LEX ASTRA ACADEMY ED 101 / Instruction and learner support Lex Astra · Faculty development Teaching edition 2956.3 / Hybrid ———————————————————————————————————————————————— LEARNER WORKSHEET For subject-competent members preparing to teach at Lex Astra. This is a private working copy. Downloading submits nothing and records no completion. Use exercise identifiers, not private player information. ———————————————————————————————————————————————— SESSION DETAILS Learner identifier: ____________________________________________________________ Instructor / assessor: ____________________________________________________________ Session date / agreed role or variant: ____________________________________________________________ Vessel, configuration and equipment: ____________________________________________________________ LIVE build / capability test date / tested by (if practical): ____________________________________________________________ Stop signal / recovery contact / communication arrangement: ____________________________________________________________ ———————————————————————————————————————————————— PURPOSE Teach a Lex Astra skill by showing the decision, letting the learner practise and giving feedback they can use. COURSE CONTEXT 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. ———————————————————————————————————————————————— ENTRY Relevant subject competence or independently reviewed equivalent evidence. Equipment: Relevant subject competence, a volunteer learner and accessible teaching material. ———————————————————————————————————————————————— CASE: Teach the discrepancy, not the answer 1. The teaching outcome is to reconcile a departure list with a different receipt. 2. The instructor demonstrates six dispatched and five received. 3. The learner then receives eight dispatched and six received, using text rather than voice. ———————————————————————————————————————————————— TECHNICAL KNOWLEDGE AND GAME SKILLS Teach a game skill through demonstration and practice Practical instruction revision 1 / 9 October 2026 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. My action / observed result / assistance / evidence reference: ____________________________________________________________ Live, simulated or unobserved: ____________________________________________________________ Instruction connects input with feedback rather than memorised keys alone. My action / observed result / assistance / evidence reference: ____________________________________________________________ Live, simulated or unobserved: ____________________________________________________________ The learner applies the correction independently under a changed condition. My action / observed result / assistance / evidence reference: ____________________________________________________________ Live, simulated or unobserved: ____________________________________________________________ Apply the technical checks in the agreed role. Discussion and simulation do not certify live handling; Crew Support evidence does not confer Pilot qualification. GAME REFERENCES 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 https://starcitizen.tools/Guide: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 https://starcitizen.tools/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 https://starcitizen.tools/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 https://starcitizen.tools/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. Official LIVE release check: https://robertsspaceindustries.com/patch-notes ———————————————————————————————————————————————— 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. My action and observed result: ____________________________________________________________ Evidence reference: ____________________________________________________________ ———————————————————————————————————————————————— METHOD 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. My action and observed result: ____________________________________________________________ Evidence reference: ____________________________________________________________ ———————————————————————————————————————————————— METHOD 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. My action and observed result: ____________________________________________________________ Evidence reference: ____________________________________________________________ ———————————————————————————————————————————————— 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. 1. 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. 2. Give the new case in text and let the learner decide without dictation. Ask for the reason after the attempt. 3. 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. ———————————————————————————————————————————————— YOUR EXERCISE Teach the short lesson and collect the learner’s independent attempt. Give one feedback step tied to the observation. WHAT CHANGES The learner needs text rather than spoken instructions. My decision and reason: ____________________________________________________________ ———————————————————————————————————————————————— YOUR WORKING RECORD Outcome / conditions / standard / matching practice ____________________________________________________________ ____________________________________________________________ Worked decision / learner attempt / observed gap ____________________________________________________________ ____________________________________________________________ Communication adaptation / feedback / next independent attempt ____________________________________________________________ ____________________________________________________________ ———————————————————————————————————————————————— CHECK YOUR REASONING The learner completes the worksheet only after you dictate every answer. What have you learned about their skill? My answer before consulting the explanation: ____________________________________________________________ ____________________________________________________________ ———————————————————————————————————————————————— EVIDENCE TO KEEP A lesson plan, observed short lesson and learner-focused feedback. Criterion 1: The objective states an observable action and the activity provides matching evidence. Individual evidence / finding / assessor's reason: ____________________________________________________________ Criterion 2: The learner has a genuine opportunity to act and explain without you completing the task. Individual evidence / finding / assessor's reason: ____________________________________________________________ Criterion 3: The adaptation retains the outcome and the feedback identifies a practicable next action. Individual evidence / finding / assessor's reason: ____________________________________________________________ ———————————————————————————————————————————————— FINDINGS AND NEXT ATTEMPT Demonstrated: observed work meets the criterion. Further practice required: an observed gap needs a specific practice task. Interrupted: conditions prevented valid assessment; not a failure. Not assessed: enough evidence has not yet been collected. All three criteria need individual evidence. A team result or quiz cannot replace an unobserved practical. Practice variant for a fresh attempt: Teach a passenger-arrival discrepancy with the same underlying distinction and a different learner communication arrangement. My next practice task: ____________________________________________________________ Review contact: ____________________________________________________________ ———————————————————————————————————————————————— COMPARE AFTER ANSWERING 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. ———————————————————————————————————————————————— SOURCE AND EDITION The assessment return and the second attempt /academy/archives/assessment-return 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. 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. Course text revised 8 October 2026; fictional teaching edition 2956.3. ———————————————————————————————————————————————— PROFESSIONAL REFERENCES 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. Carnegie Mellon · objective / assessment alignment https://www.cmu.edu/teaching/designteach/design/learningobjectives.html FEMA · objective-led exercises and improvement https://www.fema.gov/emergency-managers/national-preparedness/exercises/hseep IES · worked examples, retrieval and spaced practice https://ies.ed.gov/ncee/wwc/PracticeGuide/1 ———————————————————————————————————————————————— INSTRUCTOR CHECK Try the exercise with the ship and equipment you will use. Brief station assignments, callsigns, channel and recovery point. Explain the command “Stop exercise” before starting. If a bug prevents completion, repeat the affected task when it works. Ask before recording the session; use player handles in your notes. Review rules: /academy/archives/academy-ordinance Teaching basis: /academy/framework#research