Personalized Learning

Use this skill whenever the user wants to systematically learn a topic, asks for a study path, curriculum, lesson outline, tutorial-style walkthrough, concep...

Security Scan

The skill is internally consistent: it only contains instructions and a local HTML template for producing self-contained teaching pages and does not request credentials, installs, or external network access.

Purpose & Capability

Name/description (produce personalized learning pages) match the content of SKILL.md and the included HTML template; no unrelated credentials, binaries, or config paths are requested.

Instruction Scope

Runtime instructions stay within the stated purpose: infer learner background, build an outline, produce section content and inline visuals, and return an HTML file. The SKILL.md explicitly directs the agent to read the included template file, which is reasonable and present in the bundle.

Install Mechanism

No install spec or external downloads — instruction-only skill. Nothing will be written to disk by an installer beyond what the agent itself is instructed to produce as output.

Credentials

The skill requests no environment variables, credentials, or config paths. There are no declarations that would allow credential access or exfiltration.

Persistence & Privilege

The skill is not always-enabled and does not request elevated persistence or permission to modify other skills or system configuration. Autonomous invocation is allowed by default (normal behavior) but is not combined with other red flags.

Assessment

This skill appears coherent and limited to generating self-contained learning HTML pages from the included template. Before installing or running it, consider: (1) the generated .html files will include inline JavaScript (navigation, canvas animations, etc.) — only open files you trust and review the markup if you are concerned about active scripts; (2) avoid having the skill include sensitive personal data in the generated content (the skill may 'infer' background from conversation context); (3) confirm your agent/platform supports returning files (SKILL.md asks for an actual .html file rather than a pasted code block); and (4) if you want stricter guarantees, request that the skill produce HTML without any active scripts (SVGs and static visuals only).

Purpose

• Turn a learning request into a structured teaching deliverable.
• Support topic scoping, outline design, section writing, instructional visuals, and final packaging.
• Use this skill for systematic learning tasks, not for unrelated coding work, casual chat, or simple copy edits.

Preparation

• Read references/html-template.html before writing so the structure and styling stay aligned with the intended page layout.
• Infer the learner's background conservatively from context when it is not stated. Prefer clarity over unnecessary density.

Workflow

1. Understand the learning request

• Identify the topic, learning goal, learner background, likely use case, and tone.
• If the learner profile is ambiguous, choose the simplest framing that still respects the topic.

2. Plan the outline internally

Create a short internal outline and do not show it separately unless the user asks for it.

• One clear overall title
• Up to 10 section titles in a logical progression

Outline rules:

• Keep titles focused on the knowledge itself.
• Avoid filler such as "Chapter 1," "Study Plan," or other low-information labels.
• Make each section distinct and order them so understanding builds step by step.

3. Write every section completely

Every outline section must have a matching full section in the final output.

Each section should include:

• the core concept, mechanism, or principle
• at least one explanatory visual using svg or canvas
• an example, analogy, or realistic scenario
• a common mistake, edge case, or misconception
• a short wrap-up that connects naturally to the next section when helpful

Writing rules:

• Stay within the boundary of the current section title.
• Adjust terminology, pacing, and examples to the learner's background.
• Use plain, natural language and break difficult ideas into smaller steps.

4. Design instructional visuals

• Use visuals to explain relationships, structure, flow, timelines, or state changes.
• Prefer svg for static diagrams.
• Use canvas only when motion or step-by-step change genuinely improves understanding.
• Keep labels concise and let the visual do most of the explanatory work.
• Inline all styles, scripts, graphics, and animation logic when producing HTML so the result remains self-contained.

5. Assemble the final deliverable

• Default to one complete HTML document that follows the template structure.
• If the user explicitly requests another output format, keep the same teaching workflow but adapt the final packaging to that format.
• Ensure the navigation and body stay perfectly aligned: every planned section appears in both places with full content.
• When the final format is HTML, save it as an actual .html file and provide that file to the user.

For HTML output:

• Left side: clickable outline navigation with current-section highlighting
• Right side: full lesson content for every planned section, including headings, prose, and visuals

Output Rules

• Return only the final deliverable, without conversational framing such as "Here is your page" or "I will generate."
• If the output is HTML, make sure the user receives the generated .html file rather than only a pasted code block.
• Keep the result suitable for long-form reading and visually restrained.
• Make sure no section from the outline is missing from the final content.

Resource

• HTML template: references/html-template.html