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I built a reusable AI skill that turns any topic and source material into a self-paced course. It follows the same assembly line every time: modules with learning goals, real lesson text, working YouTube videos, quizzes with explanations for wrong answers, and a simple local web course packaged in a folder-based library. Each new course gets its own folder. It works across subjects, but I still review high-stakes content myself. I also treat video quality as more than whether a link works. Step-by-step: 1. I provide a topic and source material. 2. The skill splits the topic into modules and defines learning goals for each one. 3. It writes the lesson text. 4. It finds real YouTube videos and verifies that they work. 5. It builds quizzes that explain incorrect answers. 6. It packages everything as a simple local web course. 7. It adds the new course to the folder-based library in its own folder. 8. I review high-stakes content and assess video quality beyond whether the links work.

I teach and direct a required general education public speaking class at a small college. I’ve built the course around critical inquiry, critical thinking, and public advocacy of a localized problem. Over the years, I’ve noticed that students are increasingly reluctant to engage with the underlying problem. They are often content to identify a problem with enough certainty that they assume their perspective is obviously shared by everyone else. They may also believe that their preferred sources are more certain or credible, leading them to build a case based only on their limited perspectives. With the help of ChatGPT, I built an AI tool that guides students through the problem- and solution-discovery process. It begins with a general question: “what is your topic and what is the problem?” Students often respond with a one-word or incomplete answer, such as “poverty,” “crime,” or “the high cost of education.” These answers do not identify the topic’s deeper dimensions, the extent of the harm, or who is affected by the issue. The AI pushes back on these statements and helps students explore the issue in greater depth. It consistently asks, “what do you mean by x?” I constrained the AI to draw most of its knowledge from the coursepack I wrote for the class, which outlines the assignments, lessons, and instructional content. This keeps the tone of the interaction and the examples provided to students aligned with the overall feel of the course. The AI does not create speeches, make outlines, or find sources for students. Instead, it asks questions that help them refine the direction of their speeches. Whenever possible, the AI also identifies alternative viewpoints from sources traditionally associated with the student’s own perspective. For example, if a student is advocating a progressive viewpoint, the AI may identify statements or research from progressive sources that disagree with that perspective. If the student is advocating a conservative viewpoint, it may identify statements or research from conservative thinkers that challenge the student’s position. This helps students recognize the complexity of ideas and understand that people on the same political, religious, or ideological side do not necessarily agree on every topic. As is often the case when I build GPTs, the 8,000-character limit requires me to move many instructions into a document that I upload to the GPT’s resources. ChatGPT is helpful when I decide which content belongs in the configuration and which content can go in an uploaded document. Step-by-step: 1. I designed the public speaking course around critical inquiry, critical thinking, and public advocacy of a localized problem. 2. I identified a recurring challenge: students often named broad topics such as “poverty,” “crime,” or “the high cost of education” without exploring the depth of the issue, the degree of harm, or who is affected. 3. With help from ChatGPT, I built an AI tool that begins by asking, “what is your topic and what is the problem?” 4. I configured the AI to push back on incomplete answers by repeatedly asking, “what do you mean by x?” 5. I constrained the AI to draw most of its knowledge from my coursepack, including the class assignments, lessons, and instructional content. 6. I instructed the AI to guide students with questions rather than create speeches, make outlines, or find sources for them. 7. I configured it to identify alternative viewpoints, including disagreements from sources traditionally associated with the student’s own political, religious, or ideological perspective. 8. Because of the 8,000-character limit, I moved some instructions into a document uploaded to the GPT’s resources and used ChatGPT to help decide what belonged in the configuration and what belonged in the document.

I built a portal to manage lectures and applications for teaching sociology students at my university. It displays educational content, monitors attendance, supports pedagogical evaluation, and provides training in methodological skills. Step-by-step: 1. I built a portal for managing lectures and applications for sociology students at my university. 2. I added educational content for students to access. 3. I included attendance monitoring. 4. I added tools for pedagogical evaluation. 5. I incorporated training in methodological skills.

I built a weekly interactive training-course generator for my 10-year-old son and eventually landed on a much simpler final version than where I started. I wanted a way to teach him practical safety and life skills, starting with how to swim confidently and what to do if he gets into trouble in the water. I needed something more engaging than simply talking at him, but writing a polished, interactive lesson from scratch every week was not sustainable. First, Claude and I designed a single interactive HTML course as a proof of concept. It was a swim-safety course with a branded look, including a custom color palette, fonts, and a progress tracker styled like pool lanes. The course was divided into modules: a welcome screen, a comfort-and-basics lesson, a step-by-step skills walkthrough, a safety checklist, a “what to do if something goes wrong” module, a quiz, and a certificate at the end. The “what to do if something goes wrong” module was the most important part. Once the course worked, I wanted to reuse the same format for a new topic every week. Claude first built a version that called the Claude API live from inside the page to generate new content on demand. However, it only worked while the page stayed open inside Claude.ai, and occasionally a section failed to generate cleanly. We pivoted to a simpler approach. Instead of using a live tool, Claude documented the entire course format—including the visual identity, module structure, tone, and content rules—as a standing “brief” document. Each week, I open Claude Cowork, paste in the brief and that week’s topic—bike safety, fire safety, or whatever is next—and Cowork returns a finished, fully self-contained HTML file. There is no app to babysit and no live API call; I can simply open the file and hand it to my son. The result is a repeatable, no-maintenance weekly workflow for turning any topic into a polished interactive lesson for my kid. Step-by-step: 1. I identified a need for more engaging lessons on practical safety and life skills, starting with swimming and water safety. 2. I worked with Claude to create a proof-of-concept interactive HTML swim-safety course. 3. I structured the course into a welcome screen, comfort-and-basics lesson, skills walkthrough, safety checklist, emergency-response module, quiz, and certificate. 4. I tested a live-generation version that called the Claude API from inside the page, then noted that it only worked while open inside Claude.ai and that sections sometimes failed to generate cleanly. 5. I had Claude document the course’s visual identity, module structure, tone, and content rules in a reusable brief. 6. Each week, I open Claude Cowork, provide the brief and a new topic, and receive a finished, self-contained HTML course file. 7. I open the file and give the interactive lesson to my son without maintaining an app or making live API calls.

I used Claude Code to build a 13-agent workforce for generating micro-courses. Each agent has its own job description and a defined role in the workflow, which begins with document analysis and ends with a course package agent delivering a complete, interactive HTML prototype as a local file. The agentic workforce creates knowledge-check quizzes with corrective feedback. Each micro-course also includes a downloadable handout highlighting the main points. In my case, a human course builder receives the final interactive HTML prototype and uses it to update our organization’s course catalogue. The HTML file is available for everyone to use as well. This reduced the production time from three months to two hours at most. I also included a security gate that redacts information from transcripts used to create course content. I’m happy to share more—we’re talking about folders and files here. Step-by-step: 1. I used Claude Code to build a 13-agent workforce for generating micro-courses. 2. I gave each agent its own job description and defined workflow. 3. I started the workflow with document analysis before the work begins. 4. I used a course package agent to deliver a complete, interactive HTML prototype as a local file. 5. I had the workforce create knowledge-check quizzes with corrective feedback. 6. I included a downloadable handout with highlights at the end of each micro-course. 7. I sent the final interactive HTML prototype to a human course builder, who updates our organization’s course catalogue from it. 8. I added a security gate to redact information from transcripts used for course content. 9. I made the HTML file available for everyone to use.

I moved from public school to a private school with no autism-specific training, and I found students on the spectrum struggling with one-size-fits-all lessons. AI helped close that gap for both me and my students in about five minutes per lesson. I take a standard lesson and rebuild it around the individual student. I upload only the blank assignment—never any student data—and prompt AI to adapt it to that learner. I include their favorite colors and niche interests, replace abstract examples with personalized ones, add sentence starters, and allow them to draw responses instead of writing dense paragraphs. Step-by-step: 1. I take an existing lesson and create a blank version of the assignment. 2. I upload only the blank assignment to my AI tool, without including any student data. 3. I provide the student’s interests, preferred colors, and reading level. 4. I ask the AI to rebuild the lesson for that specific student. 5. I use personalized examples, sentence starters, and drawing-based response options to make the lesson more accessible. The result is no shutdowns, no walls, and a genuinely engaged and grateful student. One untrained teacher can now individualize any lesson for a unique learner in minutes.

My sister asked me to check if my niece's name appeared in the preliminary school enrollment results. But the list uploaded online was a PDF with 50+ page photographs. Going through all of it would have been a headache — so I put Manus to work. I provided a link to the results, and Manus searched through all of it, checking each document page by page. After about 15 minutes, it found her name and all the relevant details. This saved me from having to manually search through pages of results across multiple categories. Step-by-step: 1. I gave Manus the link to the school’s preliminary enrollment results. 2. I supplied the exact name I needed to find and the context that the PDF contained photographed pages. 3. I asked Manus to inspect the document page by page rather than relying on normal searchable PDF text. 4. I let it search across more than 50 pages and multiple categories. 5. I reviewed the page and details it returned to confirm that it had found the correct person.

I prompted Claude Code to build a Star Trek-themed website for my sixth-grade math and science students. I can use it to enter assignments and track what students complete, while students can sign in to check which assignments they are missing. Students can see their XP and levels and choose an affiliation: gold for Operations, red for Security or Engineering, or blue for Medical or Science. They have dilithium crystals for energy and health points. Operations can defend, Engineering provides more crystals, and Medical heals. Step-by-step: 1. I prompted Claude Code to build the website around my students’ assignments and progress. 2. I use the site to enter assignments and track what students complete. 3. Students sign in to their accounts to see which assignments they are missing. 4. Students view their XP and levels and choose gold for Operations, red for Security or Engineering, or blue for Medical or Science. 5. Students use dilithium crystals for energy and health points, with Operations defending, Engineering providing more crystals, and Medical healing.

I teach AI in Business at Western Washington University, and I built a free, case-based AI textbook with Claude and GitHub Pages: https://prof-califf.github.io/ai-in-business/ The 11-chapter digital textbook includes seven real company cases—EveryCure, Netflix, Spotify, Uber, Waymo, Airbnb, and Epic—plus chapters on AI’s environmental cost, ethics, regulation, and the future of work. Seven chapters include hands-on Python labs, and Chapter 8 has an interactive calculator that models the energy and water footprint of a reader’s own AI usage. The textbook is free, has no publisher, and costs $0 to host. The problem was that AI textbooks are stale before they ship. An 18-month publishing cycle means students can pay $200 for a book that is already two model generations behind. Textbooks also tend to teach theory first and postpone business relevance until much later. My students do not need to derive backpropagation. They need to understand why Spotify built a recommender, how it works, what broke, and what it cost—then build one themselves. My stack is Claude, GitHub Pages, VS Code, Google Colab for the labs, and n8n for the Chapter 7 agentic lab. The project started when I was assembling a reading list and could not find anything usable—only outdated textbooks and paywalled cases. I already had years of lecture notes scattered across documents. Step-by-step: 1. I locked in a framework first. I use the AI Factory model—Data → Model → Prediction → Decision → Value → loop—and run every company through it. This is the step people skip: it builds transferable skills for students and gives Claude a stable structural contract across every chapter. 2. I set up the repository before writing. I created a new repo, added `index.html`, opened Settings → Pages, and confirmed that the site deployed. Five minutes up front was better than debugging after 40,000 words. 3. I built one chapter completely and used it as the template. Each chapter is a single, self-contained HTML file with no build step or dependencies. Then I prompted Claude: "Here's my finished Chapter 1 as the format reference. Here are my notes on Uber. Draft Chapter 4 in the same structure and voice." A finished exemplar worked better than an abstract description. 4. I started from my existing material instead of using a blank prompt. Claude structured and clarified my notes, but it did not decide what I think. I rewrote anything that did not sound like me. That distinction preserved the resource’s voice and avoided generated filler. 5. I made the labs builds rather than exercises. Students reconstruct each system in Google Colab using Claude as a coding partner, then publish their work to their own GitHub repositories. They finish with artifacts. 6. I shipped an incomplete version and update it like software. I published with fewer chapters, then edit and push updates when regulation changes so students automatically get the current version.

I give the system a topic, such as Private Credit, inference workloads, or agentic harnesses. It then runs an intake survey to understand my goals—for example, learning more about inference workloads so I can differentiate between providers and routers for different models. Next, an agent builds a multi-phase curriculum with learning outcomes, external resources, generated primers, and checkpoints for each phase. I work through the curriculum in an Obsidian space, asking questions and reviewing my notes and answers throughout each stage. By the end, my current understanding is documented in a `state.md` skills file that I can build on when exploring related topics in the future. I call this “Burst learning.” Step-by-step: 1. I provide the system with a topic, such as Private Credit, inference workloads, or agentic harnesses. 2. I complete an intake survey that identifies my goals for learning about the topic. 3. An agent creates a multi-phase curriculum with learning outcomes, external resources, generated primers, and checkpoints. 4. I work through each phase in an Obsidian space, asking questions and reviewing my notes and answers. 5. I document my current understanding in a `state.md` skills file to support future learning about related topics.

I work with long talking-head videos for my online course and Instagram. Turning them into vertical shorts used to take hours per video: finding the best moments, cropping to 9:16, adding captions, or paying for clipping subscriptions. I built a video-clipping agent as a Claude skill that runs entirely on free, open-source tools. Step-by-step: 1. I drop a long video—either talking-head footage or an already-produced 16:9 video—into a folder and invoke my "clipper" skill in Claude. 2. Claude transcribes the video locally with faster-whisper using word-level timestamps, so no API key is needed. ElevenLabs Scribe is an optional upgrade for tricky audio. Before transcription, the workflow cleans the audio with declipping and normalization because clipped microphone peaks can make Whisper skip words or hallucinate. 3. The skill scores every candidate moment against a rubric: hook strength (30 points), whether it can stand alone (25), emotional charge (20), rhythm (15), and ending (10). Only segments scoring 70 or higher survive, so I do not publish a weak clip simply because it exists. 4. Claude cuts the selected moments with word-level precision and reframes them to 9:16 in one of two modes: face-tracking crop for raw footage, or "pad" mode, which centers the full 16:9 video over a blurred background. The latter lets me repurpose already-edited videos without chopping off centered graphics or captions. 5. ffmpeg masters everything to a fixed specification: 1080x1920, 24fps, H.264 CRF18, and audio normalized to -14 LUFS. The files are ready for Instagram, TikTok, and Shorts. 6. I review the scored shortlist and publish the winners. What used to take hours—or require a monthly subscription—now takes minutes and costs zero. The scoring rubric also makes the agent explain why each clip deserves to exist instead of simply cutting wherever the waveform looks loud.

I uploaded a PDF of a book I need to study for an exam and discussed it with ChatGPT to develop a study methodology. ChatGPT divided the book into chapters, chapters into modules, and modules into parts. At the beginning of each study session, ChatGPT gives me a 10-question quiz covering all the topics I studied through the previous day. It marks my answers according to our methodology, then provides notes for the next part of the module. After I review the notes, I take a quiz based on that material. At the end of each study session, ChatGPT gives me a quiz covering all the topics studied that day. It calculates the quiz-wise marks percentage, the overall percentage for the day, and a comparison with previous days. Questions I answer incorrectly are added to the Error Notes. After I complete a chapter, ChatGPT provides notes for that chapter in a downloadable format. Step-by-step: 1. I uploaded the PDF of the book I need to study for the exam. 2. I discussed the study process with ChatGPT and developed a methodology. 3. ChatGPT divided the book into chapters, chapters into modules, and modules into parts. 4. At the start of each study session, I took a 10-question quiz covering all topics studied through the previous day. 5. ChatGPT marked my answers according to our methodology and provided notes for the next part of the module. 6. I reviewed the notes and took a quiz related to that material. 7. At the end of the study session, I took a quiz covering all topics studied that day. 8. ChatGPT calculated the quiz-wise marks percentage, the overall percentage for the day, and a comparison with previous days. 9. ChatGPT added the questions I answered incorrectly to the Error Notes. 10. After I completed a chapter, ChatGPT provided notes for it in a downloadable format.

To stay organized, my daughter used to spend hours entering every assignment from her college syllabi into a Google Sheet to create a semester assignment tracker. To save her that data-entry time, I put all of her downloaded syllabi into a folder on my computer. I then directed Codex to access the folder, read the syllabi, and create a spreadsheet with the course name, assignment, due date, and a completed column with a checkbox. Codex created a beautiful, easy-to-sort-and-filter spreadsheet containing all of the assignments. Now, my daughter only needs to spend a few minutes reviewing the spreadsheet before starting her semester. Step-by-step: 1. I collected all of my daughter’s downloaded college syllabi in a folder on my computer. 2. I directed Codex to access the folder and read the syllabi. 3. I asked Codex to create a spreadsheet with the course name, assignment, due date, and a completed column with a checkbox. 4. I reviewed the resulting spreadsheet, which included all of the assignments and was easy to sort and filter. 5. My daughter now spends a few minutes checking the spreadsheet and is ready for her semester.

I’m learning Chinese online and record all my lessons. I asked Claude Code to transcribe the recordings and walked through the process of using the Whisper API with its guidance. Then I asked Claude Code to analyze the transcripts and identify mistakes I could fix that would make a big difference. It found that my teachers had not corrected several phrases I was repeating. Claude Code taught me which phrases to practice, and I’m now making fewer mistakes. Step-by-step: 1. I recorded all of my online Chinese lessons. 2. I asked Claude Code to guide me through transcribing the recordings with the Whisper API. 3. I asked Claude Code to analyze the transcripts for mistakes that would make a significant difference if corrected. 4. I reviewed the repeated phrases my teachers had not corrected. 5. I practiced the phrases Claude Code identified, which helped me make fewer mistakes.

I use Gemini Learn to fast-track my learning about Unblooms. Here's the prompt I used: ```text "I'm learning about the Unblooms, https://substack.com/home/post/p-194387968, https://unblooms.gainable.ai/, as well as any resource you can find to help me. I need to understand what it is, how it works, and ways I can use it when designing powerful learning experiences for my students." ``` Gemini Learn guided me through classroom examples of how Unblooms works, using examples from my own teaching because I customized my Gemini account with content from my teacher blog. Gemini helped me create three separate graphic organizers that my sixth-grade Math and Science students can paste into their interactive notebooks to track their decision trails when using and critiquing AI in class. Step-by-step: 1. I used Gemini Learn to study Unblooms and understand what it is, how it works, and how I could use it to design learning experiences for my students. 2. I gave Gemini Learn the Unblooms resources and prompt above, along with access to teaching content from my teacher blog through my customized Gemini account. 3. I asked Gemini Learn to explain Unblooms through classroom examples connected to my own teaching. 4. I used Gemini's guidance to create three graphic organizers for my sixth-grade Math and Science students. 5. My students can paste the organizers into their Math and Science interactive notebooks to track their decision trails when using and critiquing AI in class.

I’m building GradePath because schoolwork gets scattered quickly. A lecture, my notes, and the files for a class can all end up in different places. Then, when it’s time to study, I have to dig around to find what I need. The idea is simple: record a class, keep the recording and course materials together, and return to them later. If I ask Tutor about something, it should show me the relevant part of my notes, files, or class recording. If it can’t find an answer, it should say so. I also want students to be able to share useful study sheets with people who are actually in their class. I’m not trying to turn school into another content feed. I want to make it easier to keep up with a class and find the right material when I need it. Step-by-step: 1. I record a class. 2. I keep the recording, notes, and course materials together in GradePath. 3. I return to those materials when I need to study. 4. I ask Tutor about a topic and have it show the relevant part of my notes, files, or class recording. 5. If Tutor can’t find supporting material, it says so instead of presenting an unsupported answer. 6. I share useful study sheets with students who are in the same class.

I needed a way to turn long, sometimes messy teacher–student conversations and oral feedback into concise, actionable checklists that students could easily refer to as they worked to improve. The process also needed to protect student privacy and data. Step-by-step: 1. I identified the need to convert one-to-one conferencing conversations and oral feedback into a clear, usable format. 2. I focused on creating concise checklists students could refer to when making improvements. 3. I kept student privacy and data protection as requirements throughout the process.

Teachers give assessments on devices provided to students, but students can use AI to cheat. I built TypeWriter to bring the level of security found in tests like the ACT and SAT to everyday assessments. Teachers can create assessments from existing materials, post them in a locked environment, and grade submissions and provide feedback on the same website. I built TypeWriter as a high school teacher, and it is free for teachers. Step-by-step: 1. Teachers create an assessment using their existing materials in TypeWriter. 2. They post the assessment in TypeWriter’s locked environment. 3. Students complete the assessment on the provided devices. 4. Teachers grade the assessments and provide feedback on the same website.

For the start of the new school year, I wanted to use the current eastern Washington wildfires near Spokane with my two sixth-grade science classes. I wanted an AI tool to create a website I could upload to my hosting service. The site needed to provide daily updates from verified news sources, along with air quality data comparing Spokane in eastern Washington, Kirkland near Seattle, and Chimacum, where we live, on the western side of the state. I also wanted to include a simulation where students could change different variables to see how they affect the direction of the smoke and air quality. I could not decide which AI service to use, so I entered the same prompt into my personal paid Claude and Gemini Spark accounts, as well as my free teacher ChatGPT and Claude accounts, to compare which one created the best site for students. Here is the prompt I used: "Create a dynamic website with information of the Spokane, WA 2026 wildfires. Information include only verified facts from credible news sources. Information needs to be updated from when the largest fire started until it is completely put out. At that point, this website is complete and done. Include a page with air quality data. Provide air quality data on a daily basis from the onset of the fire to the end of the fire. Include Spokane, Kirkland, and Chimacum to compare the air quality from eastern WA near the fire, mid WA, and western WA. Include factors that explain the air quality such as winds, inversion, altitude of smoke and any other relevant data that students can view to answer questions. Provide a way for students to click on different variables to see how different factors affect the fire, direction of smoke, and air quality. Use the /inversa-design skill to make the website." Here is a portal page with links to all four sites: https://educatoral.com/2026SpokaneFire/ Step-by-step: 1. I identified the eastern Washington wildfires near Spokane as a topic for my two sixth-grade science classes. 2. I defined the website requirements: verified news updates, daily air quality data, comparisons among Spokane, Kirkland, and Chimacum, and a student-facing smoke and air quality simulation. 3. I used the same prompt with my paid Claude and Gemini Spark accounts and my free teacher ChatGPT and Claude accounts. 4. I compared the sites created by the four AI accounts to determine which one would be best to use with students. 5. I collected links to all four sites on this portal page: https://educatoral.com/2026SpokaneFire/

I regularly use ChatGPT for lesson planning and materials development with students ranging from EFL learners to UK undergraduates. I keep a separate anonymous thread for each student, so GPT can track the context and suggest the best direction for the next session. I also contribute my experience as a tutor while using AI to create fresh worksheets based on typical materials from various UK exam boards. Today, I had a successful interview for a lecturer role. Gemini helped me design and plan my demo seminar, and it looks like I’ve landed the job. Step-by-step: 1. I create a separate anonymous thread for each student. 2. I use ChatGPT to track each student’s context and suggest the best direction for the next session. 3. I combine AI-generated ideas with my experience as a tutor when planning lessons and developing materials. 4. I use typical materials from various UK exam boards as the basis for creating fresh worksheets. 5. For my lecturer interview, I used Gemini to design and plan my demo seminar. 6. I had a successful interview, and it looks like I’ve landed the job.