Localization, translation, and delivery adaptation

Document material changes so another educator can see what was localized and why.

Date changing facts and tell learners what may change. When preparing a local example, you can ask the Bitcoin Diploma AI assistant to suggest which claims need checking and what evidence to seek. Open the original sources yourself, confirm that they support each claim, and record the source and date; an AI response is not evidence that a fact is current.

You may help learners recognize that these areas exist and identify where reliable local guidance is needed. You may explain a checked public rule at beginner level when competent to do so.

Do not:

• advise a learner how to structure a transaction for tax or legal advantage
• tell a learner that a path is legal without jurisdiction-specific support
• interpret an individual learner's obligations
• encourage evasion or concealment
• present a community practice as proof of compliance; or
• allow a guest to use the class as professional solicitation.

Use wording such as:

Current local guidance, not individual advice

Local rules may affect this path. The current public guidance we checked on [date] says ________. This is an educational summary, not advice for an individual situation. A qualified local professional or authority should answer case-specific questions.

When naming a local example:

• explain why it was selected for the learning competency
• state the date and version checked
• identify custody and key dependencies
• include one alternative or offline route
• disclose any educator or organization relationship
• avoid ranking, affiliate language, or promotional claims
• never promise continuity, safety, low fees, or availability; and
• remove or update the example when facts change.

Named explorers, wallet-selection sites, maps, or trackers are optional interfaces. Essential learning must remain available without them.

Use this sequence:

1. Establish the English learning meaning.
2. Edit for beginner clarity, short sentences, direct voice, consistent terminology, and low ambiguity.
3. Identify terms requiring a translator note or local replacement.
4. Translate the meaning, not English word order.
5. Localize examples only where authorized.
6. Review the translation with a language specialist and a subject-matter educator.
7. Test difficult safety instructions with learners.
8. Confirm that competencies, task difficulty, rubrics, and stop conditions remain equivalent.
9. Confirm that the language version preserves the competencies, safety instructions, and assessment standard before use.

Avoid idioms and metaphors that cannot travel cleanly. If using an analogy, always state what it explains and what it does not.

Pay particular attention to:

• money versus currency
• asset, claim, liability, liquidity, and solvency
• inflation and purchasing power
• decentralization and peer-to-peer
• proof of work and verification
• wallet, custody, and self-custody
• private key, seed phrase, and recovery
• address, invoice, and payment request
• confirmation and finality
• on-chain and Lightning
• privacy and anonymity
• KYC and no-KYC; and
• trade-off, risk, and uncertainty.

Use the definitions in the Lexicon.

My First Bitcoin prefers in-person Bitcoin Diploma sessions because direct educator contact and greater opportunity for practical activities can make learning more engaging and natural. This is a preference, not a requirement. Online delivery can be more affordable, scalable, and achievable for many people, so educators should support either mode appropriately.

• Arrange seating for dialogue and small-group work.
• Create a private assessment area.
• Display practical demonstrations so learners can see without exposing secrets.
• Use stations only when observation remains reliable.
• Prepare paper and device routes.
• Plan breaks, charging, and safe storage of equipment.

• Send printable materials in advance when possible.
• Test screen sharing without displaying notifications or credentials.
• Use breakout rooms with clear tasks and privacy expectations.
• Do not ask learners to screen-share a real wallet, balance, address history, or recovery process.
• Use prepared interfaces for teaching.
• Conduct formal remote practical assessment only under approved direct-observation and privacy conditions.
• Have a phone or low-bandwidth fallback that preserves the competency.

Self-paced learning can prepare knowledge but cannot replace educator-led theoretical assessment or directly observed practical assessment.

Provide:

• a clear map of required learning materials and educator assessment points
• optional or need-based formative educator support
• supported practical workshops
• approved live or remote observation
• remediation and reassessment; and
• a route into a cohort or community discussion.

• Make tables and instructions readable without side-by-side windows.
• Print comparison sheets that would otherwise require switching screens.
• Use device turns without treating observation as performance.
• Schedule individual educator assessment where needed.
• Check that clipboard, camera, and notification use does not expose data.
• Reset shared devices between learners.

Use peer interaction for learning, not peer certification.

• Assign group roles so everyone speaks and decides.
• Use response cards, brief writing, or paired explanation to hear more learners.
• Rotate practical stations with trained support.
• Reserve direct observation for the educator.
• Schedule separate practical assessment if visibility is limited.
• Keep educator-to-learner workload low enough for defensible decisions.

Invite experienced learners to explain reasoning, not take over devices or provide advice. Give them extension questions about trade-offs, verification, teaching clarity, and safe boundaries. Do not let familiarity exempt them from required evidence.

Protect beginners from jargon and status competition. A person can know market language while lacking custody safety, or perform wallet steps while misunderstanding why they matter.