A curriculum written for your memory, your schedule and the way you like to study.
AbstractMost certification courses give every learner the same videos in the same order. AZPrep starts from how memory works. An AI planner builds a curriculum around your exam date, your weekly time and the formats you enjoy, drawing on five tools: Live Lab Coach, Deep Dive Videos, Scenario Generation, the plain-English Library and Practice Questions. It sequences them with study methods that have strong experimental support: spaced practice2, retrieval practice3 and interleaving4.
Fig. 1 is your curriculum, built live from the settings on the right. Change your exam date, weekly time, starting point or preferred formats and every session is re-planned. The Evidence view shows the memory research behind the schedule1.
Four techniques, scheduled for you.
Spaced practice 2
Reviews come back at widening intervals, just before you would forget.
Retrieval practice 3
You recall answers from memory in quizzes and labs, which strengthens them more than rereading.
Interleaving 4
Storage, networking and identity questions are mixed, so you learn to choose the right approach.
Words with pictures 5
Diagrams sit beside explanations in videos, deep dives and the textbook.
Five instruments, each built on a finding.
Live Lab Coach
Real Azure tasks with step-by-step feedback as you work. Doing and getting corrected is retrieval practice with immediate feedback3.
Deep Dive Videos
One topic at a time, with the diagram built on screen as it is explained. Narration with visuals beats either alone5.
Scenario Generation
Fresh, realistic company scenarios mix storage, networking and identity in one problem, so you practise choosing the approach, which is interleaving4.
The Library
Every concept in plain English first, with the official terms added once the idea makes sense. Written to be understood on the first read.
Pick a week below.
The research behind the model.
- Ebbinghaus, H. (1885). Über das Gedächtnis. Leipzig: Duncker & Humblot.
- Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.
- Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.
- Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481–498.
- Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
- Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119.
- Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58.