Instructional design is invisible when it works. Learners move through a course, absorb information, apply skills, and don't notice the cognitive load management, the scaffolding structure, or the assessment alignment decisions that made the experience feel seamless. The craft is in the architecture.
The documentation burden is not invisible. Needs analyses, storyboards, scripts, facilitator guides, assessment items, SME review feedback — the writing volume is enormous before a single learner opens a module.
ChatGPT doesn't make instructional design decisions. It won't assess whether your learning objectives align to Bloom's at the right level for your audience, or judge whether your scenario is realistic enough. But it accelerates every document that should be a starting point, not a finished product.
These 35 prompts are fill-in-the-bracket templates. Replace the bracketed sections with your course specifics and get a working draft in under 60 seconds.
1. Needs Analysis and Learning Objectives
Every course starts with a diagnosis. These prompts help you surface what learners actually need before you build anything.
Prompt 1 — Training needs analysis interview questions:
You are an experienced instructional designer. I need to conduct a training needs analysis for [TRAINING TOPIC] at a [ORGANIZATION TYPE]. The identified performance gap is: [DESCRIBE — e.g., sales reps aren't converting after product demos, new hires take too long to become productive, managers aren't having effective performance conversations]. Write 15 interview questions to use with [AUDIENCE — e.g., managers, frontline staff, subject matter experts, executives]. Questions should surface: what's causing the gap (knowledge, skill, motivation, or process), what successful performance looks like, environmental factors that training can't fix, and what learners already know.
Prompt 2 — Learning objectives using Bloom's Taxonomy:
Write measurable learning objectives for a course on [TOPIC] targeting [AUDIENCE — e.g., new hire customer service reps, experienced engineers, clinical nursing staff]. The course should enable learners to [DESCRIBE OUTCOME — what they need to DO after training, not just know]. Write 6–8 learning objectives covering [COGNITIVE LEVEL — use a mix of: remember, understand, apply, analyze, evaluate, create]. Each objective should: start with a specific action verb, describe a measurable behavior, and include the context or condition where the performance occurs.
Prompt 3 — Gap analysis from SME interview:
I conducted a needs analysis interview with [ROLE — subject matter expert, manager, high performer]. Key findings from the interview: [PASTE NOTES OR SUMMARIZE: what they said about the performance gap, what good looks like, what's causing the gap, what they think training should cover]. Analyze this input and produce: a structured gap summary (knowledge gaps vs. skill gaps vs. non-training gaps), the 3 most important things training must address to close the performance gap, and a list of items the SME raised that training cannot fix (workflow, management, tool access issues, etc.).
Prompt 4 — Audience analysis profile:
Write an audience analysis profile for a course on [TOPIC]. Target audience: [DESCRIBE — role, experience level, typical background, organizational context]. Include: prior knowledge assumptions (what they likely already know coming in), motivational analysis (why would they care about this training? potential resistance?), technical access and comfort level, time constraints and context in which they'll complete training, and accessibility considerations. Use this profile to flag 3 design decisions this audience analysis should drive.
Prompt 5 — Prioritizing content from an overloaded SME brief:
My subject matter expert has provided a content dump for a course on [TOPIC]. The dump contains: [DESCRIBE — e.g., a 40-page Word doc, a recorded brain dump interview, a slide deck with 200 slides]. The learners need to [PERFORMANCE OUTCOME]. I have [TIME/LENGTH — e.g., 20-minute eLearning, 4-hour workshop] to work with. Help me create a content prioritization framework that: separates must-know from nice-to-know, identifies content that supports the performance objectives vs. content that's interesting but not necessary, and helps me have a scope conversation with the SME about what to cut.
2. Course Structure and Storyboarding
How you organize content determines whether learners can apply it. These prompts help you build structure before you write a word of content.
Prompt 6 — Course outline and module structure:
Create a course outline for a [DURATION — e.g., 30-minute eLearning / half-day workshop / 6-week online program] on [TOPIC] for [AUDIENCE]. Learning objectives: [LIST]. Structure the course into [NUMBER] modules/sections. For each module: a title, the specific learning objective(s) it addresses, key content areas to cover, a learning activity, and an assessment or application check. Include a brief rationale for the sequencing logic (why this order).
Prompt 7 — eLearning storyboard template:
Create a storyboard template for an eLearning module on [TOPIC]. The module is [DURATION] and uses [TOOL — e.g., Articulate Storyline, Rise 360, Lectora, custom HTML]. The storyboard should capture per slide/screen: slide number and title, on-screen text (what the learner reads), narrator script (what they hear), visual description (what appears on screen — image, graphic, character, animation), interaction type (click-to-reveal, branching, drag-and-drop, none), and developer notes. Create a 5-slide sample sequence for the module introduction.
Prompt 8 — Branching scenario structure:
Design a branching scenario for a course on [TOPIC] targeting [AUDIENCE]. The scenario should practice the decision: [DESCRIBE THE KEY DECISION — e.g., how to respond to an angry customer, whether to escalate a compliance concern, how to handle a difficult performance conversation]. Create: the scenario setup (context, characters, stakes), 3 decision points with 3 choices each, consequence descriptions for each choice (what happens if learner chooses this), and the ideal path through the scenario. Flag which choices represent common mistakes vs. best practice.
Prompt 9 — Content chunking strategy:
I have the following content to include in a module on [TOPIC]: [PASTE OR DESCRIBE CONTENT — key concepts, facts, steps, examples]. The learner will complete this module [FORMAT — e.g., independently online, in a classroom, on mobile]. Help me chunk this content into logical learning units by: grouping related concepts, identifying the correct sequencing (prerequisite knowledge first), noting where examples or practice should be inserted rather than continuing with new content, and flagging any content that's too complex for a single screen and needs to be split.
Prompt 10 — Workshop session design:
Design a [DURATION] workshop session on [TOPIC] for [AUDIENCE SIZE] participants. Facilitation style: [INSTRUCTOR-LED / BLENDED / DISCUSSION-BASED]. Learning objective for this session: [SPECIFIC OBJECTIVE]. Include: session agenda with time allocations, materials needed (slides, handouts, physical materials), activity descriptions (what learners do, not just what the facilitator explains), facilitation notes for tricky moments, and transition language between segments. The ratio of instruction to activity should be [e.g., 40% instruction / 60% activity or your preference].
3. Content Writing and Scripting
Instructional content should be written to be learned, not just read. These prompts help you produce clear, learner-centered content.
Prompt 11 — Explanatory content for a complex topic:
Write explanatory content for a learner who [PRIOR KNOWLEDGE LEVEL — e.g., has no background in X, is an experienced practitioner new to this specific area, is an adult learner returning to a technical topic]. Topic: [DESCRIBE]. The content should help them understand [SPECIFIC CONCEPT OR SKILL]. Write in a direct, second-person voice ("you will…"). Use: a concrete analogy to anchor the concept, a real-world example relevant to [AUDIENCE CONTEXT], and avoid passive voice and noun-heavy academic language. Under 200 words for screen delivery.
Prompt 12 — Video narrator script:
Write a narrator script for a [DURATION — e.g., 3-minute] instructional video on [TOPIC]. Audience: [DESCRIBE]. The video will [DESCRIBE VISUALS — e.g., use screen recording with voiceover, use animation, feature a talking head presenter]. Learning objective: [SPECIFIC OBJECTIVE]. The script should: open with a hook (why this matters to the learner, not a definition), present content in short, punchy sentences optimized for audio (not reading), pause for visual emphasis at key moments (note these with [VISUAL: …]), and close with a specific action the learner should take. Avoid reading lists aloud.
Prompt 13 — Scenario-based practice exercise:
Write a scenario-based practice exercise for a course on [TOPIC]. Learner audience: [DESCRIBE]. Skill being practiced: [SPECIFIC SKILL OR DECISION — be precise]. The exercise should: place the learner in a realistic workplace situation (2–3 sentences of context), present a challenge requiring them to apply the target skill, offer 3 response options (one clearly best, one common mistake, one partially correct), and include feedback for each choice that explains why it's right, wrong, or incomplete. Avoid trick questions and obvious wrong answers.
Prompt 14 — Job aid / quick reference card:
Create a job aid for [AUDIENCE] to use [ON THE JOB — e.g., during a call, while completing a process, when troubleshooting]. The job aid covers: [TOPIC OR PROCESS]. Format: [CHECKLIST / DECISION TREE / REFERENCE TABLE / STEP-BY-STEP GUIDE]. It should fit on [1 PAGE / A SINGLE SCREEN]. Include only what someone already trained needs as a memory aid — not full explanations. Use the simplest possible language. If it's a process, include the step, the action, and the check (how they know it's done correctly).
Prompt 15 — Course introduction and learner welcome:
Write the introduction for a course on [TOPIC] targeting [AUDIENCE]. The intro should cover: what the course is about (1 sentence), what the learner will be able to do after completing it (the performance benefit, not the objectives list), how long it takes and what to expect (format, activities, assessments), any prerequisites or materials needed, and a motivating hook that makes the learner want to continue. Under 150 words for eLearning; under 200 for live facilitation. Write for adult learners who are skeptical of mandatory training.
4. Assessment and Evaluation Design
Assessment is where instructional design proves its rigor. These prompts help you write items that test what matters.
Prompt 16 — Multiple choice item writing:
Write 5 multiple choice assessment questions for a course on [TOPIC]. Learners should demonstrate: [SPECIFIC LEARNING OBJECTIVES — be precise about cognitive level]. For each question: write one clear stem that presents a realistic scenario or problem, 4 answer choices (1 correct, 3 plausible distractors — avoid obviously wrong choices), and a brief rationale for the correct answer for the SME review version. Avoid: questions that test trivia or recall over application, stems that include the answer, and "all of the above" options.
Prompt 17 — Performance assessment rubric:
Create a performance assessment rubric for evaluating [SKILL — e.g., delivering a sales presentation, completing a compliance procedure, conducting a coaching conversation, writing a technical document]. Performance dimensions to assess: [LIST 4–6 CRITERIA]. For each criterion: write 4 performance level descriptors (exemplary, proficient, developing, inadequate) with specific, observable behavioral indicators. Include a total scoring guide and a brief instruction for the rater on how to ensure inter-rater reliability.
Prompt 18 — Knowledge check questions for informal assessment:
Write 8 knowledge check questions (not formal assessment — low stakes, formative) for a module on [TOPIC]. Mix of: 3 multiple choice, 2 true/false with explanation, 2 reflection prompts (open-ended, not scored), and 1 "apply it" prompt asking the learner to connect the content to their specific work context. These appear throughout the module, not at the end. Each question should take under 60 seconds to answer. Include brief feedback for the multiple choice and true/false questions.
Prompt 19 — Kirkpatrick Level 1 evaluation survey:
Write a Kirkpatrick Level 1 (reaction) evaluation survey for a [COURSE TYPE — e.g., eLearning module, instructor-led workshop, blended program] on [TOPIC]. The survey should measure: overall satisfaction, perceived relevance to their role, perceived quality of instruction or design, likelihood to apply the content, and one open-ended item for qualitative feedback. Keep it under 8 items. Use a 1–5 scale for rated items. Write the survey instructions and include guidance on how to interpret the results.
Prompt 20 — Kirkpatrick Level 3 follow-up survey (behavior transfer):
Write a Kirkpatrick Level 3 behavior transfer survey to be sent [30/60/90] days after completing a course on [TOPIC]. Audience: learners and optionally their managers. The survey should assess: frequency of applying key skills from the course, barriers encountered when trying to apply training (environmental, tools, manager support), changes in confidence or self-efficacy, and specific examples of application. Under 10 items. Include a version for learners and a parallel version for their managers.
5. SME Collaboration and Review
Working with subject matter experts is a core instructional design skill. These prompts help you communicate, manage, and extract what you need.
Prompt 21 — SME kickoff meeting agenda:
Create an agenda for a kickoff meeting with a subject matter expert (SME) for a new course on [TOPIC]. Duration: [60/90 MINUTES]. Goals: establish the scope of SME involvement, extract core content and performance gaps, align on what the course needs to accomplish, and set expectations for the review process. Include: what I need from them in the meeting, what I should share with them in advance, questions to surface the performance context (not just the content), and how to handle the common SME tendency to cover everything rather than what's essential.
Prompt 22 — SME review email with specific feedback request:
Write an email to a subject matter expert asking them to review [DRAFT DELIVERABLE — storyboard, script, assessment questions, scenario]. The review should focus specifically on: [WHAT YOU NEED — e.g., factual accuracy only (not writing style), whether the scenario is realistic, whether the assessment items test the right things]. Instructions for the SME: [WHAT TO LOOK FOR, WHAT FORMAT TO USE FOR FEEDBACK, WHAT NOT TO CHANGE]. Deadline: [DATE]. Tone: collegial, clear about the scope of their review — you're not asking them to rewrite it.
Prompt 23 — Managing SME scope creep:
My SME is adding significant new content to a course that is already scoped and approved. The new content: [DESCRIBE — what they want to add and why]. The course scope: [DESCRIBE WHAT WAS AGREED]. Help me write a response that: acknowledges the value of what they're suggesting, explains why adding it now creates a problem (timeline, scope, learner cognitive load), offers an alternative (parking lot for version 2, separate job aid, optional supplemental resource), and keeps the relationship intact. Professional, collaborative tone.
Prompt 24 — Converting SME content dump into learnable content:
A subject matter expert has given me the following content for a course on [TOPIC]: [PASTE OR DESCRIBE — e.g., a wall of text explanation, a process diagram with no context, a list of bullet points]. The learning objective this content supports: [SPECIFIC OBJECTIVE]. Transform this content into a learnable format by: identifying the core concept the learner needs to understand, removing redundant or tangential information, adding a concrete example relevant to [LEARNER CONTEXT], and restructuring for a [FORMAT — e.g., 3-screen eLearning sequence, 5-minute explanation, job aid]. Keep the technical accuracy intact.
Prompt 25 — Consolidating conflicting SME feedback:
I've received feedback from two subject matter experts on [COURSE DRAFT — describe topic and the specific section] and they disagree on [DESCRIBE THE CONFLICT — factual claim, process step, recommended approach]. Expert A says: [DESCRIBE THEIR POSITION]. Expert B says: [DESCRIBE THEIR POSITION]. Help me: understand what's driving the disagreement (factual vs. contextual vs. preference), draft an email to both experts proposing how to resolve the conflict, and determine whether this needs an escalation to a third authority source or can be resolved by the IDs themselves.
6. Facilitator Guides and Instructor Support
Facilitator guides determine whether your design survives contact with the room. These prompts help you write guides that actually work.
Prompt 26 — Facilitator guide for a workshop:
Write a facilitator guide for a [DURATION] workshop on [TOPIC]. The guide should include: an overview (purpose, audience, prerequisites, materials), a full session agenda with time allocations, facilitator notes for each segment (what to say, what to watch for, how to handle common questions), activity instructions (with timing, setup, and debrief guidance), transition scripts between activities, and a section on what to do if the group is disengaged, falls behind, or goes off-topic. The guide should be usable by a facilitator who didn't design the course.
Prompt 27 — Discussion debrief questions:
Write 8 debrief questions for a learning activity on [TOPIC/SCENARIO]. The activity involved: [DESCRIBE WHAT LEARNERS JUST DID — a role play, case study, simulation, small group discussion]. The debrief should: surface what learners did and observed (before interpretation), draw out the insights and principles, connect the activity to back-on-the-job application, and close with a specific commitment. Mix observational, analytical, and application-level questions. Avoid questions with one-word or obvious answers.
Prompt 28 — Handling difficult facilitation moments:
Prepare me to handle the following challenging facilitation scenario: [CHOOSE ONE OR MORE — a learner who dominates discussion, silence after an open question, visible skepticism about the relevance of the training, a learner who has significantly more expertise than the others, a disruptive or resistant participant, a group that's behind schedule]. For each scenario: describe the root cause, write a facilitation response script I can use in the moment, and give me a recovery strategy if my first response doesn't work.
Prompt 29 — Virtual facilitation adaptation guide:
I have an instructor-led workshop on [TOPIC] that runs [DURATION] in person. I need to adapt it for virtual delivery on [PLATFORM — Zoom, Teams, WebEx]. The original design includes: [DESCRIBE KEY ACTIVITIES — e.g., small group discussions, role plays, hands-on practice, whiteboard activities]. For each activity: suggest a virtual equivalent, the tools to use (breakout rooms, polling, shared documents, annotation), and facilitation tips specific to virtual learners who may be multitasking or fatigued. Also identify activities that don't translate well and what to replace them with.
Prompt 30 — Post-training manager guide:
Write a post-training manager guide for [COURSE NAME] targeting managers of learners who just completed the training. The guide should: summarize what employees learned and the key skills they should now be able to demonstrate, suggest 3–5 specific actions managers can take to reinforce the training (coaching conversations, practice opportunities, removing barriers), provide 3 questions managers can use in 1:1s to check for transfer, and explain what signs of non-transfer to watch for and how to address them. Under 400 words.
7. Quality Review and Continuous Improvement
Good instructional design gets better after launch. These prompts help you review and iterate.
Prompt 31 — Formative evaluation plan:
Create a formative evaluation plan for a [COURSE TYPE] on [TOPIC] that will be reviewed at [STAGE — e.g., storyboard, alpha prototype, pilot]. Evaluation method: [THINK-ALOUD USABILITY TESTING / SME WALKTHROUGH / LEARNER PILOT / STAKEHOLDER REVIEW]. Include: what questions the evaluation needs to answer, who should participate and how to recruit them, what materials to prepare, what data to collect (qualitative and quantitative), and how to analyze and apply findings. The evaluation should be lightweight enough to complete in [TIME AVAILABLE].
Prompt 32 — Course revision summary and changelog:
Write a course revision summary document for [COURSE NAME], version [VERSION NUMBER]. The document should capture: what triggered the revision (new policy, performance data, learner feedback, technology change, etc.), a summary of all changes made (by section or module), what was removed and why, what was added, changes to assessment items, and any known issues or limitations of this version. This document becomes part of the course governance record. Under 300 words.
Prompt 33 — Learner feedback analysis summary:
I have collected feedback from [NUMBER] learners who completed [COURSE NAME]. Feedback data: [PASTE OR DESCRIBE — survey results, LMS ratings, open comments, help tickets]. Analyze this feedback and produce: a summary of the top 3 areas where learners are satisfied, the top 3 areas of concern or confusion, specific content or interactions that are generating the most negative feedback, and a prioritized list of recommended revisions with rationale. Distinguish between quick fixes and significant redesigns.
Prompt 34 — Accessibility review checklist:
Create an accessibility review checklist for a [eLearning module / instructor-led course / blended program] on [TOPIC]. Cover WCAG 2.1 AA requirements relevant to instructional content: alternative text for images, caption and transcript requirements for audio/video, color contrast requirements, keyboard navigation, font size and readability, screen reader compatibility for interactions, and accessibility of downloadable materials (PDFs, documents). For each item: what to check, how to check it, and what to do if it fails. Formatted as an executable checklist, not a guideline document.
Prompt 35 — Stakeholder sign-off communication:
Write a stakeholder review request email for [DELIVERABLE — e.g., storyboard, prototype, final course] for [PROJECT NAME]. Stakeholders: [LIST NAMES/ROLES]. The email should: state what they're being asked to review and what feedback is needed (specifically), clarify what is NOT being asked (e.g., "please do not request content additions at this stage"), provide a deadline for feedback, explain how to submit feedback (tool, method), and state what happens next after feedback is received. Under 200 words. Professional and specific.
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