Paramens is an intelligent tool specialized in asking targeted questions. The system encourages users to explain, defend, and structure what they know, driving learning and clarity through the act of defining and characterizing each concept.

Depending on the context and goals of the mining process, the dynamics adapt to two main applications:

• Educational and Instructional Assessment: A structured framework for environments with an expert, instructor, or manager as the central evaluator. The lead user establishes parameters, sets or calibrates probes, and evaluates responses—comparing authoritative standards against participant perceptions to measure subject mastery and identify knowledge gaps.

• Peer-to-Peer Collaborative Construction: A horizontal framework for working groups, research teams, or peer networks without a central evaluator. The process transforms the activity into a collective knowledge-building exercise where individual contributions face peer review and feed back into the system to generate new questions, deepen the shared foundation, and map consensus.

Individual and Autonomous Use (Study, Research, and Creation):

• Active Study and Retention: Replaces passive summary reading. The tool tests genuine understanding of books, articles, or exam topics by encouraging the explanation of concepts in one's own words.

• Organization of Notes and Readings: Transforms scattered notes and rough drafts into a structured repository, interconnecting ideas that were previously isolated.

• Brainstorming and Idea Clarification: Functions as a neutral sounding board to validate theses, structure arguments for essays, or unblock creative projects through targeted prompts.

• Mapping Personal Knowledge: Clearly reveals what is already consolidated in one's mind and where understanding gaps remain on a given subject.

Educational Environment (Schools and Universities):

• Next-Generation Diagnostic and Formative Assessment: Moves beyond shallow multiple-choice tests. The tool measures the depth of conceptual mastery, requiring students to articulate and ground their reasoning.

• Mapping Conceptual Gaps (Misconceptions): Identifies misinterpretations and theoretical bottlenecks in real time. Instructors receive an accurate diagnosis of areas needing immediate intervention before formal evaluations.

• Optimization of Teaching Workload: Eliminates time spent on mechanical text grading. The AI conducts probes and organizes data, allowing educators to focus on mediation and pedagogical planning.

• Building Class Knowledge Assets: Converts individual student responses into a visual concept map and a living course glossary, fostering ownership and collaborative learning.

Corporate Environment (Companies and Organizations):

• Explicating Tacit Knowledge: Captures the accumulated know-how of experts, technicians, and leaders who often struggle to document what they know.

• Process and Best Practice Structuring: The AI prompts specialists on their daily routines, turning scattered insights into structured organizational intelligence repositories.

• Efficient Onboarding and Training: Reduces integration time for new hires through access to knowledge bases validated by company experts themselves.

Paramens provides a structured environment for schools, universities, and enterprises to simplify class and team management through Paramental Institutions:

• Free Institution Setup: Any account can create one or more Paramental Institutions within the system at no extra cost.

• Frictionless Bulk Enrollment: Students/team members (miners) and teachers/leaders (managers) are onboarded directly using their student ID or internal employee code. Individual account registration and email verification for students are not required.

• Unified Credit Pool: Managers run mining activities utilizing a credit pool purchased and managed centrally by the institution.

• Preserved Knowledge Assets: All generated knowledge, mining histories, and assessment reports remain permanently accessible to institution owners and administrators.

User Profile (Access):

• Private User (Email Access): Designed for independent professionals, researchers, consultants, or students. Has full autonomy to create mines, invite collaborators, and establish institutional structures.

• Institutional User (ID/Enrollment Access): Designed for students, teachers, and staff linked to an organization. Accesses the system directly and simply using institutional credentials.

Mining Roles (Action Levels):

• Miner: The user who responds to AI probes, articulates concepts, and feeds the knowledge base. Can be a student, a trainee, or a self-directed learner.

• Mine Manager: Responsible for defining topics, configuring probes, and tracking responses. Can be a teacher managing a class, a corporate expert structuring a training program, or the creator of a private mine.

Mine Types (Work Environments):

• Private Mines: Environments created and managed by any private user. They support everything from self-study to peer-to-peer collaboration, as well as direct moderation by a manager guiding the investigation.

• Institutional Mines: Spaces tied to an organizational structure (school, university, or company). They stand out for streamlined access via student or employee ID, while maintaining centralized governance and access controls by the institution.

(Both mine types offer access to the same tracking reports, consolidating data on performance, participation, and conceptual gap mapping.)

To guide the investigation and stimulate participant reasoning, Paramens employs dynamic procedures called Probes.

Far from simple automated questions, probes execute a complete cognitive cycle: they formulate adaptive questions, analyze and evaluate response depth, and seamlessly integrate new knowledge into the existing base. This process ensures that every interaction expands and refines the knowledge structure.

Paramens operates with three categories of probes:

• Concept Probes: Questions aimed at identifying, extracting, and introducing new core concepts into the discussion.

• Feature Probes: Questions that deepen understanding by encouraging users to detail, compare, justify, and specify the attributes of each concept.

• Image Probes: Visual prompts that request or display graphical references to illustrate and materialize the ideas under discussion.

When creating a mine, the manager needs to define only two initial elements:

• Name

A short, descriptive title that facilitates future searches (e.g., "HIST-101", "INOV-2026", "PROD-STAGE1").

• Theme

A concise text that contextualizes the subject to be addressed by the miners.

After creation, the mine develops through up to 5 sequential phases, each with a clearly defined purpose:

• Phase 1: Preparation (optional)

Stage in which the manager (or teacher) works alone in the mine, entering the initial information to be explored: concepts, features, and images. This preliminary content may contain true or intentionally incorrect statements to test participants' discernment. If the manager chooses not to insert data, miners will start the activity with a completely empty mine (a valid and viable strategy in Paramens).

• Phase 2: Collaboration (optional)

Active engagement stage where miners respond to probes, articulate their ideas, and introduce new concepts to the repository. The manager defines which probe types will be active. Cross-referencing data dynamically drives the process: one participant's responses feed the generation of questions for others. This phase can be timed, advancing automatically when time expires. If the manager wishes to run an activity similar to a traditional exam, they can simply skip this phase: preparing concepts in Phase 1 and moving directly to Phase 3, where participants express their opinions on the prepared content.

• Phase 3: Covalidation

Stage focused on group review and positioning, without creating new content. The objective is to make all participants express an opinion on everything built in the previous phase. While the previous stage required reflection, this one demands swift action: with a single click, participants validate or disagree with each statement and image. It can also be timed, ending when the timer runs out or as soon as the participant reviews all items.

• Phase 4: Assessment (optional)

Individual stage for the manager, in which they validate each statement and image posted during the collaborative process. Evaluation is quick: with one click per item, the manager's judgment is recorded for comparison against each group member's opinion. In peer-collaboration contexts without a central evaluator, this phase can be skipped, sending the mine directly to the final stage.

• Phase 5: Results

Stage in which miners access metrics, concept maps, and consolidated mining outputs. The manager determines which metrics and products are visible, adjusting settings in the mine configuration tab.

Note: Depending on the goals of the collaborative process, phases can be repeated. For example, successive cycles of Collaboration (Phase 2) and Covalidation (Phase 3) enable deeper discussions, concept refinement, and tracking shifts in perspective regarding specific statements. 

The Paragraphic

The dynamic concept map that visualizes the entire structure of discussions, highlighting core themes, the strength of connections between topics, and points that remain on the periphery of the debate.

The Hyperglossary

Consolidated knowledge organized into a living network repository. Each concept becomes a structured entry, complete with explanatory summaries and visual references. Conceptual interconnections and mention histories are mapped automatically, enabling smooth navigation throughout the document.

Performance Metrics

A set of synthetic indicators that measure the outcomes and evolution of the investigation:

• Miner Metrics: Evaluate conceptual mastery, proactivity, sustained focus, and alignment with the group.

• Concept Metrics: Identify the degree of assimilation for each topic, pinpointing what has been understood and what still requires intervention or reinforcement.

• Mine Metrics: Present an overall snapshot of activity, tracking mapped concept volume, repository density, and the number of answered probes.

Consumption Focused on AI Value

Browsing, reading, and querying content on the platform are completely free. Credit consumption occurs exclusively during operations powered by artificial intelligence:

• In Mining: Occurs during active interactions with probes (each submitted response consumes between 1 and 6 credits, depending on topic depth and complexity).

• In Refining and Synthesis: Occurs during the generation of the Paragraphic and the consolidated structuring of the Hyperglossary.

Acquisition and Distribution

• Purchased by Private Users: Credits are purchased directly on the website using a credit card. Larger credit packages offer the best value (more credits per dollar).

• Transfer and Usage in Mines: Institutions do not purchase credits directly; they receive them from their owners (private users). The operation of any mine, whether private or institutional, relies on credit transfers provided by its owner or manager.

• No Expiration Date: Purchased credits never expire, remaining available until fully consumed.

Practical Usage Simulation

To illustrate credit consumption in a real classroom or workshop setting:

• Setup: 20 participants engaging in a 20-minute mining activity during the Collaboration Phase.

• Volume: At an average rate of 1 response per minute per participant, the group will generate 400 AI probe interactions.

• Estimated Consumption: At an average cost of 3 credits per submitted response, the session will consume approximately 1,200 credits.

Simulation Summary:

• Participants: 20 students

• Activity duration: 20 minutes

• Estimated consumption: ~1,200 credits

• Approximate cost: USD 1.20