The curated records of Task 2.2. The account view reads them grouped by level and domain; the database view opens the same records for filtering, sorting and downloading.
A teacher reports assigning a voice to the model, creating several agents specialised in different areas of expertise, and selecting models that reflect a personal teaching style. The tool is not adopted as delivered but configured, and the configuration expresses a pedagogical preference rather than a technical one.
Teachers describe subjecting every AI output to a check for academic precision, pedagogical alignment and ethical standards before use, and describe the tool as a partner for refining ideas rather than an author. The framing that dominates the third round is augmentation rather than replacement, and it recurs regardless of the purpose of use.
Students describe using the tool to obtain direction, to get help with parts they do not understand and to identify the strengths and weaknesses of work they have already done, rather than to have the work done for them. The practice is located within the learning situation and depends on nothing other than the student's own decision as to what to ask.