Access authorised resources
In the existing library, search for a work and filter by subject, level, language or provenance. Read its licence and access mode: an authorised copy, a direct resource link, or a catalogue requiring search. Rights, exam embargoes and partner access remain enforced during semantic search. See library.
Semantic retrieval and resource ranking extend the educator journey when enabled by configuration. Select a resource, check its relevance and recommend it to a class through the existing action. Individual recommendations can follow the reviewed intervention in the support panel below. The pupil finds recommendations in their library; a search result does not automatically assign a resource.
Learning support in an OHADA school
The Learning support panel appears in the educator library and academic structure only when the pilot is enabled and the country allowed. It is not offered as an Austrian school workspace.
- The founder, director or censeur defines a competency linked to a subject.
- The teacher maps an assignment or exam question to a competency in the existing screen. They can add an observation for a pupil within their scope.
- Select the pupil and competency, then request the estimate. Read the evidence count, method and individual observations/assessments used.
- Request a support suggestion, review it and accept or reject it. An accepted resource recommendation reuses the existing library flow; a tutoring suggestion opens discovery, without automatically assigning a tutor.
- Record follow-up after the intervention. Management can review a descriptive 30-day summary; it does not demonstrate educational effectiveness.
R4 is a research support estimate, not a grade or validated mastery score. It does not diagnose a learner, automatically grade their work or decide promotion, repetition or tutor assignment. Decisions remain human. An evaluation report marked “validation pending” is not validation.
Data and remote inference
Remote R1/R2 send only bounded non-personal resource metadata when local options and the service are actually configured. Private learner evidence stays in the school data plane. Local retrieval remains the fallback when the remote service is unavailable. Setting a Worker variable does not enable a pilot on every school installation.
Academy: two different scopes
Developer Academy exists for developer/partner training and certification. It is distinct from the learner-facing Academy.
The learner-facing Academy is ONE catalogue: a course, a programme, a workshop, a webinar and an event differ in how long they take and in whether they happen at a date, not in kind. The catalogue is public at /academy, an item opens at /academy/:itemId, and a signed-in learner registers, works through the item’s activities and follows their own progress.
Two things are not the learner’s to decide. PUBLICATION is human-reviewed: a draft becomes visible only through review, and a creator cannot publish their own work. COMPLETION is decided by the server, from the requirement the item itself states - a learner reports an activity they carried out, and the server decides whether it meets the requirement. A recognition exists only where that decision has just come back complete.
An item’s activities POINT AT library resources rather than copying them, so whether a learner may read one is decided where the resource lives and where its rights are held. Availability follows the rule every other module follows: the country’s catalogue, licences and activation decide what is offered. No educational outcome is guaranteed.
Resource access in Austria and each OHADA country depends on catalogues, licences, features and actual activation. No educational outcome, diagnosis or educational benefit is guaranteed.
