• Highly granular content structure allows multiple different explanations for any one thing.
• Incredibly detailed yet flexible classification system.
• Almost unlimited possibilities in content design.
• Rich metadata allows the content to be classified and tagged to meet any educational need.
• Highly customized and flexible learning for each individual student.
• Forgetting Curves and Spaced Repetition: Two important features that aren't really features of DEMML™ at all.
• Electronic syllabuses and lesson plans direct student's learning while still allowing them to explore on their own.
• Easy reuse of media.
• Content can be created and submitted by anyone.
• Official DEMML content is vetted by certified educators.
• Content can also be created and distributed outside of the DEMML system.
• Absolutely no server required to use the content.
• Absolutely no internet connection required to use or distribute the content.
• Easy to get started.
• No one is locked-in to a single source for software.
• DEMML will inspire a new wave of high quality educational software and content by breaking the link between them.
• Facilitates better research.

Highly granular content structure allows multiple different explanations for any one thing.

Every unit of content is broken down into it's smallest constituent parts. The smallest sets of content that make sense on their own are called "topics". These are analogous to about a page or so in a regular textbook. Each topic is composed of many different "items" of various types. The main statement of the topic would be one "item." There could be multiple explanations for that statement;each of which is a separate "item." Each topic consists primarily of a set of facts about that topic, with multiple alternate explanations for each of those facts. There are questions, problems, answers (right and wrong, with multiple possible explanations as to why they are right or wrong), examples, exercises, experiments, projects, etc.

All of these separate "items" can be used separately or put together into a lesson simply by selecting them from a pre-existing, well-organized list. Items can be chosen from any topic in the entire system to build any lesson desired. No more searching all over the internet for content to cut and paste together. In contrast, all other CBT systems present relatively monolithic, pre-determined hunks of content to students. Even when educators can find pieces of content suitable for their needs it is still in relatively large chunks. The educator then has to manually cut apart and re-assemble all those pieces into yet another monolithic lesson which is then presented to the student in a take-it-or-leave-it fashion. Once the educator has chosen what they think is best for their "average" student, the individual students have no options as to what they view. They must learn the material in the lesson given to them or they fail, regardless of whether they fit the mold of "average student" as determined by their teacher.

DEMML™'s highly granular content structure allows multiple different alternate explanations for every possible piece of every single topic at the click of one button. If a student doesn't understand a particular explanation they can easily choose a different one that better meets their needs. It is expected that this will result in a vastly improved rate of learning and an increase in the enjoyment of learning itself. When learning is no longer so much work then many more students will come to see how rewarding it can be.

Incredibly detailed yet flexible classification system.

• Every topic has a unique classification code so it can be directly referenced. These classification codes are arranged into a gigantic, well-organized, hierarchical "Tree of Knowledge" so that every topic can be easily found by browsing or searching.
• Every item within a topic has a unique hierarchical code within the topic so it too can be directly referenced and used independently.
• Even though there is one default classification system for all content, DEMML™ allows for alternate classification codes to be assigned to topics. Software can then map the alternate classification system to the default locations of all the files and allow users to browse based on any classification system they choose.

Almost unlimited possibilities in content design.

Anything that can be displayed on a normal web page can be used for content. This includes all HTML formatting, video, audio, animations, even java and javascript programs. There are special types of items to refer to external learning experiences as well as links to further information both inside and outside of the system. We are working on a secure system to launch external executable programs and pass arguments and data to them. This way a separate modeling or simulation program can be used to illustrate or experiment with a concept. Or it could simply open a document or spreadsheet for a tutorial. Almost anything that can be done - both on a computer or off - can be organized, automated, and tracked through DEMML™.

So where does the "almost" come in? DEMML™ content should never require communication back to a server in order for that content to function or display properly. One of the basic philosophical tenants of DEMML is that the content must be available for use by the student even when there is no network or internet connection available. That is what makes it truly accessible to everyone, everywhere. Therefore, it is imperative that all content function properly on a stand-alone computer. Will it be physically possible to violate this rule? Of course. But this will be strongly discouraged and not allowed in any official DEMML™ content.

Rich metadata allows the content to be classified and tagged to meet any educational need.

In addition to the classification codes, each individual topic and item has a rich and flexible set of metadata that can be attached to them. This metadata can associate many kinds of additional information with that topic or item. Some examples include:

• Prerequisites - Every topic and item will have an associated list of prerequisites. These indicate which other topics or facts a student should know - and how well they should know them - in order to easily understand this particular topic or item.
• Difficulty - This indicates how difficult a topic or item will be to master, even if the student meets all the prerequisites.
• References - Links to other information either within the DEMML™ system or somewhere else.
• Bloom's Taxonomy level - Each item can be tagged to indicate which level in Bloom's taxonomy that item is designed to teach or test. (Any other competing educational theory's classification system can also be incorporated.)
• Thread - Sometimes it is easier to understand something if all the material presented to the student follows the same story line, using the same basic example situation in different ways to build up a complex concept. By breaking content into individually created and manipulated "items," many would think that DEMML™ will not allow this kind of continuity. Threads restore that continuity. Threads have both a common name which doesn't have to be unique and a unique ID. Items from widely disparate topics can be tied together by using threads. This way an example in a topic about calculus can be coordinated with other examples in physics topics to bring a new level of continuity to learning that has never been feasible using normal textbooks.
• Vetting Status - An encrypted key is used to indicate whether the content has been officially checked for accuracy. (see below)
• Media Type - By indicating what types of media are used by a particular item, it will be possible for software to filter content and transfer only appropriate content to alternative devices. For instance, an item may be composed entirely of a question in audio format. This item - along with many more audio-only items - can then be sync'ed to an audio player device and the student can play all those explanations and questions over and over again as they walk to class or do daily chores. Video items can be transfered to a device which can play video and they can be reviewed while waiting in line or eating lunch. Text-only questions can be transfered to a device that cannot handle audio or video. There is even a tag that indicates that an item is text-only but is written to do well when converted to speech by computer.
• Use - While this term can mean almost anything, in this context it means what a student would likely "use" that content for. For instance, it is possible to write content so that it is very terse and could easily be "used" as a set of notes. The student could simply filter their database to display the items with the "Notes" "use" tag and then select a set of items to print out for review notes. Naturally, that type of content would not be very benificial for learning the material in the first place so it would normally be filtered out when the student was first learning something. The "use" tag could also be used along with the media type to indicate that although an item is composed entirely of audio, that it isn't appropriate for listening to by itself. For instance, the sound of a single word in another language is useless by itself. But, if it is put together with it's translation then it can be played on an audio device to help learn a language.
• Language - While the database is structured so that different language versions of the same topic are stored in different folders, the tag is still required. I have listed this here primarily to point out that DEMML content can be in any language.
• Authorship, modification dates, revision, etc. - All the normal metadata required to keep track of who created an item, when it was modified, and so on. Some students may prevent content written by specific authors. They will be able to set their software give preference to these items. When a teacher creates a syllabus or lesson plan they can specify that a particular revision of the item be used so that they can ensure that their lectures match the content.

Highly customized and flexible learning for each individual student.

The rich metadata in DEMML content and in auxiliary "Personal Progress" files enables client software to:

• Track a student's progress in each individual topic,
• Predict a student's rate of progress for subsequent topics,
• Maximize a student's progress by presenting just the right content for a student's skill level (while still allowing them to choose for themselves), and
• Ensure that the student does not forget what they have learned by periodically quizzing them using predicted "Forgetting Curves" and "Spaced Repetition."

By breaking the content down into its smallest parts then classifying each part, DEMML™ can mix and match those parts on a level never before possible and with an ease never before imagined. Educators will no longer need to search for content all over the internet then edit that content into specific lessons. They will simply check off the content they want to use in the hierarchical tree of knowledge and quickly generate electronic syllabuses and lesson plans to distribute to their students. Students will then be free to explore outside of those bounds and their software will be free to choose additional explanations and questions to match each students individual educational needs.

Forgetting Curves and Spaced Repetition: Two important features that aren't really features of DEMML™ at all.

"Forgetting curve" is a term used to describe the rate at which a person forgets what they have learned. It is an upside down exponential curve. When someone first learns something they forget it quite rapidly. In other words, the curve is very steep. When they have been exposed to it more often or required to answer questions about it then they both know it better and forget it more slowly. In other words, the curve is more stretched out and less steep. By adjusting the intervals between exposure to specific topics or facts, software can maximize the rate at which a student learns and minimize the rate that they forget it. This is done by repeating the exposure just before the student is expected to forget the material. The forgetting curve determines when the student is just about to forget and spaced repetition is nothing more than asking the student to answer yet another question about that fact just at the right point. After a few successful repetitions, the time between them is extended further and further so that eventually, a student may only need to be re-exposed to the material once a year and yet retain perfect recall.

Many current flashcard or learning systems make use of this principle. However, they are limited to simply re-asking the exact same question over and over again. In this manner, the student memorizes the answer to the question without actually learning the underlying material. In DEMML™ there will eventually be hundreds or thousands of questions about any one specific fact. By drawing on this huge library of different questions -all about the same topic or fact - software can always keep students on their toes. Rather than simply memorizing answers, they will truly learn the underlying concepts and they will be able to recall those concepts when needed for as long as they choose.

But this spaced repetition is not actually performed or controlled by the DEMML™ standard. Instead, DEMML simply provides a standardized means of storing the information about the student's forgetting curve for each topic and fact so that the software can calculate the appropriate interval for the repetitions. It is up to the software designers to determine how they calculate that curve and how they perform the repetitions, or even if they do so at all.

Electronic syllabuses and lesson plans direct student's learning while still allowing them to explore on their own.

A syllabus is simply a list of things a student needs to learn for a given course of study. The same is true for both regular school-work and for DEMML™. In DEMML™, though, a syllabus contains just a bit more information. It is an XML file that lists all the facts within all the topics that a student has to know. It also indicates how well the student should know that material and when they should know it. It is possible to specify that a student should have a cursory understanding by the date of the lecture but that they must master it by the date of the test. It is even possible to indicate that they are allowed to neglect some of it for the final, but what teacher is going to do that?

Multiple syllabuses can be loaded into the learning software to give the student an overall picture of all the things they currently need to learn and/or know. When a student feels that they no longer need to retain the knowledge listed in a syllabus, they can simply delete that syllabus from their system. The software will no longer use spaced repetition to ensure the student remembers any of those facts. Additional syllabuses can be pre-loaded for future classes. The software can use the prerequisites for all the items in those pre-loaded syllabuses as an additional list of things that the student should not be allowed to forget. This way, students won't be showing up for Physics 3 class having completely forgotten all the calculus that they learned two years ago. Finally, people can create their own personal syllabus of things they want to remember for any designated time period, even the rest of their life.

While a syllabus is a list of certain facts that need to be learned, a lesson plan, in contrast, is a list of the exact items that must be presented to the student and in what order so that they can learn those facts. The teacher chooses the exact explanations that the student must read and the exact questions that the student must answer. Naturally, nothing prevents the student from reading other explanations or doing other problems. But the student must at least go through the ones specified by the teacher. This is provided for those "old school" teachers who cannot give up control over what content their students are exposed to. It can also be used to create a common foundation for discussion among students.

Both of these can be easily built up by simply choosing topics, facts, and items from the hierarchical list of content contained within the "Tree of Knowledge." Software will be written that assists the teacher by filtering and sorting content based on the metadata mentioned above. So, if a teacher wants to find content that facilitates the "Understanding" level in Bloom's Taxonomy, follows a certain thread, and avoids content that has certain difficult prerequisites, then those will be made available for the teacher to choose from when building their lesson plan or syllabus. It sure beats searching the internet for hours on end and then painstakingly evaluating everything personally, now doesn't it?

Easy reuse of media.

Like all XML and HTML, the media is stored separately. All media is given a unique name and location within the classification system so that it can be used within any content.

Content can be created and submitted by anyone.

Educators, students, and authors can create content and submit it for inclusion within the DEMML™ system. People can submit something as small as one additional explanation for one specific question or they can submit an entire chapter or book worth of information. I hope to work out a system so that those who create large amounts of content can be rewarded for their work.

Official DEMML content is vetted by certified educators.

DEMML is not a wiki. People cannot simply add whatever they want to the official DEMML "Tree of Knowledge." All content designated as DEMML™ vetted content and distributed through the DEMML™ distribution system is specifically designed for education purposes and it has been checked for accuracy by certified educators. The vetting system allows any certified educator who wants to participate to do so. Rather than wait for specific individuals to find time to vet content, a large pool of educators will be certified for each different major discipline. Once a certain number of those official vettors have responded, then the content will be considered vetted and will be automatically added to the system. No committee meetings required!

Content can also be created and distributed outside of the DEMML system.

It is also possible for anyone to create content and distribute it on their own. As long as it follows the standard for file structure, then that content can be used within the student's learning software just like official DEMML content. This content must be designated as "DEMML™ formatted" content. The phrases "DEMML™ approved," "DEMML™ vetted," or "official DEMML™" cannot be used in association with this content. To do so would be a violation of the DEMML™ trademark.

That said, external content is definitely encouraged. Teachers can create content and distribute it to their students without waiting for it to be officially vetted by other educators and distributed throughout the DEMML™ system. Companies can create content to train their employees in internal procedures and that content can be easily merged with the content those employees may already be studying from other sources. DEMML formatted content can be included on a CD sold with a book. The readers of the book can then merge that content into their existing database of DEMML content and study it using the same software they are already familiar with.

It is even be possible for other organizations to create their own database of DEMML formatted content with their own classification and vetting systems. As long as they don't claim the content is official DEMML™ content and they don't indicate that the classification code is a DEMCS™ classification code, then everyone will be happy. It is my hope that lots of content will created and used for all kinds of things. Since all this content will be in the same format, then people can use the same software for learning everything they need to learn, whether it be for school, work, or personal edification. Then there will be true competition amongst the developers of both content and the software used to present it.

Absolutely no server required to use the content.

• Most other CBT systems require complex and proprietary systems of servers and software to present the content to students. Even so called "simple" systems still require costly and proprietary media streaming software installed on a server which must be accessible to view that content.
• Other systems claim their content can be easily distributed. But once "distributed," they still need a server for the students to view the content.
• With DEMML™ you can copy some of your content onto a USB memory stick and I can load it directly onto my computer or even read it directly off of the memory stick. That's it, that's all. If the content contains multimedia, then that media will be displayed using the standard, free plug-ins that are already installed for most user's browsers.

Absolutely no internet connection required to use or distribute the content.

While the DEMML™ distribution system will use the internet, the content can be distributed directly to very remote users via USB memory stick, CD, or DVD.

Easy to get started.

Absolutely no special software needed on either the client or server end to get started.

• For Users:
  • A simple web browser is enough to enable them to browse the content and find what they need whether this is on the DEMML.net™ distribution site or just in folders on their own computer.
• For Content authors:
  • A simple text editor is all they really need to get started creating content. A standard html editor or XML editor can also be used.
• For remote distribution sites:
  • A very simple web server with no special server-side software is all that is needed. For small sites this can be any cheap PC with a big hard drive.
  • Standard, off-the-shelf, Usenet server software is used for discussions, submission, and vetting of content. There is no requirement to host discussions in order to host content.
  • Free, open-source software is available for both of these functions. Easy setup disks will be created to make it even easier to get started. In the future, DEMML.org™ may even be able to ship out pre-configured servers.
  • (Remember, these remote distribution sites are not required for users to use the content.)

No one is locked-in to a single source for software.

While DEMML content can be viewed using a plain web browser, special software will be required to make use of many of the special features. Rather than attempting to be a single-source vendor for this software, DEMML.org will encourage the development of open-source and commercial software from as many different vendors and sources as possible. We believe that choice is not only good for the consumers, but also the best way to ensure the long term health of the standard itself.

DEMML will inspire a new wave of high quality educational software and content by breaking the link between them.

Under the current system, a different program or web site is written or created for almost every different set of content. New content requires a new program. If a student needs to learn material that is only presented by a certain program then they have to put up with all the failings of that program. Or there may be a certain program that works really well, but there is only a limited set of content available for that program. DEMML™ will free up software developers to write the best program they can without concerning themselves about the content. They will also know that there will be a large market for their product because of the large body of content already available. This will then make it practical for them to invest the time and money necessary to truly innovative, high-quality software.

Similarly, content authors will no nonger be limited to the small niche provided by their chosen presentation software. They can create content, confident in the knowledge that it can be used by people all over the world using their choice of software.

Facilitates better research.

If students opt-in, software can collect a history of everything they do within the system and feed that back to a massive database of the learning histories of millions of students. This data can then be easily mined by education researchers to unlock the secrets of how we learn and to improve the content itself. There will then be very little need for the lengthy, expensive studies often performed by researchers today. A researcher will be able to simply sit down at their desk and search through a database of information. The statistics gathered will be much more valuable because they will be based on the histories of millions of students from all over the world instead of just thirty or so who happen to go to a local school and have time to participate is a study. If a researcher wants to investigate a new approach to presenting content they can simply create that content, submit it to the system, and then sit back and wait for the data to come rolling in.

By reducing the cost and time involved in educational research, DEMML™ will open the doors for more researchers to investigate more different techniques at a rate never before possible.