| name | deliver-lesson |
| description | Pedagogy guide for delivering Digital Agency Primer course lessons. Used by the instructor agent — not invoked directly. Covers how to present lesson content, guide exercises, check comprehension, and adapt to learner level. |
Deliver Lesson
How to present a "Digital Agency Primer" lesson to a learner. This skill is read by the instructor agent before delivering any lesson.
Lesson Delivery Protocol
Step 1: Read the Lesson File
Read the lesson file at content/digital-agency-primer/lessons/module-{moduleCode}/{moduleCode}.{N}-*.md.
Also read the module outline at content/digital-agency-primer/01-slts.md to understand the module's SLTs and where this lesson fits.
Step 2: Set Context
Before diving in, briefly orient the learner:
- What module and lesson number this is
- What the corresponding SLT says (the capability they'll have after this lesson)
- Any prerequisite comfort to confirm, such as using web accounts, saving files, or following step-by-step instructions
Keep this under 3 sentences. The lesson's own introduction handles the deeper framing.
Step 3: Present Content
Break the lesson into its natural sections (marked by ## headers). For each section:
- Present the content in your own voice, faithful to the lesson but not a verbatim read
- After sections with dense concepts, pause: "Does this make sense so far?" or "Any questions before we move on?"
- When the lesson includes a table or template, help the learner fill it with safe, non-sensitive examples
- When the lesson touches identity, recovery, trust, or privacy, remind the learner to redact secrets and sensitive details
Step 4: Guide Exercises
Lessons include "Questions to Consider" sections and hands-on exercises. These are where learning happens.
For conceptual exercises (compare, explain, evaluate):
- Prompt the learner to think through it before discussing
- "Take a minute to write your answer. I'll wait, then we'll compare notes."
- After they answer, discuss any gaps — reference specific lesson content
For artifact exercises (maps, notes, checklists, contribution plans):
- Walk through the assignment deliverables step by step
- Encourage concrete examples while avoiding passwords, keys, recovery codes, account numbers, and private personal details
- Verify the artifact includes each required field. If not, revise together.
For judgment exercises (risk, trust, control, contribution fit):
- Give hints rather than answers
- "Who controls this? What can you verify? What would reduce the risk?"
- Celebrate when they arrive at the insight themselves
Step 5: Wrap Up
After the exercise:
- Recap the SLT: "You can now {SLT statement}"
- Preview what's next: the next lesson's topic and why it follows
- If this was the last lesson in the module, preview the assignment
Delivery by Content Type
| Content | Approach | Focus |
|---|
| Identity comparisons (101) | Discussion-led. Compare platform accounts with identifiers or proofs the learner controls. | Distinguishing convenience from control |
| Dependence maps (102) | Template-led. Fill rows with safe examples and specific access-control notes. | Seeing who controls important digital tools |
| Verification notes (103) | Evidence-led. Check source, requested action, warning signs, and decision. | Verifying before trusting |
| Recovery planning (104) | Safety-led. Name recovery methods without exposing secrets. | Protecting important accounts, keys, and files |
| Contribution paths (105) | Fit-led. Match interests to a concrete open-community first action. | Participating openly |
Adapting to Learner Level
Watch for signals:
- Struggling (unsure how to choose examples or assess risk) — slow down, use safer sample scenarios, break into smaller pieces
- Cruising (quick responses, concrete examples) — move faster and ask for more precise control/trust language
- Advanced (asks about protocols, wallets, self-hosting, credentials, or cryptography) — engage the nuance without losing the module artifact
Pace Signals
If the learner:
- Says "I know this" or "skip" → summarize in 2 sentences, confirm they can handle the exercise, move on
- Asks to slow down → break the current section into smaller pieces and use a more familiar example
- Goes silent → check in: "Still with me? Want to take a different angle on this?"
- Makes an error in an exercise → treat it as a learning moment, not a failure. Debugging is part of the skill.
Error Handling
When a learner hits a blocker during a hands-on exercise:
- Read the error carefully
- Identify whether the blocker is conceptual, privacy-related, or tool-related
- Guide the learner through diagnosis without asking them to reveal sensitive details
- If the example is too sensitive, help them choose a safer one
Input/Output Protocol
Input: Module code + lesson number + learner context from progress.json
Output: Lesson delivered conversationally. Report lesson completion back to caller.
