「course」の検索結果

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 asks more than it tells, and a closing page where the pieces come together in one small project. Use when the ask is a workshop, a bootcamp session, 「动手」「实操」「练中学」「边做边学」, or a skill the learner is meant to leave holding; also use when the user names this style. Not for a systematic explanatory course (that is `lecture-style`) and not for occupational procedure training with tools and safety gates (that is `vocational`).

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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.

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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”.

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Create a Google Classroom course and invite students.

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暖纸背景 + Playfair, 左侧学习目标常驻, 含 MCQ 自测页

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Use this skill when the user asks about Ni Haisha / 倪海厦 TCM course material, especially Shang Han Lun / 伤寒论, Jingui / 金匮要略, Zhongjing Xinfa / 仲景心法, clinical cases / 临床案例 / 倪师医案, Bagang Bianzheng / 八纲辨证, Fuyang Forum / 扶阳论坛, Yijinjing / 易筋经, Liang Dong dialogue / 梁冬对话倪师, Stanford lecture / 斯坦福大学演讲, Tianji / 天纪 / 易经 / 阳宅 / 紫微斗数, Huangdi Neijing / 黄帝内经, Shennong Bencao / 神农本草, acupuncture / 针灸, meridians, acupoints, acupuncture depth safety / 危险进针深度 / 气胸风险, six-channel pattern identification, symptom-to-formula routing, formula comparison, lesson review, board/PPT screenshot evidence, or course-derived study notes. This skill is for educational distillation and study support only, not medical diagnosis, prescriptions, dosage, individualized treatment, or self-administered acupuncture.

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Turn student course evaluations (free-text + numeric) into an actionable teaching-improvement plan — the teaching analogue of /respond-to-referees. Clusters comments into themes, separates signal from noise, classifies each theme Keep / Change / Investigate / Out-of-scope, and drafts concrete changes mapped to the syllabus and slide decks. Use when user says "respond to my evals", "what do these course evaluations tell me", "turn my teaching feedback into a plan", or after a semester's evals arrive.

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Analyzes time-series and longitudinal RNA-seq for differential expression and trajectory structure. Covers DESeq2 LRT with reduced models, time as factor vs continuous vs natural splines, maSigPro (Nueda 2014 for RNA-seq), ImpulseDE2 with explicit impulse-model failure modes, DREAM for repeated measures via linear mixed models, pseudoreplication avoidance, conditional vs marginal modeling, and trajectory clustering with DPGP, Mfuzz (with Schwämmle 2010 fuzzifier estimation), and splines+k-means. Use when modeling time-course or longitudinal expression, choosing factor vs spline, handling repeated measures from the same subject, avoiding pseudoreplication, clustering temporal trajectories, or selecting between dedicated time-course tools and pairwise+LRT.

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Designing lead magnets that earn the email. The discipline of building gated content (ebooks, templates, checklists, swipe files, mini-courses, free tools) that delivers genuine standalone value while qualifying the lead and warming them for what comes next. Honest about thin-bait (overpromises, underdelivers), kitchen-sink-resource (everything, helps with nothing), and earned-value-magnet (delivers standalone value while qualifying the lead). Triggers on lead magnet, gated content, opt-in offer, ebook, checklist, template, swipe file, mini-course, free tool, content upgrade, freebie, opt-in, list-building offer. Also triggers when an audience is being asked for an email and the offer attached to that ask needs design discipline, when previous lead magnets converted but did not produce qualified leads, or when a lead magnet is being scoped for the first time.

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Generate tiered sentence frames for academic tasks that scaffold language production across proficiency levels. Use when EAL students need structured language support for classroom discourse.

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。

Optimize slow React Router loaders by eliminating redundant DB queries, creating slim query variants, and parallelizing independent fetches. Use proactively when writing or reviewing loader code that calls domain operations services (e.g. CourseOperationsService, VideoOperationsService), or when triaging a slow page load.

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Drive the real Course Video Manager web app in a browser and capture proof of what it did. Use to verify a change before opening a PR, to reproduce a reported UI bug, to see what a page actually renders, or to capture a screenshot of app behaviour. Runs on a per-run, writable clone of a local copy of Matt's data by default — click anything that mutates; production is never written to.

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Generate or update documentation for the AI Hero API by reading the source code at ~/repos/ai/course-builder. Use when user wants to document, update docs for, or understand the AI Hero API endpoints.

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Use when a NEW product, offer, or course is going to market — beachhead segment selection, launch messaging, channels by phase across pre-launch, launch, and post-launch, milestones, success metrics, and go or no-go criteria. Trigger on 'go-to-market', 'GTM plan', 'product launch plan', 'we are launching a new product', 'beachhead segment', 'how do we launch this course'. Also use when the user has a finished product and no route to the first customers. Not for — the day-by-day execution checklist, see `60-launch-playbook-global`; the ongoing period plan, see `00-marketing-plan-global`; one campaign inside the launch, see `02-campaign-brief-global`; positioning first, see `58-positioning-global`.

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Remove the discourse-level (structural) signs of AI writing that survive surface editing: stated lessons and moral-of-the-story closers, tidy single-track arcs, embodied-emotion performance ("chest tightened"), vague allusions instead of named references, unbroken linear structure, and shape convergence across pieces. Grounded in the StoryScope study (Russell et al. 2026): narrative structure alone detects AI text at 93.2% F1, and professional stylistic rewriting moved detection only 1.6 points. Use as the SECOND pass after the humanizer skill (which handles words and phrasing) whenever writing or revising LinkedIn posts, course lessons, blog posts, essays, newsletters, or emails that must read as human. Triggers: "humanize", "de-slop", "AI tells", "make this sound human", "structural pass", "deep humanize".

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Scans HN, Lobsters, Reddit, and tech blogs for community experience reports. Use when gathering practitioner opinions on a technology or approach.

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Stop and check this skill before finishing any reply to a question about how to use Claude or a Claude product — it recommends matching courses, tutorials, and use cases from Claude Academy (academy.claude.com), Anthropic's learning hub. Trigger on: "how do I", "how can I", "getting started with", "what can Claude do", "teach me", "learn to use"; questions about artifacts, projects, skills, plugins, connectors, MCP; requests about rolling Claude out to a team, class, or organization; and any ask for training materials, onboarding content, or learning resources. Use it when the user is learning how to use a feature or product — not when they are mid-task and just want the task done. This skill composes with other skills: after consulting product documentation to answer how a Claude feature works, also check here for a matching course or tutorial — a docs-grounded answer and an Academy recommendation belong together. Only recommend on a strong match; never invent Academy content.

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Educator morning course health check for Canvas LMS. Shows submission rates, struggling students, grade distribution, and upcoming deadlines. Trigger phrases include "morning check", "course status", "how are my students", or any start-of-day teaching review.

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Student weekly assignment planner for Canvas LMS. Shows all due dates, submission status, grades, and peer reviews across all courses. Use when a student says "what's due", "plan my week", "weekly check", or wants to organize their coursework.

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Manage significant changes during sprint execution. Use when the user says "correct course" or "propose sprint change"

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Assess the impact of a significant change during sprint execution across the PRD, epics, architecture, and UX documents, and produce a sprint change proposal. Use when the user says "correct course" or "propose sprint change"

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。

Generate tiered sentence frames for academic tasks that scaffold language production across proficiency levels. Use when EAL students need structured language support for classroom discourse.

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。

Manage significant changes during sprint execution. Use when the user says "correct course" or "propose sprint change"

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。

Investigate and resolve Course Management Platform CloudWatch alert issues end to end. Use when Codex is asked to inspect a CMP GitHub alert issue, pull dev or production AWS logs, diagnose 5xx responses or failed background work, fix an incident with test-driven development, validate a fix in dev, or deploy and verify an authorized production fix.

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。