Course Design Standards
Quality rules for the structural design of a course outline. Applied in the content planning stage (Steps 3, 4b, 5) and used to audit and refine the outline before section-level content generation.
Course architecture
Structure defaults
| Level | Default range | Minimum |
|---|---|---|
| Modules | 2–4 | — |
| Topics per module | 2–4 | — |
| Sections per topic | 4–8 | 2 |
Module 1, Topic 1 — fixed
"Welcome to the course" is always Topic 1.1 and contains exactly two sections:
| Section | Title type | Format |
|---|---|---|
| 1.1.1 | Trainer Bio | — |
| 1.1.2 | Learning Intro | Video |
The normal course flow begins at Topic 1.2, with section 1.2.1 being What_to_expect.
Module bookends
Every module opens and closes with structural anchors — not as separate topics, but as sections within the first and last topics:
- Open: What_to_expect (always video format)
- Close: Key takeaways summary
Fragmentation rule
Never create a module or topic without a clear learning outcome and pedagogical sense. Attach "hanging" sections to the previous topic. Combine similar ideas into one section.
Concept handling
- Introduce concepts as early in the course as possible.
- If a concept is covered only partially, explicitly tell the learner what is omitted
and why, and where they can learn the rest.
Example: covering 3 of Cialdini's 7 principles → include a brief overview of all 7 and explain why only 3 are in scope.
- Always enrich core concepts with: origin (who, when, why), supporting research, known limitations.
- Maintain consistency across the full course: concepts mentioned early must be present in later examples and summaries.
- Use logical connectors ("what's next") between topics to signal transitions.
Content balance
- Distribute cognitive load evenly within each module.
- Mix interactive sections with knowledge delivery — do not cluster all assessments at the end.
- Avoid text-heavy sections. Always pair explanations with images or video.
- Avoid repeating the same section type within a topic.
- Do not add interactivity to non-interactive sections.
Narrative character
The entire course is built around one main narrative character whose story threads through all examples and cases. Supporting characters may appear but are never the primary lens. All blueprints must specify the character's situation explicitly so independent section authors can maintain consistency.
Video and assessment quotas
| Rule | Quota |
|---|---|
| Video sections per topic | 1–2 |
| Assessments per topic | 1–2 (distributed evenly, not only at the end) |
| Assessment-Artifact sections per course | at least 2 |
| Assessment-Artifact sections per module | maximum 1 |
Course ending
The last topic must contain:
- Learning Outcomes — reflecting the stated Learning Objectives
- References — list of sources cited across the course
Platform constraints
Permanent technical limitations that affect content planning:
| Constraint | Rule |
|---|---|
| Not available. Replace with text alternatives. For Action_plan: instruct learner to use pen and paper. | |
| VideoScenario | If enabled: always plan exactly 3 scenarios per course. |
| What_to_expect | Always video format. |
| Screen recording | Never plan screen recording videos. |
Assessment format guide
Selecting the wrong format for an assessment breaks the learning intent. Match format to both Bloom's level and the type of assessment.
Self-assessments
Self-assessments measure reflection, not correctness. The learner interprets their own experience, preference, or readiness.
| Format | When to use |
|---|---|
| Open Question | Free reflection, no right answer |
| QuestionWithFeedback | Open text with criteria-based interpretation (e.g., style, preference) |
| Artifact (Diagnostic) | Interactive self-check with interpretation keys |
❌ Never use ChoiceQuestions for self-assessments.
Knowledge assessments by Bloom's level
| Level | Goal | Formats |
|---|---|---|
| 1. Remember | Recall facts, terms, definitions | ChoiceQuestions (MC, T/F), FillTheBlanks |
| 2. Understand | Show comprehension, interpret meaning | ChoiceQuestions (nuanced), Artifact (matching, categorization) |
| 3. Apply | Use knowledge in context | Artifact (scenarios), FillTheBlanks (contextualized) |
| 4. Analyze | Break down, compare, find patterns | Artifact (sorting, mapping, timelines), QuestionWithFeedback |
| 5. Evaluate | Make judgments, justify choices | QuestionWithFeedback (critique), Artifact (case study) |
| 6. Create | Generate ideas, build models | QuestionWithFeedback (open creative), Artifact (mind map, flowchart) |
General assessment principles
- All assessments must be equally relevant, appropriately challenging, and clearly worded.
- Avoid ambiguous or double-meaning tasks. Each question must have one clear intent and outcome.
- Match format to both Bloom's level and the learning context — consider what action you want the learner to take, not just what level they are at.