This skill should be used when the user asks to "create a filter", "write a tokf filter", "add a filter for <tool>", "how do I filter output", or needs guidance on tokf filter step types, templates, pipes, or placement conventions.
Use to plan trainings, office hours, and adoption programs for new creative or brand initiatives.
Toolkit to map EdTech programs to academic standards, accreditation, and employer competency frameworks.
PROACTIVELY search auto-generated documentation when receiving ANY user instruction. Search for function signatures, API documentation, class definitions, and code comments BEFORE implementing anything. Your codebase documentation is valuable - use it first.
Use when reviewing content for clarity, generating questions, or checking alignment. Triggers on "review for clarity", "suggest questions", "check alignment", "comprehensive review".
AI-assisted UI generation patterns for json-render, v0, Bolt, and Cursor workflows. Covers prompt engineering for component generation, review checklists for AI-generated code, design token injection, refactoring for design system conformance, and CI gates for quality assurance. Use when generating UI components with AI tools, rendering multi-surface MCP visual output, reviewing AI-generated code, or integrating AI output into design systems.
Creates polished demo videos for skills, tutorials, and CLI demonstrations. Use when producing video showcases, marketing content, or terminal recordings.
Design token management with W3C Design Token Community Group specification, three-tier token hierarchy (global/alias/component), OKLCH color spaces, Style Dictionary transformation, and dark mode theming. Use when creating design token files, implementing theme systems, managing token versioning, or building design-to-code pipelines.
Generate a cascading hint sequence for a problem type, revealing progressively without giving answers. Use when designing tutoring dialogues or scaffolded worksheets.
Design AI-supported collaborative tasks that structure group interaction and address participation problems. Use when students struggle to collaborate effectively on group tasks.
Audit and redesign AI-generated feedback for pedagogical quality, timing, and learning impact. Use when building or reviewing automated feedback in digital learning tools.
Design deliberately flawed examples that develop error-detection skills and deepen understanding. Use when students make characteristic errors and need practice spotting mistakes.
Design an adaptive assessment loop where each student response triggers the next instructional move. Use when building technology-enhanced formative assessment cycles.
Script a multi-turn tutoring dialogue with branching responses for anticipated student difficulties. Use when designing AI tutors, chatbot interactions, or structured one-to-one support scripts.
Design metacognitive checkpoints that prevent AI-assisted learning from bypassing genuine understanding. Use when students use AI tools and may overestimate their own comprehension.
Create self-explanation prompts that deepen understanding of worked examples, texts, or diagrams. Use when students read material passively without engaging with underlying principles.
Audit a proposed assessment for construct validity, reliability, and alignment to learning objectives. Use when reviewing or quality-assuring assessments before deployment.
Generate a criterion-referenced rubric with descriptive performance levels for a specific task and objective. Use when creating marking guides, setting expectations, or designing assessments.
Design discipline-specific critical thinking tasks grounded in knowledge-contingent reasoning rather than generic skills. Use when embedding higher-order thinking into subject content.
Map the epistemic structure of a subject to determine knowledge types and inform curriculum sequencing. Use when designing courses, restructuring programmes, or analysing knowledge architecture.
Design multi-informant assessment approaches for dispositional competencies like curiosity or resilience. Use when assessing character strengths or competencies that written tests cannot capture.
Select the right formative assessment technique for a specific learning moment, purpose, and age group. Use when choosing how to check understanding during, between, or after lessons.
Classify curriculum content into Know, Understand, and Do categories to align teaching and assessment approaches. Use when planning units, writing objectives, or selecting assessment methods.
