• Identify the primary Bloom’s level for the given content. 

• What is the highest level of Bloom's Taxonomy that this content aims to address?

• How can we make the course interactive and engaging for the learners based on given content?

• How can we assess the learners' understanding and retention of the given content?

• How can we incorporate real-world examples and case studies into the course based on given content?

• How can we provide opportunities for learners to apply what they have learned in the course?

• Create a learning strategy that aligns with the Gagne's Nine Events of Instruction and includes real-world scenarios and case studies to provide context and relevance for the given content.

• Design a lesson plan for a <X minutes> WBT covering the topic from given content using the Gagne's Nine Events of Instruction.

• Suggest specific learning technologies or tools that can enhance skills development in the context of given content.

• Recommend adaptive learning pathways based on individual learners' needs and prior knowledge for given content.

• Provide ideas for incorporating immersive application opportunities, such as simulations or real-world challenges, to facilitate hands-on learning for given content.

• Suggest strategies to promote knowledge retention and transfer through spaced repetition and reinforcement techniques for given content.

• Recommend strategies for integrating social learning elements, such as collaborative projects or discussion forums, to foster peer interaction and knowledge sharing for given content.

• Generate ideas for incorporating microlearning modules or bite-sized content for quick, on-the-go learning based on given content.

• Develop the instructional materials for each module, lesson, and topic based on given content. Include a mix of interactive activities, quizzes, and practical exercises to ensure learner engagement and knowledge retention

• Provide suggestions for incorporating multimedia elements (e.g., videos, infographics, interactive images) to enhance learner engagement and comprehension of given content.

• Recommend strategies for aligning learning objectives with business goals and drivers for effective workforce planning based on given content.

• Develop a learning strategy that effectively utilizes the given content by incorporating interactive elements such as simulations, games, and animations.

• Generate an engaging simulation outline infused with gamified elements that align with the given content. Provide a detailed plan for the simulation, including interactive scenarios, progress tracking, and rewards to enhance learner engagement and immersion.

• Leverage the power of storytelling OR use a case study to illustrate the impact of given content for the learners.

• Generate an outline and content in the form of a online course that provides a clear structure and flow and aligns with the overall goals and objectives based on given content.

• Create a comprehensive inventory of interactive exercises and evaluation methods that can be incorporated into the online training program to facilitate learners in applying the given content proficiently. Additionally, consider generating supplementary materials such as quizzes, case studies, simulations, and interactive scenarios to enhance learners' understanding and engagement with the content.

• Given the content provided, generate a comprehensive workshop description that clearly articulates the goals, objectives, and takeaways of the training program, and highlights key details such as duration, format, audience, and any relevant prerequisites or materials needed for successful completion. The generated output should be engaging, informative, and aligned with the learning objectives of the program, while also offering practical tips and strategies for implementation in real-world scenarios.

• Create competency-based course outcomes based on the given content according to Bloom's levels of outcomes. 

• Write a paragraph outlining the objectives and goals of a potential elearning course based on the given content.

• Create measurable and specific learning objectives using the Bloom's Taxonomy for the given content.

• Write learning objectives that align with Kirkpatrick's levels of evaluation for the given source content.

• Develop learning objectives that incorporate real-world applications for the given content.

• Create learning objectives that focus on the acquisition of new skills or knowledge from the given source content.

• Generate learning objectives that emphasize critical thinking and problem-solving for the provided source material.

• Develop learning objectives that incorporate hands-on or experiential learning for the given content.

• Create learning objectives from given content to make them action-oriented, measurable and specific by using the format: 'You will demonstrate that you can X (verb) Y (concept or skill) by Z (description of what the learner will do to demonstrate success).

• Globalize the given learning objectives by incorporating cross-cultural perspectives.

• Elevate the given learning objectives by making them more challenging and rigorous. Use the following format: 'You will be able to X (verb) Y (concept or skill) at an expert level as demonstrated by Z (specific expert performance task or assessment)'

• Optimize the given objectives and make them specific, action-orientated & measurable by using the following format: "You will demonstrate that you can X [verb, e.g. recall understand, evaluate, analyse, create] Y [concept or skill, e.g. gravity ] by Z [description of what the learner will do to demo success, e.g. teaching the concept of gravity back to me]

• Review and optimize the given learning objectives such that a maximum of 20% contain the lower order verbs like "remember " & "understand" and at least 80% contain the higher order verbs like "evaluate" "apply" "analyse" & "create".

• Create a set of multiple-choice questions and answer options based on the given content. The questions should be clear, concise, and assess the reader's understanding of the material. Please provide feedback for each answer option, indicating whether it is correct or incorrect and offering an explanation or reasoning for why it is so. Additionally, please try to vary the difficulty level of the questions and answer options to provide a mix of easy, moderate, and challenging questions.

• Create one multiple choice quiz questions along with 3 to 4 options each from the given content. Apply Remembering, Understanding, and Applying levels of the Revised Bloom's taxonomy. Also explain step by step with rationale why each option is correct or incorrect.

• Create five multiple choice quiz questions along with 4 options each from the given content. The questions should be clear, concise, and assess the reader's understanding of the material. Please provide feedback for each answer option, indicating whether it is correct or incorrect and offering an explanation or reasoning for why it is so. Apply Remembering, Understanding, and Applying levels of the Revised Bloom's taxonomy. 

• Create a few Bloom's taxonomy's application level multiple-choice questions from the given content. 

• Answer the question based on the given content - Question: <Insert Question>

• Respond to the following based on given content: <Insert Question>

• Write a highly detailed essay with introduction, body, and conclusion paragraphs responding to the following: <Insert Question>

• Create a list of questions that could be used as a pre-assessment for the given content.

• Create a list of potential assessments that could be used to evaluate learners' understanding of the given content.

• Generate a list of potential discussion or reflection questions that could be used in conjunction with the given content to facilitate learning.

• Generate a list of potential multiple-choice or true/false questions that could be used to assess learners' understanding of the given content.

• Generate a list of potential open-ended or essay questions that could be used to assess learners' higher-order thinking skills and ability to synthesize the given content.

• Create a quiz that uses the Bloom's Taxonomy to assess the learners' understanding of the key concepts from the given content."

• "Generate knowledge check questions that align with the Kirkpatrick's levels of evaluation and test the learners' recall of important information from the provided source material."

• Design a formative assessment that aligns with the ARCS model of Motivational Design, which allows learners to test their understanding of the material before moving on to the next topic.

• Create a summative assessment that evaluates the learners' overall mastery of the content at the end of the course or module, using the ADDIE model."

• Design a performance-based assessment that aligns with the 5Es model of instruction and measures the learners' ability to demonstrate their understanding of the content through a specific task or project.

• Generate an adaptive assessment that aligns with the Understanding by Design model, which adjusts the difficulty level of the questions based on the learners' performance, providing a personalized learning experience.

• Develop an assessment that effectively measures the learners' proficiency of the given content by incorporating multiple-choice, true/false, and other objective type questions.

• Design an assessment that incorporates real-world scenarios and case studies to evaluate the learners' ability to apply their knowledge of the given content."

• Develop an assessment that includes interactive elements such as simulations, virtual reality, or games to evaluate the learners' proficiency of the given content.

• Develop an assessment that includes a final project or capstone, where learners demonstrate their proficiency of the given content by applying it to a real-world problem or scenario.

• Generate appropriate assessment criteria for the course, based on the given learning objectives and content provided.

• Create customized assessment rubrics with ease, based on the given learning outcomes and content of the course.

• Generate three essay question on given content that aligns with the learning objectives of the course.

• Create a homework task for learners from given content that matches the learning outcomes of the course.

• Generate professional discussion questions related to the given course content that encourage learners to think critically and apply their knowledge.

• Create a presentation task that assesses the learning outcomes of the course from given content and provides learners with an opportunity to demonstrate their understanding.

• Generate five short answer questions that test learners' knowledge and understanding of the given course content, based on the learning outcomes and objectives.

• Generate five 'True or False' questions for given content align with the learning outcomes and objectives of your course.

• Generate five to ten relevant questions for a learner feedback survey, focusing on areas that are important and align with the learning outcomes and objectives of given course content.

• Generate a set of fill-in-the-blank questions with blanks provided for the learner to complete, based on the given content.

• Given the provided content, please generate two versions of a cloze test: one with blanks and one without blanks. The cloze test should accurately reflect the key concepts and information presented in the content and be effective in testing a reader's understanding of the material. Thank you!

• Create a set of true/false questions with clear explanations of why each statement is true or false, based on the given content.

• Generate a set of matching questions, where learners must match items from one column to the corresponding items in another column, based on the given content.

• Create matching questions from given content where the learner must put the steps in the correct order. Apply Remembering, Understanding, and Applying levels of the Revised Bloom's taxonomy. Provide correct answers.

• Create a matching test item that asks the learner to arrange <six> steps in order. Each step must be less than <100> characters.  Apply Remembering, Understanding, and Applying levels of the Revised Bloom's taxonomy. Highlight the correct sequence by appending the correct position in the sequence in parentheses after each option. The test item should be created from given content.

• Create a set of scenario-based questions that require learners to apply the concepts from the given content in a real-world situation.

• Create a set of scenario-based questions that require learners to apply the concepts from the given content in a real-world situation. Give two possible choices for each scenario. One will be correct and be rewarded with some positive feedback. The other will be incorrect and garner gentle feedback requesting the learner try again.

• Produce a set of open-ended questions that encourage learners to think critically about the given content and draw connections to their own experiences or knowledge.

• Generate a set of multiple choice questions with distractors that are based on common misconceptions or errors, in addition to the correct answer.

• Create a set of reflection questions that ask learners to reflect on what they learned from the given content and how they can apply it in their own lives or work.

• Please generate a set of problem statements based on the given content.

• Create a clear and concise course aim that highlights the key learning objectives of the course based on the given content.

• Using the given content and learning objectives, generate an attention-grabbing and informative title that accurately represents the course.

• Given the target audience and demographics from given content, create a learner profile that highlights their needs, motivations, and preferred learning styles.

• Using the purpose and intended audience from given content, create an email that is informative, engaging, and encourages learners to enroll in the course.

• Create a course description from the given content using no more than 150 words. 

• Generate a <lesson / module / course> introduction for the given content in maximum 150 words.

• Generate a <lesson / module / course> summary for the given content in maximum 200 words.

• Create a What's In It For You Statement based on the given content. 

• You are a brilliant <manager> who can <manage and lead large teams effectively>. Provide some content on <how to resolve conflict amongst team members>.

• You are developing a <leadership> training program. Generate a list of key <leadership traits>, and then generate a series of activities or exercises that will help participants develop those traits.

• Suggest step-by-step instructions for setting up a <new employee onboarding program>.

• Analyze the given text for style, voice, and tone. Using NLP,  write a new article on following topic in the same style, voice, and tone: (Insert your topic here).

• Use an analogy to explain the given concept to learners.

• Generate <two> sample profiles based on the given content, including key details such as name, age, occupation, interests, and background information. Ensure the profile reflects the target audience and aligns with the learning objectives of the course.

• Using Given Content, generate three good and three bad examples that illustrate a concept or skill related to <item>.

• Generate a case study from given content that demonstrates the application of course concepts and aligns with the learning outcomes and objectives.

• Describe the given content in a way that is easy for learners to understand, using appropriate language and examples.

• Generate ideas for facilitated group activities that align with the learning outcomes and objectives from given content and promote engagement and interaction among learners.

• Generate an icebreaker activity for a virtual course based on given content that helps learners feel comfortable and engaged.

• Create an icebreaker activity for an in-person, face-to-face course that potes engagement and interaction among learners and aligns with the given course content.

• Expand on the given point , providing additional examples or explanations that clarify and reinforce the learning outcomes and objectives.

• Re-write given text in a different tone to engage learners with different learning styles and preferences.

• Generate an outline and content in the form of a blog that provides a clear structure and flow and aligns with the overall goals and objectives based on given content.

• Generate SEO meta tags and keywords from given content to optimize search engine visibility and attract potential learners who are searching for relevant content.

• Expand upon the existing content by providing examples or case studies that illustrate key concepts and ideas.

• What are some related topics or subtopics that are not covered in the given content but could be valuable for learners to know? How can you incorporate these topics into the course without overwhelming learners with too much information?

• What are some different perspectives or viewpoints on the topic presented in the given content? How can you present these perspectives in the course to help learners understand the complexity of the topic?

• Can you generate 5 good examples and 5 bad examples of [insert specific content or concept] based on given content to help learners understand it better? Please ensure that the examples are relevant, concise, and easy to understand.

• Organize given content in a way that moves from general to specific

• Organize given content in a way that moves from specific to generic

• Rearrange the provided content by grouping similar information together using paraphrasing techniques

• Arrange given content in chronological order to help learners understand the sequence of events

• Analyze the given content and generate key themes and takeaways

• Use a spatial pattern to help learners visualize the relationships between different concepts in the given content

• Generate a spatial layout for a visual representation of the given complex concept

• Create a comparison-contrast pattern to help learners understand the similarities and differences between different ideas from given content

• Use a cause-effect pattern to help learners understand the relationship between different events or actions from given content

• Arrange given content in order of importance to help learners prioritize what they need to know

• Group related material together from given content to help learners see how different ideas fit together

• Use parallel structure for parallel sections to help learners easily identify and understand similar concepts presented in different parts of the given content

• Create a mind map of the given content to help identify key ideas and how they relate to each other

• Identify the main ideas presented in the content and organize them into a hierarchy

• Create a flowchart of the content to help learners understand the logical sequence of events

• Map out the content in a spider diagram to help identify relationships between different concepts

• Use a tree diagram to help learners understand how different ideas relate to a central topic or theme

• Summarize this paragraph in a single sentence

• Search for all relevant info around <topic> in given content

• Create a relevant listicle using given content

• Create relevant table for <column headers> from given content

• Create bulleted list for <topic> from given content

• For given content, rewrite it by breaking it up into paragraphs for better readability and clarity.

• Classify <items> into categories from given content

• Extract (keywords) from given content

• Summarize text by adding a 'tl;dr:' to the end of a text passage

• Extract all points related to (positive/negative/neutral) sentiment from given content

• Classify the given content in appropriate categories

• Convert the notes into a summary

• Convert into a step-by-step instruction <for insert topic> from given content

• List the Pros and Cons for (topic) from the given content

• From the given content remove any personally identifiable information (PII), and replace it with the appropriate placeholder. For example, replace the person name "John Doe" with "[NAME]", or replace the company name "Microsoft" with [COMPANY]

• Create a timeline from the given content to help learners understand how events unfold over time

• Turn given case study into a role-play scenario to help learners practice applying concepts to real-world situations

• Transform given list of bullet points into an engaging narrative that tells a story

• Generate a script for a talking head instructional video from the given content. The video should be no more than <XX seconds/minutes> and be written from the perspective of a <define role>. Make the script sound <set the tone/mood>

• Add conversational text about the content given to be used in a branching scenario. The scenario is between <e.g. salesperson and potential customer>. 

• Create <5 options> of existing <3 to 5  word> acronym tool to communicate given content effectively.

• Please create a set of <5 to 10> visually appealing presentation slides to effectively communicate the given content. The slides should include title/sub-title, imagery, concise bullet points, and narrator script to ensure a smooth delivery.

• Suggest a series of images with detailed description for visual designer that can be used to effectively illustrate key concepts from given content. 

• Create a script for a how-to video tutorial from the given content. The video should be no more than <three minutes>. The script should include narration and visual cues. 

• Create a teaser video script for <insert product description> from the given content. The video should be no more than <two minutes>. The script should include narration and visual cues. 

• Please provide a storyboard for the given animation script and content, including sketches and descriptions of each scene to help visualize the final animation.

• As an instructional designer, I need the transcription to be accurate and well-formatted. Please transcribe the audio file and ensure that proper punctuation, capitalization, and abbreviation usage is maintained throughout the transcription. Specifically, the audio file contains information about [insert the context]. Some of specific terms mentioned in the audio are [insert all terms like ACRONYM, ABBREVIATION, uncommon COMPANY / PERSON / PODUCT NAME etc.]

• Based on the audio transcript, please summarize the main points covered in the recording. Group related points together and provide a clear, concise summary of each section. Please also highlight any key takeaways or actionable items mentioned in the audio. Use bullet points to clearly present the information.

• Rewrite the following content with proper grammar construction while considering standard mistakes like - Wrong Spelling, Wrong Capitalization, Wrong Punctuation, Article Missing or Incorrect, Repetition, Wrong Word Order, Wrong Tense, Wrong Grammar, Missing Word, Unnecessary Word, New Paragraph, Wrong Preposition, Unclear Sentence or Meaning, 

• Rewrite the following content with proper grammar construction. Show and explain your corrections.

• Revise this text by only fixing the punctuation and capital letters, but do not change the order of the words.

• Generate a comprehensive simulation outline and recommend gamified elements based on the given content. 

• Suggest game mechanics that can be incorporated into the learning content to create an engaging and interactive experience for the learners.

• Recommend specific game elements, such as levels, quests, or challenges, that can be integrated into the learning content to enhance learner motivation and progression.

• Provide ideas for incorporating rewards and incentives within the game-based learning content to incentivize learner participation and achievement.

• Propose methods to incorporate storytelling or narrative elements into the game-based learning content to create a compelling and immersive experience for the learners.

• Suggest ways to incorporate collaborative or competitive gameplay elements that foster social interaction and healthy competition among learners.

• Recommend strategies to balance the difficulty level of the game-based learning content to ensure it remains challenging yet achievable for the learners.

• Provide guidance on how to integrate feedback and assessment mechanisms within the game-based learning content to provide timely and constructive feedback to the learners.

• Recommend techniques to effectively use visuals, animations, and multimedia elements within the game-based learning content to enhance learner engagement and comprehension.

• Suggest methods to incorporate adaptive learning techniques within the game-based learning content, allowing the content to dynamically adjust based on the learner's performance and needs.

• Provide ideas on how to incorporate opportunities for reflection and self-assessment within the game-based learning content to promote metacognitive skills and deeper learning.

• Recommend strategies for integrating real-world scenarios or problem-solving tasks within the game-based learning content to facilitate application of knowledge and skills.

• Suggest ways to incorporate feedback loops and progression tracking mechanisms within the game-based learning content to provide learners with a sense of achievement and continuous improvement.

• Provide ideas for integrating social features, such as leaderboards, team challenges, or peer collaboration, within the game-based learning content to foster a sense of community and engagement.

• Recommend methods to ensure accessibility and inclusivity within the game-based learning content, considering factors such as diverse learner needs and technological limitations.

• Suggest techniques for incorporating formative and summative assessments within the game-based learning content to measure learner progress and evaluate learning outcomes.

• Summarize the key points from given content in a way that would be easily understood by students in a flipped classroom.

• Identify the most important concepts covered in given content and suggest ways to reinforce them in a flipped classroom.

• Provide examples of activities or exercises that could be created based on given content for a flipped classroom setting.

• Outline a lesson plan for a flipped classroom based on given content, including pre-class activities, in-class activities, and post-class activities.

• Suggest additional resources that could be used in conjunction with given content to create a more comprehensive flipped classroom experience.

• Identify any potential knowledge gaps that students may have after viewing given content and suggest ways to address them in a flipped classroom setting.

• Provide tips on how to engage students in a flipped classroom using given content, such as through interactive quizzes or group discussions.

• Suggest  description for a visual aid or infographic to accompany given content and explain it in a way that would be easily understood by students in a flipped classroom.

• Offer suggestions on how to incorporate given content into a larger curriculum for a flipped classroom, including connections to other topics or subjects.

• Provide best practices for using given content in a flipped classroom, including how to structure pre-class and in-class activities for optimal learning outcomes.

• I am trying to get good results from GPT-4 on the following prompt: <e.g. Create three multiple choice questions from given content with options and correct/incorrect feedback?> Could you write a better prompt that is more optimal for GPT-4 and would produce better results?

• First Principle - Write clear and specific instructions. Clear does not mean short prompt. Longer is better in some cases. 

• AI (GPTs) can’t read your mind. If outputs are too long, ask for brief replies. If outputs are too simple, ask for expert-level writing. If you dislike the format, demonstrate the format you’d like to see. The less GPTs have to guess at what you want, the more likely you’ll get it.

• A prompt contains any of the following elements:

  • Instruction - a specific task or instruction you want the model to perform

  • Context - external information or additional context that can steer the model to better responses

  • Input Data - the input or question that we are interested to find a response for

  • Output Indicator - the type or format of the output.

You do not need all the four elements for a prompt and the format depends on the task at hand. 

• The following context can be added to the prompt depending on specific requirement -

  • Tone: Specify the desired tone (e.g., formal, casual, informative, persuasive).

  • Format: Define the format or structure (e.g., essay, bullet points, outline, dialogue).

  • Act as: Indicate a role or perspective to adopt (e.g., expert, critic, enthusiast).

  • Objective: State the goal or purpose of the response (e.g., inform, persuade, entertain).

  • Context: Provide background information, data, or context for accurate content generation.

  • Scope: Define the scope or range of the topic.

  • Keywords: List important keywords or phrases to be included.

  • Limitations: Specify constraints, such as word or character count.

  • Examples: Provide examples of desired style, structure, or content.

  • Deadline: Mention deadlines or time frames for time-sensitive responses.

  • Audience: Specify the target audience for tailored content.

  • Language: Indicate the language for the response, if different from the prompt.

  • Citations: Request inclusion of citations or sources to support information.

  • Points of view: Ask the Al to consider multiple perspectives or opinions.

  • Counterarguments: Request addressing potential counterarguments.

  • Terminology: Specify industry-specific or technical terms to use or avoid.

  • Analogies: Ask the Al to use analogies or examples to clarify concepts.

  • Quotes: Request inclusion of relevant quotes or statements from experts.

  • Statistics: Encourage the use of statistics or data to support claims.

  • Visual elements: Inquire about including charts, graphs, or images.

  • Call to action: Request a clear call to action or next steps.

  • Sensitivity: Mention sensitive topics or issues to be handled with care or avoided.

• Second principle is to give the model time to think. If a model is making reasoning errors by rushing to an incorrect conclusion, you should try reframing the query to request a chain or series of relevant reasoning before the model provides its final answer. Another way to think about this is that if you give a model a task that's too complex for it to do in a short amount of time or in a small number of words, it may make up a guess which is likely to be incorrect.

One recent idea that came out more recently is the idea of zero-shot chain-of-thought (CoT) prompting that essentially involves adding "Let's think step by step" to the original prompt.

• Even though the language model has been exposed to a vast amount of knowledge during its training process, it has not perfectly memorized the information it's seen, and so, it doesn't know the boundary of its knowledge very well. This means that it might try to answer questions about obscure topics and can make things up that sound plausible but are not actually true. And we call these fabricated ideas hallucinations. 

And one additional tactic to reduce hallucinations, in the case that you want the model to kind of generate answers based on a text, is to ask the model to first find any relevant quotes from the text and then ask it to use those quotes to kind of answer questions. And kind of having a way to trace the answer back to the source document is often pretty helpful to kind of reduce these hallucinations.

GPTs can confidently invent fake answers, especially when asked about esoteric topics or for citations and URLs. In the same way that a sheet of notes can help a student do better on a test, providing reference text to GPTs can help in answering with fewer fabrications.

• It's worthwhile to often take a first attempt at writing a prompt, see what happens, and then go from there to iteratively refine the prompt to get closer and closer to the result that you need.

• One of the most exciting applications of large language models is to use it to summarize text. Use these tips to generate effective output -

  • Add number of words, sentences, characters for summary length

  • Add the context for whom the summary is applicable

  • In some cases use extract information rather than summarize