Approving content & generation jobs

What generation produces, how to watch it, and what to check before students see any of it.

What gets generated

Lesson plansA plan per lesson within each gate, with objectives, structure and timing.

Socratic scriptsA four-stage teaching script per lesson: Hook, Discovery, Concept Build, Application.

Question banksQuestions per gate, carrying Bloom levels, marks, concept tags and misconception-based distractors.

Study materialsMind maps, infographics, podcasts, flashcards and slide decks, per lesson.

Generation jobs

Each piece of work is a job with its own lifecycle. The course page lists them with live progress.

queuedWaiting for a worker

processingRunning

completedArtefact stored

failedRetryable

Jobs are durable: they resume from the last completed gate rather than restarting if a worker is replaced mid-run. A failed job is retryable on its own without redoing the gates that succeeded.

What to check before publishing

Depth. Read one full gate. Generated content pitches at the Bloom target you approved — if it feels shallow, the target was probably too low.
Terminology. Check the vocabulary matches what your institution and textbook use.
Question quality. Skim the distractors. Good ones encode real misconceptions; if they look arbitrary, the source material was thin on that gate.
Sequence. Confirm a lesson does not rely on something taught two gates later.

Everything is grounded, nothing is authoritative

Generated artefacts carry the source spans they were drawn from, and generation fails loudly rather than inventing content. That makes output traceable — it does not make it correct for your cohort. The approval step is not a formality.

Publishing to students

Materials are draft until published, per item or in bulk per lesson. Nothing generated reaches a student before you publish it. Publishing is reversible — an item can be pulled back to draft.