dsh-nerd-mode 0.0.0-stage → 0.2.1

package/skills/teach/SKILL.md

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+---
+name: teach
+description: Teach the user a new skill or concept, within this workspace.
+disable-model-invocation: true
+argument-hint: "What would you like to learn about?"
+---
+
+The user has asked you to teach them something. This is a stateful request - they intend to learn the topic over multiple sessions.
+
+## Teaching Workspace
+
+Treat the current directory as a teaching workspace. Workspace paths (`./lessons/` and the rest) resolve from the directory `/teach` was run in; only the `*-FORMAT.md` links resolve from this skill's folder. The state of their learning is captured in this directory in several files:
+
+- `MISSION.md`: A document capturing the _reason_ the user is interested in the topic. This should be used to ground all teaching. Use the format in [MISSION-FORMAT.md](./MISSION-FORMAT.md).
+- `./reference/*.html`: A directory of reference materials. These are the compressed learnings from the lessons - cheat sheets, reference algorithms, syntax, yoga poses, glossaries. They are the raw units of learning. They should be beautiful documents which print out well, and are designed for quick reference.
+- `RESOURCES.md`: A list of resources which can be explored to ground your teaching in contextual knowledge, or to acquire knowledge and wisdom. Use the format in [RESOURCES-FORMAT.md](./RESOURCES-FORMAT.md).
+- `./learning-records/*.md`: A directory of learning records, which capture what the user has learned. These are loosely equivalent to architectural decision records in software development - they capture non-obvious lessons and key insights that may need to be revised later, or drive future sessions. These should be used to calculate the zone of proximal development. They are titled `0001-<dash-case-name>.md`, where the number increments each time. Use the format in [LEARNING-RECORD-FORMAT.md](./LEARNING-RECORD-FORMAT.md).
+- `./lessons/*.html`: A directory of lessons. A **lesson** is a single, self-contained HTML output that teaches one tightly-scoped thing tied to the mission. This is the primary unit of teaching in this workspace.
+- `./assets/*`: Reusable **components** shared across lessons. See [Assets](#assets).
+- `NOTES.md`: A scratchpad for you to jot down user preferences, or working notes.
+
+## Philosophy
+
+To learn at a deep level, the user needs three things:
+
+- **Knowledge**, captured from high-quality, high-trust resources
+- **Skills**, acquired through highly-relevant interactive lessons devised by you, based on the knowledge
+- **Wisdom**, which comes from interacting with other learners and practitioners
+
+Before the `RESOURCES.md` is well-populated, your focus should be to find high-quality resources which will help the user acquire knowledge. Never trust your parametric knowledge.
+
+Some topics may require more skills than knowledge. Learning more about theoretical physics might be more knowledge-based. For yoga, more skills-based.
+
+### Fluency vs Storage Strength
+
+You should be careful to split between two types of learning:
+
+- **Fluency strength**: in-the-moment retrieval of knowledge
+- **Storage strength**: long-term retention of knowledge
+
+Fluency can give the user an illusory sense of mastery, but storage strength is the real goal. Try to design lessons which build long-term retention by desirable difficulty:
+
+- Using retrieval practice (recall from memory)
+- Spacing (distributing practice over time)
+- Interleaving (mixing up different but related topics in practice - for skills practice only)
+
+## Lessons
+
+A lesson is the main thing you produce: the unit in which knowledge and skills reach the user. Each lesson is one self-contained HTML file, saved to `./lessons/` and titled `0001-<dash-case-name>.html` where the number increments each time.
+
+A lesson should be **beautiful**, with clean, readable typography and layout, since the user will return to these later to review. Think Tufte.
+
+The lesson should be short, and completable very quickly. Learners' working memory is very small, and we need to stay within it. But each lesson should give the user a single tangible win that they can build on. It should be directly tied to the mission, and should be in the user's zone of proximal development.
+
+If possible, open the lesson file for the user by running a CLI command.
+
+Each lesson should link via HTML anchors to other lessons and reference documents.
+
+Each lesson should recommend a primary source for the user to read or watch. This should be the most high-quality, high-trust resource you found on the topic.
+
+Each lesson should contain a reminder to ask followup questions to the agent. The agent is their teacher, and can assist with anything that's unclear.
+
+## Assets
+
+Lessons are built from reusable **components**, stored in `./assets/`: stylesheets, quiz widgets, simulators, diagram helpers, and anything else a second lesson could reuse.
+
+Reuse is the default, not the exception. Before authoring a lesson, read `./assets/` and build from the components already there. When a lesson needs something new and reusable, write it as a component in `./assets/` and link to it; never inline code a future lesson would duplicate.
+
+A shared stylesheet is the first component every workspace earns: every lesson links it, so the lessons look like one consistent course rather than a pile of one-offs. As the workspace grows, so should the component library.
+
+## The Mission
+
+Every lesson should be tied into the mission - the reason that the user is interested in learning about the topic.
+
+If the user is unclear about the mission, or the `MISSION.md` is not populated, your first job should be to question the user on why they want to learn this.
+
+Failing to understand the mission will mean knowledge acquisition is not grounded in real-world goals. Lessons will feel too abstract. You will have no way of judging what the user should do next.
+
+Missions may change as the user develops more skills and knowledge. This is normal - make sure to update the `MISSION.md` and add a learning record to capture the change. Confirm with the user before changing the mission.
+
+## Zone Of Proximal Development
+
+Each lesson, the user should always feel as if they are being challenged 'just enough'.
+
+The user may specify an exact thing they want to learn. If they don't, figure out their zone of proximal development by:
+
+- Reading their `learning-records`
+- Figuring out the right thing to teach them based on their mission
+- Teach the most relevant thing that fits in their zone of proximal development
+
+## Knowledge
+
+Lessons should be designed around a skill the user is going to learn. The knowledge in the lesson should be only what's required to acquire that skill. You teach the knowledge first, then get the user to practice the skills via an interactive feedback loop.
+
+Knowledge should first be gathered from trusted resources. Use `RESOURCES.md` to keep track of them. Lessons should be littered with citations - links to external resources to back up any claim made. This increases the trustworthiness of the lesson.
+
+For acquiring knowledge, difficulty is the enemy. It eats working memory you need for understanding.
+
+## Skills
+
+If knowledge is all about acquisition, skills are about durability and flexibility. Make the knowledge stick.
+
+For skill acquisition, difficulty is the tool. Effortful retrieval is what builds storage strength. Skills should be taught through interactive lessons. There are several tools at your disposal:
+
+- Interactive lessons, using quizzes and light in-browser tasks
+- Lessons which guide the user through a list of real-world steps to take (for instance, yoga poses)
+
+Each of these should be based on a **feedback loop**, where the user receives feedback on their performance. This feedback loop should be as tight as possible, giving feedback immediately - and ideally automatically.
+
+For quizzes, each answer should be exactly the same number of words (and characters, if possible). Vary which position holds the correct answer across questions. Don't give the user any clues about the answer through formatting or order.
+
+## Acquiring Wisdom
+
+Wisdom comes from true real-world interaction - testing your skills outside the learning environment.
+
+When the user asks a question that appears to require wisdom, your default posture should be to attempt to answer - but to ultimately delegate to a **community**.
+
+A community is a place (online or offline) where the user can test their skills in the real world. This might be a forum, a subreddit, a real-world class (budget permitting) or a local interest group.
+
+You should attempt to find high-reputation communities the user can join. If the user expresses a preference that they don't want to join a community, respect it.
+
+## Reference Documents
+
+While creating lessons, you should also create reference documents. Lessons can reference these documents - they are useful for tracking raw units of knowledge useful across lessons.
+
+Lessons will rarely be revisited later - reference documents will be. They should be the compressed essence of the lesson, in a format designed for quick reference.
+
+Some learning topics lend themselves to reference:
+
+- Syntax and code snippets for programming
+- Algorithms and flowcharts for processes
+- Yoga poses and sequences for yoga
+- Exercises and routines for fitness
+- Glossaries for any topic with its own nomenclature
+
+Glossaries, in particular, are an essential reference. Once one is created, it should be adhered to in every lesson.
+
+## `NOTES.md`
+
+The user will sometimes express preferences of how they want to be taught, or things you should keep in mind. This is the place to record those preferences, so you can refer back to them when designing lessons or working with the user.

package/skills/teach/agents/openai.yaml

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+interface:
+  display_name: "Teach"
+  short_description: "Learn a concept in a guided workspace"
+policy:
+  allow_implicit_invocation: false

package/skills/writing-beats/SKILL.md

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+---
+name: writing-beats
+description: Writing, exploit; assemble raw material into a journey of beats, grounding each term before a beat leans on it.
+---
+
+<what-to-do>
+
+The user has passed (or will pass) a markdown file of raw material. This is **exploit**: the exploring is done, the pile is fixed. Commit to a path through it and mine the pile to fill each beat.
+
+If the user did not say where to save the article, ask once and remember the path.
+
+Then run a beat-by-beat journey, choose-your-own-adventure style:
+
+1. **Establish the prerequisites.** Before any beats, settle with the user what the audience already knows walking in: the concepts that are **grounded** from the start. Everything else must be grounded by a beat before a later beat can use it. See [Grounding](#grounding).
+2. Write 2–3 candidate **starting beats**, drawn from the raw material. Each is a different entry point into the article. Each may only lean on grounded concepts; note what new concepts each one grounds. Show the user the beats before writing to the article file. The user picks one. Preview what beats that pick unlocks, as if the user is seeing a little way down the path.
+3. Once the user picks a starting beat, write **only that beat** to the article file. A beat may be one sentence or several paragraphs, whatever that beat naturally is. Stop there.
+4. Re-read the article file from disk. Then offer 2–3 candidate **next beats**: different directions the journey could pivot to from where the article now stands. Each must be reachable from the current grounded set; note what each one grounds.
+5. Loop steps 3–5 until the article reaches a natural end.
+
+</what-to-do>
+
+<supporting-info>
+
+## Grounding
+
+Every **concept** has to be **grounded** before a beat can lean on it: the audience either walked in knowing it or met it in an earlier beat. A beat that reaches for an ungrounded concept loses the reader; that is the one move the journey can't make. The unit is the concept, not the word for it: a beat can lean on an idea the reader lacks even with no jargon in sight. Where a concept has a name (a **term**), grounding it means landing the idea and the term together.
+
+A concept gets grounded one of two ways:
+
+- **Prerequisite**: grounded before the first beat. The audience brings it. Fixed at the start.
+- **Introduced**: a beat establishes it, and from then on it's grounded for every later beat.
+
+So each beat does two jobs: it **requires** concepts that are already grounded, and it **grounds** new ones. Keep a running list of what's grounded so far, and update it each time a beat lands.
+
+This is what shapes the choose-your-own-adventure. A candidate beat is only reachable if everything it requires is already grounded; picking a beat that grounds concept X unlocks every beat that was waiting on X. When you offer next beats, they must all be reachable from the current grounded set, and say what each one grounds, so the user can see which paths it opens.
+
+The big lever is what you make a prerequisite versus what you ground inside the piece. Demand too much up front and you shut out readers who don't have it; ground too much inside and the early beats drown in definitions. Settle this with the user when you establish prerequisites, and revisit it whenever a tempting beat turns out to require a concept nothing has grounded yet: the fix is either a grounding beat before it, or promoting the concept to a prerequisite.
+
+## What is a beat
+
+A beat is one move in the journey. It does one thing: sets a scene, lands a point, asks a question, drops an aside, twists the angle. Then it stops, leaving the reader at a place where the next beat can pivot.
+
+A beat is sized by what it needs:
+
+- A single sentence if that's all the move is ("And then nothing happened for three weeks.").
+- A short paragraph if the move needs setup.
+- Multiple paragraphs if the beat is a self-contained vignette, argument, or example.
+
+If a "beat" needs five paragraphs and three subheadings, it's not a beat; it's two beats glued together. Split it.
+
+## Pulling from the pile
+
+Pull material from the raw pile to populate each beat. You can paraphrase, split, recombine, or quote. The pile is a quarry.
+
+## Ending the journey
+
+The article ends when the journey is complete, not when the pile is empty. Most piles will have leftover fragments that don't make it in. That is fine; that is the point of having more raw material than you need.
+
+## Writing rhythm
+
+- Append one beat at a time. Never write ahead.
+- Re-read the article file from disk before every write. Preserve user edits absolutely.
+- If the user edits a previous beat substantially, let it change what comes next.
+- If the user says "rewrite that beat" or "go back and try a different beat 3", do it: edit in place, leave the rest alone.
+
+</supporting-info>

package/skills/writing-beats/agents/openai.yaml

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+interface:
+  display_name: "Writing Beats"
+  short_description: "Assemble raw material into beats"
+policy:
+  allow_implicit_invocation: false