Design courses where learners explore ideas by changing parameters, following diagrams, running code, playing games, or inspecting 3D scenes. Each main page focuses on one mechanism or structure, with opening and closing pages framing the learning.
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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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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.
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Turn past classrooms and chat history into a reusable personal skill for course creation. It examines varied examples, checks recurring patterns and exceptions, and asks for corrections before saving instructions that reflect the user's workflow and quality expectations.
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Plan and build a connected series of lessons around learners’ experience and goals. After the user approves the complete lesson list, it creates lessons in order, checks continuity, and organizes them in one folder.
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Create courses grounded in verified external facts, including recent developments, market data, product details, and scientific findings. It researches sources, records which evidence supports each claim, and carries those findings and uncertainties into page plans and content.
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Check important factual claims in courses or supplied content against available materials and authoritative sources. Review numbers, definitions, and contradictions, then receive a concise report with evidence and suggested corrections, or have generated course pages checked before delivery.
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Build learning activities where learners explain an idea first, then improve their explanation through focused questions. Include plain language, checks on analogies, application to unfamiliar situations, and a record of remaining gaps and next goals.
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Create or adapt an OpenMAIC lesson for Chinese primary and secondary education. Connect real-world tasks with learner activities, observable work, assessment, and narration, focusing on one or two core competencies from the relevant curriculum framework.
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