The Key Concepts

AIEd a learning operating system linking learning directly to the workplace

AIEd is the acronym for Artificial Intelligence in education, though we prefer to apply the term to all learning, we call it fluidLearning. Current learning systems cannot cope with the demands of learners, teachers or employers to quickly learn new competencies in a flexible, personalised way.

We recognise that learning happens not just in classrooms, but is a result of all human interaction anywhere –  formal, informal and incidental.

Teaching is a ‘rote push’ process and does not create effective learning.

Learning is an ‘individual pull’ process – we learn all the time, everywhere,

and what we learn we remember and are able to apply as competencies in any context. 

fluidLearning provides unique, individual learningFlows for each person and measuring individual competencies and predicting how these will be applied in different situations in business or life. Each stakeholder benefits;

The Individual

  • Has learning available at a low, manageable cost
  • Has learning specific to each person owned by the individual learner
  • Formal, informal and incidental learning can be measured
  • Can automatically collect a lifelong learning skills passport to use for career planning

The Employer


  • Ensure that education output makes each individual suitable for the job market 
  • Connect learning to employment to reduce cost and add value to the recruitment and employment processes
  • Improve internal training, recruitment and management
  • Motivate employees

The Teacher

  • Can change from teaching to enabling learning, achieving better results and more motivated students
  • Support individual learning
  • Can assess all types of learning and the whole person
  • Can be more creative and understand work skills


  • Assessment can, for the first time, be holistic and measure all human traits, aspects of learning, and competencies
  • Assessment is not simply the measurement of academic outcomes but of formal/informal and incidental learning
  • All forms of learning are measured in micro detail and are known and owned by the learner


  • Can make the transformation from teaching to enabling and supporting individual learning
  • Can understand its relevance to the workplace 
  • Enable all learners to own their own learning outcomes, skills and qualifications

Lifelong Learning

  • Can become a reality to provide support for people to learn in communities and individually informally
  • Reduce the cost of learning
  • Show each person what and how to learn related to the job market
  • Provide a skills passport as the learner’s lifelong portfolio
  • Connect learners to jobs

Key concepts and research

Our theories and key concepts have been several years in development and we have understood the consilience between many different disciplines and areas of research, such as learning, cognitive science, assessment and quantum mechanics. 
Much has also been understood from an in-depth, three-year case study of Leerpark, a Dutch vocational training college founded ten years ago.  It has trained more than one hundred thousand students and recently received an award for educational innovation.
For those wishing to read the background materials:

Make learning, in all forms, available to as many as possible at a low, manageable cost.

Make learning specific to each individual and owned by the learner.

Blaschke, L., 2012. Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, [e-journal] 13(1), pp.56-71. Available at: 

Friesen, N. and Wihak, C., 2013. From OER to PLAR: Credentialing for Open Education. Open Praxis, [e-journal] 5(1), pp.49 – 58.

Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J. and Watkins, S.C., 2013. Connected Learning: An Agenda for Research and Design. [pdf] Digital Media and Learning Research Hub. Available at:

Lathika, K., 2016. Student Centred Learning. International Journal of Current Research and Modern Education, [e-journal] 1(1), pp.677-680, Available at:

Lee, M.J.W. and McLoughlin, C., 2007. Teaching and Learning in the web 2.0 era: empowering students through learner-generated content. International Journal of Instructional Technology and Distance Learning, [e-journal] 4(10). Available at:


Teachers should be supported to make the transition from education 2.0 to 3.0.

Teachers and their interactions with learners are core to the education process and everything should be done to protect and foster this relationship.

Cloonan, A., 2012. Impact of professional learning on teachers and their students. [pdf] Catholic Education Melbourne. Available at:

Corcoran, T.B., 1995. Helping teachers teach well: Transforming professional development. [pdf] Research and Policy Office of Educational Research in Education. Available at:

Department of Education and Training, 2005. Professional Learning in Effective Schools: The seven principles of highly effective professional learning. [pdf] Leadership and Development Branch. Available at: ctivesch.pdf . OECD, 2009

Creating Effective Teaching and Learning Environments: First results from TALIS. [pdf] OECD Publishing. Available at:

Schleider, A. ed., 2012. Preparing teachers and Developing School Leaders for the 21st Century: Lessons from around the world. OECD Publishing. Available at:

Stein, M. K., Smith, M. S., Silver, E., 1999. The Development of Professional Developers: Learning to Assist Teachers in New Settings in New Ways. Harvard Educational Review, [e-journal] 69(3), pp.237 – 270.


Learning content should be open source and free and prior accredited learning should be possible for all.

Learners need to understand their competencies to know how ti improve them to find the right jobs.

Learners need a lifelong competency profile.  

Armsby, P., Costley, C. and Garnett, J., 2006. The legitimisation of knowledge: a work-based learning perspective of APEL. International Journal of Lifelong Education, [e-journal] 25(4), pp.369-383. Available at: edAccess=true

Bass, R., 2012. Disrupting Ourselves: The Problem of Learning in Higher Education. EDUCAUSE Review, [e-journal] 47(2), pp.1-14. Available at:

Bottrell, D., Te Riele, K., and Plows, V., 2014. Townsville Flexible Learning Centre. Case study. Putting the jigsaw together: Innovative learning engagement programs in Australia. [pdf] The Victoria Institute for Education, Diversity and Lifelong Learning. Available at:

Brown, J. S. and Adler, R.P., 2008. Minds of fire: Open education, the Long Tail, and Learning 2.0. [pdf] EDUCAUSE Review. Available at: 66c23/Minds%20on%20Fire.%20Open%20Education,%20the%20Long%20Tail,%20 and%20Learning%202.0%20-%20Brown,%20Adler%20(2008).pdf

Christensen, C.M., Horn M.B., Caldera, L. and Soares, L., 2011. Disrupting College: How Disruptive Innovation Can Deliver Quality and Affordability to Postsecondary Education. [pdf] Center for American Progress. Available at:

Conrad, D. and McGreal, R., 2012. Flexible paths to assessment for OER learners: A comparative study. Journal of Interactive Media in Education, [e-journal] 2012(2). Available at: 12/galley/452/download/

Downes, S., 2007. Models for sustainable open educational resources. Interdisciplinary Journal of E-Learning and Learning Objects, [e-journal] 3(1), pp.29-44. Available at: 

Friesen, N. and Wihak, C., 2013. From OER to PLAR: Credentialing for Open Education. Open Praxis, [e-journal] 5(1), pp.49 – 58.



Employers should be actively engaged in the education and learning process.

Employers need to be able to find employees with the right skills and train their existing workforce in the right way. They need to understand the output of education as competencies so they can do this.

Bates, A., Bates, M. and Bates, L., 2007. Preparing students for the professional workplace: who has responsibility for what? Asia-Pacific Journal of Cooperative Education, [e-journal] 8(2), pp. 121-129. Available at:

The Economist, 2015. Driving the skills agenda: Preparing students for the future. [pdf] The Economist Intelligence Unit Limited. Available at:

Laplagne, P. and Bensted, L., 1999, The Role of Training and Innovation in Workplace Performance. [pdf] Melbourne: Productivity Commission. Available at:

Rainie, L. and Anderson, J., 2017. The Future of Jobs and Jobs Training. Pew Research Center Internet & Technology, [online] Available at:

Silverman, M., 2003. Supporting workplace learning: a background paper for IES Research network members. [pdf] Institute of Employment Studies. Available at:

UMA, S.N., 2013. A Study on Training Importance for Employees of their Successful Performance in the Organization. International Journal of Science and Research, [ejournal] 2(11), pp.137-140. Available at: s_of_their_Successful_Performance_in_the_Organization


Learning outcomes are owned by the learner - not the organisation - and should satisfy the goals of the learner, not the organisation.

Assessment needs to be an holistic taking account of all aspects of learning outcomes formal, informal and incidental learning.

Bentley, T., 1998. Learning beyond the classroom: Education for a Changing World. [e-book] New York: Routledge. Available at: &dq=assessing+learning+beyond+the+classroom&ots=wAUESUYesV&sig=PPNem 51ABbJEoa9Ubbr91i1UFKU#v=onepage&q=assessing%20learning%20beyond%20t he%20classroom&f=false

Conrad, D. and McGreal, R., 2012. Flexible paths to assessment for OER learners: A comparative study. Journal of Interactive Media in Education, [e-journal] 2012(2). Available at: 12/galley/452/download/

Friesen, N. and Wihak, C., 2013. From OER to PLAR: Credentialing for Open Education. Open Praxis, [e-journal] 5(1), pp.49 – 58.

McGreal, R., Conrad, D., Murphy, A., Witthaus, G. and Mackintosh, W., 2014. Formalising informal learning: Assessment and accreditation challenges within disaggregated systems. Open Praxis, [e-journal] 6(2), pp.125 – 133.

Tally, S., 2012. Digital badges show student skills along with degree. Purdue University News, [online] Available at:

Whitman, G. and Hardiman, M., 2014. Assessment and the learning brain: what the research tells us. National Association of Independent Schools, [online] Available at:


People should be able to learn in communities and support each other.

People should be able to learn on a lifelong basis at no cost .  A learner’s lifelong portfolio will be his/her skills passport.

Field, J., 2012. Is lifelong learning making a difference? Research-based evidence on the impact of adult learning. In: D. Aspin, J. Chapman, K. Evans and R. Bagnall, eds. 2012. Second International Handbook of Lifelong Learning. [pdf] Dordrecht: Springer. pp.887-897. Available at:

Is_Lifelong_Learning_Making_ a_Difference_Research-Based_Evidence_on_the_Impact_of_Adult_Learning . Head, A.J., Van Hoeck, M. and Garson, D.S., 2015. Lifelong learning in the digital age: A content analysis of recent research on participation. First Monday, [e-journal] 20(2). Available at:

Horigan, J.B., 2016. The internet plays less of a role in lifelong learning for those with lower levels of education and income. Pew Research Center Internet & Technology, [online] Available at:

Van Merriënboer, J., Kirschner, P.A., Paas, F., Sloep, P.B. and Caniels, M., 2012. Towards an integrated approach for research on lifelong learning. Educational Technology Magazine: The Magazine for Managers of Change in Education, [ejournal] 49(3), pp.3-15. Available at: 00696399/document

Webster, S., 2014. Lifelong learning and the plastic brain. Cambridge University Research, [online] Available at: