Smoother — the methodology

What this is. The public home of Smoother, aiLearning’s methodology for dynamic, personalized and effective learning. This page presents the methodology and links its documents. The full canon is 42 protocol documents, written in Spanish; here they are published, one by one, in short and faithful versions for anyone who is not going to read the whole canon.

Learning-first, not teaching-first

Education is the experience of learning, not the experience of teaching. Smoother centers the process of the person who is learning — never that of the person who teaches. Even when the topic is guiding others, it is approached from the side of the person who is learning: what they experience, what they understand, what they retain, and what they end up being able to do.

This is not a stylistic preference. The initiative is called aiLearning, not aiTeaching; what is designed are Learning Experiences (Experiencias de Aprendizaje), not courses. That is why, in its own voice, Smoother says Sujeto de Aprendizaje / participante / aprendiz — in English, Learning Subject / participant / learner; never “student”, never “pupil” — and calls the role that accompanies the process the Orientador de Aprendizaje, in English the Learning Facilitator — never “teacher”, never “professor”. It is a design position and a matter of project identity, not an evidence claim: no study shows that the word “participante” produces better results. The justification is coherence — adopting the receptive word in our own voice would quietly contradict what is being offered. Cited frameworks keep their own terms: the OECD says “student agency” and it is quoted that way.

The backbone: Learning Object · Unit Structures · Learning Tasks

The Learning Object (Objeto de Aprendizaje) is what is learned, in eight components grouped in three: conceptualization (objectives, contents, knowledge), transformation (skills, competencies and expert capacities to be exhibited — the level that captures creativity and problem solving beyond what was taught) and linking (required prerequisites, and related and complementary knowledge). Everything else is anchored to it: the rubric is built from its components and returns a multi-component profile, never a single grade.

The Unit Structures are how a session is ordered: eight forms — Motivational, Practical, Linking, Competence-building, Exploratory, Analytical, Collaborative, Flipped — each with its components in sequence.

The Learning Tasks (Tareas de Aprendizaje) are what cognitive work is done, in six types: Exploration and Comprehension · Interpretation · Critical Analysis · Application and Creation · Evaluation and Feedback · Metacognition. The catalog’s activities are populated on top of them, and the Task Routers help choose which ones fit each context.

And a new layer, cross-cutting and never scored, the Experience Layer (Capa de Experiencia): Wonder, Hook, Play, Disruption and Horizon, declared at every altitude.

Nineteen modalities

Talks · Conversations · Panels · Nano-learning · Microlearning · Short Learning · Workshops · Masterclasses · Diplomas · Challenges (Desafíos) · Preparation for Change · Onboarding (Institutional Orientation, Role Induction and Updating) · Transformations · Hackathons and Innovation Sprints · Bootcamps · Labs · Coaching · Learning Days · Progressive Learning.

What distinguishes them is the scope and the number of experiences, not the minutes: duration is always indicative, never definitional.

The Guiding Position — “The Almighty Gym”

Smoother is not neutral about artificial intelligence. Intelligence, like a muscle, grows with use and wastes away without it, and AI is the motor coupled to it: it can be ridden as a lazy person’s shortcut or as a professional’s machine. The bicycle does not decide which of the two. We were handed an almighty gym, and a gym where every machine lifts the weight for you is not a place where anyone gets stronger; the whole task of learning design in this era is to make that gym work as a cognitive gym. And the responsibility for choosing well does not belong to the person who is learning: it belongs to the adults in the room. If the essay can be produced without thinking and still earn the grade, we built an assessment that rewards coasting. Hence the corollary: Smoother does not mean “frictionless” — the unproductive kind is removed and the productive cognitive friction is preserved, and sometimes increased.

This is a Smoother design position, authored by Carlos Miranda Levy. It is not derived from research and is not proven by it; it converges with evidence that the canon documents, and converges is the word.

The evidence position, in one honest paragraph

Smoother labels every one of its typologies and instruments according to its degree of support: Research-backed, Synthesized, Original or Adapted — and Mixed when a piece is several things at once. It is not a hierarchy of quality: a framework built from practice can be as valuable as one with experimental evidence, above all where formal research covers little. What the label guarantees is that nobody borrows authority from a neighboring literature. That is why Smoother says when something is its own bet, names its gaps — including the ones that a research round run to refute it left unclosed — and never uses “proven method” or “evidence-based” about what is not. The complete index is the Evidence Framework (Marco Evidencial).

The 42 documents of the canon

The ones that are linked already have a public page. The rest will arrive in later waves.

Foundations

• Learning Methodology — coming soon
• Theoretical and Pedagogical Reference Framework
• The Learning Object — coming soon
• Principles of Instructional Design — coming soon
• Memory and Learning
• Smoother’s Evidence Framework — coming soon

Structure and design

• Learning Models (the modalities) — coming soon
• Nano-learning
• Learning Units — coming soon
• Learning Tasks — coming soon
• Routing of Learning Tasks — coming soon
• Learning Blocks — coming soon
• Learning Paths — coming soon
• Discovery — the General Learning Definition — coming soon
• Smoother’s Multi-Layer Classification — coming soon

The person who is learning

• Personal Learning Preferences
• Study and Practice Techniques (learning to learn)
• Learning Guides
• Experience Layer

The person who guides, and evaluation

• Guidance Guides
• Evaluation in Smoother — coming soon

Instruments and contents

• Learning Activities
• Generation of Case Studies — coming soon
• Case Studies for Role Simulation — coming soon
• Scenarios — coming soon
• Riddles and Puzzles — coming soon
• Elements for the Components of Learning Material — coming soon
• Guidelines for Visualizations — coming soon
• General Guidelines for Responding and Writing Contents — coming soon
• Guidelines for Audio and Video Scripts — coming soon
• Structure of Narrated Video Scripts — coming soon
• Response Styles — coming soon

AI and external frameworks

• Artificial Intelligence in Learning
• External Professional Frameworks — coming soon
• Safeguarding Minors — coming soon

Modalities with a canon of their own

• Challenges
• Smoother Onboarding — coming soon

Platform and metadata

• Smoother Experience Blueprint — coming soon
• Seed Script Methodology — coming soon
• Smoother Composability — coming soon
• Components and Relationships — diagram — coming soon
• Components and Relationships — flow — coming soon

These pages are derived from the methodology repository and are regenerated when the source document changes. They are not hand-edited on the site. Available in Spanish, English and French; Portuguese and Arabic are scheduled.