SierraLi325/video-lesson-learning-v1.4

Video lesson learning

Organize course content into actionable learning materials that can be followed step-by-step. Preserve the teaching sequence and cross-course dependencies so learners know what to do at each step, why they are doing it, what results to expect, and can verify outcomes using the corresponding screenshots.

Verifying the Course

1. Inventory videos, subtitles, transcripts, and supporting files, confirming their mutual relationships, course order, and the scope specified by the user. Process in order; when the user specifies completing a particular section first, deliver only that scope, preserving dependencies with preceding and following lessons.
2. Thoroughly verify video and audio in chronological order, using subtitles and transcripts to understand the content; do not skip teaching segments to save time. Check for subtitle gaps, on-screen operations, teacher's diagrams, and courseware. The teacher may only write assignments or key conditions on the screen.
3. Subtitles, transcripts, and visuals may contain errors or omissions. Cross-reference using context, interface elements, and preceding/subsequent operations; when possible, re-listen to relevant audio. Record source timestamps and any questionable details for later review.
4. Never fabricate: do not write guesses as the teacher's exact words, operations, parameters, assignments, or outcomes; do not treat temporary experimental values, erroneous actions, or abandoned plans as final settings. When unable to confirm, briefly indicate this in the relevant steps; do not substitute similar content.
5. If tools or materials are insufficient for continuous audiovisual verification, continue with the portion for which evidence exists, honestly explaining the specific limitations; do not claim to have watched the entire content or guarantee no omissions. If necessary, inform the user about missing materials or capabilities.

Merging Multiple Course Segments

When the user requests combining multiple videos or course segments from the same day into a single document, the purpose of merging is to connect the day's themes and dependencies, without altering the verification precision required for each segment.

• Thoroughly verify each segment's video, audio, subtitles, and available transcripts sequentially according to the actual teaching order. For each segment, preserve the same level of detail as if processed individually: operational steps, parameters, reasons, outcomes, trial-and-error corrections, key screenshots, and the teacher's supplementary experience. Do not compress into summaries or skip details due to file merging, length constraints, or the length of a segment.
• Organize the content into a coherent practice document based on the day's themes and workflow, explaining the connections and prerequisites between segments. For each key step, screenshot, and experience, note the originating video or segment along with its timestamp to prevent confusion when different videos have their own zero timestamps. Repeated content can be consolidated, but must retain new content, parameter changes, applicable conditions, and differences from each segment.
• Finally, verify coverage and accuracy against the original material segment by segment, while also checking thematic coherence and whether the work and industry experience discussed in each segment appears both in the relevant body text and in a detailed summary at the end. If material or tools are insufficient to verify a particular segment, explain the specific limitations; do not substitute content from other segments.

Writing Practice Materials

Use the user's language, following the course timeline. Default content includes:

• Practice Goal and Overall Understanding: Place this in the first major point. Based on the teacher's actual lecture, use concise, hierarchical language to summarize the problem the lesson solves, its scenario or application, and the differences and transferable aspects of various methods. When multiple methods exist, clearly state "Method → Procedure → Applicable Scenario" for each; avoid simply writing "master a certain knowledge point" or repeating the course name. Transfer examples should be specific and relevant, one or two sentences each; do not force a minimum number of methods, and do not state applicability as identical or unconditional. This section allows the organizer to summarize and provide examples using professional knowledge, distinguishing them from the teacher's actual statements.
• Assignments to Submit: Check verbal explanations, subtitles, courseware, and diagrams. If there is a clear assignment, list the content and the teacher's actual submission requirements. If confirmed there is none, concisely write "No assignment was given in this lesson." If materials are insufficient to confirm, write "Unable to confirm assignment requirements." Do not substitute practice suggestions, guesses, or assignments from the next lesson. No lengthy explanation of the search process is needed.
• Sequential Practice Body: From preparation, software operations to exporting, verification, and end-of-class tasks; annotate video timestamps for easy tracking. When both operations and principles are present, retain necessary prerequisite explanations and their locations.
• Teacher's Supplementary Notes and Course Summary: Preserve systematic explanations, experience, industry information, aesthetic judgments, caveats, and the teacher's trade-offs. The teacher's work and industry experience must be integrated into the relevant body text and also summarized in detail after the course body, following the section below. Clearly distinguish between the teacher's viewpoint, facts, and supplementary explanations; do not generalize personal experience or examples as unconditional rules.
• Subsequent Course Plans and Case Studies: At the end of each document, briefly summarize any future learning sequences, planned case studies, and explicitly stated timeframes mentioned by the teacher in this section, along with timestamps. Distinguish between confirmed arrangements and hesitant, tentative, or conditional plans. If none are mentioned, do not add this section, and do not infer dates. Keep this separate from the assignments given in this lesson, which should remain at the beginning.

Each practical step should address, as needed: Location or Object → Action → Channels, Materials, and Parameters → Reason → Result After Completion and How to Verify. For multi-layer, multi-node, or multi-software workflows, explain the function, input, switches, layering relationships, and before/after changes layer by layer or node by node. Indicate which values are final, intermediate screenshots, or examples. When relying on projects, nodes, or materials from previous lessons, state the prerequisites; do not fabricate missing steps.

When organizing the course based on the teacher's explanations and demonstrations, for nodes, parameters, settings, or interface items that appear for the first time and require searching or interaction, immediately provide a short parenthetical location path, e.g., "Blend Mode (Details → Material → Blend Mode)"; if necessary, specify which object to select first in the path. When the same item appears again later, if sufficient context exists, do not repeat the path. Prioritize finding the location from the course visuals. If the teacher did not provide clear information, you may look up the path for the specific software and version, supplementing only the location path; if still unable to confirm, note it honestly, do not guess. Adding location paths should not alter the main line, sequence, or existing organization of the teacher's lecture content.

In the course materials, content added by the organizer is limited to two places: the opening "Practice Goal and Overall Understanding" section and the location paths for the first appearance of nodes, parameters, settings, or interface items in the body. The body, teacher experience summary, assignments, and subsequent plans are all based on the teacher's actual lecture or demonstration. Reasons, principles, applicable conditions, and practice value can be organized and explained clearly, but must originate from the course; do not add knowledge, conclusions, or extended examples not taught by the teacher. Necessary in-course explanations can be placed after the corresponding steps; more complex course principles can be explained in short paragraphs or tables. Preserve details, but avoid irrelevant operational logs, repetitive prompts, or explanations about the assistant's working methods. Do not include source lists, working processes, or lengthy evidence statements at the beginning of the material. Indicate specific uncertainties affecting reproducibility with short notes in the relevant steps; communicate overall capability limitations to the user in the delivery instructions if necessary.

Teacher Work Experience and Industry Experience: Required in Both Body and End Section

Identify experiences shared by the teacher related to real projects, role divisions, production workflows, tool selection, industry needs, aesthetic judgment, communication, collaboration, or personal experience. Verify the specific content, context, and timestamps using subtitles, audio, and visuals. Do not omit just because it is not an operational step, and do not pass off general operational instructions as experience.

1. Body Integration: In the steps or explanations near where the experience occurs, write out the teacher's specific actions, judgments, reasons, and applicable conditions so readers understand it during practice. If lengthy, you can create a sub-section in the adjacent area. Preserve its relationship to the operation, case study, or problem, rather than just writing generic tips like "pay attention to the workflow."
2. End-of-Document Detailed Reconstruction: In the closing section after the course body, create a separate chapter titled "Teacher's Additional Explanations and Notable Work Experience" (or a semantically similar title). Summarize each piece of work and industry experience the teacher actually taught, item by item. Default to a three-column table format: "Timestamp | What the Teacher Said | Usefulness for Practice or Work". Indicate the corresponding video and timestamp, specifically reconstruct the teacher's viewpoint, background, examples, and limitations, and explain the application value based on the teacher's explanation. Do not add knowledge or extended examples not taught. If timestamps or sources cannot be verified, note them honestly. When merging multiple lessons, use video names or sequences to differentiate timestamps. Can be organized by time or theme; when merging duplicate viewpoints, retain relevant timestamps and differences. This chapter can be placed before closing content like assignment verification and subsequent plans; it does not have to be the very last section.
3. Neither Section is Optional: The in-line explanation in the body and the detailed summary at the end serve different purposes. One cannot replace the other, nor can the end summary be omitted on the grounds that it was mentioned in the body. Cover the course content comprehensively based on actual material. Do not repeat or fabricate content just to fill items. If the material contains no relevant content or is insufficient for confirmation, state this honestly; do not fabricate experiences.
4. Distinguish Sources and Boundaries: Clearly separate facts stated by the teacher, personal opinions, industry judgments of the time, and overviews provided by the organizer at the beginning. Preserve their applicable conditions, temporal context, and uncertainty. Do not write personal preferences, examples, incomplete attempts, or unverified industry judgments as universal facts.

Titles and Formatting

• Under the document title, use a consistent logical level based on software, teaching stage, or complete meaning as main chapter headings, e.g., "Creating a Gold Material in SP" or "Exporting Textures and Verifying in UE." Do not elevate every single layer within the same software into independent main chapters.
• Under main chapters, use sub-headings to organize specific content, e.g., "(1) SP Layer 1: Base Material" and "(2) SP Layer 2: Height Variation." Within chapters, further subdivide by operations, parameters, results, and notes as needed. Use progressive Markdown heading levels; do not skip levels.
• Use consistent headings, numbering, and terminology for similar items. Use ordered lists for steps, and tables or short lists for parameter comparisons. Break long explanations into smaller, easily scannable sections; avoid burying reasons and results within large blocks of text.
• If the user specifies a format, delivery location, or level of detail, prioritize following the user's requirements. Do not sacrifice reproducible detail just to shorten the document.

Screenshots and Result Matching

Extract actual screenshots corresponding to key steps from the original video. Check each screenshot for consistency with the software, layers, parameters, on-screen state, and timestamps before inserting. Write captions that indicate the video timestamp, the state shown in the image, and the areas of focus. If the interface is unclear, include a local magnification while preserving the context to understand the overall situation.

Provide comparable before-and-after images at important stages, such as before and after adding a layer, error state versus the corrected state, or results in different software. When screenshots represent intermediate states, clearly state this. Never assign an image that is temporally close but mismatched in content to a step, and never describe a value being dragged in a screenshot as the final value. Ensure references are accessible when saving screenshots and documents.

Completion Checklist

Compare against the course sequence, the teacher's assignment information, future plans, subtitles, and visuals to check if any operations, trial-and-error corrections, or additional explanations have been missed. Check each layer/node, parameter, screenshot caption, and file reference. Check each piece of work and industry experience supported by evidence, verifying that both the relevant body location and the detailed end-of-document summary are covered, and that timestamps, viewpoints, applicable conditions, and application explanations are accurate. Do not fabricate missing content. Check that the opening clearly and logically summarizes the methods, differences, and transferable directions the teacher actually taught. Verify that supplementary location paths are only added after the first appearance of interface items in the body, and that no knowledge not taught by the teacher has been added. Ensure learning goals and assignments are at the beginning, evidence-based subsequent plans at the end, heading levels are consistent, assignments are concisely stated, and unconfirmed information is not written as confirmed fact.