Teach the driver in front of you
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Course: Instructor and Coaching Mentorship
Module: Coaching and Pedagogy
Estimated duration: 55 minutes
Principle: your lesson is the person, not the script.
An HPDE instructor is not just a passenger with opinions. In most HPDE formats, the student is paired with an instructor, the two of you communicate through a headset, and the instruction happens while the car is moving at speeds and g-forces that are outside everyday driving. That means the lesson is alive. You may have a curriculum, a run-group objective, a student evaluation form, and a classroom topic to reinforce, but the actual lesson is the driver sitting next to you in this session, in this car, on this lap.
Teaching the driver in front of you means you start with three priorities, in this order: keep the session safe, keep the student able to learn, and then help the student improve the specific skill that is most useful right now. The source material is clear that safety is the first priority and that learning and enjoyment matter because students who are frightened, embarrassed, overloaded, or bored do not keep improving. That is not soft pedagogy. It is practical track instruction. A student who feels buried by information cannot drive a precise line. A student who is going too fast too soon cannot absorb the fundamentals. A student whose in-car instruction ignores the classroom lesson may feel frustrated before you ever reach the first braking zone.
The skill is not to say everything you know. The skill is to choose the one thing this driver can use now, say it at the moment it can help, verify whether it changed the driving, and then decide whether to continue, simplify, or move on. The evaluator language in the corpus gives you the standard: the instructor gives important information in a timely fashion, in appropriate amounts, so that it helps and does not confuse while driving. That sentence is the spine of this lesson.
The mechanism: attention is the scarce resource.
Performance driving already asks the student to manage line, speed, braking, steering, mirrors, flags, traffic, the instructor's voice, physical sensation, and fear. The primer material describes performance driving as a sport that must be approached with respect because the speeds and g-forces are beyond everyday driving. That is why instruction has to be filtered. You are not merely transferring information. You are protecting the student's attention so the next useful action can happen.
If you give a novice driver a long explanation of weight transfer at corner entry while they are still missing every apex, you may be technically correct and still be a bad instructor in that moment. If you give an intermediate driver three different fixes for a single corner, you may be right about all three and still make the next lap worse. If you focus only on your preferred topic while the student has just come from a classroom session on something else, you may break the learning chain the program is trying to build.
The driver in front of you has a current working capacity. Some students can hear a concept once and apply it immediately. Some need you to demonstrate. Some need fewer words. Some need to slow down before they can see the line. Some need a confidence reset because they are driving defensively after a scare. Some need you to stop teaching the advanced layer and return to the fundamentals of a repeatable path. Your job is to diagnose that capacity and teach inside it.
Scope control: curriculum still matters.
Teaching the driver in front of you does not mean ignoring the event curriculum. It means connecting the event curriculum to the student's present need. The Bentley instructor material warns that classroom and in-car instruction often fail to connect, and it tells the in-car instructor to know what happened in the classroom and relate the track session to it. If the student has just spent time in class on heel-and-toe downshifting and you spend the whole session talking only about cornering line, the student may experience the program as scattered. If the class covered vision, and the student is turning in early because the eyes are low, you have a clean bridge from classroom to car.
Use the curriculum as your map, not your autopilot. Before the session, ask what the student just covered, what they understood, and what they want clarified. Then compare that with what you saw in the previous session or on the out lap. The best next objective sits where those two sources overlap: the program objective and the driver's actual behavior.
The four-loop method.
A reliable way to teach the driver in front of you is to run four loops every session: align, diagnose, coach, and transfer.
The alignment loop happens before you leave the paddock or grid. You confirm the communication setup, belts, seat, mirrors, helmet, and basic session plan. The corpus includes explicit operational expectations that instructors should have a functioning communicator and headset and complete preparations before entering grid. That matters pedagogically, not just logistically. If you spend the first minutes of a session fumbling with equipment, shouting over wind noise, or discovering that the student does not know the objective, you have already spent attention that should have gone to driving.
A good alignment loop is short. Ask what the classroom covered. Ask what the student wants from this session. State one working objective. If the student is new or overloaded, the objective may be to drive the same precise line every lap at a controlled pace. If the student is intermediate and consistent, the objective may be correct speed at turn-in, smoother brake release, or better steering correction. If the student is returning from a mistake, the objective may be regaining repeatability before adding speed.
The diagnostic loop happens on the out lap and first flying lap. You watch before you fix. You listen to how the student responds to simple instructions. You observe whether the driver knows the terms you use. The instructor evaluation material names terminology, track knowledge, vehicle dynamics, and pace as categories. Use those categories as your first diagnostic screen. Does the driver understand turn-in, apex, track-out, lift, squeeze, feather, and the basic oversteer-understeer language? Can they relate the proper line and why it matters? Can they explain what the car is doing when the transition is rough? Can they receive timely information without becoming confused?
The coaching loop is where you choose one intervention and test it. If the issue is line repeatability, you may cue eyes and speed control instead of giving a lecture about every corner. If the issue is braking, you may work toward correct speed at the turn-in point before introducing a more advanced braking technique. If the issue is steering, the evaluation language gives you useful observable targets: smooth inputs, proper line, and proper corrections. The intervention is not complete when you say it. It is complete when the car does something better.
The transfer loop happens before the next session. You summarize what changed, what the student should keep, and what the next session will build on. The student should leave with a usable memory, not just a blur of comments. A strong transfer statement might be: your best laps happened when you slowed the entry slightly, lifted your eyes, and drove all the way to the cone before adding throttle. That gives the driver a repeatable model for the next run.
Sub-skill 1: read readiness, not personality.
Do not mistake talkativeness, confidence, or car choice for readiness. The corpus includes reminders that instructors may ride with drivers of questionable skill, that students can get in over their head, and that instructors may need to ask them to slow down so they can follow the line. A confident student in a fast car may still be late with the brakes and early with the hands. A quiet student may be absorbing everything. An anxious student may become smooth once the objective is simple enough.
Read readiness through behavior. Can the student repeat a path? Can they place the car near the intended cones when speed increases? Can they respond to a cue without overcorrecting? Can they describe what happened after the corner? Can they keep smooth transitions when the pace rises? These are better signals than whether the student sounds knowledgeable in the paddock.
The RMC BMW CCA line exercise in the corpus gives a clean readiness model. The instructor first defines a precise path with cones, then the student tries to mimic that path. As speeds increase, the student may feel the temptation to cheat by turning in early. The recommended response is slower speeds and higher eyes until the student learns the track better. That is teaching the driver in front of you: the issue is not that the student lacks courage or needs more throttle. The issue is that speed has exceeded the student's ability to see and execute the line. The fix is to reduce pace and improve vision until the path becomes repeatable.
Sub-skill 2: choose the smallest useful objective.
A session objective should be small enough to drive. Many instructors choose objectives that are true but too large. Improve smoothness is valid, but it may not tell the student what to do at the next corner. Work on the line is valid, but it may be too broad if the student is missing only turn-in timing. Get faster is usually not an objective at all. Speed should appear naturally after the fundamentals become repeatable.
The corpus supports a simple hierarchy. First, keep the student from getting in over their head. Second, reinforce smooth driving and the proper line. Third, build the specific control skill that the student can safely practice: braking to the correct speed at turn-in, smoother steering inputs, proper corrections, or smoother transitions. That hierarchy prevents you from chasing advanced technique while the foundation is still unstable.
The smallest useful objective has three properties. It is visible from the right seat. It can be cued in fewer words than a lecture. It can be verified within a lap or two. For example, drive closer to the track-out cone is visible, cueable, and verifiable. Understand vehicle dynamics is too large during a hot lap, but smooth the transition from brake release to turn-in is usable if the student already has the line under control.
Sub-skill 3: time the instruction to the action.
In-car teaching fails when the timing is wrong. The same words that help on the straight may be noise at corner entry. The same correction that is useful before the braking zone may be dangerous if delivered while the student is already loaded laterally. The evaluation form's pace category is not about lap speed. It is about instructional pace: important information, timely delivery, appropriate amount, and no confusion while driving.
Use long straights and low workload moments for explanation. Use braking zones and turn-in areas for short operational cues only. Use post-corner moments for confirmation or reset. If the student is approaching a corner too fast, safety language comes first. If the student is merely a little late to apex, a short cue may be enough. If the student is already overloaded, silence can be an instructional tool because it gives attention back to the driver.
The practical rule is simple: before the action, cue the action; after the action, debrief the result. Do not explain the whole reason during the action unless there is enough time and attention. If the student consistently turns in early, cue eyes and patience before turn-in, then after track-out say that the later turn-in let the car reach the cone with less correction. That links the action to the result without burying the driver during the work.
Sub-skill 4: match words to the student's language.
The instructor evaluation material includes terminology as a category. That is not a paperwork detail. If the student does not understand your terms, you are not teaching. Turn-in, apex, track-out, lift, squeeze, feather, understeer, oversteer, neutral steer, smoothness, and transition are all useful only when the student can attach them to sensations and actions.
When a student is new to a term, define it in track language first. Do not turn the definition into a lecture. Apex can be the inside point you are aiming to pass near. Track-out can be where the car naturally finishes using the full available exit. Squeeze can be the gradual application of throttle or brake rather than a stab. Feather can be a light adjustment. Transition can be the handoff from braking to turning or from turning to unwinding. Once the student can use the term correctly, you can shorten the cue.
For intermediate drivers, terminology also reveals mental model quality. A student who says the car pushed because they turned in too early may be ready for a more nuanced discussion. A student who says the corner was bad but cannot identify whether the issue began at braking, turn-in, apex, or exit may need a simpler diagnostic structure before advanced coaching.
Sub-skill 5: preserve trust while retaining authority.
The student should experience you as aligned with their safety and learning. That does not mean you avoid firm instruction. The corpus makes clear that instructors may need to slow students down and may recommend action when driving is unsafe. It also notes that students can ask for another instructor perspective. Trust is not automatic; it is earned by being clear, prepared, calm, and student-focused.
You preserve trust by explaining the why at the right time. If you ask a student to slow down, tie it to learning: we are reducing speed so you can drive the intended line and build pace naturally from repeatability. If you interrupt a pattern, name the observed behavior: the car is arriving at turn-in too fast, so you are giving up the apex and adding steering correction on exit. If you choose not to work on the student's requested topic yet, explain the sequence: we will get to that, but first we need a repeatable path so the technique has somewhere to land.
Trust also depends on not showing off. The corpus allows for instructor demonstration in the student's car or rides in the instructor's car, and it frames those demonstrations as learning opportunities. A demonstration is not proof that you are fast. It is a way to make the student's next attempt clearer. If you drive the car, your example should be smooth, under control, and respectful of the student's vehicle.
Technique: a session script you can actually use.
Before grid, ask three questions. First: what did the classroom cover? Second: what do you want to improve this session? Third: what was hardest in the previous session? Then state one objective. Keep it narrow enough that you can say it in one sentence.
On the out lap, check communication and observe the driver's baseline. Do they understand your terms? Do they find flag stations and pit procedures? Do they know where the car should be at turn-in, apex, and track-out? Are inputs smooth or abrupt? Are they entering corners at a speed that allows the line to happen? Do they seem calm enough to absorb more, or are they already near capacity?
On the first working lap, resist the urge to fix everything. Choose the first constraint. If the student cannot repeat the line, line and vision are the lesson. If the student repeats the line but arrives too fast, entry speed and braking become the lesson. If the student has speed and line but rough transitions, smoothness and vehicle dynamics become the lesson. If the student has the technique but not the vocabulary, terminology becomes part of the lesson. If the student is unsafe, safety overrides everything.
During the session, use a cue-confirm-adjust rhythm. Cue the action before it is needed. Confirm the result after it happens. Adjust only one variable unless safety requires more. For example: eyes up before the turn-in point, good patience after apex, now unwind to the track-out cone. That rhythm gives the student a sense of progress without a flood of commentary.
After the session, debrief with evidence. Do not simply say good job or you need to be smoother. Name the behavior and the effect. When you slowed the entry in Turn X, the car reached the apex without the extra steering correction. When your eyes dropped, you turned in early and had to add steering at exit. When you drove the same path three laps in a row, the speed came up without forcing it. The RMC BMW CCA material specifically teaches that driving the same path every time lets increased speeds come easily and naturally. That is a powerful debrief anchor.
Calibration cues: how you know you are teaching the person well.
You know the lesson is matched when the student can execute the objective with less prompting. At first, you may need to cue the turn-in point, the eyes, the brake release, or the track-out. Later, the student begins doing it before you speak. That is not your cue to add five new objectives immediately. It is your cue to confirm the behavior and decide whether it is stable enough to build on.
You know the lesson is matched when the car becomes calmer. The evaluation forms point at smooth inputs, proper corrections, correct speed at the turn-in point, threshold braking, trail braking, and line. For an intermediate driver, these are not isolated boxes. They are signatures. A driver who reaches the correct speed before turn-in usually needs fewer mid-corner corrections. A driver with smoother steering inputs often has more attention left for track placement. A driver who understands the line and why it matters can begin to feel how speed grows from repeatability rather than force.
You know the lesson is matched when the student can explain the change. They do not need academic vocabulary, but they should be able to say what they did differently and what the car did in response. If they cannot, the learning may still be fragile. Return to simpler language and a more visible cue.
You know the lesson is mismatched when performance gets worse after you talk. If your instruction is followed by missed apexes, late braking, abrupt corrections, or silence from a previously engaged student, the driver may be overloaded. Reduce the objective. Slow the pace. Move explanation to the next straight or the paddock. The problem may be your timing, not the student's effort.
Failure modes and recovery.
The first failure mode is curriculum autopilot. You teach the topic you planned even though the student is showing a more urgent need. The recovery is to reconnect the planned topic to the current behavior or postpone it. If the classroom topic was downshifting but the student is not yet driving a repeatable line, you can say that the session will first stabilize line and speed because the shift work must happen inside a predictable corner approach.
The second failure mode is over-instruction. You say too much because you are trying to be useful. The cost is confusion. The recovery is to return to one objective and one cue. If the student improves, stay there until it is repeatable. The evaluation standard is not how much knowledge you displayed. It is whether your information helped and did not confuse while driving.
The third failure mode is speed-first coaching. You let the student use pace as proof of progress before the line is learned. The corpus warns that going too fast too soon causes the student to miss learning and that impatience with line work puts the student at a disadvantage. The recovery is to lower speed and raise eyes until the student can drive the precise path. Then let speed return naturally.
The fourth failure mode is detached classroom integration. The student receives one message in class and another in the car. The recovery is a pre-session alignment question and a post-session bridge. Ask what was covered, then show how the on-track objective connects.
The fifth failure mode is false confidence from demonstration. You drive the student's car or give a ride, but the student cannot translate what they saw into their own next action. The recovery is to demonstrate one visible behavior only, then give the student a specific attempt immediately afterward. Smooth and under control is the standard.
When to stop teaching and intervene.
There are moments when pedagogy gives way to safety. If the driver is not braking enough, not responding to instruction, repeatedly entering corners over their head, ignoring flags or pit procedures, or becoming emotionally overwhelmed, you stop adding instructional content. You slow the car, simplify commands, or bring the session to pit lane. The Bentley manifesto's opening safety scenario exists because every instructor eventually needs direct, urgent language. That does not make the rest of the session a failure. It means you protected the foundation that allows learning to continue later.
A useful recovery after a scare is not a lecture. It is a reset. Bring the pace down. Rebuild the line. Give the student one success. Then debrief plainly. The aim is not to shame the driver into caution. The aim is to reconnect the driver to a controllable task.
Cross-references.
This lesson sits beside the lessons on asking better questions. Those lessons focus on how to use questions as coaching tools. This lesson focuses on the larger adaptive judgment: deciding what this particular driver needs, when to speak, when to simplify, and how to connect the event curriculum to the student's actual driving. It also connects to lessons on vision and line, braking and turn-in speed, steering smoothness, vehicle dynamics language, and post-session debriefs. In practice, you will use all of those skills, but you will choose among them by reading the driver in front of you.
The standard to carry into your next event is this: after each session, the student should know what they worked on, why it mattered, how it felt when it improved, and what to repeat next time. If you can give them that, you are not just occupying the right seat. You are teaching.
Worked example: the RMC BMW CCA cone-line session
The corpus gives a concrete teaching situation: the instructor defines a precise path with large cones, then the student drives and tries to mimic that path. The important detail is that the path does not change just because the first laps are slower. The student is expected to practice the same precise line every lap so that, when speed increases later, the path is already known.
Now imagine your student on the first session of the day. At low speed they can reach the cones, but as the pace rises they begin turning in early and missing the intended track-out. A script-driven instructor might say more about apex theory or might encourage the student to carry speed. Teaching the driver in front of you leads to a different decision. The early turn-in is not the whole problem. It is the symptom. The student's eyes and speed have exceeded their current track knowledge.
Your intervention is to reduce speed and raise vision. On the next straight you tell the student that the objective is not lap time; it is to put the car on the same path three laps in a row. Before turn-in, you cue patience and eyes. After exit, you confirm whether the car reached the cone without extra correction. If the student repeats the early turn-in, you slow the entry again. You do not add trail braking, throttle timing, or rotation language yet because the student has not earned those layers through repeatability.
The success criterion is not that the lap feels dramatic. It is that the student can drive the same path every time, with fewer corrections, while feeling less temptation to cheat the corner. When that happens, speed can come back naturally. The teaching choice was grounded in the student's present limitation rather than the instructor's desire to cover material.
Worked example: the classroom heel-and-toe mismatch
Bentley's instructor material gives a specific mismatch: a student comes from a classroom session on heel-and-toe downshifting, then gets an in-car session where the instructor only talks about the cornering line. The technical information about line may be correct, but the student can feel frustrated because the program no longer feels connected.
Teaching the driver in front of you starts before the car moves. You ask what the classroom covered and whether the student has questions. The student says the classroom covered heel-and-toe, but they are not confident about trying it at speed. You have now learned two things: the curriculum objective matters, and the student's readiness may not support using the technique in every braking zone yet.
If the student is also inconsistent on line and entry speed, you do not force heel-and-toe into a messy corner approach. You build a bridge. You might say that the first goal is stable braking and correct speed at turn-in, because the downshift has to fit inside that stable approach. Then you choose one low-workload place, if appropriate for the event and student's level, where the student can notice the sequence without making the whole session about shifting. If the student is not ready, you defer the execution and keep the classroom concept alive through observation: watch how stable entry speed gives you time for the shift work later.
The difference is respect for the curriculum and respect for the driver. You neither ignore the classroom nor let the classroom override the student's actual capacity. The result is a student who understands why the session objective changed and how it still connects to the larger learning path.
Worked example: the unprepared grid handoff
Another practical situation in the corpus is the grid and communication setup. Instructors are expected to have a functioning communicator and headset and to complete preparations before entering grid. This can sound like event administration, but it directly affects teaching quality.
Imagine you meet a student late, discover the headset is not working, and begin the session shouting across the cabin. The student misses half of your cues, you repeat yourself, and the first two laps become a scramble. You may still be an experienced driver, but you are no longer teaching the driver in front of you. You are forcing the student to spend attention on communication and uncertainty.
The corrected version is simple. Meet the student early enough to check belts, seating, mirrors, helmet, and communicator. Ask the classroom and goal questions before grid pressure peaks. State the first objective while the car is still stationary. The first lap then belongs to observation instead of logistics. Your instruction is calmer because the basic system is ready. The student learns more because the channel between you is clean.
Common mistakes
The lecture dump is the instructor's attempt to help by saying everything relevant. It often happens with motivated instructors who know a lot. The cost is that the student receives more information than they can use while driving. Good looks like one objective, short cues during workload, and fuller explanation only when attention is available.
The favorite-topic trap happens when the instructor teaches the thing they enjoy teaching rather than the thing the student needs. A braking specialist may over-focus on braking. A line purist may talk only about cones. A racer may push pace too early. Good looks like using the student's current behavior, the event curriculum, and the safety picture to choose the next topic.
The speed badge error happens when instructor and student treat higher speed as proof of learning before the path is repeatable. The corpus directly supports the opposite sequence: learn the precise line, repeat it every lap, and allow speed to come naturally. Good looks like the student driving closer to the intended path with fewer corrections before speed rises.
The vocabulary mismatch happens when the instructor uses terms the student cannot yet act on. If the student does not understand lift, squeeze, feather, track-out, or transition, the cue may be noise. Good looks like defining terms through the next action and then shortening the cue once the student owns the word.
The disconnected classroom mistake happens when in-car instruction ignores what the student just learned in class. Good looks like asking what was covered, asking whether there are questions, and relating the track objective to that material.
The demonstration ego mistake happens when the instructor drives to impress rather than to teach. The corpus frames instructor driving and ride-alongs as informative when smooth and under control. Good looks like demonstrating one learning target and then giving the student a clear chance to reproduce it.
The paperwork-only evaluation mistake happens when the instructor treats forms as end-of-day bureaucracy instead of real-time observation aids. Braking, steering, smoothness, line, terminology, track knowledge, vehicle dynamics, and instructional pace are all observable during the session. Good looks like using those categories to diagnose the next useful objective, then documenting what actually changed.
Drill: one-driver, one-objective, three-lap coaching loop
Use this drill during your next HPDE event with one student and one session. The count is one pre-session alignment, three diagnostic-coaching laps, and one debrief. The duration is one normal track session plus five minutes before and five minutes after.
Before the session, write one objective in your notes. It must fit in one sentence and be visible from the right seat. Examples include repeat the cone-defined line for three laps, reach correct speed before turn-in, smooth the steering correction at exit, or use the terms turn-in, apex, and track-out correctly during debrief. Ask the student what the classroom covered and what they want help with. Adjust the objective only if the student's answer reveals a more urgent need.
Lap one is observation. Speak only for safety, traffic, flags, and essential navigation. Mark the first constraint: terminology, track knowledge, vehicle dynamics, line, braking, steering, pace, or communication.
Lap two is one cue. Give the cue before the relevant action, then confirm after the result. Do not add a second topic unless safety requires it.
Lap three is verification. Give less help and see whether the student initiates the improved behavior. If the behavior fades, simplify the cue or reduce speed. If it holds, confirm it and keep the same objective long enough for repeatability.
After the session, debrief with three sentences. First, name the objective. Second, name the best evidence from the session. Third, name what to repeat next session. The success criterion is that the student can tell you what they worked on, what changed in the car, and what they should do again without you feeding them the answer.
When this principle breaks down
Teaching the driver in front of you can be misused as an excuse for improvising without standards. Do not do that. The event curriculum, safety rules, flag procedures, pit procedures, run-group expectations, and chief instructor guidance still govern the session. The driver's needs determine how you teach the material, not whether you respect the program.
It also breaks down when the instructor tries to individualize every moment so much that the student never gets repetition. A driver needs a stable target. The RMC BMW CCA line exercise is a reminder that learning often comes from repeating the same precise path every lap. Adaptation does not mean constant novelty. It means choosing the right stable target for this student now.
Finally, it breaks down when safety is at stake. If the student is over their head, not responding, or unable to process instruction, you do not continue coaching as if this is a normal learning variation. You slow the session, simplify the language, or bring the car in. Safety is the condition that makes every other lesson possible.
Author Review
No quiz questions are attached to this lesson.
Sources
| # | Document | Chunk | Pages | Score | Collection |
|---|---|---|---|---|---|
| 1 | Ross Bentley The Instructor-Manifesto | 8b92eb81-c5fe-ecfb-5039-027e02c95e94 | 5 | 1 | uio_books_raw_v1 |
| 2 | HPDE Verbatim Master Compilation | 486cb507-6ab0-8d47-c0a5-b6a7c31b3a75 | 339 | 1 | uio_books_raw_v1 |
| 3 | Ross Bentley The Instructor-Manifesto | 58e4face-41ca-9d7a-04e6-bda6a2578f3e | 10 | 1 | uio_books_raw_v1 |
| 4 | Ross Bentley The Instructor-Manifesto | 387bb0de-7678-f5d7-f568-e8a2beee62bf | 12 | 1 | uio_books_raw_v1 |
| 5 | HPDE Verbatim Master Compilation | 4ccb1faf-1163-edc5-5c3f-5e7dafa54b2a | 259 | 1 | uio_books_raw_v1 |
| 6 | HPDE Verbatim Master Compilation | ff6f14f1-2f43-4c81-b694-d2b07b783304 | 251 | 1 | uio_books_raw_v1 |
| 7 | HPDE Verbatim Master Compilation | d78fb36f-b5e1-ca71-2973-303b05a3d87c | 353 | 1 | uio_books_raw_v1 |
| 8 | HPDE Verbatim Master Compilation | dc331ba6-8bc3-69a7-54ca-90af8a98f750 | 243 | 1 | uio_books_raw_v1 |
| 9 | HPDE Verbatim Master Compilation | a2a09620-8e9c-440a-b37c-db51c65764b8 | 252 | 1 | uio_books_raw_v1 |
| 10 | HPDE Verbatim Master Compilation | 33020ec2-d762-e9be-400f-a31112fe6d2d | 340 | 1 | uio_books_raw_v1 |
| 11 | HPDE Verbatim Master Compilation | 4d0e42f0-4ad0-88a6-df89-1a35e908b96d | 340 | 1 | uio_books_raw_v1 |
| 12 | Ross Bentley The Instructor-Manifesto | a0663832-34af-030a-a62d-c2bc085b4fd8 | 5 | 1 | uio_books_raw_v1 |
| 13 | Ross Bentley The Instructor-Manifesto | 8364d9b3-e697-c22a-be9b-66dfed683932 | 46 | 1 | uio_books_raw_v1 |