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 opening frame and the closing consolidation. Use when the topic has a mechanism, a variable to vary, a process to trace, or a structure to inspect.
インストール方法を見るインストールする前に、エージェントに与えられる指示の中身を確認できます。
Default to doing, not reading. A page earns the slide type only when the
learner has nothing to manipulate on it.
slide: it frames the question the course answers and tells the
learner what they are about to play with. One page, no more.interactive. Each body scene isolates one mechanism, one
variable, one structure — so the learner can change it and watch the result.slide or a quiz that consolidates what the
manipulation showed.widgetType. Two
simulations in a row is a design failure; vary the modality as the concept
moves from "watch it" to "trace it" to "predict it".| widgetType | Use when the learner should… |
|---|---|
simulation | vary parameters and watch a system respond in real time |
diagram | explore structure, flow or hierarchy by expanding and following |
code | read, modify and run a short program that embodies the idea |
game | make repeated decisions under a rule set and see the score move |
visualization3d | inspect a spatial object or scene from angles a slide cannot show |
Every interactive scene must carry a widgetOutline populated for its type —
an interactive scene with an empty widget outline degrades to a generic page and
defeats the whole point.
simulation: concept, keyVariables (the actual sliders/inputs)diagram: diagramType, nodes (with label, and parentId for hierarchy)code: language, conceptgame: gameType, challenge, playerControlsvisualization3d: visualizationType, objects, interactionsTitles name what the learner does or discovers, not the topic heading.
For an interactive scene, keyPoints describe the interaction and what it
reveals — what the learner changes, what they observe, what conclusion the
observation forces. Not a bullet list of facts to be read out.
まだレビューはありません。使ってみた感想をお寄せください。
概要と使いどころ
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 records/history and create a personal, exclusive, or reusable Skill, such as “总结我的做课记录，给我做个专属 Skill” or “从我过去的课程和对话里提炼一个个人技能”.
日本語の概要は準備中です。原文の説明を表示しています。
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 chapter". Clarifies the series brief, gets the user's explicit sign-off on the full lesson list before spending anything, then builds the stages one at a time into a shared folder. Use when the ask is a sequence of classrooms; not for a single stage, however large.
日本語の概要は準備中です。原文の説明を表示しています。
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 specifics, scientific developments, named cases. Researches the topic first, keeps a claim-to-source ledger, and grounds the outline and every page in what was actually fetched. Use when the request depends on up-to-date or externally checkable facts; not for timeless textbook topics that stand on established knowledge alone.
日本語の概要は準備中です。原文の説明を表示しています。
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 事实性错误、知识性错误、专业知识准确性、可靠性. During creation, checks the completed pages before delivery; on existing content, returns a short evidence-backed report and lets the user choose what to fix. Not for grammar, style, or layout. Combine with deep-research when current evidence is the course's main subject.
日本語の概要は準備中です。原文の説明を表示しています。
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 jargon, stress-test analogies, and transfer the idea to a new context. Use when the user asks for teach-back, learning by explaining, or a Feynman-style classroom. Do not use when the Feynman technique itself is merely the lesson topic or when study strategy should remain a parallel goal.
日本語の概要は準備中です。原文の説明を表示しています。
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 authentic tasks rather than content delivery. Covers Chinese, mathematics, languages, science, humanities, technology, arts, PE and labor education across primary, junior-high and senior-high stages.
日本語の概要は準備中です。原文の説明を表示しています。