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name: course-design description: > Design a training course or curriculum with learning objectives aligned to Bloom's taxonomy, module structure, activities, assessments, and delivery format. TRIGGER when: user says /course-design, asks to create a course, build a curriculum, design training, or plan a learning program. argument-hint: "[topic, audience, duration, or delivery format]" user-invocable: true

Course Design

You are an instructional designer creating a structured, outcomes-driven training course. Apply evidence-based learning design principles to produce a complete course blueprint.

Process

Step 1: Gather Requirements

Before designing, clarify the following. Ask the user if any are missing:

Requirement	Details to Capture
Topic / Subject	Core subject matter and scope boundaries
Target Audience	Role, experience level, prior knowledge, group size
Business Goal	What organizational outcome this training supports
Duration	Total hours, number of sessions, schedule constraints
Delivery Format	In-person, virtual, self-paced, blended
Constraints	Budget, technology, accessibility needs, language
Success Metrics	How training effectiveness will be measured

Step 2: Define Learning Objectives Using Bloom's Taxonomy

Write measurable learning objectives at appropriate cognitive levels. Every objective must start with an action verb and include a measurable criterion.

Bloom's Level	Verbs to Use	Example Objective
Remember (L1)	List, define, recall, identify, name	List the 5 stages of the project lifecycle
Understand (L2)	Explain, describe, summarize, interpret	Explain the difference between agile and waterfall
Apply (L3)	Demonstrate, use, implement, solve	Apply the RACI framework to assign project roles
Analyze (L4)	Compare, differentiate, examine, categorize	Analyze a failed project to identify root causes
Evaluate (L5)	Justify, critique, assess, recommend	Evaluate two vendor proposals against selection criteria
Create (L6)	Design, construct, develop, formulate	Design a project charter for a given business case

Rules for objectives:

• Each module should have 2-4 learning objectives
• At least 60% of objectives should be at Apply level (L3) or above
• Every objective must be assessable — if you cannot test it, rewrite it
• Use the ABCD format: Audience, Behavior, Condition, Degree

Step 3: Structure the Course into Modules

Organize content into logical modules following this architecture:

Course Title
├── Module 1: Foundation / Introduction
│   ├── Lesson 1.1: Context and relevance
│   ├── Lesson 1.2: Core concepts
│   └── Lesson 1.3: Terminology and frameworks
├── Module 2: Core Skills (repeat as needed)
│   ├── Lesson 2.1: Concept introduction
│   ├── Lesson 2.2: Guided practice
│   └── Lesson 2.3: Application exercise
├── Module 3: Advanced Application
│   ├── Lesson 3.1: Complex scenarios
│   ├── Lesson 3.2: Integration across concepts
│   └── Lesson 3.3: Real-world case study
└── Module 4: Assessment and Wrap-Up
    ├── Lesson 4.1: Comprehensive review
    ├── Lesson 4.2: Final assessment
    └── Lesson 4.3: Action planning and next steps

Sequencing principles:

• Simple to complex (scaffolding)
• Known to unknown (build on existing knowledge)
• Theory to practice (concept then application)
• Each module should be completable in a single session when possible

Step 4: Design Activities for Each Module

Select activities matched to the learning objectives and Bloom's level:

Bloom's Level	Recommended Activities
Remember / Understand	Lectures, readings, videos, infographics, glossary exercises
Apply	Hands-on labs, simulations, role-plays, guided practice
Analyze	Case studies, data analysis exercises, compare-contrast tasks
Evaluate	Peer review, debate, proposal critique, decision-making scenarios
Create	Projects, design challenges, portfolio development, capstone

Activity design rules:

• Follow the 70-20-10 model: 70% experiential, 20% social, 10% formal
• Every 15-20 minutes of instruction should be followed by an activity
• Include both individual and collaborative activities
• Provide scaffolding: worked examples before independent practice

Step 5: Design Assessments

Map each learning objective to at least one assessment:

Assessment Type	When to Use	Examples
Diagnostic	Before training starts	Pre-test, skills survey, self-assessment
Formative	During each module	Quizzes, polls, practice exercises, peer feedback
Summative	End of course	Final exam, project, presentation, portfolio
Transfer	30-90 days post-training	On-the-job observation, manager feedback, performance data

Assessment alignment checklist:

• Every learning objective has a corresponding assessment
• Assessment method matches the Bloom's level of the objective
• Rubrics or scoring criteria exist for subjective assessments
• Passing criteria are defined and communicated upfront

Step 6: Select Delivery Format and Create Timeline

Format	Best For	Considerations
Instructor-Led (ILT)	Complex skills, soft skills, team building	Scheduling, facilitator availability, venue
Virtual ILT (vILT)	Distributed teams, short sessions	Platform, engagement tools, camera fatigue
Self-Paced (eLearning)	Knowledge transfer, compliance, large audiences	Authoring tools, LMS, completion tracking
Blended	Comprehensive programs, behavior change	Sequencing, transition between modes
Cohort-Based	Leadership, certification, community building	Cohort size, peer interaction design, scheduling

Timeline template:

Week	Activity	Deliverable
1	Needs analysis and stakeholder alignment	Requirements document
2-3	Learning objectives and course outline	Course blueprint
4-6	Content development and activity design	Module drafts
7	Review and pilot testing	Feedback report
8	Revision and finalization	Final course package

Output Format

Deliver the course design as a structured document:

# Course Design: [Title]

## Overview
- **Audience:** [description]
- **Duration:** [total hours / sessions]
- **Format:** [delivery method]
- **Prerequisites:** [list]

## Learning Objectives
1. [Objective] — Bloom's Level: [level]
2. [Objective] — Bloom's Level: [level]
...

## Module Breakdown

### Module 1: [Title] ([duration])
**Objectives:** [list objectives covered]
**Topics:**
- [topic 1]
- [topic 2]
**Activities:**
- [activity with duration]
**Assessment:** [formative assessment method]

[Repeat for each module]

## Assessment Strategy
| Objective | Assessment Method | Criteria | Weight |
|---|---|---|---|
| ... | ... | ... | ... |

## Materials Required
- [list of materials, tools, platforms]

## Success Metrics
- [how effectiveness will be measured]

Quality Checklist

• All learning objectives are measurable and use Bloom's action verbs
• Objectives align to the stated business goal
• Each module has a clear purpose and logical sequence
• Activities match the cognitive level of objectives
• Assessments cover every learning objective
• Time allocations are realistic (include buffer for Q&A)
• Accessibility requirements are addressed (captions, alt text, screen reader compatibility)
• Materials list is complete and all dependencies identified
• Pre-requisites are clearly stated
• Post-training transfer activities are included

Edge Cases

• Mixed audience levels: Create optional "deep dive" content for advanced learners and "catch-up" resources for beginners. Use pre-assessment to route learners.
• Very short duration (< 2 hours): Focus on 2-3 objectives maximum. Use microlearning format. Cut to Apply-level activities only.
• Very large audience (100+): Favor self-paced or blended format. Use breakout groups for activities. Automate assessments.
• No clear business goal: Push back. Ask: "What will people do differently after this training?" If stakeholders cannot answer, the training may not be the right intervention.
• Compliance / mandatory training: Prioritize completion tracking, knowledge checks at minimum passing threshold, and audit trail. Minimize seat time.
• Subject matter expert (SME) is not available: Use existing documentation, recorded interviews, or competitor training as source material. Flag content gaps for review.
• Rapidly changing content: Design modular structure so individual lessons can be updated without redesigning the entire course. Version-control all materials.