The three artefacts the skill produces on its first pass, in order (2:47).

1. mission.md — why you want to learn this

  • Premise: a teacher can't be effective without understanding why the student wants to learn the thing, so the skill writes a mission for you first (2:47).
  • The Rubik's Cube mission, as generated: take a scrambled 3×3 cube and solve it unaided at least once — the goal is the achievement itself, not speed, not theory (2:47).
  • Note the mission fixes the scope: it rules things out as much as in.

2. Resources — high-trust primary sources

  • The skill searches the web for actual primary-source, high-trust resources, and builds lessons out of those (3:06).
  • Built on the first pass, then continuously updated as the learning journey progresses (3:06).

3. Lessons — numbered HTML files

  • Stored in a lessons/ folder, numbered, each an individual HTML file (3:06).
  • Why HTML and not Markdown: HTML is far richer — more expressive, more interactive — and that is "really the core of what makes this such a good learning experience" (3:31).

What a lesson contains

Lesson 1 was "Anatomy, notation and the white cross" — teaching only what's needed at that moment (3:31):

  • diagrams (3:31)
  • simple explainers (3:31)
  • call-outs (3:31)
  • quizzes (3:31)
  • notation sections, "traps", and a first skill to perform (4:00)
  • citations, added in later lessons (4:27)
  • a footer pointing at communities where you can ask questions (4:53)

Two design principles visible in the lessons

  • Feedback loops matter most. Quizzes are only "okay" at this — they're what you use when you can't find a richer feedback loop (3:31, 4:00).
  • Knowledge ≠ skill. The lesson gives the knowledge needed and pushes the learner to develop the corresponding skill — the skill file itself encodes that distinction (4:00).
  • Wisdom requires other people. Knowledge and skill can be developed in the workspace; wisdom only comes from interacting with a community and testing ideas in the real world — hence the community footer (4:53).

Learning records — closing the loop

  • When he reported "yes, I can make the white cross", the agent recorded that in a learning record (4:00).
  • Learning records are very simple files the agent writes whenever the learner reports how they're doing (4:27).
  • Their purpose: let the agent track progress and, like a real teacher, tailor the next lesson to what the learner needs (4:27).
  • Consequence: there is no pre-built curriculum — "it's kind of creating a course as we go based on what I need" (4:27).