Training organisations first.
Structured exercises in controlled workshops, where tasks, equipment and supervision are known.
EduMark Field: learn it, do it, prove it. In research.
EduMark Field · In research · Illustration
EDUMARK FIELD · IN RESEARCH
Learn it. Do it. Prove it.
A one-minute look at how we’d bring EduMark’s evidence to hands-on skills. It plays by itself. No sound.
EduMark Field · In researchLearn it.
Learn it.
Do it.
Prove it.
Our plan to bring EduMark’s learning, assessment and evidence to hands-on, practical skills.
AI is changing the skills work needs and how often people need to retrain. Some will move into new knowledge roles, some into hybrid technical roles and some into practical trades. Every one of those moves is a learning and assessment problem — and EduMark Field is how we intend to make the practical ones faster.
Practical taskIllustration
Install and test a lighting circuit
- Safe isolationShown before work
- Cable preparationEvidence found
- TerminationEvidence found
- Testing procedureReview 04:31–05:12
- Final inspectionEvidence found
Assessor decisionPending · 41 seconds to review
Why practical skills?
Expert attention doesn’t scale. That’s the real bottleneck.
Someone can know exactly what a lighting circuit is and still not be competent with the tools. Practical competence is knowledge, sequencing, perception, dexterity, safety, judgement and repetition — and most of it has to be seen to be assessed.
So the scarce resource isn’t content. It’s a qualified person watching, correcting, inspecting and signing off. EduMark already multiplies what a teacher can do for knowledge-based work. Field applies the same idea to the workshop.
“We’re not trying to automate the electrician. We’re trying to make it much faster to become a good one.”
One connected loopFrom the classroom
From the classroom
to the workbench.
EduMark handles much of the first and last parts of this loop for knowledge-based learning today. Field extends it through practice and performance.
- 01
Learn
Principles, regulations and procedures, taught and checked the way EduMark already does.
- 02
See
Approved demonstrations of the task, step by step, before anyone picks up a tool.
- 03
Practise
Structured attempts with guidance from Aurora, grounded in the organisation’s own material.
Field - 04
Perform
The practical task, recorded on a phone, with the learner explaining their decisions.
Field - 05
Verify
Evidence mapped to the standard. An assessor confirms what was demonstrated.
Field - 06
Improve
Specific, visual feedback on where technique slipped and what to practise next.
What it could look likeOne approach.
One approach.
Many practical skills.
Illustrative examples of the tasks we’re exploring. Which occupations come first will depend on what we learn with training organisations.
Practical task · Electrical
Install and test a lighting circuit.
What EduMark would look for
- Safe isolation shown before work starts
- Conductor preparation and termination
- Test sequence followed and readings recorded
Feedback the learner would see
“Isolation and terminations evidenced. Testing sequence needs an assessor to look at 04:31–05:12.”
Specific and visual, pointing to the moment it happened — far more useful than a percentage.
For instructorsOne instructor.
One instructor.
The whole workshop.
In a controlled training workshop, Field would help an instructor see at a glance who is progressing and who needs them — so their time goes to the three people who need help now, not the eighteen who are getting on fine.
We’re starting with training organisations and structured tasks — not on live sites or in people’s homes.
Workshop B · 25 learnersIllustration
- 18 progressing
- 4 may need help
- 3 need you now
Bay 7Isolation step not yet shown before work on the board.
Sam · Electrical installationExample learner
Illustration- Electrical principlesSecure
- Safe isolationDemonstrated
- Cable terminationDemonstrated
- Fault diagnosisDeveloping
- TestingDeveloping
Safe isolation · the evidence
- 7
- practical demonstrations
- 3
- workplace observations
- 2
- simulated exercises
- 1
- assessor verification
Proof of skillNot just “completed”.
Not just “completed”.
Evidence they can do it.
Every demonstration, observation and assessor verification would build a living skills record. Instead of saying someone finished a course, EduMark could show the evidence that they can actually do the work — useful to the learner, the training provider, the employer and the awarding organisation.
How we’re approaching it
Careful by design.
Phones first.
A phone on a tripod is enough to start. Glasses, live guidance and simulation come later, if they earn their place.
Assessors keep the decision.
EduMark organises the evidence and points to the moments that need a look. A qualified person confirms competence.
Evidence, not surveillance.
Recording only during defined practical tasks, with learners told when it’s on and organisations in control of retention.
The direction
What we’d build, in order.
A product direction, not a release schedule. Nothing below is available yet.
- First
Capture & evidence
A trainer sets a practical task. The learner records it on a phone. EduMark maps what it sees to the standard and produces timestamped evidence for the assessor.
- Then
The workshop view
Cameras in a training workshop help one instructor see which learners are progressing and who needs them now.
- Later
Tool data
Readings from torque wrenches, multimeters and diagnostic readers join the video, so evidence doesn’t rely on vision alone.
- Eventually
Guidance in the moment
Lightweight glasses and spoken guidance during practice — once the evidence layer has proved itself.
A few things to know.
Can my organisation use EduMark Field today?
Not yet. EduMark Field is in research and no launch date has been set. Today, EduMark covers courses, learning, assessment, marking and quality assurance for knowledge-based work. Explore EduMark today.
Would it replace assessors or instructors?
No. The aim is to multiply what a qualified assessor or instructor can do — handling the watching and organising so they can focus on the moments and the learners that need their judgement.
Which occupations would come first?
We’re looking at structured workshop tasks in areas such as electrical, motor vehicle, construction, plumbing and heating, and engineering. Healthcare and other highly safety-critical settings are not part of our initial plans.
How would recordings be handled?
Field is being designed around recording only during defined practical tasks, clear notice to learners, role-based access and organisation-controlled retention. Specific terms would be confirmed before any pilot.
How does this connect to EduMark today?
Field would use the same learners, qualifications, assessment, evidence and quality assurance that organisations already manage in EduMark — extending the record from written work to practical work.
In researchTrain people for hands-on work?
Train people for hands-on work?
Help shape EduMark Field.
Tell us about the practical training and assessment you deliver, and where your assessors’ time goes.
Pick a time that suits you: 30 minutes, one to one.