Add social-emotional learning—practicing emotional awareness, self-management, empathy, and collaboration—to subject lessons in OpenMAIC. It connects these goals to academic concepts through discussion, choices, feedback, retries, and reflection.
中文简介正在准备中。当前显示英语简介。
Use when the user starts a non-trivial coding/building task in Claude Code (e.g. "帮我做个 X", "help me build Y", "add feature Z", "搭一个 Z"). Layers an AI-native pedagogical coat over normal coding work — surfaces implicit assumptions in user intent, annotates non-trivial design decisions inline with brief concept-scaffolding for terms the user may not know, and replaces "should I run it?" handoffs with rigorous AI self-verification plus a clean list of what only the user can verify. Skip for pure Q&A, single-line edits, read-only investigation, or refactoring along an existing pattern.
中文简介正在准备中。当前显示原文说明。
Use when the user provides a URL from AMD / ROCm official sources (github.com/AMD/*, github.com/ROCm/*, github.com/ROCmSoftwarePlatform/*, rocm.docs.amd.com, amd.com/…/rocm, gpuopen.com). Prefer this over generic GitHub for official ROCm URLs. Generates a hands-on tutorial-following project with no collaborator roles — only the user and the Instructor.
中文简介正在准备中。当前显示原文说明。
Use when a user provides a GitHub URL and the planner needs to converge that repo plus the user's goal into a concrete project blueprint for later execution. This skill handles GitHub-input project intake, Phase 1 intent convergence, and downstream project handoff structure. It does not generate teaching material packages.
中文简介正在准备中。当前显示原文说明。
Workspace project (IDE + collaborator + starter files). Use when the project is technical and benefits from collaborator support layered between coding tasks. Not for soft-skill conversation or role-play practice; use generate-project with scene_actor roles for those.
中文简介正在准备中。当前显示原文说明。
Teach a micro-task in the style of the Feynman Technique. Start with a small concrete observation or action, explain the underlying concept from what the learner sees, then walk the learner step-by-step through the task. Before marking the micro-task done, require the learner to explain the underlying concept back in their own words; correct any misunderstanding before advancing.
中文简介正在准备中。当前显示原文说明。
Guide users through a 6-phase pipeline to plan a complete project — from brainstorming through project metadata to blueprint, starter-file generation, and per-milestone micro-task design with inline pedagogical choreography.
中文简介正在准备中。当前显示原文说明。