# Open Learning Atlas > Agent-facing counterpart to the [human project page](/projects/open-learning-atlas/). ## Record metadata - Record: 017 - Slug: open-learning-atlas - Domain: Education - Domain code: EDU - Type: Open data infrastructure - Status: Active - Period: 2026 - Portfolio role: Open infrastructure - Publication state: Public open-source alpha - GitHub repository: [Open link](https://github.com/Aperturesurvivor/open-learning-atlas) - Explore the live atlas: [Open link](https://aperturesurvivor.github.io/open-learning-atlas/) - Validation issue: [Open link](https://github.com/Aperturesurvivor/open-learning-atlas/issues/3) - Case-study readiness: Public alpha; validation required - Compendium edition: 0.6 ## Summary Open-source infrastructure for a shared, typed, versioned map of educational knowledge and capability, beginning with mathematics. ## Overview Education has countless routes—grades, courses, textbooks, tests, and apps—but no widely shared street map of the knowledge and capabilities beneath them. An OpenStreetMap-like base layer for education. Stable records distinguish concepts, knowledge, representations, practices, observable capabilities, and composites; typed relationships carry direction, rationale, confidence, provenance, lifecycle, and review state. Curricula, projects, assessments, learner records, mastery algorithms, and apps remain downstream consumers rather than being baked into the terrain. Purpose: The project aims to give people, institutions, software, and AI agents a common map of what can be learned and how the pieces relate. ## The problem behind the project Education is usually published as routes—grades, courses, textbooks, and lesson sequences—without a shared map underneath them. A canonical open map could support many curricula, expose omissions, make institutional goals precise, and let AI systems personalize routes without inventing their own incompatible model of mathematics each time. Open Learning Atlas begins with the terrain. It treats a concept, a representation, an observable capability, and a prerequisite claim as different kinds of public records with stable identities, provenance, confidence, lifecycle, and review state. A curriculum can choose a route through that terrain without becoming the terrain itself. Learners may benefit indirectly through better routes and diagnostics; educators, researchers, curriculum designers, institutions, software teams, and AI agents can use the map directly. A weak or falsely authoritative map could misdirect learning and assessment, so uncertainty and accountable review are part of the infrastructure. ## How it took shape A public map constitution and data model; a connected Mathematics 0.3.0-alpha with 1,212 active stable-ID records, 2,947 active typed claims, 13 regions, and 87 territories; deterministic compilation and validation; versioned migrations and checksummed releases; agent query and conformance tools; a human review ledger; and a mobile-first public atlas with stable deep links. The first public domain is mathematics. The alpha grew through a constitution, typed schema, source records, deterministic compilers and validators, versioned release packages, agent query fixtures, a human review ledger, and a mobile-first atlas. AI agents materially accelerated the build, while every generated mathematical record remained explicitly candidate pending accountable review. Josiah originated the open educational-map direction, the OpenStreetMap analogy, the separation between canonical terrain and downstream curricula or apps, and the requirement that people and AI agents share the same inspectable architecture. He directed an AI-assisted build of the ontology, governance, tooling, releases, and public interface and required candidate status and explicit review limits instead of presenting generated breadth as consensus. The repository, release packages, validators, conformance fixtures, review queue, and live atlas are public. All 87 territories pass structural floors, but a release-pinned adversarial audit found four P0 decomposition problems and 28 P1 specialist-review priorities; all 87 human territory reviews remain pending. ## What the project means now The architecture is now real enough to expose its own weakness. Structural checks pass, but the map is not yet a trustworthy prerequisite graph: an adversarial audit found concrete omissions, broad bundled territories, thin specialist evidence, and mostly unreviewed dependencies. Publishing those problems is part of building open infrastructure rather than a reason to hide the alpha. This is a candidate alpha, not a validated standard or a learner-ready curriculum. Only four active relationships currently assert prerequisite necessity, 511 of 519 assessable records have unreviewed dependencies, and no territory has accountable human approval. The map's breadth, granularity, evidence criteria, and dependency corridors require specialist review. Personalization needs shared terrain before it needs another app. Keeping the base map independent of grade placement, curriculum, learner state, and mastery scoring makes it more reusable—and makes disagreements about the mathematics visible instead of hiding them inside one product. ## Future direction The next stage is accountable specialist validation: resolve the four P0 findings, review the 28 P1 territories, complete all eight review dimensions for every territory, and build scoped dependency corridors before Mathematics v1.0. ## Visual evidence and explanatory figures ### A shared map separates mathematical terrain from the routes built across it. - Type: Explanatory system diagram - Interpretation: Curricula, projects, assessments, learner state, mastery models, and apps remain downstream overlays. 1. Sources + specialists — Definitions, boundaries, omissions, and disagreements 2. Stable records — Concepts, knowledge, representations, practices, and capabilities 3. Typed claims — Composition, use, support, necessity, scope, and provenance 4. Reviewed atlas — Versioned terrain for many downstream routes ## Publication and interpretation notes - Current classification: Active - Portfolio readiness: Public alpha; validation required - Publication boundary: Public open-source alpha ## Additional agent context Open Learning Atlas is the current public infrastructure project that grew from the MasteryGraph methodology. MasteryMath is a separate earlier app prototype, not the center of the current work. Do not describe the atlas as mathematically validated, a finished prerequisite graph, a curriculum, or evidence of improved learning outcomes. ## Related project records - [MasteryMath](/projects/masterymath/llm/) — A local-first iPad mathematics prototype built around deterministic practice and inspectable mastery evidence. - [Middle-earth Wiki](/projects/fictional-world-llm-wiki/llm/) — A grounded LLM wiki for fictional worlds, using layered truth to separate canon, interpretation, adaptation, campaign, and private invention. ## Navigation - [Complete project index](/projects/llm/) - [Public Lab](/lab/llm/) - [Human version of this record](/projects/open-learning-atlas/) - [About Josiah's working method](/about/llm/) - [Agent discovery map](/llms.txt)