• workshop_dense_100#slide 6

The mind map appears to embed several short supervisory reading paths, all of which begin at the same centre. A theory-focused supervisor can follow the shortest conceptual path: RAIDT, then the run as the unit of governance, then the run-level evidence pack, then the five pillars (Responsibility, Auditability, Interpretability, Dependability, Traceability), and finally the boundary conditions. That path is sufficient to understand the core claim and its limits. A methods-focused supervisor can take a second path: run-level evidence pack, score profile, anchors 1=missing / 3=partial / 5=audit-ready, reviewer calibration, repeat-run testing, and then the empirical programme. That path foregrounds how claims become measurable and comparable.

A third path is practice- and policy-facing: run, evidence pack, influence methods as governance interventions, implementation options, policy translation, and sector calibration. This path is especially useful for supervisors interested in organisational adoption or standards alignment. What matters is that none of these short paths bypasses the centre. The papers are explicit that later empirical validation and policy translation depend on a stable inner object: a bounded run record and a multidimensional score profile. The supervisory reading paths are therefore not arbitrary shortcuts. They are disciplined routes through the same design logic, allowing different readers to enter the project from their own concern without fragmenting the project into unrelated pieces.

In education, a supervisor interested mainly in governance theory might stop after understanding how one tutoring-support run becomes a run-level evidence pack and how the five pillars are scored. Another supervisor, focused on evaluation, might continue straight to repeat-run testing to ask whether different prompting configurations alter Dependability or Interpretability. A third, interested in implementation, might move from the evidence pack to logging design, review workflows, and standards translation.

All three routes remain coherent because they share the same centre. The tutoring example is not read as a separate project for theory, practice, and policy. It is one governable run examined through different supervisory priorities.

• 11-RAIDT_Academic_Logic_M_v11
• 12-RAIDT_DSR_Theory_M_v8