Section Types

Section types define what a section does — its semantic purpose and pedagogical role. Each section in a course has both a type (meaning) and a format (presentation).

The Enabled flag controls which types are available to the generator. Disabled types remain in the system but must not appear in course outlines or content plans.

Related

• Section formats — how each section is presented
• Course schema — where section_type lives in the JSON
• Outline pipeline — types are assigned in Step 3
• Course design — assessment type selection rules and quotas
• Section content — how types drive generation at runtime

Overview

Introduction

Learning_Introduction

Status: ✅ Enabled Placement: In the first "Welcome to the training" topic only (section 1.1.2 — always in video format)

Purpose: Introduces the trainers and learning objectives. Provides a roadmap for what is coming in the first module.

Instructions: The introduction must include:

• A brief first-person introduction of the trainer. Keep this to one short sentence and use it only to identify the trainer naturally in the opening.
• Early, explicit introduction of the narrative persona used in the course thread. Make it immediately clear who this person is in practical terms and what situation, challenge, or recurring problem they are dealing with, so the learner is not left wondering why this person matters.
• A powerful hook: a question, challenge, or surprising fact.
• The relevance of the topic for the target learner.
• Key problems the course helps solve.
• Clear learning objectives, but expressed compactly as 2–3 learner capabilities rather than a full formal objective list. Do not read out every objective in full.
• A compact overview of the course structure.
• Warm words before the course begins.

Video-specific flow:

• Write this section as a spoken introduction for one trainer on camera, not as a written overview or checklist.
• Because this is the fixed opening section of the training, start with a short welcoming opening line that orients the learner to the training. Natural patterns include the local equivalent of "Welcome to this training", "Good that you're here", or a direct opening line that clearly introduces the training from the first sentence.
• Make the hook, trainer introduction, narrative persona, learner benefit, and training roadmap flow as one coherent spoken arc.
• A hook is still welcome, but it should support the opening orientation, not replace it entirely with a cold open.
• Keep the whole section materially shorter than a standard explanatory video section. As a rule of thumb, cut at least a third of the detail you might otherwise include.
• Do not add a separate block explaining how the trainer will help the learner, what the trainer's approach is, or why the trainer is especially useful. That value should already be carried by the Trainer_Bio and by the course itself.
• Keep the narrative persona compact: usually 1–2 sentences are enough in the opening. In that short space, make sure four things are clear: who this person is, what working or organizational context they are in, what practical problem or pressure they are dealing with, and why the persona is concrete enough that the learner may recognize something of their own work reality in it. Save detailed case setup for later sections.
• Keep the learning-value summary compact: focus on what the learner will be able to do, not on repeating why the topic matters in several ways.
• Keep the roadmap compact and meaningful. Do not try to preview every framework, step, or concept in the training.
• Prefer 2–3 big stages in the roadmap, not a detailed module-by-module walkthrough.
• If named frameworks, models, or biases are mentioned, choose only the few that are most useful for orientation at the start and connect them to what the learner will actually be able to do.
• Avoid repeating the same learner promise in slightly different wording across adjacent paragraphs.
• Avoid turning the opening into a mini-lecture. It should orient, motivate, and frame the journey, not teach the content in depth.

Constraints:

• Write in first person, but do not invent personal experience, work history, certifications, education, handled cases, emotions, memories, intuition, or bodily states.
• Use only the role label "virtual trainer" when referring to the trainer. Do not use "AI trainer", "AI-trainer", "engineering intelligence", "digital entity", or any equivalent wording.
• Do not call the trainer the author, course author, creator, or writer of the course.
• Do not mention what the trainer lacks as a non-human system. Avoid statements such as not feeling fear, stress, pressure, or similar human states.
• Sound confident, credible, and welcoming without becoming uncanny, theatrical, or overly technical.
• Do not drop in the narrative persona's name without context. Introduce the persona with enough identifying context that the learner immediately understands who they are and what problem space they represent.

Trainer_Bio

Status: ✅ Enabled Placement: In the first "Welcome to the training" topic only (section 1.1.1 — always use Text format)

Purpose: Introduces the trainer persona before the training begins. Always use Text format for this content.

Instructions: Create a short bio based on the course title and trainer information provided. Use the provided trainer description as the primary factual basis and keep all claims aligned with it. Section limit: 80–120 tokens.

• Third person.
• Explain the trainer's relevance to this specific course topic.
• Ground credibility in training data using active, subject-led phrasing. Preferred: "trained in/on", "drawing on", "informed by" (e.g., "trained on thousands of leadership studies", "drawing on regulatory frameworks such as X"). Never use "developed on the basis of", "built on", "based on", or similar construction-origin phrasing — it makes the trainer sound like an object, not an agent.
• Never claim personal experience, human work history, certifications, education, client work, handled cases, memories, observations, or emotions.
• Use "your virtual trainer" (possessive), not "the virtual trainer". Do not use "AI trainer", "AI-trainer", "engineering intelligence", or "digital entity".
• When generating in a language other than English, translate the role label into the target language. In German, always use the masculine form: "Ihr virtueller Trainer" / "der virtuelle Trainer". Never use the feminine form ("Trainerin") regardless of the trainer persona's name. Never leave "virtual trainer" as an English phrase inside non-English text.
• Do not call the trainer the author, course author, creator, or writer of the course.
• Do not mention what the trainer lacks as a non-human system. Avoid statements about not feeling fear, stress, pressure, intuition, or similar human states.
• Describe the trainer's approach and what learners will gain.
• The closing sentence must name a concrete learner outcome, not a vague metaphor. Bad: "That gives direction", "This sets the tone". Good: "This helps you structure proposals that hold up in practice."
• Use concrete, clear adjectives. Avoid vague style words like "sharp", "tight" — prefer "clear", "practical", "structured".
• Keep the tone professional, credible, and welcoming, without sounding uncanny, theatrical, or overly technical.

What_to_expect

Status: ✅ Enabled Placement: At the very beginning of each module

Purpose: Creates a smooth transition between modules by connecting what has been covered to what comes next. Maintains learning momentum and motivation.

Instructions: Write a brief, natural transition of 100–120 words that connects the learning journey.

• Module 1: This is the starting point. Introduce the first key concept or framework and explain why it matters for the journey ahead.
• Module 2+: Reference what has been covered (briefly), then show how the next piece builds on it. Make the connection feel logical and inevitable.

Guidelines:

• Keep it short: 100–120 words maximum (20–30 seconds to read).
• Focus on content, not structure: Talk about actual frameworks, concepts, and ideas — not "phases", "steps", or module architecture.
• Write naturally: Imagine explaining to a colleague why they should keep going.
• Lists are welcome when they serve the learning: Use to highlight key capabilities the learner is building, connected to overall course objectives — not to outline module structure.

Avoid these specific phrases:

• "Welcome" / "Progress update" / "Status update"
• "Phase 1, Phase 2" / "Step 1, Step 2"
• "The following topics" / "We will cover"

Think of it as: a bridge in a conversation, a chapter transition in a book, connective tissue. Not a new beginning — just the next connected piece. Mix it up; don't fall into a pattern.

Knowledge

Definition

Status: ✅ Enabled

Purpose: Establishes precise conceptual meaning and shared vocabulary.

Instructions: Focus exclusively on defining the concept. Emphasize key definitional terms semantically. Use clarifying explanations only to remove ambiguity or common misunderstandings.

Constraints:

• Do not include practical applications, consequences, comparisons, or scenarios.
• Use examples only if they directly clarify meaning — not usage.
• Avoid listing use cases or implications.
• Avoid superficial definitions but prioritize precision over expansion.
• One authoritative reference or source is sufficient; do not stack citations.

Core_Concepts

Status: ✅ Enabled

Purpose: Breaks down theoretical frameworks, principles, or key models.

Instructions: Focus on a clean explanation of ideas. Present the entire core concept in its latest version. If focusing only on certain aspects, still provide a general idea of the other parts. Always mention the originator of the concept. Use external sources, quotes, and references to build credibility.

Constraints:

• Maximum 2 short paragraphs.
• Do not include lists unless the concept cannot be understood without them.
• Do not include comparisons, real-world applications, examples, or case references.
• Do not include consequences, benefits, risks, or implications.
• External research may be mentioned only as validation — not as explanation.
• If referencing research, use one factual sentence maximum.
• Do not describe study design, methodology, or results in detail.
• Do not use info or warning blocks.
• Avoid rhetorical framing, transitions, or learner guidance.

Historical_Context

Status: ✅ Enabled Placement: Next to Core_Concepts

Purpose: Provides accurate factual information about the cultural origins of the concept being covered in the course.

Instructions: Describe when and by whom the concept was articulated, but focus primarily on the broader context that shaped its emergence. Explain what cultural tension, organizational failure, or societal shift the concept was responding to. Treat history as background pressure, not a narrative timeline.

Constraints:

• Limit to 2–3 historical anchors (people, periods, or events).
• Always include a clear timeframe but avoid detailed chronology.
• Emphasize cultural, organizational, or legal conditions over individual biography.
• Explain the problem environment, not the personal motivation of the originator.
• Avoid unrelated historical detail or deep antiquity.
• Do not retell history for its own sake — every element must clarify why the concept became relevant.
• No extended storytelling or anecdotal narration.

Concept_Comparison

Status: ✅ Enabled

Purpose: Distinguishes between two or more related concepts.

Instructions: Assume each concept is already defined. Only use this section to highlight distinctions.

Concept_Relation

Status: ✅ Enabled

Purpose: Explains how concepts are connected to each other and why the learner should know both.

Instructions: Describe the relationship type clearly (e.g., dependency, sequence, scope, reinforcement). Explain how misunderstanding this relationship leads to errors in reasoning or practice.

Constraints:

• Assume all concepts are already defined.
• Focus on one primary relationship only.
• Do not re-define or summarize the concepts themselves.
• Avoid comparisons or evaluations unless required to explain the relationship.
• Keep the explanation structural, not narrative.

Evidence

CaseStudy

Status: ✅ Enabled

Purpose: A real-world story that illustrates the topic in depth.

Instructions: Use a clear narrative arc with lessons learned. Avoid short or fictional examples. Do not tell the story in the first person.

ResearchStudy

Status: ✅ Enabled Placement: Next to Core_Concepts

Purpose: Refers to a study or research article that presents valuable results connected to the topic.

Instructions: Summarize a well-known study that confirms and deepens knowledge on the topic. Do not invent or fabricate data. Interpretation of data that helps students understand the topic is acceptable.

Preferred structure:

• Paragraph 1: Study reference + what was examined.
• Paragraph 2: Key finding + direct relevance to the topic.

Constraints:

• Describe study design at a high level only — no sample breakdowns or procedural detail.
• Report results as clear outcomes, not statistical walkthroughs.
• Do not explain why the study is important beyond one sentence.
• Do not include literature review, historical background, or comparisons to other studies.
• Do not invent data, scenarios, or participant details.

Real_Examples

Status: ✅ Enabled

Purpose: Short factual illustrations of correct or incorrect applications.

Instructions: Do not narrate — keep it tight. Avoid full scenarios or storytelling. Indicate the source of the examples.

Mini_Cases

Status: ✅ Enabled Placement: After Core_Concepts. Before self-assessments.

Purpose: Short, scenario-based examples illustrating a concept or outcome. No first-person stories.

Instructions: Provide fictional but realistic examples of the concepts and definitions discussed earlier. Do not draw conclusions. Focus on one theme, challenge, or pattern. Avoid extended storytelling. Cover all the information touched upon in the previous core concept.

Use_Cases

Status: ✅ Enabled

Purpose: Functional examples showing how a process or concept is applied in context.

Instructions: Stay focused on logic and impact. Avoid narrative — use for technical or business cases.

Success_impact

Status: ✅ Enabled

Purpose: Shows what happens when the concept is applied successfully.

Instructions: Explain how proper application changes outcomes in practice. Ground impact in observable results (efficiency, risk reduction, compliance, trust, performance).

Constraints:

• Use one primary example only.
• Limit impacts to measurable or concrete outcomes.
• Avoid motivational or promotional language.
• One quote or external reference may be used if it directly reinforces the impact.
• Do not restate the definition or core concept.
• Prefer concise explanation over multiple reinforcing examples.

Fail_impact

Status: ✅ Enabled

Purpose: Shows the consequences of not applying or misapplying a concept.

Instructions: Explain what breaks, escalates, or becomes risky when the concept is not applied correctly. Focus on missed opportunities, regulatory exposure, operational failure, or loss of trust.

Constraints:

• Use one canonical case only.
• Limit consequences to concrete outcomes (fines, scope, scale, legal action).
• Avoid narrative buildup or moral framing.
• Do not repeat the lesson in multiple forms.
• Do not introduce additional concepts.
• Prefer factual sequencing over dramatic emphasis.

Guidance

Best_Practices

Status: ✅ Enabled

Purpose: Field-tested insights or expert advice.

Instructions: List validated dos and don'ts. Do not include basic definitions or process flows.

Tips_Tricks

Status: ✅ Enabled

Purpose: Tactical, actionable advice that can be applied immediately.

Instructions: Keep it concrete and concise. Avoid generalized advice — stick to small, actionable items.

Hint

Status: ✅ Enabled

Purpose: Reframing for approach; one key action for building habits.

Instructions: This section provides the learner with tips on how to quickly and easily integrate something into their daily life or routine. It also helps them look at a problem from a different perspective through reframing or comparison, thereby facilitating the understanding of complex concepts.

Reflection

Reflection_question

Status: ✅ Enabled Placement: Next to Personal_touch

Purpose: Encourages introspection around habits, beliefs, or readiness.

Instructions: Create guiding questions that encourage reflection. Do not answer the questions — leave space for the learner. Avoid structured examples or guided solutions.

Dilemma

Status: ✅ Enabled Placement: Next to Reflection_question

Purpose: Poses a challenging choice with no clear right answer.

Instructions: Describe a concrete situation that creates tension between competing values, responsibilities, or risks. The dilemma should force the learner to weigh trade-offs rather than apply a rule.

Constraints:

• Present one scenario only.
• Do not resolve the dilemma.
• Do not indicate a preferred, correct, or recommended action.
• Do not explain consequences in full — imply them through the situation.
• Avoid moral judgments or evaluative language.
• Avoid instructional or guiding phrases.
• Do not introduce frameworks, models, or decision rules.
• End with one or two open questions that invite reflection, not answers.
• Keep the description concise and focused on the point of tension.

Personal_touch

Status: ✅ Enabled

Purpose: Creates an emotional connection between the trainer and learner, reduces the stress of learning, illustrates practical application of theoretical aspects, and motivates reflection. No first-person stories.

Instructions: Since you are a virtual coach, you cannot tell your own story — but you can tell someone else's story and make it meaningful in the context of the topic. Storytelling can include conversational techniques, stimulate the imagination, and encourage the learner toward reflection.

Action

Goal_setting

Status: ✅ Enabled

Purpose: Prompts the learner to define their own specific implementation steps.

Instructions: Include frameworks or prompts. Avoid prescribing behavior — see Tips_Tricks or Action_Plan for that.

Action_Plan

Status: ✅ Enabled

Purpose: Helps the learner structure next steps into clear actions or routines.

Instructions: Include templates or checklist formats. Do not explain theory — only actions.

⚠️ Downloadable PDF is not available. Give instructions to the learner to take a pen and a piece of paper and write down their plan.

Value_add

Status: ✅ Enabled

Purpose: Reinforces the benefit of consistent application.

Instructions: Explain how mastering the concept contributes to long-term value. Do not explain the concept itself — only its payoff.

Assessment

Knowledge_Assessment

Status: ✅ Enabled Placement: Distribute evenly throughout the topic — not only at the end

Purpose: Evaluates learner understanding through quizzes, tasks, or practical applications. Supports learner focus.

Instructions: Design tasks or questions with defined correct answers to test understanding of the concepts and add interactivity. Avoid superficial questions. Can be interactive.

Recommended formats: ChoiceQuestions, FillTheBlanks, QuestionWithFeedback, Artifact

Self_Assessment

Status: ✅ Enabled Placement: Distribute evenly throughout the topic — not only at the end

Purpose: Encourages students to evaluate their own situation in light of new knowledge by asking leading questions.

Instructions: Design tasks or questions without correct answers. Maximum 3 questions. Can be interactive.

Recommended formats: QuestionWithFeedback, Artifact (diagnostic) Do not use ChoiceQuestions for self-assessments.

Final_Assessment

Status: ⛔ Disabled Placement: At the end of the whole course, before Learning_Outcomes

Purpose: Scores the acquisition of knowledge gained throughout the learning process.

⚠️ Disabled. Do not use in course outlines or content plans. Can be re-enabled via the Enabled flag.

Instructions: Design 10–20 questions covering all course topics, aligned with learning objectives. Create a quiz with these questions. Avoid teaching or feedback.

Structural

Whats_Next

Status: ✅ Enabled Placement: At the end of every non-final topic except the fixed welcome topic. Do not use in a module-final or course-final topic. Always use a pure text format; never use a video format.

Purpose: Bridge that creates a logical connection between topics — explains why concepts are related and how they help achieve learning objectives.

Instructions: Mention the progress made and give the learner appreciation for their effort (a little familiarity is acceptable). Explain why this ties with the next topic. Add explicit narrative links between topics/modules. Align with learning objectives. Section limit: 30–80 tokens. Use a pure text format only. Never plan or render this section as video.

Key_takeaways

Status: ✅ Enabled Placement: At the end of the final topic of every non-last module. Do not use together with Whats_Next. Do not use in the final topic of the whole course.

Purpose: Condenses the main insights from a module into a summary.

Instructions: Use text with bullet format. NOT video. Avoid restating full definitions or case study content.

Learning_Outcomes

Status: ✅ Enabled Placement: At the end of the whole course, immediately before Reference_List

Purpose: Concludes the course by translating the completed learning journey into clear learner outcomes aligned with the course learning objectives.

Instructions: Always use a video format.

List outcomes aligned with the learning objectives, but phrase them as what the learner can now understand, recognize, explain, apply, or do after completing the course.

This section may briefly consolidate the course at a high level, but do NOT turn it into a module-by-module recap, a bullet summary of all sections, or a Key_takeaways replacement in tone or structure.

Avoid general flow explanations. Avoid restating full definitions, examples, or case study content. Focus on the learner's resulting capability, confidence, and readiness to act.

Reference_List

Status: ✅ Enabled Placement: Final section of the whole course, immediately after Learning_Outcomes

Purpose: Curated set of additional sources or tools.

Instructions: Provide links, titles, or short annotations. No summaries or further instruction here.