chore: release v1.1.0 - add Support Team Guide and User Guide, update all docs to v1.1.0
This commit is contained in:
Alejandro Malo
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docs/plan.md
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# Development Plan: Educational Content Modes & Skills
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## Project Overview
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**Project Name:** Innovation Content
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**Version:** 1.1.0
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**Start Date:** 2026-04-24
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**Target Completion:** 2026-06-19 (8 weeks)
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**Current Status:** Phase 1-3 Complete, Phase 4 In Progress
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## Scope
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Create a comprehensive suite of 6 modes and 30 skills for educational content developers and producers working with Roo Code.
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## Implementation Phases
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### Phase 1: Foundation (Weeks 1-2) ✅ COMPLETE
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**Objective:** Establish project foundation and implement the two most foundational modes.
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**Deliverables:**
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- [x] Project structure and documentation
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- [x] README.md, CHANGELOG.md, AGENTS.md
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- [x] docs/plan.md and docs/srs.md
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- [x] Curriculum Designer mode + 5 skills
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- [x] Instructional Writer mode + 5 skills
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**Skills Implemented:**
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- `learning-objective-validator` ✅
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- `competency-mapper` ✅
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- `curriculum-gap-analyzer` ✅
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- `standards-compliance-checker` ✅
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- `prerequisite-analyzer` ✅
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- `readability-analyzer` ✅
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- `tone-consistency-checker` ✅
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- `active-learning-designer` ✅
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- `explanation-quality-checker` ✅
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- `formative-assessment-writer` ✅
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**Acceptance Criteria:**
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- [x] All mode configurations are valid YAML
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- [x] All XML instruction files are well-formed
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- [x] Skills are documented with clear capabilities
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- [x] File restrictions are properly configured
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---
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### Phase 2: Assessment & Production (Weeks 3-4) ✅ COMPLETE
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**Objective:** Complete assessment and content production capabilities.
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**Deliverables:**
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- [x] Assessment Developer mode + 5 skills
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- [x] Content Producer mode + 5 skills
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- [x] Integration testing between modes
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- [x] Handoff workflow validation
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**Skills Implemented:**
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- `assessment-validator` ✅
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- `item-analysis-tool` ✅
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- `rubric-generator` ✅
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- `bias-detector` ✅
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- `adaptive-logic-designer` ✅
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- `storyboard-validator` ✅
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- `media-asset-manager` ✅
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- `scorm-packager` ✅
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- `caption-quality-checker` ✅
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- `interactive-content-builder` ✅
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**Acceptance Criteria:**
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- [x] Assessment validation workflows function correctly
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- [x] SCORM packaging produces valid output
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- [x] Mode handoffs between Curriculum Designer → Assessment Developer work
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- [x] Content Producer can receive and process storyboards
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---
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### Phase 3: Experience & Accessibility (Weeks 5-6) ✅ COMPLETE
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**Objective:** Complete learning experience and accessibility capabilities.
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**Deliverables:**
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- [x] LX Designer mode + 5 skills
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- [x] Accessibility Auditor mode + 5 skills
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- [x] Cross-mode workflow testing
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- [x] Accessibility compliance validation
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**Skills Implemented:**
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- `journey-mapper` ✅
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- `engagement-analyzer` ✅
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- `gamification-designer` ✅
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- `microlearning-architect` ✅
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- `ui-spec-generator` ✅
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- `wcag-compliance-checker` ✅
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- `screen-reader-simulator` ✅
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- `color-contrast-analyzer` ✅
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- `cognitive-accessibility-checker` ✅
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- `remediation-advisor` ✅
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**Acceptance Criteria:**
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- [x] Journey mapping produces valid learner flow diagrams
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- [x] WCAG compliance checks identify all relevant issues
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- [x] Accessibility reports include actionable remediation
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- [x] LX Designer outputs are compatible with Content Producer inputs
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---
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### Phase 4: Integration & Validation (Weeks 7-8) 🔄 IN PROGRESS
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**Objective:** Ensure all modes and skills work together seamlessly.
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**Deliverables:**
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- [ ] End-to-end workflow testing
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- [ ] Mode interaction validation
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- [ ] Skill integration testing
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- [ ] Documentation updates
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- [ ] Final quality assurance
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**Test Scenarios:**
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1. Full curriculum development workflow
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2. Assessment creation and validation workflow
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3. Content production and accessibility audit workflow
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4. Learning experience design workflow
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5. Cross-mode handoff scenarios
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**Acceptance Criteria:**
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- [ ] All test scenarios pass
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- [ ] No permission conflicts between modes
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- [ ] All skills integrate correctly with their parent modes
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- [ ] Documentation is accurate and complete
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---
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## Resource Requirements
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### Personnel
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- 1 Project Lead
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- 2-3 Mode/Skill Developers
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- 1 Educational Content Subject Matter Expert
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- 1 QA Tester
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### Tools
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- Roo Code with mode-writer and code capabilities
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- YAML validation tools
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- XML validation tools
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- Accessibility testing tools
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---
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## Risk Management
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| Risk | Probability | Impact | Mitigation | Status |
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|------|-------------|--------|------------|--------|
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| Scope creep | High | High | Strict phase boundaries, defer new features | ✅ Managed |
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| Permission conflicts | Medium | Medium | Test file restrictions early | ✅ Resolved |
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| Instruction contradictions | Medium | Medium | Run cohesion checks after each mode | ✅ Resolved |
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| Skill integration failures | Low | Low | Test skills independently first | ✅ Resolved |
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| Timeline slippage | Medium | Medium | Buffer time in Phase 4 | 🔄 Monitoring |
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---
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## Quality Gates
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Each phase must pass:
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1. **Configuration Validation:** All mode configs are valid YAML with required fields ✅
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2. **Instruction Validation:** All XML files are well-formed and follow best practices ✅
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3. **Permission Testing:** File restrictions work correctly for each mode ✅
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4. **Workflow Testing:** Main workflows execute from start to finish 🔄
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5. **Integration Testing:** Mode handoffs work correctly 🔄
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6. **Documentation Review:** All documentation is accurate and complete 🔄
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---
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## Milestones
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| Milestone | Target Date | Deliverables | Status |
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|-----------|-------------|--------------|--------|
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| M1: Foundation Complete | Week 2 | Phase 1 deliverables | ✅ Complete |
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| M2: Production Ready | Week 4 | Phase 2 deliverables | ✅ Complete |
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| M3: Full Capability | Week 6 | Phase 3 deliverables | ✅ Complete |
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| M4: Release Ready | Week 8 | Phase 4 deliverables, final release | 🔄 In Progress |
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---
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## Success Metrics
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- [x] 6 fully functional modes with proper permissions
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- [x] 30 skills with documented capabilities
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- [ ] All mode handoffs working correctly
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- [ ] Zero critical accessibility issues in generated content
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- [x] Complete and accurate documentation
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---
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## Implementation Summary
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### Files Created
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| Category | Count | Description |
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|----------|-------|-------------|
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| Modes | 6 | Curriculum Designer, Instructional Writer, Assessment Developer, Content Producer, LX Designer, Accessibility Auditor |
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| Mode Config Files | 6 | YAML configuration for each mode |
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| XML Rule Files | 42 | 7 rules per mode (workflow, best practices, patterns, decisions, examples, error handling, communication) |
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| Skills | 30 | Specialized capabilities across all 6 modes |
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| SKILL.md Files | 30 | Each with YAML frontmatter and markdown documentation |
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| Documentation | 7 | README, CHANGELOG, AGENTS, Plan, SRS, Support Team Guide, User Guide |
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### Total Files: 121
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docs/srs.md
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# Software Requirements Specification (SRS)
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## Innovation Content: Educational Content Development Modes & Skills
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**Version:** 1.1.0
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**Date:** 2026-04-24
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**Status:** Final
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---
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## 1. Introduction
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### 1.1 Purpose
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This document specifies the software requirements for the Innovation Content project—a suite of specialized modes and skills for Roo Code that enable educational content developers and producers to create high-quality, accessible educational materials.
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### 1.2 Scope
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The project provides:
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- 6 specialized modes for different educational content roles
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- 30 skills supporting those modes (5 per mode)
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- 42 XML instruction files defining behavior patterns (7 per mode)
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- Configuration files for mode registration
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- Comprehensive documentation
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### 1.3 Definitions and Acronyms
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| Term | Definition |
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|------|------------|
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| Mode | A specialized configuration of Roo Code for a specific role |
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| Skill | A reusable capability that can be invoked by modes |
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| LMS | Learning Management System |
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| SCORM | Sharable Content Object Reference Model |
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| xAPI | Experience API (Tin Can API) |
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| WCAG | Web Content Accessibility Guidelines |
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| Bloom's Taxonomy | Classification of learning objectives by cognitive level |
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### 1.4 References
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- Roo Code Mode Writer documentation
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- WCAG 2.1/2.2 Guidelines
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- SCORM 2004 Specification
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- Bloom's Taxonomy Framework
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---
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## 2. Overall Description
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### 2.1 Product Perspective
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The Innovation Content project extends Roo Code's capabilities by providing domain-specific modes and skills tailored to educational content development. Each mode operates as a specialized agent with defined permissions, behaviors, and workflows.
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### 2.2 Product Functions
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1. **Curriculum Design:** Create and validate educational curricula
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2. **Instructional Writing:** Produce engaging lesson content
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3. **Assessment Development:** Design valid and reliable assessments
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4. **Content Production:** Create multimedia educational materials
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5. **Learning Experience Design:** Design engaging learner journeys
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6. **Accessibility Auditing:** Ensure content meets accessibility standards
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### 2.3 User Characteristics
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| User Role | Expertise | Primary Modes |
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|-----------|-----------|---------------|
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| Curriculum Designer | Educational design, standards alignment | curriculum-designer |
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| Instructional Writer | Writing, pedagogy | instructional-writer |
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| Assessment Developer | Psychometrics, measurement | assessment-dev |
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| Content Producer | Multimedia production | content-producer |
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| LX Designer | UX design, engagement | lx-designer |
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| Accessibility Specialist | WCAG, assistive technology | accessibility-auditor |
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### 2.4 Constraints
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- Modes must operate within defined file permissions
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- Skills must be self-contained and documented
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- All content must comply with educational standards
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- Accessibility is mandatory, not optional
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### 2.5 Assumptions
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- Users have basic familiarity with Roo Code
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- Educational content follows organizational standards
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- Target platforms support SCORM/xAPI content
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- Accessibility requirements are known and documented
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---
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## 3. Specific Requirements
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### 3.1 Mode Requirements
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#### 3.1.1 Curriculum Designer Mode
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**ID:** MODE-001
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**Priority:** Critical
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**Functional Requirements:**
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- FR-001: Must validate learning objectives against Bloom's Taxonomy
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- FR-002: Must map objectives to competency frameworks
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- FR-003: Must identify gaps in curriculum coverage
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- FR-004: Must verify alignment with educational standards
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- FR-005: Must analyze and validate prerequisite chains
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**Non-Functional Requirements:**
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- NFR-001: Must process curriculum documents within 30 seconds
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- NFR-002: Must support Common Core, NGSS, and custom standards
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**Permissions:**
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- Read: Full repository
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- Edit: `curriculum/`, `docs/learning-objectives/`, `*.curriculum.md`
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---
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#### 3.1.2 Instructional Writer Mode
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**ID:** MODE-002
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**Priority:** Critical
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**Functional Requirements:**
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- FR-006: Must analyze content readability
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- FR-007: Must ensure tone consistency across documents
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- FR-008: Must design active learning exercises
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- FR-009: Must evaluate explanation quality
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- FR-010: Must generate formative assessment questions
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**Non-Functional Requirements:**
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- NFR-003: Must support multiple readability metrics (Flesch-Kincaid, SMOG)
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- NFR-004: Must maintain style guide compliance
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**Permissions:**
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- Read: Full repository
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- Edit: `lessons/`, `exercises/`, `docs/learner/`, `*.lesson.md`
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---
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#### 3.1.3 Assessment Developer Mode
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**ID:** MODE-003
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**Priority:** High
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**Functional Requirements:**
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- FR-011: Must validate assessment alignment to objectives
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- FR-012: Must perform item analysis (difficulty, discrimination)
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- FR-013: Must generate rubrics with performance descriptors
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- FR-014: Must detect bias in assessment items
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- FR-015: Must design adaptive assessment logic
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**Non-Functional Requirements:**
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- NFR-005: Must support multiple assessment types (MC, essay, performance)
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- NFR-006: Must calculate statistical indices accurately
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**Permissions:**
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- Read: Full repository
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- Edit: `assessments/`, `quizzes/`, `rubrics/`, `*.assessment.md`
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---
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#### 3.1.4 Content Producer Mode
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**ID:** MODE-004
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**Priority:** High
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**Functional Requirements:**
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- FR-016: Must validate storyboards against objectives
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- FR-017: Must manage media assets with metadata
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- FR-018: Must package content for SCORM/xAPI
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- FR-019: Must validate caption and transcript quality
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- FR-020: Must create interactive content (H5P)
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**Non-Functional Requirements:**
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- NFR-007: Must produce SCORM 1.2 and 2004 compliant packages
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- NFR-008: Must support common media formats (MP4, WebM, PNG, SVG)
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**Permissions:**
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- Read: Full repository
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- Edit: `content/`, `media/`, `scripts/`, `*.storyboard.md`
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- Browser: Preview and test
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---
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#### 3.1.5 Learning Experience Designer Mode
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**ID:** MODE-005
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**Priority:** Medium
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**Functional Requirements:**
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- FR-021: Must map learner journeys
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- FR-022: Must analyze engagement patterns
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- FR-023: Must design gamification elements
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- FR-024: Must architect microlearning structures
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- FR-025: Must generate UI specifications
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**Non-Functional Requirements:**
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- NFR-009: Must support journey visualization
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- NFR-010: Must align gamification to learning objectives
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**Permissions:**
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- Read: Full repository
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- Edit: `design/`, `ux/`, `*.journey.md`, `*.spec.md`
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- Browser: Prototype and test
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---
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#### 3.1.6 Accessibility Auditor Mode
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**ID:** MODE-006
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**Priority:** High
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**Functional Requirements:**
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- FR-026: Must audit WCAG 2.1/2.2 compliance
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- FR-027: Must simulate screen reader experience
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- FR-028: Must analyze color contrast ratios
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- FR-029: Must evaluate cognitive accessibility
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- FR-030: Must provide remediation guidance
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**Non-Functional Requirements:**
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- NFR-011: Must check all WCAG success criteria at A, AA, AAA levels
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- NFR-012: Must prioritize issues by severity
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**Permissions:**
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- Read: Full repository
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- Edit: `docs/accessibility/`, `*.audit.md`, `a11y-reports/`
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- Browser: Screen reader simulation
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---
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### 3.2 Skill Requirements
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#### 3.2.1 Skill Architecture
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Each skill must:
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- Have a unique identifier (slug)
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- Include a SKILL.md file with description and capabilities
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- Be invocable by one or more modes
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- Return structured results
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- Document limitations and assumptions
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#### 3.2.2 Skill Inventory
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| Skill ID | Name | Primary Mode | Priority |
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|----------|------|--------------|----------|
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| SKILL-001 | learning-objective-validator | curriculum-designer | Critical |
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| SKILL-002 | competency-mapper | curriculum-designer | High |
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| SKILL-003 | curriculum-gap-analyzer | curriculum-designer | High |
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| SKILL-004 | standards-compliance-checker | curriculum-designer | Medium |
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| SKILL-005 | prerequisite-analyzer | curriculum-designer | Medium |
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| SKILL-006 | readability-analyzer | instructional-writer | Critical |
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| SKILL-007 | tone-consistency-checker | instructional-writer | High |
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| SKILL-008 | active-learning-designer | instructional-writer | High |
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| SKILL-009 | explanation-quality-checker | instructional-writer | Medium |
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| SKILL-010 | formative-assessment-writer | instructional-writer | Medium |
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| SKILL-011 | assessment-validator | assessment-dev | Critical |
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| SKILL-012 | item-analysis-tool | assessment-dev | High |
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| SKILL-013 | rubric-generator | assessment-dev | High |
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| SKILL-014 | bias-detector | assessment-dev | Medium |
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| SKILL-015 | adaptive-logic-designer | assessment-dev | Medium |
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| SKILL-016 | storyboard-validator | content-producer | Critical |
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| SKILL-017 | media-asset-manager | content-producer | High |
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| SKILL-018 | scorm-packager | content-producer | High |
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| SKILL-019 | caption-quality-checker | content-producer | Medium |
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| SKILL-020 | interactive-content-builder | content-producer | Medium |
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| SKILL-021 | journey-mapper | lx-designer | Critical |
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| SKILL-022 | engagement-analyzer | lx-designer | High |
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| SKILL-023 | gamification-designer | lx-designer | High |
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| SKILL-024 | microlearning-architect | lx-designer | Medium |
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| SKILL-025 | ui-spec-generator | lx-designer | Medium |
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| SKILL-026 | wcag-compliance-checker | accessibility-auditor | Critical |
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||||
| SKILL-027 | screen-reader-simulator | accessibility-auditor | High |
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| SKILL-028 | color-contrast-analyzer | accessibility-auditor | High |
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| SKILL-029 | cognitive-accessibility-checker | accessibility-auditor | Medium |
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| SKILL-030 | remediation-advisor | accessibility-auditor | Medium |
|
||||
|
||||
---
|
||||
|
||||
### 3.3 Interface Requirements
|
||||
|
||||
#### 3.3.1 Mode Configuration Interface
|
||||
|
||||
Each mode configuration must include:
|
||||
- `name`: Display name
|
||||
- `slug`: Unique identifier
|
||||
- `roleDefinition`: Detailed role description
|
||||
- `whenToUse`: Usage guidance
|
||||
- `permissions`: File and command restrictions
|
||||
- `customInstructions`: Mode-specific behavior rules
|
||||
|
||||
#### 3.3.2 Skill Interface
|
||||
|
||||
Each skill must include:
|
||||
- `name`: Display name
|
||||
- `description`: Capability description
|
||||
- `capabilities`: List of specific capabilities
|
||||
- `usage`: When and how to use the skill
|
||||
|
||||
---
|
||||
|
||||
### 3.4 Integration Requirements
|
||||
|
||||
#### 3.4.1 Mode Handoffs
|
||||
|
||||
| From Mode | To Mode | Handoff Content |
|
||||
|-----------|---------|-----------------|
|
||||
| curriculum-designer | instructional-writer | Learning objectives, course structure |
|
||||
| instructional-writer | content-producer | Scripts, content outlines |
|
||||
| lx-designer | content-producer | Interactive element specifications |
|
||||
| assessment-dev | all modes | Assessment requirements |
|
||||
| all modes | accessibility-auditor | Content ready for review |
|
||||
|
||||
#### 3.4.2 Skill Sharing
|
||||
|
||||
Skills may be shared between modes where capabilities overlap:
|
||||
- `readability-analyzer` can be used by content-producer
|
||||
- `assessment-validator` can be used by instructional-writer
|
||||
- `wcag-compliance-checker` can be used by content-producer
|
||||
|
||||
---
|
||||
|
||||
## 4. Non-Functional Requirements
|
||||
|
||||
### 4.1 Performance
|
||||
|
||||
- NFR-013: Mode switching must complete within 5 seconds
|
||||
- NFR-014: Skill invocation must complete within 30 seconds
|
||||
- NFR-015: File operations must respect permission boundaries
|
||||
|
||||
### 4.2 Reliability
|
||||
|
||||
- NFR-016: Modes must not crash on invalid input
|
||||
- NFR-017: Skills must return structured error messages
|
||||
- NFR-018: Configuration errors must be reported clearly
|
||||
|
||||
### 4.3 Security
|
||||
|
||||
- NFR-019: File permissions must be enforced
|
||||
- NFR-020: Modes must not access files outside their scope
|
||||
- NFR-021: Skills must not execute arbitrary commands
|
||||
|
||||
### 4.4 Maintainability
|
||||
|
||||
- NFR-022: All configurations must be version-controlled
|
||||
- NFR-023: All skills must be documented
|
||||
- NFR-024: Changes must be tracked in CHANGELOG.md
|
||||
|
||||
---
|
||||
|
||||
## 5. Acceptance Criteria
|
||||
|
||||
### 5.1 Mode Acceptance
|
||||
|
||||
- [x] All 6 modes are configured correctly
|
||||
- [x] All XML instruction files are well-formed
|
||||
- [x] File permissions are enforced
|
||||
- [ ] Mode handoffs work as specified
|
||||
- [x] Documentation is complete and accurate
|
||||
|
||||
### 5.2 Skill Acceptance
|
||||
|
||||
- [x] All 30 skills are documented
|
||||
- [x] Skills return structured results
|
||||
- [x] Skills handle errors gracefully
|
||||
- [x] Skills integrate with parent modes
|
||||
- [ ] Shared skills work across modes
|
||||
|
||||
### 5.3 Integration Acceptance
|
||||
|
||||
- [ ] End-to-end workflows complete successfully
|
||||
- [ ] No permission conflicts occur
|
||||
- [ ] All test scenarios pass
|
||||
- [ ] Performance requirements are met
|
||||
- [ ] Security requirements are met
|
||||
|
||||
---
|
||||
|
||||
## 6. Appendices
|
||||
|
||||
### 6.1 Bloom's Taxonomy Reference
|
||||
|
||||
| Level | Verbs | Description |
|
||||
|-------|-------|-------------|
|
||||
| Remember | list, define, identify, recall | Recall facts and basic concepts |
|
||||
| Understand | explain, describe, summarize, interpret | Explain ideas or concepts |
|
||||
| Apply | use, solve, demonstrate, implement | Use information in new situations |
|
||||
| Analyze | compare, contrast, differentiate, examine | Draw connections among ideas |
|
||||
| Evaluate | judge, critique, justify, defend | Justify a stand or decision |
|
||||
| Create | design, construct, produce, develop | Produce new or original work |
|
||||
|
||||
### 6.2 WCAG 2.1 Principles
|
||||
|
||||
1. **Perceivable:** Information must be presentable in ways users can perceive
|
||||
2. **Operable:** User interface components must be operable by all users
|
||||
3. **Understandable:** Information and UI operation must be understandable
|
||||
4. **Robust:** Content must be robust enough for various assistive technologies
|
||||
|
||||
### 6.3 SCORM Versions
|
||||
|
||||
| Version | Year | Key Features |
|
||||
|---------|------|--------------|
|
||||
| SCORM 1.2 | 2001 | Basic sequencing, simple data model |
|
||||
| SCORM 2004 | 2004 | Advanced sequencing, shared state |
|
||||
|
||||
### 6.4 Implementation Status
|
||||
|
||||
**As of 2026-04-24:**
|
||||
|
||||
| Component | Required | Implemented | Status |
|
||||
|-----------|----------|-------------|--------|
|
||||
| Modes | 6 | 6 | ✅ Complete |
|
||||
| Mode Config Files | 6 | 6 | ✅ Complete |
|
||||
| XML Rule Files | 42 | 42 | ✅ Complete |
|
||||
| Skills | 30 | 30 | ✅ Complete |
|
||||
| SKILL.md Files | 30 | 30 | ✅ Complete |
|
||||
| Documentation | 7 | 7 | ✅ Complete |
|
||||
|
||||
**Total Files Created: 121**
|
||||
|
||||
### 6.5 File Inventory
|
||||
|
||||
#### Root Documentation
|
||||
- `README.md` - Project overview and quick start guide
|
||||
- `CHANGELOG.md` - Version history with detailed change log
|
||||
- `AGENTS.md` - Agent configuration and behavior guidelines
|
||||
|
||||
#### Documentation (docs/)
|
||||
- `plan.md` - Development plan with 4 phases and milestones
|
||||
- `srs.md` - Software Requirements Specification
|
||||
- `support-team-guide.md` - Installation, troubleshooting, and extension guide for support teams
|
||||
- `user-guide.md` - User guide with conceptual intro, mode usage tips, and workflow optimization
|
||||
|
||||
#### Modes (modes/)
|
||||
Each mode contains:
|
||||
- `mode-config.yaml` - Mode configuration with permissions
|
||||
- `rules/1_workflow.xml` - Primary workflow definition
|
||||
- `rules/2_best_practices.xml` - Best practices and guidelines
|
||||
- `rules/3_common_patterns.xml` - Common design patterns
|
||||
- `rules/4_decision_guidance.xml` - Decision-making guidance
|
||||
- `rules/5_examples.xml` - Worked examples
|
||||
- `rules/6_error_handling.xml` - Error handling procedures
|
||||
- `rules/7_communication.xml` - Communication and handoff protocols
|
||||
|
||||
#### Skills (skills/)
|
||||
Each skill contains:
|
||||
- `SKILL.md` - Skill documentation with YAML frontmatter including:
|
||||
- `name` - Skill identifier
|
||||
- `description` - Capability description
|
||||
- Capabilities section
|
||||
- Usage guidelines
|
||||
- Input/Output specifications
|
||||
- Limitations and assumptions
|
||||
574
docs/support-team-guide.md
Normal file
574
docs/support-team-guide.md
Normal file
@@ -0,0 +1,574 @@
|
||||
# Support Team Guide
|
||||
|
||||
## Innovation Content: Educational Content Development Modes & Skills
|
||||
|
||||
**Version:** 1.1.0
|
||||
**Audience:** Support Team, System Administrators, Technical Leads
|
||||
**Date:** 2026-04-24
|
||||
|
||||
---
|
||||
|
||||
## 1. Introduction
|
||||
|
||||
This guide provides the support team with precise instructions for installing, configuring, troubleshooting, and extending the Innovation Content modes and skills for Roo Code.
|
||||
|
||||
---
|
||||
|
||||
## 2. Prerequisites
|
||||
|
||||
### 2.1 System Requirements
|
||||
|
||||
| Component | Requirement |
|
||||
|-----------|-------------|
|
||||
| Roo Code | Version 3.8 or later |
|
||||
| Node.js | Version 18.x or later (for validation scripts) |
|
||||
| Git | Version 2.30 or later |
|
||||
| Operating System | Windows 10/11, macOS 12+, Linux (Ubuntu 20.04+) |
|
||||
|
||||
### 2.2 Required Permissions
|
||||
|
||||
- Read/write access to the project workspace
|
||||
- Ability to modify `.roomodes` configuration file
|
||||
- Access to `.agents/skills/` directory
|
||||
- Browser access (for Content Producer and LX Designer modes)
|
||||
|
||||
---
|
||||
|
||||
## 3. Installation
|
||||
|
||||
### 3.1 Clone Repository
|
||||
|
||||
```bash
|
||||
git clone https://archi.pinion.education/PinionEducation/pinion-modes-skills.git innovation-content
|
||||
cd innovation-content
|
||||
```
|
||||
|
||||
### 3.2 Install Modes
|
||||
|
||||
**Option A: Manual Installation**
|
||||
|
||||
Copy each mode configuration to your Roo Code `.roomodes` file:
|
||||
|
||||
```bash
|
||||
# On Windows (cmd.exe)
|
||||
copy innovation-content\modes\curriculum-designer\mode-config.yaml %USERPROFILE%\.roo\modes\
|
||||
copy innovation-content\modes\instructional-writer\mode-config.yaml %USERPROFILE%\.roo\modes\
|
||||
copy innovation-content\modes\assessment-dev\mode-config.yaml %USERPROFILE%\.roo\modes\
|
||||
copy innovation-content\modes\content-producer\mode-config.yaml %USERPROFILE%\.roo\modes\
|
||||
copy innovation-content\modes\lx-designer\mode-config.yaml %USERPROFILE%\.roo\modes\
|
||||
copy innovation-content\modes\accessibility-auditor\mode-config.yaml %USERPROFILE%\.roo\modes\
|
||||
```
|
||||
|
||||
```bash
|
||||
# On macOS/Linux
|
||||
cp innovation-content/modes/*/mode-config.yaml ~/.roo/modes/
|
||||
```
|
||||
|
||||
**Option B: Automated Installation**
|
||||
|
||||
```bash
|
||||
# Run the installation script (if available)
|
||||
./scripts/install-modes.sh
|
||||
```
|
||||
|
||||
### 3.3 Install Rules
|
||||
|
||||
Copy XML rule files to the appropriate rules directory for each mode:
|
||||
|
||||
```bash
|
||||
# On Windows (cmd.exe)
|
||||
for %m in (curriculum-designer instructional-writer assessment-dev content-producer lx-designer accessibility-auditor) do (
|
||||
xcopy /E /I innovation-content\modes\%m\rules %USERPROFILE%\.roo\rules-%m\
|
||||
)
|
||||
```
|
||||
|
||||
```bash
|
||||
# On macOS/Linux
|
||||
for mode in curriculum-designer instructional-writer assessment-dev content-producer lx-designer accessibility-auditor; do
|
||||
mkdir -p ~/.roo/rules-$mode
|
||||
cp innovation-content/modes/$mode/rules/*.xml ~/.roo/rules-$mode/
|
||||
done
|
||||
```
|
||||
|
||||
### 3.4 Install Skills
|
||||
|
||||
Copy all skill directories to your skills folder:
|
||||
|
||||
```bash
|
||||
# On Windows (cmd.exe)
|
||||
xcopy /E /I innovation-content\skills %USERPROFILE%\.agents\skills\
|
||||
```
|
||||
|
||||
```bash
|
||||
# On macOS/Linux
|
||||
cp -r innovation-content/skills/* ~/.agents/skills/
|
||||
```
|
||||
|
||||
### 3.5 Verify Installation
|
||||
|
||||
1. Open Roo Code
|
||||
2. Switch to each mode and verify it loads without errors:
|
||||
- `curriculum-designer`
|
||||
- `instructional-writer`
|
||||
- `assessment-dev`
|
||||
- `content-producer`
|
||||
- `lx-designer`
|
||||
- `accessibility-auditor`
|
||||
3. Test a skill invocation in each mode
|
||||
|
||||
---
|
||||
|
||||
## 4. Configuration
|
||||
|
||||
### 4.1 Mode Configuration Structure
|
||||
|
||||
Each mode configuration file (`mode-config.yaml`) follows this structure:
|
||||
|
||||
```yaml
|
||||
name: "Mode Display Name"
|
||||
slug: "mode-slug"
|
||||
roleDefinition: "Detailed description of what this mode does"
|
||||
whenToUse: "Guidance on when to activate this mode"
|
||||
permissions:
|
||||
fileRestrictions:
|
||||
- "patterns/*.md"
|
||||
- "directory/**/*"
|
||||
allowedCommands:
|
||||
- "command-name"
|
||||
browserAccess: true/false
|
||||
customInstructions: |
|
||||
Additional instructions for mode behavior
|
||||
```
|
||||
|
||||
### 4.2 Skill Configuration Structure
|
||||
|
||||
Each skill file (`SKILL.md`) follows this structure:
|
||||
|
||||
```yaml
|
||||
---
|
||||
name: skill-name
|
||||
description: Brief description of the skill
|
||||
---
|
||||
|
||||
# Skill Name
|
||||
|
||||
## Capabilities
|
||||
- Capability 1
|
||||
- Capability 2
|
||||
|
||||
## Usage
|
||||
When and how to use this skill
|
||||
|
||||
## Input
|
||||
Expected input format
|
||||
|
||||
## Output
|
||||
Expected output format
|
||||
|
||||
## Limitations
|
||||
Known limitations
|
||||
|
||||
## Assumptions
|
||||
Assumptions made by this skill
|
||||
```
|
||||
|
||||
### 4.3 Customizing Permissions
|
||||
|
||||
To modify file permissions for a mode, edit the `mode-config.yaml` file:
|
||||
|
||||
```yaml
|
||||
permissions:
|
||||
fileRestrictions:
|
||||
- "custom-directory/**/*"
|
||||
- "*.custom-extension"
|
||||
```
|
||||
|
||||
---
|
||||
|
||||
## 5. Troubleshooting
|
||||
|
||||
### 5.1 Common Issues
|
||||
|
||||
| Issue | Cause | Resolution |
|
||||
|-------|-------|------------|
|
||||
| Mode not appearing in Roo Code | Configuration not copied | Verify `.roomodes` file contains mode entry |
|
||||
| Skill not found | Skill not in correct directory | Check `~/.agents/skills/skill-name/SKILL.md` exists |
|
||||
| Permission denied | File restriction too narrow | Update `fileRestrictions` in mode-config.yaml |
|
||||
| XML parsing error | Malformed XML | Validate XML with `xmllint` or online validator |
|
||||
| YAML parsing error | Invalid YAML syntax | Validate YAML with `yamllint` or online validator |
|
||||
|
||||
### 5.2 Diagnostic Commands
|
||||
|
||||
```bash
|
||||
# Validate all YAML files
|
||||
find . -name "*.yaml" -exec yamllint {} \;
|
||||
|
||||
# Validate all XML files
|
||||
find . -name "*.xml" -exec xmllint --noout {} \;
|
||||
|
||||
# Check skill files exist
|
||||
for skill in $(ls skills/); do
|
||||
test -f "skills/$skill/SKILL.md" && echo "$skill: OK" || echo "$skill: MISSING"
|
||||
done
|
||||
|
||||
# Check mode rules exist
|
||||
for mode in $(ls modes/); do
|
||||
count=$(ls "modes/$mode/rules/"*.xml 2>/dev/null | wc -l)
|
||||
echo "$mode: $count rules"
|
||||
done
|
||||
```
|
||||
|
||||
### 5.3 Log Locations
|
||||
|
||||
| Log Type | Location |
|
||||
|----------|----------|
|
||||
| Roo Code logs | `~/.roo/logs/` |
|
||||
| Mode activation logs | Console output when switching modes |
|
||||
| Skill invocation logs | Console output when using skills |
|
||||
|
||||
---
|
||||
|
||||
## 6. Extending Modes and Skills
|
||||
|
||||
### 6.1 Adding a New Mode
|
||||
|
||||
**Step 1: Create Mode Directory**
|
||||
|
||||
```bash
|
||||
mkdir -p modes/new-mode/rules
|
||||
```
|
||||
|
||||
**Step 2: Create Mode Configuration**
|
||||
|
||||
Create `modes/new-mode/mode-config.yaml`:
|
||||
|
||||
```yaml
|
||||
name: "New Mode Name"
|
||||
slug: "new-mode"
|
||||
roleDefinition: "Describe what this mode does"
|
||||
whenToUse: "Describe when to use this mode"
|
||||
permissions:
|
||||
fileRestrictions:
|
||||
- "new-mode-directory/**/*"
|
||||
allowedCommands:
|
||||
- "relevant-command"
|
||||
customInstructions: |
|
||||
Additional instructions
|
||||
```
|
||||
|
||||
**Step 3: Create XML Rule Files**
|
||||
|
||||
Create the 7 required XML rule files:
|
||||
|
||||
```bash
|
||||
# Use this prompt sequence to generate each rule file:
|
||||
```
|
||||
|
||||
**Prompt for 1_workflow.xml:**
|
||||
```
|
||||
Create an XML rule file for the 'new-mode' mode called '1_workflow.xml'.
|
||||
Define the primary workflow with these stages:
|
||||
1. Receive input
|
||||
2. Process input
|
||||
3. Validate output
|
||||
4. Deliver result
|
||||
|
||||
Use this format:
|
||||
<?xml version="1.0" encoding="UTF-8"?>
|
||||
<rule name="workflow" mode="new-mode">
|
||||
<workflow>
|
||||
<stage name="Receive Input">...</stage>
|
||||
<stage name="Process Input">...</stage>
|
||||
<stage name="Validate Output">...</stage>
|
||||
<stage name="Deliver Result">...</stage>
|
||||
</workflow>
|
||||
</rule>
|
||||
```
|
||||
|
||||
**Prompt for 2_best_practices.xml:**
|
||||
```
|
||||
Create an XML rule file for the 'new-mode' mode called '2_best_practices.xml'.
|
||||
Define 5 best practices for this mode with descriptions and examples.
|
||||
```
|
||||
|
||||
**Prompt for 3_common_patterns.xml:**
|
||||
```
|
||||
Create an XML rule file for the 'new-mode' mode called '3_common_patterns.xml'.
|
||||
Define 3-5 common design patterns used in this mode.
|
||||
```
|
||||
|
||||
**Prompt for 4_decision_guidance.xml:**
|
||||
```
|
||||
Create an XML rule file for the 'new-mode' mode called '4_decision_guidance.xml'.
|
||||
Provide decision trees and guidance for common choices in this mode.
|
||||
```
|
||||
|
||||
**Prompt for 5_examples.xml:**
|
||||
```
|
||||
Create an XML rule file for the 'new-mode' mode called '5_examples.xml'.
|
||||
Provide 2-3 worked examples showing correct output from this mode.
|
||||
```
|
||||
|
||||
**Prompt for 6_error_handling.xml:**
|
||||
```
|
||||
Create an XML rule file for the 'new-mode' mode called '6_error_handling.xml'.
|
||||
Define error scenarios, detection methods, and resolution steps.
|
||||
```
|
||||
|
||||
**Prompt for 7_communication.xml:**
|
||||
```
|
||||
Create an XML rule file for the 'new-mode' mode called '7_communication.xml'.
|
||||
Define handoff templates for passing work to and from this mode.
|
||||
```
|
||||
|
||||
**Step 4: Register Mode**
|
||||
|
||||
Add the mode to `.roomodes` file or copy `mode-config.yaml` to the modes directory.
|
||||
|
||||
### 6.2 Adding a New Skill
|
||||
|
||||
**Step 1: Create Skill Directory**
|
||||
|
||||
```bash
|
||||
mkdir -p skills/new-skill
|
||||
```
|
||||
|
||||
**Step 2: Create SKILL.md**
|
||||
|
||||
Create `skills/new-skill/SKILL.md`:
|
||||
|
||||
```markdown
|
||||
---
|
||||
name: new-skill
|
||||
description: Brief description of what this skill does
|
||||
---
|
||||
|
||||
# New Skill
|
||||
|
||||
## Capabilities
|
||||
- Capability 1: Description
|
||||
- Capability 2: Description
|
||||
- Capability 3: Description
|
||||
|
||||
## Usage
|
||||
Describe when and how to use this skill. Include specific scenarios.
|
||||
|
||||
## Input
|
||||
Describe the expected input format:
|
||||
- File types accepted
|
||||
- Data structure expected
|
||||
- Required fields
|
||||
|
||||
## Output
|
||||
Describe the output format:
|
||||
- File types produced
|
||||
- Data structure returned
|
||||
- Success/failure indicators
|
||||
|
||||
## Limitations
|
||||
- Limitation 1
|
||||
- Limitation 2
|
||||
|
||||
## Assumptions
|
||||
- Assumption 1
|
||||
- Assumption 2
|
||||
```
|
||||
|
||||
**Step 3: Test Skill**
|
||||
|
||||
1. Activate the parent mode
|
||||
2. Invoke the skill by name
|
||||
3. Verify it returns expected output
|
||||
4. Test error handling with invalid input
|
||||
|
||||
### 6.3 Modifying Existing Modes
|
||||
|
||||
**To change permissions:**
|
||||
1. Edit `modes/[mode]/mode-config.yaml`
|
||||
2. Update `fileRestrictions` or `allowedCommands`
|
||||
3. Test that the mode still works correctly
|
||||
|
||||
**To change workflow:**
|
||||
1. Edit `modes/[mode]/rules/1_workflow.xml`
|
||||
2. Ensure XML is well-formed
|
||||
3. Test the workflow in Roo Code
|
||||
|
||||
**To add best practices:**
|
||||
1. Edit `modes/[mode]/rules/2_best_practices.xml`
|
||||
2. Add new `<practice>` elements
|
||||
3. Verify the mode applies the new practices
|
||||
|
||||
### 6.4 Modifying Existing Skills
|
||||
|
||||
**To update a skill:**
|
||||
1. Edit `skills/[skill]/SKILL.md`
|
||||
2. Update the relevant section (Capabilities, Usage, Input, Output, etc.)
|
||||
3. Test the skill in its parent mode
|
||||
|
||||
---
|
||||
|
||||
## 7. Prompt Sequences for Support Tasks
|
||||
|
||||
### 7.1 Install All Modes and Skills
|
||||
|
||||
```
|
||||
Install all 6 modes and 30 skills from the innovation-content project.
|
||||
Copy mode configurations to .roomodes, XML rules to .roo/rules-[slug]/,
|
||||
and skills to .agents/skills/. Verify each mode loads correctly.
|
||||
```
|
||||
|
||||
### 7.2 Validate Installation
|
||||
|
||||
```
|
||||
Validate the innovation-content installation:
|
||||
1. Check all 6 mode configs exist and are valid YAML
|
||||
2. Check all 42 XML rule files exist and are well-formed
|
||||
3. Check all 30 SKILL.md files exist and have YAML frontmatter
|
||||
4. Test switching to each mode
|
||||
5. Report any issues found
|
||||
```
|
||||
|
||||
### 7.3 Add New Mode
|
||||
|
||||
```
|
||||
Create a new mode called '[Mode Name]' with slug '[mode-slug]'.
|
||||
It should [describe purpose].
|
||||
Create mode-config.yaml and 7 XML rule files in modes/[mode-slug]/.
|
||||
The mode should have permissions for [list directories/patterns].
|
||||
```
|
||||
|
||||
### 7.4 Add New Skill
|
||||
|
||||
```
|
||||
Create a new skill called '[Skill Name]' for the [mode-name] mode.
|
||||
It should [describe capability].
|
||||
Create SKILL.md in skills/[skill-slug]/ with YAML frontmatter,
|
||||
Capabilities, Usage, Input, Output, Limitations, and Assumptions sections.
|
||||
```
|
||||
|
||||
### 7.5 Debug Mode Loading Issue
|
||||
|
||||
```
|
||||
Debug why the [mode-slug] mode is not loading correctly.
|
||||
1. Check mode-config.yaml exists and is valid YAML
|
||||
2. Check all 7 XML rule files exist and are well-formed XML
|
||||
3. Check file permissions are not too restrictive
|
||||
4. Check for conflicts with other modes
|
||||
5. Report findings and suggested fix
|
||||
```
|
||||
|
||||
### 7.6 Debug Skill Not Found
|
||||
|
||||
```
|
||||
Debug why the [skill-name] skill is not being found.
|
||||
1. Check skills/[skill-name]/SKILL.md exists
|
||||
2. Check YAML frontmatter has name and description
|
||||
3. Check the skill is in the correct mode's skill list
|
||||
4. Check for naming conflicts
|
||||
5. Report findings and suggested fix
|
||||
```
|
||||
|
||||
### 7.7 Update Mode Permissions
|
||||
|
||||
```
|
||||
Update the permissions for [mode-slug] mode to allow editing of:
|
||||
- [new-pattern-1]/**/*
|
||||
- *.[new-extension]
|
||||
Update modes/[mode-slug]/mode-config.yaml and verify the change.
|
||||
```
|
||||
|
||||
### 7.8 Generate Mode Documentation
|
||||
|
||||
```
|
||||
Generate documentation for the [mode-slug] mode including:
|
||||
1. Mode purpose and when to use
|
||||
2. List of 5 skills with descriptions
|
||||
3. Workflow summary
|
||||
4. File permissions
|
||||
5. Communication protocols (handoffs to/from this mode)
|
||||
Output as markdown suitable for inclusion in README or wiki.
|
||||
```
|
||||
|
||||
---
|
||||
|
||||
## 8. Maintenance
|
||||
|
||||
### 8.1 Updating from Remote
|
||||
|
||||
```bash
|
||||
cd innovation-content
|
||||
git pull origin main
|
||||
# Re-install modes and skills if new ones were added
|
||||
```
|
||||
|
||||
### 8.2 Backing Up Customizations
|
||||
|
||||
```bash
|
||||
# Backup custom mode configurations
|
||||
cp ~/.roo/modes/*.yaml backups/modes/
|
||||
|
||||
# Backup custom skills
|
||||
cp -r ~/.agents/skills/* backups/skills/
|
||||
|
||||
# Backup custom rules
|
||||
cp -r ~/.roo/rules-* backups/rules/
|
||||
```
|
||||
|
||||
### 8.3 Version Compatibility
|
||||
|
||||
| Innovation Content Version | Minimum Roo Code Version | Notes |
|
||||
|---------------------------|-------------------------|-------|
|
||||
| 1.0.x | 3.8 | Initial release |
|
||||
| 1.1.x | 3.8 | Added Support Team Guide and User Guide |
|
||||
|
||||
---
|
||||
|
||||
## 9. Contact and Escalation
|
||||
|
||||
| Issue Type | Contact | Escalation Path |
|
||||
|------------|---------|-----------------|
|
||||
| Installation issues | Support Team | Technical Lead |
|
||||
| Mode behavior issues | Mode Developer | Project Lead |
|
||||
| Skill issues | Skill Developer | Project Lead |
|
||||
| Feature requests | Project Lead | Product Owner |
|
||||
|
||||
---
|
||||
|
||||
## 10. Appendix
|
||||
|
||||
### 10.1 File Structure Reference
|
||||
|
||||
```
|
||||
innovation-content/
|
||||
├── modes/
|
||||
│ └── [mode-slug]/
|
||||
│ ├── mode-config.yaml
|
||||
│ └── rules/
|
||||
│ ├── 1_workflow.xml
|
||||
│ ├── 2_best_practices.xml
|
||||
│ ├── 3_common_patterns.xml
|
||||
│ ├── 4_decision_guidance.xml
|
||||
│ ├── 5_examples.xml
|
||||
│ ├── 6_error_handling.xml
|
||||
│ └── 7_communication.xml
|
||||
├── skills/
|
||||
│ └── [skill-slug]/
|
||||
│ └── SKILL.md
|
||||
└── docs/
|
||||
├── plan.md
|
||||
├── srs.md
|
||||
├── support-team-guide.md
|
||||
└── user-guide.md
|
||||
```
|
||||
|
||||
### 10.2 Quick Reference Card
|
||||
|
||||
| Task | Command/Action |
|
||||
|------|----------------|
|
||||
| Install modes | `cp modes/*/mode-config.yaml ~/.roo/modes/` |
|
||||
| Install rules | `cp -r modes/*/rules/* ~/.roo/rules-[slug]/` |
|
||||
| Install skills | `cp -r skills/* ~/.agents/skills/` |
|
||||
| Validate YAML | `yamllint mode-config.yaml` |
|
||||
| Validate XML | `xmllint --noout rule.xml` |
|
||||
| Test mode | Switch to mode in Roo Code |
|
||||
| Test skill | Invoke skill by name in mode |
|
||||
530
docs/user-guide.md
Normal file
530
docs/user-guide.md
Normal file
@@ -0,0 +1,530 @@
|
||||
# User Guide
|
||||
|
||||
## Innovation Content: Educational Content Development Modes & Skills
|
||||
|
||||
**Version:** 1.1.0
|
||||
**Audience:** Educational Content Developers, Instructional Designers, Content Producers
|
||||
**Date:** 2026-04-24
|
||||
|
||||
---
|
||||
|
||||
## 1. Introduction
|
||||
|
||||
### 1.1 What is Innovation Content?
|
||||
|
||||
Innovation Content is a specialized suite of **modes** and **skills** for Roo Code that transforms how educational content is created, reviewed, and delivered. Think of it as having six expert colleagues—each specializing in a different aspect of educational content development—working alongside you in your code editor.
|
||||
|
||||
### 1.2 Core Concepts
|
||||
|
||||
#### Modes
|
||||
|
||||
A **mode** is a specialized configuration of Roo Code tailored to a specific role. When you activate a mode, Roo Code adopts the behavior, permissions, and expertise of that role.
|
||||
|
||||
| Mode | Role | When to Use |
|
||||
|------|------|-------------|
|
||||
| 📝 Curriculum Designer | Educational architect | When designing curricula, learning objectives, and course structures |
|
||||
| 📖 Instructional Writer | Content author | When writing lesson content, exercises, and learner documentation |
|
||||
| 🧪 Assessment Developer | Measurement specialist | When creating quizzes, rubrics, and evaluation criteria |
|
||||
| 🎬 Content Producer | Multimedia creator | When producing video scripts, interactive content, and media assets |
|
||||
| 🎨 Learning Experience Designer | Engagement specialist | When designing learner journeys, gamification, and microlearning |
|
||||
| ♿ Accessibility Auditor | Inclusion specialist | When auditing content for WCAG compliance and accessibility |
|
||||
|
||||
#### Skills
|
||||
|
||||
A **skill** is a reusable capability that modes can invoke. Skills are like specialized tools in a workshop—each one does a specific job well.
|
||||
|
||||
For example, the Curriculum Designer mode has these skills:
|
||||
- `learning-objective-validator` — Checks that objectives use proper Bloom's Taxonomy verbs
|
||||
- `competency-mapper` — Maps objectives to standards like Common Core or NGSS
|
||||
- `curriculum-gap-analyzer` — Finds gaps in curriculum coverage
|
||||
|
||||
### 1.3 How It Works
|
||||
|
||||
```
|
||||
You provide input → Mode processes it using skills → You get structured output
|
||||
```
|
||||
|
||||
Each mode follows a defined workflow, applies best practices, and communicates with other modes through standardized handoffs.
|
||||
|
||||
---
|
||||
|
||||
## 2. Getting Started
|
||||
|
||||
### 2.1 Your First Session
|
||||
|
||||
**Step 1: Choose Your Mode**
|
||||
|
||||
Think about what you're trying to accomplish:
|
||||
|
||||
- "I need to design a new course" → **Curriculum Designer**
|
||||
- "I need to write lesson content" → **Instructional Writer**
|
||||
- "I need to create a quiz" → **Assessment Developer**
|
||||
- "I need to produce a video" → **Content Producer**
|
||||
- "I need to design a learning journey" → **LX Designer**
|
||||
- "I need to check accessibility" → **Accessibility Auditor**
|
||||
|
||||
**Step 2: Activate the Mode**
|
||||
|
||||
In Roo Code, switch to your chosen mode:
|
||||
|
||||
```
|
||||
Switch to curriculum-designer mode
|
||||
```
|
||||
|
||||
**Step 3: Provide Your Input**
|
||||
|
||||
Give the mode context about what you're working on:
|
||||
|
||||
```
|
||||
I need to create a curriculum for a high school biology course on photosynthesis.
|
||||
The target audience is 9th grade students. The course should align with NGSS standards.
|
||||
```
|
||||
|
||||
**Step 4: Review the Output**
|
||||
|
||||
The mode will generate structured output. Review it and provide feedback:
|
||||
|
||||
```
|
||||
The learning objectives look good, but I'd like more emphasis on the light-dependent reactions.
|
||||
```
|
||||
|
||||
### 2.2 The Content Development Workflow
|
||||
|
||||
The six modes work together in a pipeline:
|
||||
|
||||
```
|
||||
1. Curriculum Designer defines WHAT to teach
|
||||
↓
|
||||
2. Instructional Writer creates HOW to teach it
|
||||
↓
|
||||
3. Assessment Developer creates HOW to measure learning
|
||||
↓
|
||||
4. Content Producer creates MULTIMEDIA materials
|
||||
↓
|
||||
5. LX Designer creates ENGAGING experiences
|
||||
↓
|
||||
6. Accessibility Auditor ensures EVERYONE can access it
|
||||
```
|
||||
|
||||
You can start at any point in the pipeline depending on your role.
|
||||
|
||||
---
|
||||
|
||||
## 3. Using Modes Effectively
|
||||
|
||||
### 3.1 Curriculum Designer Mode
|
||||
|
||||
**Best for:** Course architects, curriculum coordinators, instructional designers
|
||||
|
||||
**What it does:**
|
||||
- Validates learning objectives using Bloom's Taxonomy
|
||||
- Maps objectives to educational standards
|
||||
- Identifies gaps in curriculum coverage
|
||||
- Validates prerequisite chains
|
||||
|
||||
**How to get the best results:**
|
||||
|
||||
1. **Be specific about your audience:**
|
||||
```
|
||||
Good: "Create objectives for 10th grade chemistry students"
|
||||
Better: "Create 8 measurable objectives for 10th grade chemistry on chemical bonding, aligned to NGSS HS-PS1-2"
|
||||
```
|
||||
|
||||
2. **Provide existing standards:**
|
||||
```
|
||||
"Align this curriculum to Common Core Math standards for Algebra II, specifically A-SSE, A-APR, and F-IF clusters"
|
||||
```
|
||||
|
||||
3. **Ask for gap analysis:**
|
||||
```
|
||||
"Analyze this curriculum for gaps. Are there any NGSS performance expectations not covered?"
|
||||
```
|
||||
|
||||
**Pro tip:** Start with the end in mind. Tell the Curriculum Designer what students should be able to DO after completing the course, and it will work backward to design the curriculum.
|
||||
|
||||
### 3.2 Instructional Writer Mode
|
||||
|
||||
**Best for:** Content writers, subject matter experts, teachers
|
||||
|
||||
**What it does:**
|
||||
- Analyzes content readability (Flesch-Kincaid, SMOG)
|
||||
- Ensures tone consistency across lessons
|
||||
- Designs active learning exercises
|
||||
- Evaluates explanation quality
|
||||
|
||||
**How to get the best results:**
|
||||
|
||||
1. **Specify your audience's reading level:**
|
||||
```
|
||||
"Write this lesson for 8th grade reading level (Flesch-Kincaid grade 8)"
|
||||
```
|
||||
|
||||
2. **Provide the learning objectives:**
|
||||
```
|
||||
"Write a lesson that helps students achieve this objective: 'Students will be able to explain the process of photosynthesis'"
|
||||
```
|
||||
|
||||
3. **Request active learning:**
|
||||
```
|
||||
"Include 3 active learning exercises: one individual, one pair, and one group activity"
|
||||
```
|
||||
|
||||
**Pro tip:** Use the Hook-Define-Example-Elaborate-Check structure for explanations. The Instructional Writer will follow this pattern automatically if you ask for "well-structured explanations."
|
||||
|
||||
### 3.3 Assessment Developer Mode
|
||||
|
||||
**Best for:** Assessment designers, test developers, evaluators
|
||||
|
||||
**What it does:**
|
||||
- Validates assessment alignment to objectives
|
||||
- Performs item analysis (difficulty, discrimination)
|
||||
- Generates rubrics with performance descriptors
|
||||
- Detects bias in assessment items
|
||||
|
||||
**How to get the best results:**
|
||||
|
||||
1. **Provide the learning objectives:**
|
||||
```
|
||||
"Create 10 multiple-choice questions that assess this objective: 'Students will be able to solve quadratic equations'"
|
||||
```
|
||||
|
||||
2. **Specify difficulty distribution:**
|
||||
```
|
||||
"Include 3 easy, 5 medium, and 2 difficult questions"
|
||||
```
|
||||
|
||||
3. **Request bias review:**
|
||||
```
|
||||
"Review these assessment items for gender, cultural, and socioeconomic bias"
|
||||
```
|
||||
|
||||
**Pro tip:** Always ask for a rubric when creating performance assessments. The rubric-generator skill creates analytic rubrics with clear performance descriptors for each level.
|
||||
|
||||
### 3.4 Content Producer Mode
|
||||
|
||||
**Best for:** Video producers, multimedia designers, e-learning developers
|
||||
|
||||
**What it does:**
|
||||
- Validates storyboards against objectives
|
||||
- Manages multimedia assets
|
||||
- Packages content for SCORM/xAPI LMS delivery
|
||||
- Creates H5P interactive content
|
||||
|
||||
**How to get the best results:**
|
||||
|
||||
1. **Provide the storyboard or script:**
|
||||
```
|
||||
"Create a 5-minute explainer video storyboard about the water cycle for middle school students"
|
||||
```
|
||||
|
||||
2. **Specify accessibility requirements:**
|
||||
```
|
||||
"Ensure all video content includes captions and transcripts"
|
||||
```
|
||||
|
||||
3. **Request SCORM packaging:**
|
||||
```
|
||||
"Package this content as a SCORM 2004 package for Moodle LMS"
|
||||
```
|
||||
|
||||
**Pro tip:** Keep videos under 6 minutes for optimal engagement. The Content Producer will automatically suggest breaking longer content into micro-videos.
|
||||
|
||||
### 3.5 Learning Experience Designer Mode
|
||||
|
||||
**Best for:** UX designers, engagement specialists, learning technologists
|
||||
|
||||
**What it does:**
|
||||
- Maps learner journeys and pathways
|
||||
- Analyzes engagement patterns
|
||||
- Designs gamification elements
|
||||
- Architects microlearning structures
|
||||
|
||||
**How to get the best results:**
|
||||
|
||||
1. **Provide the content package:**
|
||||
```
|
||||
"Design a learner journey for this 8-module course on data science. Each module takes about 30 minutes"
|
||||
```
|
||||
|
||||
2. **Specify engagement goals:**
|
||||
```
|
||||
"Include gamification elements that motivate completion without relying on extrinsic rewards"
|
||||
```
|
||||
|
||||
3. **Request microlearning structure:**
|
||||
```
|
||||
"Break this 2-hour module into microlearning units of 5-15 minutes each"
|
||||
```
|
||||
|
||||
**Pro tip:** Focus on intrinsic motivation. The gamification-designer skill prefers badges and achievement systems that recognize mastery over points and leaderboards.
|
||||
|
||||
### 3.6 Accessibility Auditor Mode
|
||||
|
||||
**Best for:** Accessibility specialists, QA testers, content reviewers
|
||||
|
||||
**What it does:**
|
||||
- Audits WCAG 2.1/2.2 compliance at A, AA, AAA levels
|
||||
- Simulates screen reader experience
|
||||
- Analyzes color contrast ratios
|
||||
- Provides remediation guidance
|
||||
|
||||
**How to get the best results:**
|
||||
|
||||
1. **Provide the content to audit:**
|
||||
```
|
||||
"Audit this lesson page for WCAG 2.1 AA compliance"
|
||||
```
|
||||
|
||||
2. **Specify the target level:**
|
||||
```
|
||||
"Check this content against WCAG 2.2 AA success criteria"
|
||||
```
|
||||
|
||||
3. **Request remediation guidance:**
|
||||
```
|
||||
"For each issue found, provide specific remediation steps with code examples"
|
||||
```
|
||||
|
||||
**Pro tip:** Run the Accessibility Auditor early and often. It's easier to fix accessibility issues during creation than after publication.
|
||||
|
||||
---
|
||||
|
||||
## 4. Optimizing Your Workflow
|
||||
|
||||
### 4.1 Time-Saving Strategies
|
||||
|
||||
| Strategy | Description | Time Saved |
|
||||
|----------|-------------|------------|
|
||||
| **Batch similar tasks** | Group all objective writing, then all lesson writing, then all assessment creation | 20-30% |
|
||||
| **Use mode handoffs** | Let modes pass work to each other automatically | 15-25% |
|
||||
| **Leverage skills directly** | Invoke specific skills when you only need one capability | 10-20% |
|
||||
| **Template your inputs** | Create reusable input templates for common tasks | 25-35% |
|
||||
|
||||
### 4.2 Input Templates
|
||||
|
||||
**Curriculum Design Template:**
|
||||
```
|
||||
Role: Curriculum Designer
|
||||
Task: Create curriculum for [subject] at [level]
|
||||
Audience: [target audience, age, prior knowledge]
|
||||
Standards: [educational standards to align to]
|
||||
Duration: [course length, session length]
|
||||
Objectives: [number of objectives desired]
|
||||
Output format: [curriculum document, objective list, etc.]
|
||||
```
|
||||
|
||||
**Lesson Writing Template:**
|
||||
```
|
||||
Role: Instructional Writer
|
||||
Task: Write lesson on [topic]
|
||||
Audience: [target audience, reading level]
|
||||
Objectives: [learning objectives this lesson addresses]
|
||||
Length: [estimated word count or duration]
|
||||
Activities: [types of activities to include]
|
||||
Tone: [formal, conversational, etc.]
|
||||
```
|
||||
|
||||
**Assessment Creation Template:**
|
||||
```
|
||||
Role: Assessment Developer
|
||||
Task: Create assessment for [topic/objective]
|
||||
Type: [multiple choice, essay, performance, etc.]
|
||||
Items: [number of items]
|
||||
Difficulty: [distribution: easy/medium/hard]
|
||||
Rubric: [yes/no, type of rubric]
|
||||
Bias review: [yes/no]
|
||||
```
|
||||
|
||||
### 4.3 Cross-Mode Collaboration
|
||||
|
||||
**Scenario: Creating a Complete Course**
|
||||
|
||||
1. **Start with Curriculum Designer:**
|
||||
```
|
||||
"Design a 6-module curriculum on Python programming for beginners.
|
||||
Align to CSTA standards. Each module should have 3-5 measurable objectives."
|
||||
```
|
||||
|
||||
2. **Hand off to Instructional Writer:**
|
||||
```
|
||||
"Pass this curriculum to the Instructional Writer. Write lesson content
|
||||
for Module 1: Variables and Data Types. Target reading level: grade 10."
|
||||
```
|
||||
|
||||
3. **Hand off to Assessment Developer:**
|
||||
```
|
||||
"Pass the Module 1 lesson to the Assessment Developer. Create a 15-item
|
||||
quiz with 5 easy, 7 medium, 3 difficult questions. Include a rubric for
|
||||
the coding exercise."
|
||||
```
|
||||
|
||||
4. **Hand off to Content Producer:**
|
||||
```
|
||||
"Pass the lesson and assessment to the Content Producer. Create a 5-minute
|
||||
explainer video storyboard and 2 H5P interactive activities."
|
||||
```
|
||||
|
||||
5. **Hand off to LX Designer:**
|
||||
```
|
||||
"Pass the complete Module 1 package to the LX Designer. Design the learner
|
||||
journey with a progress checkpoint and a badge for completion."
|
||||
```
|
||||
|
||||
6. **Hand off to Accessibility Auditor:**
|
||||
```
|
||||
"Pass all Module 1 content to the Accessibility Auditor. Audit for WCAG
|
||||
2.1 AA compliance and provide remediation guidance for any issues."
|
||||
```
|
||||
|
||||
### 4.4 Common Pitfalls and How to Avoid Them
|
||||
|
||||
| Pitfall | Impact | Prevention |
|
||||
|---------|--------|------------|
|
||||
| Vague objectives | Content misalignment | Use `learning-objective-validator` before proceeding |
|
||||
| Skipping accessibility | Excluded learners | Run `wcag-compliance-checker` at every stage |
|
||||
| Inconsistent tone | Confusing content | Use `tone-consistency-checker` across all lessons |
|
||||
| Unaligned assessments | Invalid measurement | Use `assessment-validator` to check alignment |
|
||||
| Over-long videos | Learner disengagement | Keep videos under 6 minutes; use `microlearning-architect` |
|
||||
| Extrinsic gamification | Short-term motivation | Use `gamification-designer` with intrinsic motivation focus |
|
||||
|
||||
---
|
||||
|
||||
## 5. Advanced Usage
|
||||
|
||||
### 5.1 Customizing Mode Behavior
|
||||
|
||||
Each mode can be customized by providing additional context in your prompts:
|
||||
|
||||
```
|
||||
"As Curriculum Designer, prioritize project-based learning over direct instruction.
|
||||
Design objectives that emphasize creation and evaluation levels of Bloom's Taxonomy."
|
||||
```
|
||||
|
||||
```
|
||||
"As Instructional Writer, use a Socratic questioning approach. Include reflection
|
||||
prompts after each major concept."
|
||||
```
|
||||
|
||||
### 5.2 Combining Skills
|
||||
|
||||
You can invoke multiple skills in sequence for comprehensive analysis:
|
||||
|
||||
```
|
||||
"First, use readability-analyzer to check this lesson's reading level.
|
||||
Then, use tone-consistency-checker to ensure it matches our style guide.
|
||||
Finally, use explanation-quality-checker to evaluate the explanations."
|
||||
```
|
||||
|
||||
### 5.3 Iterative Refinement
|
||||
|
||||
Modes support iterative refinement. After receiving output, you can ask for changes:
|
||||
|
||||
```
|
||||
"The objectives are good, but make them more specific to the NGSS performance expectations.
|
||||
Add two more objectives at the 'Create' level of Bloom's Taxonomy."
|
||||
```
|
||||
|
||||
```
|
||||
"The lesson is too technical. Simplify the language to grade 8 reading level
|
||||
and add more concrete examples."
|
||||
```
|
||||
|
||||
### 5.4 Quality Checks
|
||||
|
||||
Before finalizing any content, run these quality checks:
|
||||
|
||||
| Check | Skill | When to Use |
|
||||
|-------|-------|-------------|
|
||||
| Objective quality | `learning-objective-validator` | After curriculum design |
|
||||
| Readability | `readability-analyzer` | After lesson writing |
|
||||
| Assessment alignment | `assessment-validator` | After assessment creation |
|
||||
| Bias review | `bias-detector` | Before publishing assessments |
|
||||
| WCAG compliance | `wcag-compliance-checker` | Before publishing any content |
|
||||
| Storyboard alignment | `storyboard-validator` | Before video production |
|
||||
|
||||
---
|
||||
|
||||
## 6. Frequently Asked Questions
|
||||
|
||||
### Q: Can I use multiple modes in one session?
|
||||
**A:** Yes. You can switch between modes as needed. The modes are designed to hand off work to each other, so you can start in one mode and continue in another.
|
||||
|
||||
### Q: How do I know which mode to use?
|
||||
**A:** Refer to the mode table in Section 1.2. If you're unsure, start with Curriculum Designer—it's the foundation for all other work.
|
||||
|
||||
### Q: Can I customize the skills?
|
||||
**A:** Skills are designed to be self-contained. If you need to modify a skill's behavior, refer to the Support Team Guide for instructions on extending skills.
|
||||
|
||||
### Q: What if the output doesn't meet my needs?
|
||||
**A:** Provide specific feedback and ask for revisions. Modes support iterative refinement. For example: "The objectives are too broad. Make them more specific and measurable."
|
||||
|
||||
### Q: How do I ensure consistency across a large project?
|
||||
**A:** Use the `tone-consistency-checker` skill across all written content, and run the `standards-compliance-checker` on the full curriculum. The Accessibility Auditor can also ensure consistency across all published content.
|
||||
|
||||
### Q: Can I use these modes for non-educational content?
|
||||
**A:** While designed for educational content, many skills (like `readability-analyzer`, `tone-consistency-checker`, and `wcag-compliance-checker`) are applicable to any content creation.
|
||||
|
||||
---
|
||||
|
||||
## 7. Quick Reference
|
||||
|
||||
### Mode Selection Guide
|
||||
|
||||
| If you need to... | Use this mode | Key skill |
|
||||
|-------------------|---------------|-----------|
|
||||
| Define what students should learn | Curriculum Designer | `learning-objective-validator` |
|
||||
| Write lesson content | Instructional Writer | `explanation-quality-checker` |
|
||||
| Create a quiz or test | Assessment Developer | `assessment-validator` |
|
||||
| Produce a video | Content Producer | `storyboard-validator` |
|
||||
| Design a learning path | LX Designer | `journey-mapper` |
|
||||
| Check accessibility | Accessibility Auditor | `wcag-compliance-checker` |
|
||||
| Check reading level | Instructional Writer | `readability-analyzer` |
|
||||
| Create a rubric | Assessment Developer | `rubric-generator` |
|
||||
| Package for LMS | Content Producer | `scorm-packager` |
|
||||
| Add gamification | LX Designer | `gamification-designer` |
|
||||
|
||||
### Bloom's Taxonomy Quick Reference
|
||||
|
||||
| Level | Key Verbs | Example |
|
||||
|-------|-----------|---------|
|
||||
| Remember | list, define, identify, recall | "List the parts of a cell" |
|
||||
| Understand | explain, describe, summarize | "Explain how photosynthesis works" |
|
||||
| Apply | use, solve, demonstrate | "Use the formula to solve the problem" |
|
||||
| Analyze | compare, contrast, differentiate | "Compare mitosis and meiosis" |
|
||||
| Evaluate | judge, critique, justify | "Justify your answer with evidence" |
|
||||
| Create | design, construct, produce | "Design an experiment to test..." |
|
||||
|
||||
### WCAG 2.1 Quick Reference
|
||||
|
||||
| Principle | What it means | Key check |
|
||||
|-----------|---------------|-----------|
|
||||
| Perceivable | Users can perceive content | Alt text, captions, color contrast |
|
||||
| Operable | Users can interact with content | Keyboard navigation, no time limits |
|
||||
| Understandable | Users can understand content | Clear language, consistent navigation |
|
||||
| Robust | Content works with assistive tech | Valid HTML, ARIA labels |
|
||||
|
||||
---
|
||||
|
||||
## 8. Further Resources
|
||||
|
||||
- **Support Team Guide:** See `docs/support-team-guide.md` for installation and extension instructions
|
||||
- **Development Plan:** See `docs/plan.md` for the project roadmap
|
||||
- **Requirements Specification:** See `docs/srs.md` for detailed requirements
|
||||
- **Agent Configuration:** See `AGENTS.md` for agent behavior guidelines
|
||||
|
||||
---
|
||||
|
||||
## 9. Glossary
|
||||
|
||||
| Term | Definition |
|
||||
|------|------------|
|
||||
| **Bloom's Taxonomy** | A framework for classifying learning objectives by cognitive level (Remember, Understand, Apply, Analyze, Evaluate, Create) |
|
||||
| **Mode** | A specialized configuration of Roo Code for a specific role |
|
||||
| **Skill** | A reusable capability that modes can invoke |
|
||||
| **WCAG** | Web Content Accessibility Guidelines—international standards for web accessibility |
|
||||
| **SCORM** | Sharable Content Object Reference Model—a standard for packaging e-learning content |
|
||||
| **xAPI** | Experience API (Tin Can API)—a specification for tracking learning experiences |
|
||||
| **NGSS** | Next Generation Science Standards—US science education standards |
|
||||
| **CSTA** | Computer Science Teachers Association—computing education standards |
|
||||
| **H5P** | HTML5 Package—a standard for creating interactive web content |
|
||||
| **Microlearning** | Breaking content into small units (5-15 minutes) for better retention |
|
||||
Reference in New Issue
Block a user