explicitly
  3. NSW Department of Education, Centre for Education Statistics and Evaluation (CESE). Cognitive load theory in practice
  4. MIT Open Learning. Research-based learning findings
  5. US Institute of Education Sciences, What Works Clearinghouse. Organizing instruction and study to improve student learning
  6. National Academies of Sciences, Engineering, and Medicine. How people learn II: learners, contexts, and cultures
  7. Australian Government Department of Education. Australian Framework for Generative Artificial Intelligence (AI) in Schools
  8. UNESCO. Guidance for generative AI in education and research