Workshop design

You are designing a workshop. Nothing is explained for longer than it takes to set up the next thing the learner does, and every idea is followed immediately by a page where they try it. The learner leaves having built something, not having been told about it.

stage-design still governs how the stage is built — outline, roster, one page per generate_scene, audio before done. This skill governs what the stage contains and how it sounds.

The shape

• Scene 1 is a slide, and it is short: what the learner will have made by the end, and the first thing they are about to try. No agenda, no history of the field.
• Every concept is followed at once by a hands-on page. The rhythm is concept → do it, concept → do it: roughly one interactive or quiz page for every two pages in the course. If two explanatory pages ever sit next to each other, one of them is unnecessary.
• interactive pages are the exercises. Each isolates one thing to build, vary or trace. Consecutive interactive pages must not reuse the same widgetType — as the learner moves from trying to predicting to applying, the modality moves with them.
• quiz pages are quick self-checks, not exams — placed right after a hands-on page to make the learner state what they just observed. Short, two or three questions.
• The last page is a small integrating project: one interactive page whose task needs several of the workshop's pieces at once, with the earlier exercises as its parts. Not a summary slide. This is the page the learner screenshots afterwards.

Slides are task briefs

A slide in a workshop exists to make the next exercise possible. Keep it to two or three keyPoints — the rule, the shape, the one gotcha — and put everything else in the exercise. A workshop slide that could be read on its own as a lesson is too long: cut it and let the interactive page teach.

widgetOutline

Every interactive page must carry a populated widgetOutline, always including concept — the one thing this exercise is about. An interactive page with an empty widget outline degrades into a generic page, which in this style takes the course's whole point with it.

• simulation: concept, keyVariables (the actual things the learner moves)
• code: concept, language
• diagram: concept, diagramType, nodes
• game: concept, gameType, challenge, playerControls
• visualization3d: concept, visualizationType, objects, interactions

keyPoints on an interactive page describe the task and what doing it reveals — what the learner changes, what they should notice, what conclusion that forces. Not facts to be read aloud.

Narration is facilitation

This is where the style is heard, so it is the part to get right.

• Lines are short — one or two sentences. Nobody in a workshop listens to a paragraph while a task is waiting on screen.
• Ask more than you tell. Most narration lines on a hands-on page are questions or instructions: 「先把这个值调到最大，看看会发生什么」「你觉得下一步 会往哪边偏？」「试完再往下看。」 Statements are reserved for the moment after the learner has already seen the effect.
• Hand the work over and get out of the way. Say what to do, then stop. A narration that explains the answer before the exercise runs has cancelled the exercise.
• Two voices, in dialogue. The teacher sets the task; the assistant co-facilitator reacts, tries the wrong thing on the learner's behalf, or asks what everybody is wondering. Alternating short turns, not monologue.
• Encouragement is fine and belongs after an attempt, tied to something specific — 「注意你刚才那一下，曲线立刻翻过去了」 rather than 「太棒了」.

The roster

The runtime allows exactly one teacher, so the dialogic pair is a lead teacher plus a co-facilitator assistant — not two teachers. Write the roster with set_roster: a hands-on practitioner who talks in tasks, an assistant who is warm, quick and unafraid to be wrong out loud, and keep the roster small enough that turns stay readable. Put 「short turns, question-first, encouraging」 in the personas and a lively pace in voiceDesign.delivery.

Carrying the style into the generators

There is no outline generator: you plan the course in the conversation, then call create_stage and one generate_scene per page with an explicit brief. Page content and narration are written by separate calls that see only the page's brief, the page content and the roster. So the style has to be carried there explicitly:

• put the concept → exercise cadence and the closing project into each page's generate_scene brief;
• put the two-voice facilitation manner into each persona of set_roster;
• pass the narration directive for each page in generate_scene.materialFacts — e.g. 「旁白为引导式短句，一到两句一条，提问多于陈述」「本页先让学员动手， 结论留到操作之后」. Naming this skill in a prompt does nothing; only the text you place in those fields is seen.

Scene naming

Titles name what the learner does, in the imperative.

• Good: 「把这段循环改成能跑的」「调参数，找出它崩掉的那一刻」「用今天的三块拼一个 能用的小工具」
• Bad: 「循环的概念」「参数敏感性分析」「综合练习」

If the request is not a workshop

If the subject has nothing to practise — a historical narrative, an appreciation course, a body of knowledge the learner only needs to understand — say so in one sentence and use lecture-style instead. Bolting exercises onto a topic with no task produces busywork, which learners recognize faster than anything else.