القائمة
Generates and validates per-course teaching-context.md files — defines the target student persona, anxiety points, motivation, and AI positioning for consistent content creation
التثبيت باستخدام Codex أو Claude انسخ هذا Prompt والصقه في Codex أو Claude أو مساعد آخر ليراجع صفحة Skill ويثبّتها لك.
استنادا إلى تصنيف SOC المهني
Interactive course workbook design system — turns a course's text classes into one standalone, accessible, interactive HTML explainer (a navigable document chunked by module, Articulate-Rise lesson model; stepped mode for screen-recording). Defines the curated component kit, the content-shape -> component mapping rules, the accessibility contract, and the consumer-spec (instruction-bundle-spec.yaml) consumption + graceful-degrade rules. Consumer plugins own the brand tokens and the component vocabulary via their `workbooks` spec section; this skill stays voice-neutral.
Diálogo guiado para diseñar un Path — una super-estructura SOBRE la capa cmi5-curso que agrupa cursos existentes en milestones ordenados y los envuelve en una credential OpenBadge 3.0. NO modifica ningún course.json (aditivo). Produce path.json (fuente de verdad, validado contra path.schema.json) + content/paths/<slug>/path-overview.md (frontmatter alineado con el contrato dojo-academy). Use when user asks to "create a path", "design a path", "new path", "crear un path", "diseñar un path", "nuevo path", "ruta de aprendizaje", "learning path", "armar un path", "/new-path".
Builder's Bloom's — cognitive scaffolding for course design. Use when planning learning objectives, sequencing modules, writing assessment criteria, designing challenge progression, or reviewing whether a course builds toward higher-order thinking. Activated when discussing cognitive levels, objective writing, or skill progression.
Learning Evaluation — measuring whether courses actually work. Use when designing post-course surveys, analyzing course metrics, planning retention strategies, reviewing challenge rubrics, or discussing how to measure learning outcomes beyond quiz scores. Reference skill for evaluation planning.
Systematic research methodology for deep-diving into topics, frameworks, and tech stacks before course creation. Defines source quality standards, research artifact formats, and framework extraction criteria.
Ship-First Design — backward design for builders. Use when planning a new course, structuring modules, aligning assessments to objectives, designing challenges, or reviewing whether content connects to ship milestones. Activated when discussing course planning, curriculum design, assessment alignment, or backward design.
| name | teaching-context |
| description | Generates and validates per-course teaching-context.md files — defines the target student persona, anxiety points, motivation, and AI positioning for consistent content creation |
Every course should have a teaching-context.md file at its root. This file defines WHO the student is, WHAT they're anxious about, WHY they're here, and HOW AI is positioned in the course. Without it, every content author (human or agent) makes different assumptions about the audience.
# Teaching Context: {Course Title}
## Target Student
**Who they are:** {1-2 sentences — role, experience level, background}
**What they know:** {what they're comfortable with coming in}
**What they don't know:** {the gap this course fills}
## Anxiety Points
What makes this student nervous about this topic:
| Anxiety | How It Manifests | How We Address It |
|---------|-----------------|-------------------|
| {e.g., "I'm not technical enough"} | {e.g., "Hesitates to start, over-researches before acting"} | {e.g., "First lesson produces a visible result in 15 minutes"} |
| {anxiety 2} | {manifestation} | {address} |
| {anxiety 3} | {manifestation} | {address} |
## Motivation
**Why they're here:** {the real reason, not the polite reason}
**What "success" looks like to them:** {the outcome they'd tell a friend about}
**What keeps them going:** {the specific moment that makes them say "this is worth it"}
**What makes them quit:** {the specific friction that causes dropout}
## Patience Profile
| Dimension | Level | Implication for Content |
|-----------|-------|------------------------|
| **Time per session** | {e.g., "30-60 min max"} | {e.g., "Every text class must be completable in one sitting"} |
| **Tolerance for theory** | {Low / Medium / High} | {e.g., "CONCEPT sections must be <500 words"} |
| **Tolerance for errors** | {Low / Medium / High} | {e.g., "Troubleshooting tables are critical"} |
| **Need for quick wins** | {Low / Medium / High} | {e.g., "First BUILD must produce visible output in 10 min"} |
## AI Positioning
How AI (Claude or whichever assistant the consumer ships as default) is used in this course:
| AI Role | What It Means | What to AVOID |
|---------|-------------|---------------|
| {e.g., "Practice partner"} | {e.g., "Students use the AI to apply concepts the text class taught"} | {e.g., "'Ask the AI to explain X' — the text explains X"} |
| {e.g., "Code generator"} | {e.g., "Students direct the AI to write code based on their decisions"} | {e.g., "AI makes architectural decisions for the student"} |
## Voice and Tone
| Dimension | This Course's Voice |
|-----------|-------------------|
| **Formality** | {Casual / Conversational / Professional} |
| **Encouragement level** | {High cheerleader / Steady coach / Tough love} |
| **Technical depth** | {Metaphors only / Metaphors + mechanism / Full technical} |
| **Humor** | {None / Light / Regular} |
Generate teaching-context.md when:
/academy:plan-course)course-overview.md — extract target audience, prerequisites, course promiseskills/academy-philosophy/resources/track-map.md) — understand where this course sitscontent/courses/{course-slug}/teaching-context.md)The teaching context is consumed by:
${CLAUDE_PLUGIN_ROOT}/agents/text-class-writer.md) — reads it during context gathering to match voice and audience${CLAUDE_PLUGIN_ROOT}/agents/student-perspective.md) — adopts the student persona from this file${CLAUDE_PLUGIN_ROOT}/agents/content-reviewer.md) — checks content against the audience profileA good teaching-context.md: