Instructional designers build the infrastructure of learning. You translate subject matter expertise into courses, modules, job aids, and learning experiences that actually change behavior—not just check a box.
The job is document-intensive from start to finish. Needs analyses, learning objectives, storyboards, facilitator guides, assessments, evaluation plans, SME review cycles—each one a deliverable that takes time before a single slide gets built.
ChatGPT won't replace your instructional design judgment. But it excels at the scaffolding work: drafting objectives, generating assessment questions, writing facilitator notes, creating learner personas, and turning SME interview notes into usable content outlines.
These 35 prompts are organized around the full ADDIE/SAM workflow: analysis, design, development, and evaluation. Use them to eliminate blank-page friction and move faster from needs to launch.
Analysis Phase
Prompt 1 — Write a training needs analysis summary
Summarize the following training needs analysis findings for stakeholder review: [paste or describe your findings from surveys, interviews, or performance data]. Organize as: performance gap identified, root cause (training vs. non-training issue), target audience, current knowledge/skill level, desired knowledge/skill level, recommended learning solution, and business impact of addressing the gap. Format for executive presentation.
Prompt 2 — Conduct a task analysis
Help me conduct a task analysis for [job role/task]. The task is: [description]. Break it down into: prerequisite knowledge needed, step-by-step procedure, decisions made at each step, common errors, and performance standards. Format as a hierarchical task list I can use to build learning objectives and content sequences.
Prompt 3 — Create a learner persona
Create a learner persona for [training program]. Target audience: [description]. What I know about them: [demographics, role, experience level, tech comfort, motivation, pain points]. Create a detailed persona with: name/role, background, what they already know, what they struggle with, what motivates them to learn, how they prefer to learn, and what success looks like for them. Use this to anchor content decisions.
Prompt 4 — Write SME interview questions
I'm interviewing a subject matter expert about [topic] to gather content for a course on [subject]. The audience is [learner description]. Write 20 questions organized into: background and context questions, core content questions to extract key knowledge, questions about common mistakes and misconceptions, questions about real-world application scenarios, and clarifying questions for any jargon I'll encounter.
Prompt 5 — Convert SME notes to content outline
I completed an SME interview on [topic]. Here are my notes: [paste notes]. Convert these into a structured content outline organized by: main topics, subtopics, key concepts under each, examples mentioned, common misconceptions to address, and content I still need to gather. Flag gaps where more SME input is needed.
Prompt 6 — Write a training proposal
Write a training proposal for [project]. Business problem: [description]. Proposed solution: [learning intervention type]. Target audience: [description]. Estimated scope: [number of hours, modules, delivery format]. Expected outcomes: [measurable behavior change]. Resource requirements: [SMEs, tools, timeline]. Success metrics: [how we'll measure effectiveness]. Format for L&D director or business sponsor review.
Design Phase
Prompt 7 — Write learning objectives
Write learning objectives for a course on [topic]. Audience: [learner description]. After completing this course, learners should be able to: [list the behaviors you want]. Write each objective using Bloom's Taxonomy action verbs. Include objectives at multiple cognitive levels: knowledge/recall, comprehension, application, and at least one analysis or evaluation level. Make each objective specific and measurable.
Prompt 8 — Map objectives to Bloom's levels
Review these learning objectives and map them to Bloom's Taxonomy levels: [paste objectives]. For each objective: identify the current Bloom's level, assess whether it's appropriate for the performance goal, and suggest a revision if it's too low (knowledge-level when application is needed) or too high (evaluation-level when recall is sufficient). Flag any objectives that are unmeasurable.
Prompt 9 — Design an assessment strategy
Design an assessment strategy for a course on [topic] with these learning objectives: [list objectives]. For each objective: recommend an assessment type (knowledge check, scenario, simulation, performance task, etc.), write one sample assessment item, and explain why this format matches the objective level. Include a formative assessment plan and final evaluation approach.
Prompt 10 — Write multiple choice questions
Write 10 multiple choice questions assessing [topic/objective]. Each question must: have a clear stem that presents a scenario or problem (not just a fact), have one clearly correct answer, and include 3 distractors that represent common mistakes or misconceptions (not obviously wrong). Avoid "all of the above" and "none of the above." Include an answer key with brief rationale for the correct answer.
Prompt 11 — Write scenario-based assessment questions
Write 5 scenario-based assessment questions for [topic]. Learner role: [job role]. Each scenario should: describe a realistic workplace situation the learner would actually face, present a decision point or problem, offer 3-4 plausible options, and require application of [specific knowledge or skill]. Include the correct answer and an explanation of why each distractor is wrong.
Prompt 12 — Create a course outline
Create a detailed course outline for [topic]. Audience: [description]. Total duration: [hours]. Delivery format: [e-learning / ILT / blended]. Learning objectives: [list]. Structure: modules, lessons within each module, estimated time per lesson, content type (instructional, practice, assessment), and the learning objective(s) each lesson addresses. Balance the sequence from foundational to applied.
Development Phase
Prompt 13 — Write a storyboard script
Write an e-learning storyboard script for the following lesson: [topic and objective]. Include for each slide: slide number, on-screen text (concise, max 30 words per screen), narration script (conversational, matches on-screen text without repeating it word-for-word), visual description or design direction, interactions or activities, and notes for the developer. Target: [X] minutes of learning.
Prompt 14 — Write facilitator guide notes
Write facilitator guide notes for the following ILT module: [topic]. Audience: [description]. Duration: [X minutes]. Include for each section: facilitator talking points (not a script — key ideas and language), discussion questions to prompt participant engagement, notes on common questions or resistance, timing guidance, and transition cues between activities. Assume a facilitator who knows the content but hasn't delivered this material before.
Prompt 15 — Write a participant workbook section
Write a participant workbook section for [topic]. Learning objective: [objective]. Include: a brief key concepts summary (scannable, not dense paragraphs), a guided notes section with blanks for key terms, a reflection question, and a practice activity. Design for use during or immediately after instruction. Format for print or PDF.
Prompt 16 — Write a job aid
Create a job aid for [task/process]. This is a reference tool, not training — the user already learned the skill and needs a quick reference. Format: [checklist / decision tree / step-by-step guide / reference card]. Keep it to one page. Include: task steps in order, decision points highlighted, key terms defined briefly, and a "what to do if" section for the 2-3 most common problems.
Prompt 17 — Write microlearning content
Convert this longer lesson into a 3-5 minute microlearning module on [topic]. Original content: [paste or describe]. Rules: one objective only, one core concept, maximum 150 words on-screen, one practice question, and a single clear takeaway. Format as: hook (why this matters in 1 sentence), core concept (brief explanation), example (real-world application), practice (one question), summary (key takeaway).
Prompt 18 — Write an e-learning scenario
Write a branching scenario for an e-learning module on [topic]. Learner role: [job role]. Situation: [describe the workplace scenario]. The scenario should: present a realistic problem, give the learner a meaningful decision to make, show consequences for each choice (not just right/wrong), and loop back to re-engage learners who choose incorrectly. Write the opening scene, 3 decision options, and consequences for each.
Prompt 19 — Write a video script
Write a [X]-minute instructional video script on [topic]. Audience: [description]. Objective: after watching, learners will [objective]. Format: [talking head / animation / screen capture narration]. Script requirements: conversational tone, no jargon (or define it immediately), use examples rather than abstract explanation, and include on-screen visual cues in brackets [SHOW: ]. End with a single clear takeaway.
Prompt 20 — Write discussion questions
Write 8 discussion questions for a virtual or in-person session on [topic]. Include a mix of: opening questions to surface prior knowledge, questions to check understanding of core concepts, application questions asking learners to connect content to their own work, and synthesis questions requiring learners to evaluate or create. Sequence them from lower to higher cognitive demand.
Review and Revision
Prompt 21 — Review content for instructional quality
Review the following e-learning content for instructional quality: [paste content]. Check for: objectives that are not aligned to assessments, content that exceeds the cognitive load of the learner, passive or text-heavy slides that should be interactions, missed opportunities for practice, and any content that teaches facts instead of skills. Flag each issue with a specific recommendation.
Prompt 22 — Simplify complex content
Simplify this complex content for [learner audience — e.g., "frontline retail employees with no prior finance background"]: [paste content]. Rules: no jargon without definition, sentences under 20 words, use analogies to explain abstract concepts, convert passive voice to active, and lead with application (why it matters) before explanation (how it works). Track your changes.
Prompt 23 — Write SME review feedback responses
An SME reviewed my course and gave the following feedback: [paste feedback]. Help me: categorize each comment as content accuracy issue / instructional design issue / personal preference, draft a professional response to each comment explaining my instructional reasoning where I'm pushing back, and identify the feedback I should incorporate without question. The goal is to protect instructional integrity while keeping the SME relationship positive.
Evaluation Phase
Prompt 24 — Design a Level 1 survey
Design a post-training Level 1 reaction survey for [training program]. Include: 5-7 rating questions on learning experience quality, 2-3 open-text questions that surface actionable feedback, a question on likelihood to apply the learning, and a question on overall satisfaction. Avoid leading questions. Use a consistent Likert scale (1-5) for ratings. Keep total survey time under 3 minutes.
Prompt 25 — Write a Level 2 knowledge check
Write a Level 2 post-training knowledge assessment for [course topic]. Objectives assessed: [list]. Include: 10 questions at application level or above (scenario-based where possible), a passing threshold rationale, and instructions for what happens if learners don't pass. Avoid pure recall questions. Each question must map to a specific learning objective.
Prompt 26 — Design a Level 3 behavior observation checklist
Design a Level 3 behavior observation checklist to measure on-the-job transfer for [training program]. The training was designed to change [specific behaviors]. For each behavior: write an observable indicator a manager can check in the field, frequency of observation needed, and a rating scale (Not observed / Developing / Proficient). Include instructions for the observing manager.
Prompt 27 — Write an evaluation report
Write a training evaluation report for [program name]. Data collected: [paste or describe — survey results, assessment scores, observation data, business metrics]. Structure: executive summary, evaluation methodology, Level 1-4 findings, interpretation and recommendations, proposed changes for the next iteration, and success metrics for the next measurement period. Format for L&D leadership and business sponsors.
Project Management and Collaboration
Prompt 28 — Write a project kickoff document
Write an instructional design project kickoff document for [project name]. Include: project objective, target audience, scope (number of modules, delivery formats, total hours), timeline with milestones, stakeholder roles and responsibilities, SME availability and review process, tools and technology, risks and mitigation plan, and approval process. Format for the first project meeting with the client/sponsor.
Prompt 29 — Create a content review email
Write an email to an SME requesting a content review for [topic]. What I need reviewed: [list materials]. Review deadline: [date]. What I specifically need from them: [accuracy check / completeness check / example validation / terminology]. How to give feedback: [tracked changes / annotation / comment form]. Be clear about what's NOT in scope for this review cycle. Keep the ask focused.
Prompt 30 — Write a project status update
Write a project status update for [course name] to send to the project sponsor. Current phase: [ADDIE phase]. Completed this period: [list]. In progress: [list]. Upcoming milestones: [list with dates]. Risks or blockers: [any]. Decisions needed from sponsor: [list]. On-track or at-risk: [status]. Keep it to one page.
Professional Development
Prompt 31 — Analyze a learning experience
Analyze the following learning experience I recently attended: [describe the training — format, content, delivery]. Evaluate it as an instructional designer using: learning objective clarity, instructional alignment, engagement and interactivity, cognitive load management, and transfer design. Identify 3 things done well and 3 things I would redesign, with specific rationale.
Prompt 32 — Stay current on L&D trends
Summarize the current state of [L&D topic — e.g., "AI in learning design," "microlearning effectiveness research," "skills-based learning"]. What does the evidence show? What are practitioners actually adopting vs. what's hype? What should an instructional designer know about this to make informed design decisions? Keep it evidence-based, not trend-chasing.
Prompt 33 — Write a portfolio case study
Write an instructional design portfolio case study for [project]. Cover: the business problem, the audience, my design approach and rationale, the development process, challenges encountered and how I solved them, and measurable outcomes. Format to demonstrate both instructional design expertise and business impact. Audience: hiring managers and L&D directors.
Prompt 34 — Prepare for a client discovery meeting
I'm meeting with a new client to scope an instructional design project on [topic]. What I know so far: [brief description]. Help me prepare: 10 discovery questions to understand their real learning needs (not just what they asked for), questions to uncover assumptions I should challenge, questions about their constraints and success criteria, and red flags to watch for that indicate a non-training solution is really what's needed.
Prompt 35 — Write a learning design rationale
Write a learning design rationale for [design decision — e.g., "using scenario-based learning instead of lecture," "blended delivery instead of fully online"]. The stakeholder is questioning this approach because: [their concern]. Write a clear, evidence-based explanation of: why this approach serves the learning objectives, what the research or best practice says, and what the risk would be of the alternative they're suggesting.
Getting the Most From These Prompts
Lead with learner context. The more specific you are about the audience, their role, their current skill level, and their performance environment, the more targeted the output. Generic audience descriptions produce generic content.
Use to accelerate first drafts. ChatGPT is excellent at structure and scaffolding. Your job is applying the instructional judgment, content accuracy, and learner empathy that turns a draft into effective learning.
Combine with your frameworks. Layer in your organization's design standards, style guides, and template requirements as additional prompt constraints for consistent output.
The Complete Instructional Designer AI Toolkit
These 35 prompts cover the core ADDIE workflow. If you want the full system — advanced prompts for complex blended learning design, storyboard templates, SME management frameworks, and a complete evaluation planning toolkit — the Instructional Designer AI Toolkit has everything organized and ready.
Get the Instructional Designer AI Toolkit →
Bookmark this page. Share it with your L&D team. Use one prompt on your next needs analysis — you'll see the difference immediately.
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