course-curriculum-creator

Conduct a training needs assessment to determine if a course is the right intervention and document the performance gap

Initialize a new course curriculum project with directory structure and foundational files

Design a leveled course series (101/201/301/401) by partitioning a broad topic across progressive Bloom's taxonomy bands

Generate a learner profile analyzing audience prior knowledge, motivational drivers, learning constraints, transfer environment, and resistance points

Generate Bloom's taxonomy-aligned learning objectives for the course

Use this agent when the user wants to create a complete course curriculum, design a training workshop, or build educational materials with minimal input. The agent autonomously generates all curriculum components using backward design methodology. Examples: <example>Context: User wants to create a professional workshop but hasn't provided curriculum design details. user: "I need to create a 2-day PropTech fundamentals workshop for real estate professionals" assistant: "I'll use the curriculum-architect agent to design a complete course curriculum for you." <commentary>The agent should trigger because this is a request to create a course with basic requirements (topic, duration, audience) but needs full curriculum design. This is the agent's core purpose - taking high-level requirements and generating comprehensive curricula autonomously.</commentary></example> <example>Context: User is planning to teach a new subject and needs structured learning materials. user: "Can you help me build a workshop on AI applications in commercial real estate? It should be one day, aimed at property managers who are beginners with AI." assistant: "I'll use the curriculum-architect agent to develop a complete curriculum following backward design principles." <commentary>The agent should trigger proactively because the user is requesting course creation with clear parameters (topic, duration, audience, level). The agent will handle the full pedagogical design process including objectives, assessments, and lesson plans.</commentary></example> <example>Context: User mentions creating training but is vague about requirements. user: "I'm thinking about creating a training program on OSINT techniques" assistant: "I'd be happy to help design that curriculum. To create the most effective training, could you provide: 1. Target audience (e.g., security professionals, journalists, researchers) 2. Duration (1-day, 2-day, or multi-week format) 3. Audience expertise level (beginner, intermediate, advanced) 4. Any specific learning outcomes or skills you want participants to gain Once you provide these details, I'll use the curriculum-architect agent to generate a complete course curriculum." <commentary>The agent should NOT trigger yet because critical requirements are missing (duration, audience). The assistant asks clarifying questions first, then will invoke the agent once requirements are clear.</commentary></example> <example>Context: User explicitly requests autonomous curriculum generation. user: "/curriculum-architect Create a 2-day machine learning workshop for software developers with no ML background" assistant: "I'll design a comprehensive ML curriculum tailored for software developers." <commentary>The agent should trigger because it's being explicitly invoked with sufficient requirements (topic, duration, audience, level). This demonstrates the reactive triggering mode where users can directly request the agent.</commentary></example>

Use this agent when you need to validate curriculum quality, check backward design alignment, or review pedagogical soundness of course materials. Examples: <example>Context: User just finished generating a curriculum using curriculum-architect agent. assistant: "I'll now validate the curriculum quality using the quality-reviewer agent to ensure backward design alignment." <commentary>After curriculum generation, proactively trigger quality validation to catch issues before delivery.</commentary></example> <example>Context: User is preparing to deliver a course and wants to ensure quality. user: "Can you review my Building AI Agents curriculum and make sure it's pedagogically sound?" assistant: "I'll use the quality-reviewer agent to perform a comprehensive validation of your curriculum." <commentary>Explicit request for curriculum validation should trigger this agent.</commentary></example> <example>Context: User mentions concerns about alignment between objectives and assessments. user: "I'm not sure if my assessments actually test what the learning objectives promise" assistant: "Let me validate the backward design alignment using the quality-reviewer agent." <commentary>Questions about objective-assessment alignment indicate need for quality review.</commentary></example> <example>Context: User runs review command after curriculum updates. user: "/review-curriculum 021-2-201" assistant: "I'll perform a quality review of the 021-2-201 curriculum." <commentary>Direct command invocation should trigger quality validation process.</commentary></example>

This skill should be used when the user asks to "use backward design", "create curriculum using UbD", "design learning outcomes first", "start with desired results", "plan assessments before activities", "design assessments first", "create outcomes-based curriculum", or references Understanding by Design framework. Also applies when user mentions aligning outcomes with assessments or avoiding activity-first planning. Provides comprehensive guidance on applying backward design methodology to create effective curricula for 1-2 day intensive workshops.

This skill should be used when the user asks to "write learning objectives", "create measurable learning outcomes", "select action verbs for objectives", "what cognitive levels should I target", "how to scaffold learning", "write course objectives", "make objectives more specific", or references Bloom's taxonomy. Also relevant when users say "my objectives aren't measurable", "how do I assess what students learned", or "progression from basic to advanced skills". Provides comprehensive guidance on applying Bloom's taxonomy to create measurable, appropriately-leveled learning objectives for intensive workshops.

This skill should be used when the user asks to "design accessible curriculum", "apply UDL", "accommodate diverse learners", "create inclusive workshops", "ensure accessibility", or references Universal Design for Learning. Also applies when generating lesson plans, outlines, or activities to ensure multiple means of representation, engagement, and expression. Provides practical guidance for creating inclusive, accessible learning experiences in 1-2 day workshop contexts.

This skill should be used when the user asks to "design a virtual workshop", "create online training", "adapt for remote delivery", "plan a hybrid session", "facilitate via Zoom/Teams/Meet", or when course-positioning.md has deliveryMode set to "virtual" or "hybrid". Provides practical guidance for designing and facilitating effective virtual and hybrid learning experiences.