Teachers and professors
Goal: Create a course hub that makes a learning goal, assessment rubric, and teaching reflection reusable without collecting individual student records.
When this helps
Your next term begins soon. You have last year's slides, a rubric, and a memory that learners struggled to tell an observation from an interpretation. The useful question is what to change in the next lesson, and why. A course hub connects the evidence behind that decision so a colleague can continue the preparation too.
Use Course practice as the exercise theme. This works for a school class, a university module, or an adult-learning course. Start with one assignment and one lesson improvement, then connect the wider curriculum as you need it.
Before you start: Complete your first workspace and select a workspace where you are an Editor or Owner. You can complete this exercise without an AI connection. Markdown is ordinary text with headings, lists, and tables; you do not need to write software code.
The examples are invented. When using your own files, check ownership, permissions, and the intended readers before uploading or sharing them.
Decide the audience before organizing materials
Keep the preparation workspace for authorized teaching staff. Membership gives access according to the workspace role; a “teacher-only” heading does not restrict a page inside a workspace shared with learners. A separate reviewed course summary can be prepared for learners later.
Student names, grades, individual accommodations, and identifiable comments belong in the institution's designated systems. Even a quotation without a name can identify someone in a small class. Use aggregated, checked observations that explain teaching changes without exposing a person.
| Material | Home | Purpose |
|---|---|---|
| Permitted syllabus, slides, readings, source examples | Library | Retain original teaching material and compare a later revision. |
| Course hub | Context | Connect curriculum goals, current lesson choices, assessment, and next-term changes. |
| Assessment rubric | Context | Explain criteria and how learners can demonstrate them. |
| Semester feedback | Context | Record anonymized teaching observations and the response you intend to test. |
| Lesson plan / public course summary | Additional Context pages | Keep staff preparation and reviewed learner-facing information separate. |
In words: the hub connects teaching materials, assessment criteria, and anonymized reflections. You use them to revise a lesson and check it before the next term. The arrows do not represent automatic grading or student tracking.
Create the initial course reference
- Open Context → New Context page. Put the first page title below in the title field and its Markdown in the body.
- Choose Save draft and check that saving completes. Read the page, then choose Publish. This makes a workspace version available to readers; it does not enable anonymous web access.
- Create and publish the second supporting page the same way.
- Create the hub page last. Type
[[or choose Wikilink to select each existing target. The copied[[Page title]]text is a starting point; select the correct page if a title is ambiguous. - Publish the hub and open every link in the reader. Check the workspace and actual target if a link does not resolve.
For toolbar, citation, and editing details, see Context pages and images and links.
Copy the page content
Create the pages in this order. Put each heading’s page title in the title field and paste the block below it into the body.
Assessment rubric
# Assessment rubric
## Practice task
Explain a local environmental issue using two checked sources.
| Criterion | What to look for |
| --- | --- |
| Evidence | Sources support the stated claims |
| Reasoning | Explanation separates fact and interpretation |
| Clarity | A reader can follow the argument |
## Use
Discuss the criteria before starting the task.
Semester feedback
# Semester feedback
## Anonymized teaching reflection
Practice example, not real student feedback.
## What to improve
Provide a worked example before the assignment.
## Next semester
Add a short source-checking exercise.
## Keep elsewhere
Student names, grades, and individual accommodations.
Course hub
# Course hub
## Learning goal
Students can explain a claim and check the evidence behind it.
## Assessment
[[Assessment rubric]]
## Teaching reflection
[[Semester feedback]]
## Before the next semester
- [ ] Review the learning goal
- [ ] Update the worked example
- [ ] Check the assessment wording
## Scope
Reusable course preparation, not a student gradebook.
Turn the reflection into a lesson change
- Open Search, enter
Course hub, choose Scope → Context, and open the hub. Follow Assessment rubric and confirm that the goal and evidence criterion agree. - Read Semester feedback. It proposes a worked example and a short source-checking exercise; it does not contain an individual student's assessment.
- Choose Context → New Context page and create Lesson plan — Source checking. Record the goal, duration, permitted source links, activity steps, and how you will tell whether the activity helped.
- Plan a 15-minute exercise: two minutes to read a short claim, five to compare it with two sources, five to explain which passage supports which part, and three to discuss remaining uncertainty. Record a fallback when a source is unavailable.
- In Course hub → Edit, add the lesson link using Wikilink, explain why it responds to the reflection, and name the term or date when you intend to try it. Save, check, and publish the approved staff version.
- Open the hub in the reader and follow the new link. The result is a traceable curriculum choice, rather than a loose new activity with no connection to the assessment.
You write the lesson and choose the suitability for your learners. These steps do not distribute work, receive submissions, calculate marks, or send learner notifications.
Reuse the routine through a term
Before each lesson, open the course hub and the relevant lesson page. In Library, inspect permitted source material and its processing status; compare important text with the original. Uploaded slides are not a guarantee of complete searchable extraction. Add a checked Context summary of the essential point when needed, and insert a real source through Citation.
After a lesson, choose Edit on Semester feedback and add a dated observation, the teaching change attempted, what you could actually observe, and a question for next time. For example: “The class discussion distinguished fact and interpretation, but the task instructions still need a clearer source example.” Use aggregated observations without names, grades, or attributable quotations. Publish the note only after checking the staff audience.
At the end of term, compare the hub, rubric, and reflections. Copy the next-term plan into a newly titled Context page if you need a clearly separate plan, or revise the existing hub and record the term explicitly. Keep the old reasoning reachable through links and History; do not imply that page history is an automatic semester archive.
Use Upload new version on an existing Library item when the same teaching source is revised. Inspect its Versions, update citations or summaries as needed, and check whether linked Context text still matches. Updating a file does not automatically rewrite your lesson or rubric.
Check and correct with a colleague
Ask a colleague to check three things: the task actually demonstrates the learning goal, the rubric describes observable evidence, and the available time and source materials support the activity. Put unresolved suggestions under Proposed changes so a published planning page does not make them look settled.
In the browser, Save draft saves editing and does not by itself submit an explicit review. An Editor or Owner can publish after the agreed check. If an integration has submitted a Review item, use Review queue → Pending, inspect View changes, and approve or request a concrete correction. Use History on the Context page to compare the earlier lesson with the published revision. A page label such as v3 is a page revision, not the third academic term.
Share a reviewed summary with learners
Create a separate Course summary — Source checking page containing the approved learning goal, lesson outline, rubric explanation, and permitted reading links. Leave staff-only reflections and preparation notes in the staff workspace; keep individual student support arrangements in the designated institutional system. Check that source rights permit learner access and that referenced internal pages will not require access learners lack.
For signed-in learner access, put the reviewed summary in a separate learner workspace and add learners only there; workspace membership applies to the whole workspace. Check their roles, then use Share → Copy workspace link from that learner workspace. Keep the preparation workspace staff-only. If anonymous access is appropriate, inspect Preview published version before Publish to web, then open the copied public URL signed out. In a non-public workspace an Owner must acknowledge the exposure; unlisted does not mean confidential. Inspect the current public content again after revisions. See sharing.
Check the result
- The hub connects the goal, rubric, reflection, and next lesson without student records.
- Each lesson change has a dated reason and a way to observe whether it helped.
- A colleague can find the current published plan and understand the earlier decision in History.
- Only authorized staff have access to the preparation workspace.
- Any learner-facing summary contains reviewed, permitted content and works for its intended audience.
Optional: ask AI to compare a lesson plan
Complete MCP connections first and grant only the required workspace and reading permission. These prompts request no writes. The credential grants and workspace permissions control access; wording in a prompt does not enforce them. An external AI service can receive material its tools read, so use only material you may send to that service.
Read Course hub, Assessment rubric, and Semester feedback. Suggest a 15-minute source-checking exercise aligned with the recorded learning goal. Explain which rubric criterion each step addresses. Do not infer identities, invent feedback, grade students, or edit pages. Return a draft plan here only.
After you have written a lesson page:
Read Course hub, Assessment rubric, and Lesson plan — Source checking, if available. List gaps between the learning goal, proposed activity, and assessment criteria. Cite the relevant pages and mark missing information. Do not assess students or replace a teacher's decision.
Check the sources, timing, accessibility, and fit for your learners. An AI suggestion is a draft, not a validated curriculum decision. Keep personal student data out of external AI prompts and public pages. dtxWiki supports course preparation and institutional memory; it is not an LMS, a grading engine, or a student-record system.
Chats records dtxWiki tool activity; it is not the complete conversation or a record of every external action. None of these examples depends on an AI service.