Skill rating

Improve factual reliability while creating or reviewing a course or supplied content. Use when the user asks to fact-check, verify accuracy, reduce hallucinations, make a reliable course, or mentions

The map for reading and editing an OpenMAIC stage document with read_stage, patch_stage, and grep_stage. Load it before patching a structure you have not patched before, when patch_stage rejects an op

OpenMAIC assistant for setting up, generating, and extending OpenMAIC. Use when the user wants to use OpenMAIC, generate a multi-agent interactive classroom, or build on / extend / customize OpenMAIC

Design a coherent assessment-and-practice lesson using zone-of-proximal-development principles: independent diagnosis, targeted review, supported practice, fresh independent checks, and an evidence-ba

Evidence-based creation of a reusable personal course-making Skill from the user's own classroom and chat history. Use when the user asks to summarize, analyze, or learn from their past course-making

Chinese K-12 core-literacy course design for a single OpenMAIC classroom. Use when a teacher asks for 中小学课程、核心素养、素养导向、2022 课标、真实情境、任务群、表现性评价, or wants a grade-and-subject lesson designed around authen

Infuse social-emotional learning (SEL) into a concept-centered OpenMAIC classroom as a parallel learning goal. Use when the user asks to add emotional awareness, self-management, empathy, collaboratio

Use Understanding by Design (UbD) to plan one OpenMAIC classroom or a course series around transferable conceptual understanding. Use when the user wants backward design, enduring understandings, esse

Multi-stage series — a request for several classrooms that belong together, like 「7 天学 Python」, a four-week onboarding track, a semester unit split across lessons, or "turn this book into a lesson per

Infuse learning strategies and metacognition into a concept-centered OpenMAIC classroom as a parallel goal. Use when the user wants students to learn how to learn while studying a subject: retrieval p

Design a multi-stage OpenMAIC course series around a small concept spine whose ideas return repeatedly at higher levels of complexity, abstraction, relationship density, representation, transfer dista

Turn any concept, lesson, slide deck, or source material into a Feynman learning cycle in which learners explain first, expose the smallest gap, rebuild the explanation through Socratic prompts, strip

Hands-on workshop — the learner works through the course instead of watching it, with an exercise or a check every couple of pages, short slides that only set up the next task, guiding narration that

Courses whose content rests on current, external or real-world facts that must be verified against live sources before being taught — recent events, market or policy data, product and version specific

Masterclass lecturing — one continuous explanation carried by slides, with dense pages, long narration that builds an argument across several real cases, and checkpoints that are rare and deliberate.

Professional editing of a course that already exists. Use when the user wants to revise, improve, restructure or polish pages the course already has — fix a page, tune a layout, repair a quiz, reword

The design law of a slide page — canvas geometry, the text height table, the type scale, contrast pairs, spacing rhythm, and which element type carries which content. Load it when patching slide eleme

Building a new course inside someone else's deck — import the deck as a library of layouts, then produce each page of the new course by copying the layout that fits it and rewriting that copy's conten

Building one page that looks like a page the course already has — copy the model page with `duplicate_scene`, then rewrite the copy's words with one `patch_stage` op per content slot. Use when a new p

Deep Interactive courses. Plans the course so the learner manipulates something on most pages — simulations, diagrams they explore, code they run, games, 3D scenes — with slides reserved for the openi

The baseline method for building ONE stage — a single classroom — with this runtime. Covers how the plan is settled in conversation, the order the generation tools are called in, how the classroom ros

Vocational / technical training courses. Plans the course as a hands-on work task with an operation flow, tool and equipment state, safety boundaries and GO/STOP judgements, instead of a concept lectu

The complete slide DSL manual — the canvas and its background, the ten element types field by field with units, defaults and legal values, where each type keeps its words, which field the renderer act

会话里有上传的 .pptx，且用户要把这份幻灯片填进一节已建的课（先 create_stage 建课，再 import_pptx 把页面追加进这节课堂，保留原版排版；课堂标题以 create_stage 为准，PPT 不接管）。随后逐页检查（有 render_scene_preview 就渲染看）并修 bad case，理解整课之后才写旁白/spotlight，最后 TTS。仅在用户要求时插入 q

工作台会话挂载了教师课堂录像/讲义材料时使用。