AI-Facilitated Collaborative Learning Designer Agent Skill

Design AI-supported collaborative tasks that structure group interaction and address participation problems.

Context cost
6.4k tokensestimated from the bundle, loaded when it triggers
Bundle
1 file · 25.7 kBtext throughout, nothing executable
Licence
not declarednone named by its author
Last change
—v1.0
Servers it uses
Noneruns standalone

What it does

Design AI-supported collaborative tasks that structure group interaction and address participation problems. Use when students struggle to collaborate effectively on group tasks.

What this skill changes about the agent has not been set out here as a list. Its SKILL.md, shown below, says it in the author’s own words.

ai-facilitationcollaborationcooperative-learningcscldillenbourggroup-workjrvelslavin

The skill itself

A skill is instructions the model reads, so you can see what you are getting: below is the start of its SKILL.md. The front matter loads with every session, the body loads when the skill triggers, and the whole file comes with the install.

SKILL.md25.7 kB · preview
--- # AGENT SKILLS STANDARD FIELDS (v2) name: ai-facilitated-collaborative-learning-designer disable-model-invocation: false user-invocable: true effort: medium # EXISTING FIELDS skill_id: "ai-learning-science/ai-facilitated-collaborative-learning-designer" skill_name: "AI-Facilitated Collaborative Learning Designer" domain: "ai-learning-science" version: "1.0" evidence_strength: "moderate" evidence_sources: - "Roschelle & Teasley (1995) — The construction of shared knowledge in collaborative problem solving" - "Dillenbourg (1999) — What do you mean by collaborative learning? (CSCL framework)" - "Järvelä & Hadwin (2013) — New frontiers: regulating learning in CSCL (socially shared regulation of learning)" - "Slavin (1995) — Cooperative learning: theory, research, and practice (meta-analysis)" - "Kirschner et al. (2018) — From cognitive load theory to collaborative cognitive load theory" input_schema: required: - field: "collaborative_task" type: "string" - field: "collaboration_challenge" type: "string" optional: - field: "student_level" type: "string" - field: "subject_area" type: "string" - field: "group_size" type: "string" - field: "ai_capabilities" type: "string" - field: "time_available" type: "string" output_schema: type: "object" fields: - field: "collaboration_design" type: "object" - field: "ai_facilitation_moves" type: "array" - field: "regulation_scaffolds" type: "object" - field: "equity_mechanisms" type: "object" chains_well_with: - "intelligent-tutoring-dialogue-designer" - "ai-feedback-design-principles" - "metacognitive-monitoring-ai-contexts" teacher_time: "5 minutes" tags: ["collaboration", "CSCL", "Dillenbourg", "Järvelä", "cooperative-learning", "Slavin", "group-work", "AI-facilitation", "regulation"] ---
69# AI-Facilitated Collaborative Learning Designer
70
71## What This Skill Does
72
73Designs a collaborative learning task with specific AI facilitation points — the places where an AI system supports the group process without replacing it. This skill addresses the fundamental challenge of collaborative learning: it CAN be one of the most powerful learning approaches (Slavin's 1995 meta-analysis found effect sizes of 0.26-0.32 for well-structured cooperative learning) but it frequently degenerates into one student doing all the work while others watch, or into parallel individual work with a shared document. Dillenbourg (1999) established that genuine collaboration requires joint problem-solving with shared understanding, not just task division. Järvelä & Hadwin (2013) showed that effective collaboration requires socially shared regulation of learning (SSRL) — the group's ability to collectively plan, monitor, and adjust their approach. AI is specifically valuable here because it can do what teachers cannot: observe multiple groups simultaneously, detect collaboration breakdown in real time, and intervene precisely when needed. A teacher circulating among 8 groups catches problems minutes or hours late; an AI monitoring group interactions can prompt in real time. The output includes the complete collaboration design (task structure, roles, phases), AI facilitation moves (when and how the AI intervenes), regulation scaffolds (supporting the group's self-regulation), and equity mechanisms (ensuring all members participate).
74
75## Evidence Foundation
76
77Dillenbourg (1999) established the foundational framework for computer-supported collaborative learning (CSCL), distinguishing between cooperation (dividing a task into subtasks that individuals complete separately) and collaboration (jointly constructing shared understanding of a problem). He argued that genuine collaboration requires: (a) a shared goal, (b) mutual engagement with each other's ideas, and (c) joint construction of knowledge that no individual could produce alone. Technology can support collaboration by structuring interaction, making thinking visible, and providing shared representations — but it can also undermine collaboration by making task division too easy. Roschelle & Teasley (1995) defined collaboration as "a coordinated, synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem." They showed that effective collaboration involves specific conversational patterns: proposals, elaborations, challenges, and repairs of shared understanding. When these patterns break down, collaboration degenerates into parallel work. Järvelä & Hadwin (2013) developed the concept of socially shared regulation of learning (SSRL) — the idea that effective collaborative groups don't just share the cognitive work, they also share the REGULATORY work: planning what to do, monitoring progress, evaluating whether their approach is working, and adjusting when it isn't. They found that SSRL is the strongest predictor of collaborative learning success, and that it can be scaffolded by technology — prompts that ask the group to plan, check progress, and reflect. Slavin (1995) conducted a comprehensive review of cooperative learning research, finding consistent positive effects (d = 0.26-0.32) when two conditions were met: (a) group goals (the group is assessed as a group, not individually) and (b) individual accountability (each member's contribution is visible and assessed). Without these conditions, cooperative learning often produces free-riding and social loafing. Kirschner et al. (2018) extended cognitive load theory to collaborative contexts, arguing that group work distributes cognitive load across members — but only when the task is too complex for any individual. For simple tasks, the transaction costs of collaboration (coordinating, communicating, managing different perspectives) outweigh the benefits. Collaboration should be reserved for tasks that genuinely require multiple minds.
78
79## Input Schema
80
81The teacher must provide:
82- **Collaborative task:** What students will work on together. *e.g. "Year 10 science: design an experiment to test whether temperature affects the rate of a chemical reaction. Each group must produce a method, risk assessment, predicted results, and explanation of the underlying chemistry" / "Year 8 English: collaboratively write a newspaper front page covering the events of Romeo and Juliet as if they happened today" / "Year 12 economics: analyse a real-world case study of market failure and produce a policy brief recommending government intervention"*
83- **Collaboration challenge:** What goes wrong when students collaborate on this. *e.g. "One student does all the writing while the others watch. The 'discussion' phase lasts 30 seconds before they start dividing up the task" / "Groups default to the loudest student's idea without considering alternatives. Quieter students disengage" / "Students split the work up ('you do the method, I'll do the risk assessment') and never build shared understanding — the final product is four separate pieces stuck together"*
84
85Optional (injected by context engine if available):
86- **Student level:** Year group and proficiency
87- **Subject area:** The curriculum subject
This is a preview of SKILL.md. Download or install the skill to get the whole thing.
In the file
SKILL.md3,682 words
Files1
Licencenot declared
Why you can read it

Nothing in a skill executes. The client loads the text and the model follows it, so a skill can be audited the way a runbook is — by reading it.

What it costs in context

Skills are not billed by the call. They are paid for in context: every token the instructions occupy is a token your code, your diff and your conversation cannot use. Here is what this one takes and when it takes it.

≈800
always loaded
The name and description, so the model knows the skill exists and when to reach for it.
5,625
on trigger
The instruction body, read only when the skill fires.
3.2%
of a 200k window
Ten skills this size would take about 32% of the window before you open a file.
050k100k150k200k context window

6.4k tokens, estimated from the bundle at four bytes to the token, held for the rest of the session once it triggers. Heavy. Teams tend to install this one per project rather than globally, and load it only when the job comes up.

Servers bill, skills cost

A server charges by the month. A skill charges once per session, in context, and then keeps charging it for as long as the session lives.

Before and after

The same question, put to the same model twice: once as it comes, and once with these instructions loaded.

No worked example has been published for this skill yet.

The procedure it runs

The procedure has not been set out here step by step. It is in the body of its SKILL.md: the start of it is shown above, and the whole file comes with the install.

Prose, not code

These steps are written for a model to follow, not executed by a runtime. It can still be told to skip one, and it will say so when it does.

Servers it uses

None. This skill calls no MCP servers at all.

Everything it needs is in the instructions, so it works in a project with nothing connected — the model reads the file and changes how it works with what it can already reach.

Its SKILL.md does not declare which tools it asks the agent for, so what it touches is whatever the instructions themselves ask for — read them before you install it.

What it asks for
Writes filesnot declared
Network accessnot declared

This SKILL.md carries no allowed-tools line, so neither is declared. A skill grants no permissions of its own — it can only ask for tools your client already has.

What it will not do

Every skill is narrow, and the useful ones say where they stop. These are the jobs this one is the wrong tool for.

What this skill is not for has not been published here. Nothing is implied by that: it is a section the author has not filled in.

What is in the bundle

1 file, 25.7 kB on disk. A bundle is text throughout: the instructions the model reads, plus the templates it fills in.

  • SKILL.md25.7 kB
What is not in it

No dependencies and nothing executable: a skill is text the agent reads, so the bundle is 1 file you can review in full before installing.

Install

Installing copies the bundle into your project. Nothing runs at install time — the files sit on disk until the model reads them.

# AI-Facilitated Collaborative Learning Designer · 6.4k tokens when loaded · macOS, Linux mkdir -p .claude/skills && t=$(mktemp -d) && curl -fsSL -o "$t/bundle.tar.gz" https://mcprush.com/api/skills/garethmanning-ai-facilitated-collaborative-learni/bundle.tar.gz && tar -xzf "$t/bundle.tar.gz" -C "$t" && [ -d "$t/ai-facilitated-collaborative-learning-designer" ] && { [ ! -e .claude/skills/ai-facilitated-collaborative-learning-designer ] || { mv .claude/skills/ai-facilitated-collaborative-learning-designer "$t/.previous" && echo "Previous copy moved to $t/.previous"; }; } && mv "$t/ai-facilitated-collaborative-learning-designer" .claude/skills/ && echo "Installed .claude/skills/ai-facilitated-collaborative-learning-designer"
On Windows, or any OS with Node 20+
npx mcprush@latest skill add garethmanning/ai-facilitated-collaborative-learning-designer

Windows PowerShell says 'running scripts is disabled on this system'? Run Set-ExecutionPolicy -Scope CurrentUser RemoteSigned once, or type npx.cmd instead of npx (codex.cmd, gemini.cmd, grok.cmd likewise). PowerShell 7 needs neither. Writes to .claude/skills/ai-facilitated-collaborative-learning-designer/ in the current project. For every project instead, run mkdir -p ~/.claude/skills && t=$(mktemp -d) && curl -fsSL -o "$t/bundle.tar.gz" https://mcprush.com/api/skills/garethmanning-ai-facilitated-collaborative-learni/bundle.tar.gz && tar -xzf "$t/bundle.tar.gz" -C "$t" && [ -d "$t/ai-facilitated-collaborative-learning-designer" ] && { [ ! -e ~/.claude/skills/ai-facilitated-collaborative-learning-designer ] || { mv ~/.claude/skills/ai-facilitated-collaborative-learning-designer "$t/.previous" && echo "Previous copy moved to $t/.previous"; }; } && mv "$t/ai-facilitated-collaborative-learning-designer" ~/.claude/skills/ && echo "Installed ~/.claude/skills/ai-facilitated-collaborative-learning-designer" (macOS, Linux) — or add --global to the npx line. The curl line replaces .claude/skills/ai-facilitated-collaborative-learning-designer/ only after the download succeeds, so files left there by another skill of the same name, or by an older release, do not mix in. A copy already there is moved aside, not deleted, and the line prints where.

Which clients pick it up on their own

A skill is a folder of text. Most of these read a skills folder and pick it up without being told; the rest take the same folder another way — an upload in the app, a parameter on an API call — and then choose it by its description just the same.

Claude Code.claude/skills/
Claude DesktopCustomize › Skills
ChatGPTSkills › Create › Upload
Cursor.cursor/skills/
VS Code.github/skills/
Codex CLI.agents/skills/
Gemini CLI.gemini/skills/
Grok Build.grok/skills/
Microsoft CopilotSkills › Upload a skill
PerplexityComputer › Skills › Upload a skill
DeepSeek Harness.dsh/skills/
Zed.agents/skills/
Devin Desktop.devin/skills/
Windsurf (legacy).windsurf/skills/
OpenAI Agents SDKInstructions or sandbox Skills
HTTP / APIa request parameter
This release
Version1.0
Publishedno release date on file
PriceFree
Referencegarethmanning/ai-facilitated-collaborative-learning-designer

Versions

v1.0 is what is on the shelf; no release here carries a date. Instructions change more often than APIs do — a skill can be rewritten entirely without anything it depends on moving.

v1.0
  • No earlier releases have been published to the marketplace.
Pinning

The install command always fetches the release that is current the day you run it — v1.0 today — and cannot ask for an earlier one. The copy on your disk does not change until you run it again.

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