ED 101 · Instruction and learner support

Publication and delivery

This course is published for study. Publication does not confirm an available class, appointed instructor or completed practical validation. Before booking, obtain a session brief naming the organiser, instructor and assessor, equipment access and any independent review arrangements.

Before live assessment, the organiser must record the current LIVE build, validation date, ship and equipment used, tasks checked and any known limitations. If a required mechanic is unavailable, defer the affected assessment rather than certify an unobserved outcome. A material game update calls for a check of affected tasks, not cancellation of earlier academic achievements.

Your brief

For subject-competent members preparing to teach at Lex Astra.

Faculty development uses the Academy’s cargo case to distinguish expertise from teaching. The learner needs to practise the reasoning that makes the receiving count honest.

Teach the discrepancy, not the answer

Practice case · ED 101 · 2956 teaching edition

The teaching outcome is to reconcile a departure list with a different receipt.
The instructor demonstrates six dispatched and five received.
The learner then receives eight dispatched and six received, using text rather than voice.

Before you begin: entry and equipment

Relevant subject competence or independently reviewed equivalent evidence.

Bring or arrange

Relevant subject competence, a volunteer learner and accessible teaching material.

The organizer must confirm equipment access before booking. No ship purchase, pledge tier or donation is required.

Technical knowledge and game skills

Practical instruction revision 1 · 9 October 2026

Teach a game skill through demonstration and practice

Choose a visible unit of skill

Teach a controlled stop, a tractor placement or a medical-display reading rather than “good piloting” or “rescue awareness.” Specify the starting state, permitted aids and observable finish. Check that both instructor and learner can see the relevant indication in their own interfaces; an explanation of a hidden display cannot support independent practice.

Demonstrate the feedback loop

Show the action slowly while naming the indication that triggers the next adjustment. For mining, explain the rising rock-energy trend and reduce input before the upper limit; for flight, show closure decreasing before reaching the reference. Then repeat with less commentary and let the learner perform the same small sequence.

Correct one cause and test transfer

Describe the observed action and its consequence: “You kept forward thrust while the reference grew rapidly; reduce closure earlier.” Give a specific next attempt rather than several unrelated tips. After improvement, change the reference point or equipment within the learner’s level and ask them to explain which indication still governs the action.

Practical drill

Teach one basic flight, cargo or medical-interface skill to a consenting learner. Include a demonstration, coached attempt, independent attempt and one changed condition; retain permission for any recording.

Observed-skill checks

The objective specifies a visible game action and finish.
Instruction connects input with feedback rather than memorised keys alone.
The learner applies the correction independently under a changed condition.

Use these checks to document the technical evidence supporting the course outcomes in your agreed role. Record what you personally performed, what assistance you needed and what remains unobserved. A discussion or simulated action does not certify live equipment handling; Crew Support evidence does not confer Pilot qualification.

Game references and build-sensitive details

The linked pages were read for this revision. Community references mix release eras; each source note identifies what is used and what is excluded. Technical explanations below are an Academy synthesis, and drills and performance checks are Academy-designed. Before practice, compare the named actions with the installed LIVE build and actual equipment. Bind actions by name rather than copying old default keys. Research is not an in-game validation.

Star Citizen Wiki — Controls
Control categories, movement axes and targeting concepts. The page contains legacy bindings and flight-system descriptions; use the installed game’s bindings, not its key table.
Star Citizen Wiki — Mining
Mass, resistance, instability, fracture, extraction and refinery workflow. Historical prices and proposed Orion specialist systems are excluded from the practical.
Star Citizen Wiki — Medical
Body-part injuries, Hemozal, symptom medication, BDL, bed tiers and regeneration. Ship tables, resource costs and ranges change; inspect the actual bed and tool.
Star Citizen Wiki — Cargo
SCU, container geometry, grids and ownership. The page also contains obsolete automatic-loading descriptions and future design intentions; these are not instructions for the present cargo interface.

Check the official LIVE release notes and record the session build, equipment and observed limitations before practical sign-off.

Learn the method

1. Choose an observable outcome

Replace “understand cargo” with the action the learner should perform, the conditions and the standard. Then choose an activity that produces that evidence. A knowledge question cannot alone show that someone can handle equipment.

Choose the smallest complete performance that demonstrates the intended skill. “Reconcile dispatch and receipt while preserving one discrepancy” is teachable and observable; “master logistics” is not. Design the practice and feedback around that performance before selecting additional material, so background reading supports rather than obscures the central task.

Practise: Rewrite an objective and match it to practice.
Ready when: The objective states an observable action and the activity provides matching evidence.

2. Demonstrate the reasoning

Show a worked case and explain why you chose each step. Give the learner a similar case and wait while they attempt it. Taking the controls or supplying every answer may finish the task but hides what they have learned.

Model the decision process as well as the finished answer: identify the evidence, compare alternatives and explain why one was rejected. Then reduce assistance across successive attempts. A learner who can explain a familiar example may still need practice transferring the method to a changed quantity, location or receiving condition.

Practise: Teach a short demonstration and guided attempt.
Ready when: The learner has a genuine opportunity to act and explain without you completing the task.

3. Give one useful next step

Describe the observed gap, its effect and what to practise next. Ask which communication arrangement helps without requesting private diagnoses. An adaptation should preserve the skill being assessed, not merely make the task look easier.

Feedback should identify the action, its effect and the next attempt. “You recorded arrival from the dispatch list; compare each identifier with Receiving before updating the state” gives the learner something to do. Adapt communication and pacing while preserving the observable outcome, and check whether the learner can apply the correction independently.

Practise: Adapt the lesson for text delivery and give specific feedback.
Ready when: The adaptation retains the outcome and the feedback identifies a practicable next action.

A worked decision

The instructor shows a five-of-six receipt, explains why the sixth stays open and gives the learner a different count to reconcile without prompting each field.

Explain why the receiving count does not replace the departure count. Show the separate departure and receipt fields and how an unresolved item gets an owner.
Give the new case in text and let the learner decide without dictation. Ask for the reason after the attempt.
If they overwrite dispatch with six, name that specific gap and rehearse preserving both counts. Do not give a vague instruction to be more careful.

Try it yourself

Teach the short lesson and collect the learner’s independent attempt. Give one feedback step tied to the observation.

What changes during the exercise

The learner needs text rather than spoken instructions.

Keep this record

Outcome / conditions / standard / matching practice
Worked decision / learner attempt / observed gap
Communication adaptation / feedback / next independent attempt

Download ED 101 worksheet

Plain-text worksheet with this case, your working fields and the assessment criteria. Fill it in privately; downloading does not submit work or record completion.

Check your reasoning

The learner completes the worksheet only after you dictate every answer. What have you learned about their skill?

Compare your reasoning

Very little about independent performance. Demonstrate once, then give a comparable case and observe the decisions they make. Use a specific prompt only after identifying the gap.

Answer first, then compare. In a later session, explain the decision using a changed case without referring to this answer.

How completion is judged

A lesson plan, observed short lesson and learner-focused feedback.

The assessor checks your own work against all three “Ready when” criteria above. Use the observed-skill checks in the technical chapter to establish the applicable game-handling evidence in your agreed role. A successful team result does not replace an action they did not observe.

Findings, another attempt and review

Demonstrated: Your observed work meets the criterion in the agreed role.
Further practice required: The assessor identifies the observed gap and the specific practice needed.
Interrupted: Equipment, staffing or personal circumstances prevented a valid assessment. This is not a failure.
Not assessed: There is not yet enough evidence for this outcome.

A fresh attempt

Teach a passenger-arrival discrepancy with the same underlying distinction and a different learner communication arrangement.

Reassess the missing outcome, plus any linked skill that needs new evidence. For prior learning, compare existing work with the same criteria and observe any missing practical action.

Ask for the reasons behind a finding. Reviews must be handled by someone independent of the original decision; defer the review if that person is not available.

Read the Academy Ordinance and review rules

For instructors

Session setup and coaching

Prepare the session

Relevant subject competence, a volunteer learner and accessible teaching material.

Assign crew stations and tell each learner what they will practise. The instructor must be able to hear the calls and see the action being assessed. Brief the callsigns, channel, route and expected duration. Replace the example locations with the places you will actually use.

Ask the learner to explain the relevant earlier procedure without notes; correct any gap before the practical.
Teach and demonstrate the technical chapter using the actual game indications. Run its drill with feedback before connecting those skills to the three methods and worked decision. Use the observed-skill checks to identify missing handling evidence.
Let the learner complete the normal procedure first, then introduce the change described in the exercise. Give them time to respond without coaching. Keep unrelated failures out of this attempt.
Record the learner's action against each criterion. Give one specific next step for any gap and transfer unfinished operational work before closing.

What to watch for in ED 101

Watch the instructor’s talk-to-practice balance. A perfect worksheet completed by the teacher is not learner evidence.

If another attempt is needed

Teach a passenger-arrival discrepancy with the same underlying distinction and a different learner communication arrangement.

Running the exercise

Before the crew assembles, try the exercise in the ship you intend to use. Check station access, equipment and the route. Brief the crew on any faults that affect the task. If a bug prevents someone completing it, repeat that part once it works; do not record a failure for a broken mechanic.

Brief the command “Stop exercise” before starting. On that call, cease the drill and tell the instructor what needs attention. For weapons practice, identify the participating ships and crew; anyone else entering the area is a reason to hold fire.

Session administration: use player handles in your notes. Ask before recording voice or video, and agree when the recording will be deleted. Academy rules and review procedure.

Sources and edition

Lex Astra · Faculty development
Course ED 101 · edition 2956.3 · 2956 teaching edition · revised course text.

The assessment return and the second attempt

Academy teaching record on recording the actual gap and arranging a second attempt. The faculty practice samples below are newly authored examples, not private candidate records.

Professional references and instructional revision

Instruction revised 9 October 2026. Lex Astra cases supply the teaching situations. Professional references inform communication, decision-making and instructional design; they do not confer external qualifications. LIVE capabilities remain subject to the recorded session check.

Editorial context and teaching basis

The lessons are current Academy teaching, not newly discovered historical records. Lex Astra opened in 2891. Historical sources keep their original issuer and date; all case callsigns, quantities, times and conditions are supplied for practice.

Your session brief names the instructor, the crew assignments and the equipment provided. Contact the teaching office above to arrange a place.

Course-text revision: 8 October 2026. Educational references were reviewed for the framework on 8 October 2026; they inform the teaching approach, not external accreditation or current game-capability claims.

Teaching research and its limits

Where this leads

Qualification and role requirements

Courses that use this work

Course records retain the edition and role assessed. New teaching text does not erase earlier achievements.