Loading...
Loading...
Found 12 Skills
Use this skill when starting a new course / workshop / training program and you need to design its outline before any lecture content is written. Triggers on phrases like "規劃課程", "課程大綱", "幾天怎麼排", "學習目標", "workshop outline", "syllabus design", "course outline", "learning objectives", "課程總覽", or when the user has a topic and audience but no structure yet. This skill produces the skeleton (.md files) that all downstream stages — content authoring, SPA conversion, visual assets — depend on. Always invoke this BEFORE jumping into writing lecture notes or building a site.
Create detailed lesson plans, instructional materials, learning activities, and differentiation strategies aligned to learning objectives. Use when developing instructional content, writing lesson plans, or creating learning activities. Activates on "create lesson plan", "develop content for [objective]", "write instructional materials", or "design learning activities".
Transform textbook chapters into engaging, evidence-based lectures with Google Slides. Guides instructors through learning outcomes, narrative design, active learning activities, and slide creation via Google Docs MCP.
Research subject matter, align to educational standards, map prerequisites, and recommend learning theories for curriculum design. Use when starting curriculum development, exploring new topics, or needing standards alignment. Activates on "research this topic", "what standards apply", "curriculum research", or "prerequisite analysis".
Creates step-by-step tutorials and educational content from code. Transforms complex concepts into progressive learning experiences with hands-on examples. Use PROACTIVELY for onboarding guides, feature tutorials, or concept explanations.
Apply constructivist learning theory to design instruction based on active knowledge construction, scaffolding, and the zone of proximal development. Use this skill when the user needs to design learner-centered instruction, apply Vygotsky's ZPD or scaffolding principles, or evaluate learning environments for constructivist alignment — even if they say 'how do people really learn', 'student-centered design', or 'scaffolding for learners'.
Apply Bloom's revised taxonomy to classify learning objectives and design assessments across six cognitive levels. Use this skill when the user needs to write learning objectives at specific cognitive levels, align assessment with instructional goals, or evaluate curriculum for cognitive complexity distribution — even if they say 'how to write learning objectives', 'what level of thinking does this require', or 'higher-order thinking skills'.
Verify constructive alignment between objectives, activities, and assessments; validate instructional design quality and learning science principles. Use when reviewing curriculum quality, checking alignment, or validating pedagogical soundness. Activates on "review alignment", "check pedagogy", "validate curriculum", or "quality review".
Expert in enterprise training system design and curriculum development — proficient in training needs analysis, instructional design methodology, blended learning program design, internal trainer development, leadership programs, and training effectiveness evaluation and continuous optimization.
Apply Cognitive Load Theory to optimize instructional design by managing intrinsic, extraneous, and germane load within working memory limits. Use this skill when the user needs to diagnose why learners are overwhelmed, redesign training or documentation for better comprehension, evaluate UI/UX information architecture for cognitive burden, or when they ask 'why is this tutorial confusing', 'how to simplify complex instructions', or 'what causes information overload'.
Design and write hands-on tutorials with progressive disclosure, exercises, and troubleshooting sections. Use when creating learning content, workshops, or step-by-step guides.
Apply the TPACK framework to evaluate and design technology-integrated instruction at the intersection of technological, pedagogical, and content knowledge. Use this skill when the user needs to assess teacher readiness for technology integration, design professional development for ed-tech, or evaluate whether technology use is pedagogically grounded — even if they say 'how to integrate technology in teaching', 'ed-tech evaluation', or 'teacher technology competency'.