Chat GPT for Instructional Designers

Chat GPT for
Instructional Designers
step by step guide
October 2023
By:
Moti Elnekave Yanay Zaguri Jazz Vershinin

The intelligent human The prompter The Chat Man
Linkedin Linkedin Linkedin
1
© Except as permitted by the copyright law applicable to you, you may not reproduce or communicate
any of the content on this document, without the permission of the copyright owner.
Chat GPT for
Table of Contents
Step-by-step guide……………………………………………………………………………………..3
The ADDIE Methodology: Your Roadmap to Success…………………………………4
10 Things You Should Know Before You Start …………………………………………..5
Prompts Book > Analyze ……………………………………………………………………………..6
Prompts Book > Design ……………………………………………………………………………..10
Prompts Book > Development ……………………………………………………………………12
Prompts Book > Evaluate ……………………………………………………………………………17
Prompts Book in use > BEST PRACTICE #1: ANALYSIS ………………………….………18
Prompts Book in use > BEST PRACTICE #2: DESIGN ………………………………..……21
Prompts Book in use > BEST PRACTICE #3: DEVELOPMENT ………………..……….24
Prompts Book in use > BEST PRACTICE #4: EVALUATION …………………………….27

Chat GPT for
step by step guide

The Complex Nature of Instructional Design
Instruc-onal design is a mul-disciplinary profession, one that constantly evolves to meet the
unique demands of diverse organiza-ons, content types, and learning environments. In
recognizing the complexity and ever-shi>ing landscape of instruc-onal design, we present a step-
by-step guide to harnessing the poten-al of Chat GPT1 in solving training challenges.
Why Chat for Instructional Design?

In today's digital age, learners crave interac-ve and personalized training materials. In an ever-
evolving landscape, where no two instruc-onal design scenarios are alike, naviga-ng through a
systema-c research process that leads to the most suitable solu-ons is impera-ve. Chat, with its
natural language processing capabili-es, offers a unique opportunity to tailor the exact solu-on to
training challenges.
Who could benefit from this article?
1. Instruc-onal Designers in their early days: While this guide is designed to offer insights for
instruc-onal designers at all levels, it is par-cularly beneficial for inexperienced designers. By
aiding them in asking the right ques-ons and guiding them through the intricacies of research-
based design, it helps build a strong founda-on for their future endeavors.
2. Experienced Instruc-onal Designers: Seasoned professionals can find value in the guide's
structured approach. It provides a comprehensive framework for organizing content in an efficient
and effec-ve way, thereby enhancing the quality of learning materials. This guide can mainly
shorten the -me and effort to develop new learning solu-ons such as learning programs or course
outlines.
1. In terms of convenience, we will use the term “Chat” instead of “Chat GPT.” 3

The ADDIE Methodology: Your Roadmap to Success
Our guide is structured around the renowned ADDIE methodology. (Analysis, Design,
Development, Implementation, Evaluation).
Analyze
> >
Implementation Evaluate Design
>
>
Development
The ADDIE Methodology
We'll walk you through each phase, demonstrating how to seamlessly incorporate Chat at every
step to achieve maximum impact. Each phase includes multiple aspects, and we will provide all
needed prompts to address each of them. Coming to analyze the implementation phase, we have
learned that different organizations deal with implementation as part of the operation and
facilitation aspects and not part of the development aspect. Therefore, we decided not to include
it in this article.
Effective Prompts: Mastering the Art

One of the keys to success when working with Chat is crafting effective prompts. We'll provide you
with a treasure trove of examples tailored to various learning scenarios. Whether you're designing
courses on coding, language learning, or customer service training, our guide has you covered.
Tips for Effective Communication with Chat

To get the most out of Chat, you need to communicate effectively. Our guide includes invaluable
tips on structuring your queries, providing context, and fine-tuning responses. We've also included
case studies and success stories from instructional designers from diverse fields who have already
reaped the benefits of Chat integration.
4

10 THINGS YOU SHOULD KNOW BEFORE YOU START
1.
1 First, Chat uses natural language processing to create human-like conversational dialogue, so
don't talk too formally to the Chat, but in a more human way, like we would talk to our
colleagues daily.
2.
2 There’s no such thing as a “one-prompt-solution.” When it comes to accurate results, you
should have an iterative conversation that unfolds between you and Chat, so practically after
the first iteration, challenge its answers, just like we do in real life with human beings. Useful
examples are followed.
3.
3 The series of prompts aggregate context that will help you deal with the complex process of
instructional design. As you progress with the prompts, ask, and answer questions, and
provide unique information, you will have more context for the solution. The more content
we provide to Chat, the better it is, and can give a more accurate solution, even repeating
the same request in different words more than once.
4. Each time you see [square brackets] in prompts, it's a generic field to which we attach a
4 variable value. Below the prompt, you can simply fill in your content for each variable
followed by an equal sign, for instance: subject matter = Python Introduction.
5
5. Note that there is a point where Chat no longer returns a valuable answer—when it starts to
repeat itself, we recommend you be aware of its behavior and stop the interaction.
6. If your content is proprietary knowledge, it might be a challenge for Chat to analyze it
6
because of its lack of accumulated knowledge. The solution it will provide will not
necessarily be effective; extracting information from its data set will be difficult. Even if we
provide context, it is still limited to how much data it can retrieve. In these situations, you
will use the prompts to understand how to gather the insights but not to create content.
7. Since the instructional design process is iterative, it is necessary from time to time to go back
7 to the prompts we have already asked for and reconsider them. If you receive an answer that
changes your decision-making process, you should go back and overview previous prompts.
You should copy the initial prompts and ask them again with the new information received.
8. To improve Chat’s request, it would be more effective to teach it or guide it on where to
8
collect the information from. If information is on the internet, you can copy sections from
the relevant web page. To better use the Chat tokens, you could even share Chat web page
links.
9. Sometimes, the Chat is required to rephrase the information in an instructional tone of
9
voice. Most of the time, Chat's default language is free/marketing, so if needed, it's worth
asking to switch it to a more official or targeted language. Simply ask Chat to rephrase using
the following prompt: Rephrase it in an instructional tone of voice.
10. Remember, there’s no such thing as a magic solution—the instructional designer is fully
10
responsible for the final solution, and it is always required to test it and make sure that we
manage to give all needed data and context to Chat. Do not use the results without
checking them again. Do not copy and paste!
Prompt ➤ Reply from Chat ➤ CriEcal thinking ➤ Prompt

5

Prompts Book
Analyze
Define the target audience
Ignore all the previous instructions. You are an instructional designer, an expert in
organizational learning, You are required to write a learning unit. You are required to
define the target audience. Ask me all the necessary questions in order to understand
the target audience. Number the questions. I will give you my answers and then
summarize all the answers to a paragraph that defines the target audience attributes.

You are an instructional designer, an expert in organizational learning, You are required
to write a learning unit. You are required to define the target audience. The target
audience [age], [educational background], experience or expertise in the subject matter
is [beginners, intermediate, advanced], [language], [typical job roles or professions ],
[motivations or reasons for the audience to engage in this learning unit]. Summarize
everything that was said about the target audience, and refer to these parameters in the
rest of the answers in this correspondence. Indicate "I understand" to continue.

*within the thread* Summarize all the insights about the target audience in the format of
an empathy map.
Identifying the instructional gap

define the business challenge. Ask me all the necessary questions in order to
understand the business challenge. Number the questions. I will give you my answers
and then summarize all the answers to a paragraph that defines the business challenge.
Define the business potential if we teach the [content], [audience] in order to [behavioral
change required], set your insights according to 3 types of potential business goals:
Saving resources or time, increasing profits, and reducing risks.
Content =

*Within the thread* Summarize all the insights about the businss challenge with the
MoSCoW method?

Prompts Book
define the instructional gap. Ask me all the necessary questions in order to understand
the desired behavior at the end of the learning process. Number the questions. I will give
you my answers and then summarize all the answers to a paragraph that defines the
attributes of the instructional gap.

You are an instructional designer, an expert in organizational learning, You are asked to
develop a learning unit. The target audience is [position, profession, business
department, level of expertise in the content], the topic is [complete the topic], at the end
of this learning unit the learners will be able to { the complete}. Describe the instructional
gaps. and set them in a table whose columns are: the required behavior, the relevant
knowledge, the relevant perception and the required skills.
"Summarize all the insights about the instructional gap using sentences that begin with:
Learners will demonstrate this behavior [Complete the rest of the sentence ]
You will use several sentences in order to capture all the views from the achievements of
the learning processes.?"
Define the learning objectives

organizational learning, you are required to write a learning unit. You are required to
define the learning goals. Ask me all the necessary questions in order to understand the
learning goals. Number the questions. I will give you my answers and then summarize all
the answers to a paragraph that defines learning unit learning goals.

Use Bloom's taxonomy to define the learning objectives for the [content], [audience] in
order to [behavioral change required], state each objective separately, as a sentence
and in bullet points. For each learning objective, indicate in brackets what level of
thinking from Bloom's taxonomy that this objective represents.
Content =

Prompts Book
Summarize all the insights about the instructional gap using sentences that begin with:
At the end of this learning process learners will be able to [Complete the rest of the
sentence ]
You will use several sentences in order to capture all the views from the achievements of
the learning processes.?"
Capture the constraints that may affect the learning process

define the constraints that may affect the learning process. Ask me all the necessary
questions in order to understand the constraints that may affect the learning process.
Number the questions. I will give you my answers and then summarize all the answers to
a paragraph that defines all the constraints that may affect the learning process.

define the timetables of the learning process. Ask me all the necessary questions in
order to understand the timetables of the learning process. Number the questions. I will
give you my answers and then summarize all the answers to a paragraph that defines all
the timetables constraints that may affect the learning process.

organizational learning, you are required to write a learning unit. You are required to map
all relevant interfaces in this project. Ask me all the necessary questions in order to
understand the relevant interfaces in this project. Number the questions. I will give you
my answers and then summarize all the answers to a paragraph that defines relevant
interfaces in this project..

Within the thread* Summarize all the insights about the constraints that may affect the
learning process with 5W method
Mapping and capturing content

organizational learning, You are required to write a learning unit. You need to define
what is the relevant content. The topic of the learning unit is [topic]. Please create 3 lists
for me: activities in order to get to know the subject matter (prior to the SME interview),
all the relevant questions for the SME interview, a list of questions for the business entity
that raises the request for the learning process.
[topic]=
8

Prompts Book
Identify the subject matter
define the subject matter. Ask me all the necessary questions in order to understand the
subject matter. Number the questions. I will give you my answers and then summarize all
the answers to a paragraph that defines the subject matter.

organizational learning, you are required to write a learning unit. this is the subject matter
[content], [audience] in order to [behavioral change required], state the outline for the
learning unit.
Content =

organizational learning, you are required to write a learning unit. this is the subject matter
[content], [audience] in order to [behavioral change required], Could you please give me
a list of the contexts, concepts, terminology, knowledge Items and conditions that exist in
the subject matter?
Content =

Prompts Book
Design
Content and learning aids development
to write a learning unit. You are required to select the learning method. Ask me all the
necessary questions in order to determine learning method. Number the questions. I will
give you my answers and then summarize all the answers to a paragraph that determine
the learning method.

to write a learning unit. You are required to select the learning methodologies. Ask me all
the necessary questions in order to determine learning methodologies. Number the
questions. I will give you my answers and then summarize all the answers to a
paragraph that determine the learning methodologies.
to write a training outline for learning unit. You are required to outline to this [subject
matter] and [topics]. Ask me all the necessary questions in order to outline the logical
order of learning topics. Number the questions. I will give you my answers and then
summarize all the answers in a paragraph that determines the outline.
subject matter=
topics=
to write a training outline for the learning unit. You are required to write a lesson plan on
this topic [topic], for this audience [audience]. this is the lesson outline [outline], Give me
a list of topics for each bullet point in the outline. The topics should be organized in a
logical order to help learners understand and apply the material. Make sure that the
order of the lesson is engaging, applied and refers to the motivations of the learners.
subject matter=
topics=
outline=
10

Prompts Book

to write a training outline for learning unit. You are required to write a lesson plan on this
topic [topic], for this audience [audience]. this is the lesson outline [outline], and this is
the list of topics for each bullet point in the outline. Give me suggestions for learning
methods for each topic. The learning method should be organized in a logical order to
help learners understand and apply the material. Make sure that the method of the
lesson is engaging, applied and refers to the motivations of the learners.
subject matter=
topics=
outline=
to write a training outline for learning unit. You are required to write a lesson plan on this
topic [topic], for this audience [audience]. this is the lesson outline [outline], and this is
the list of topics for each bullet point in the outline [list of topics]. Give me detailed outline
for the lesson. The lesson rationale and concept should be organized in a logical order to
help learners understand and apply the material. Make sure that the lesson rationale and
concept is engaging, applied and refers to the motivations of the learners.
subject matter=
topics=
outline=
list of topics=
11

Prompts Book
Development
Knowledge mapping
create a structure of each learning unit. Ask me all the necessary questions in order to
create the structure Number the questions. I will give you my answers and then
summarize all the answers in a paragraph that defines the structure of each unit.
Content analysis
define the content that must be developed for each learning unit. Ask me all the
necessary questions in order to scope the content Number the questions. I will give you
my answers and then summarize all the answers to a paragraph that defines the scope
of content development for each unit.
Detailed outline
to write a detailed training outline for learning unit. You are required to write a lesson
plan on this topic [topic], for this audience [audience]. This is the lesson outline [outline],
this is the list of topics for each bullet point, and this is the lesson rationale and concept
[rationale and concept]. Give me a detailed outline for the lesson topic. The lesson's
detailed outline needs to be organized in a logical order to help learners understand and
apply the material. Make sure that the lesson’s detailed outline is engaging, applied, and
refers to the motivations of the learners.
subject matter=
topics=
outline=
list of topics=
rationale and concept=
12

Prompts Book
Desired behavior at the end of the lesson\Desired outcome
to write the desired outcome at the end of the lesson, which will be in behavioral terms
for learning unit for a lesson plan on this topic [topic], for this audience [audience]. This is
the lesson outline [outline], this is the list of topics for each bullet point, and this is the
lesson rationale and concept [rationale and concept]. Give me the desired outcome at
the end of the lesson, which will be in behavioral terms for learning unit. The lesson
desired outcome at the end of the lesson or learning unit. need to be organized in a
logical order to help learners understand and apply the material. Make sure that the
lesson desired outcome at the end of the lesson is engaging, applied, and refers to the
motivations of the learners.
audience=
topics=
list of topics=
detailed outline=
Content abstraction
As an instructional designer, you need to abstract from a complex piece of material to be
taught in an upcoming lesson. The lesson's topic is [topic], and your target audience is
[audience]. Frame your abstraction using this outline [outline], considering the key points
highlighted in [list of topics]. Embed your reasoning and concept in [rationale and
concept] into the abstraction to grant learners valuable insight into the content. Ensure
it's engaging as well as structured systematically to facilitate understanding and
application.
audience=
topics=
outline=
list of topics=
The lesson experience: analogy, engagement, guided discovery

You are an instructional designer, an expert in organizational learning, you need to
create an innovative unique lesson experience. Design a training lesson on [topic] for
[audience] that employs analogy, engagement, and guided discovery. Combine these
elements in the given lesson outline [outline] and use the flagged main points from [list of
topics]. Maintain the integrity of the lesson's rationale and concept [rationale and
concept], making sure the lesson analogy, engagement, and guided discovery provide a
stimulating, enlightening, and interactive experience for the learners
audience=
topics=
outline=
list of topics=
13

Prompts Book
Content empowerment
Correct [Text] to standard English and place correct my grammar mistakes and, typos.
Text=
Content organization
You are an instructional designer, an expert in organizational learning, you need to
organize the material of the lesson in the best possible way. Design a training lesson on
[topic] for [audience] by organizing the material [matterial] of the lesson. organize the
material of the lesson given the lesson outline [outline] and use the flagged main points
from [list of topics]. Maintain the integrity of the lesson's rationale and concept [rationale
and concept], making sure to organize the material of the lesson to provide a stimulating,
enlightening, and interactive experience for the learners
audience=
topics=
outline=
matterial=
list of topics=
Create a presentation or script
You are an instructional designer with expertise in turning textual content into
presentations.
Your task is to create an engaging presentation from the text [text], ensuring a proper
division into slides. Mark each new slide with its number appearing in parentheses
Each slide should effectively convey a section of the information, with careful attention
given to the opening and closing slides.
For each slide, include a title, relevant text, speaker notes, and suggest an appropriate
visual that will complement the textual content:
• Title: Create a concise label for each slide that summarizes the main idea of that
section of the text.
• Text on Slide: Summarize this section of text into bullet points or short paragraphs.
• Visuals: Choose visuals – images, charts, infographics, etc., that add value to the text
and help illustrate the points made.
• Speaker Notes: Write a brief narrative of what you'll say when this slide is displayed. It
might include explaining the visuals, providing additional context, or sharing an anecdote
or example to underscore the points on the slide.
text=
14

Prompts Book
Create a presentation or script

You are an instructional designer with expertise in turning textual content into learning
videos.
Your task is to create an engaging learning video from the text [text], present a table
explaining both the narration, music, and sound effects (what is heard), and the
description of the scene (what will be shown on the screen)
Each scene should effectively convey a section of the information, with careful attention
given to the opening and closing scenes.
Create an X-minute video script for this text.
text=
Means of illustration
to creating illustrative content as an that will helps bring your lessons to life. In your
lesson on [topic] targeted at [audience], use various engaging forms of illustration. Refer
to the lesson outline [outline] and cover all the key points in [list of topics]. Be guided by
the lesson rationale and concept [rationale and concept] to ensure that these illustrations
significantly augment learners’ comprehension and application of knowledge
audience=
topics=
outline=
list of topics=
Use storytelling
I want you to act as a storyteller. You will come up with entertaining stories that are
engaging, imaginative, and captivating for the audience. It can be fairy tales, educational
stories or any other type of story which has the potential to capture people’s attention
and imagination. I need a story on [topic] for the targeted audience [audience], Refer to
the lesson outline [outline] and cover all the key points in [list of topics]. Be guided by the
lesson rationale and concept [rationale and concept] to ensure that this story significantly
augments learners’ comprehension and application of knowledge
audience=
topics=
outline=
list of topics=
15

Prompts Book
Writing questions
to write a test on [Text]. Generate 10 Multiple-choice questions based on this text.
Provide 4 answers for each question and mark the correct answer. The difficulty level of
the questions should increase with each question. Use Bloom's taxonomy to determine
the thinking level of each question.
Means of illustration
set the certification threshold. Design a lesson on [topic] for [audience] and set a passing
criterion that is fair, and achievable, yet challenges learners to demonstrate their
comprehension. Follow the lesson outline [outline], cover all the subjects in [list of
topics], keeping in mind the lesson's rationale and concept [rationale and concept]. The
lesson plan should motivate learners to exceed this threshold, illustrating their
understanding and application of the material [material].
topics=
audience=
outline=
list of topics=
material=
16

Prompts Book
Evaluate
Measure success
to write a training outline for learning unit. As an instructional designer, it's important to
define and measure the success of your created lessons. Write a training outline for the
learning unit on this specified topic. The lesson plan should include strategies for
quantifiably measuring the outcomes to ensure the effectiveness of the learning
materials. Also, include a section that describes how to track learners' progress
throughout the unit, evaluate their understanding, and assess the level of skills acquired.
Interweave assessment throughout the course to encourage continuous learning and
growth.
learning objective=
subject matter=
topics=
outline=
list of topics=
Formative evaluation
to write a training outline for learning unit. As an instructional designer and an
organizational learning specialist, you are to construct the learning units such that they
comprehensively integrate formative evaluations. This will help ensure learners'
progression towards the learning goals. Formative evaluations should be subtle, yet
effective, steering learners toward a better understanding of the concepts and principles.
Regular and timely feedback must be entwined into the outline to keep the learners
motivated and help them improve.
learning objective=
subject matter=
topics=
outline=
list of topics=
17

Prompts Book
Summative evaluation
You are an instructional designer, an expert in organizational learning. In your role as an
instructional designer, one crucial aspect to incorporate into your design methodology is
summative evaluations. These are evaluations conducted at the end of an instructional
unit to evaluate students' overall learning. For this task, provide a detailed lesson outline
that includes a summative evaluation plan. This plan should be effective in evaluating
learners' understanding, analyzing their capacity to apply concepts and determining if the
overall learning objective has been met.
learning objective=
subject matter=
topics=
outline=
list of topics=
18

Prompts Book
in use
BEST PRACTICE #1: ANALYSIS

As an instructional designer, you start with the Analysis phase. You must provide all needed information to
Chat so that it will be able to come up with an effective solution. Here’s an example of a prompt that will
help you generate all the needed questions you must address about the target audience. Note that we use
variables [in square brackets] so that you can specify the prompt to any context. You need to specify them
below the prompt in the following way:
You are an instructional designer, an expert in organizational learning, and you are required to write a
training outline for a learning unit. You are required to outline this [subject matter] and [topics]. Ask
me all the necessary questions to outline the logical order of learning topics and detailed sub-topics.
Number the questions. I will give you my answers and summarize all the answers in a paragraph that
determines the outline.
subject matter = Python Introduction
topics = getting started, basic syntax, editing environment, basic logic
Of course, I'd be glad to help you create a training outline for the learning unit on "Python
Introduction" with the topics you mentioned. Let's start by asking some questions to organize the
outline logically:
1. What is the primary goal of this training? Is it to provide a general overview of Python or to give
participants a practical understanding of its basics for further programming?
2. What is the target audience's prior knowledge level? Are they complete beginners to
programming, or do they have some experience with other languages?
3. Do you have a specific time duration allocated for this training? This will help determine the depth
of coverage for each topic.
4. How technical should the training be? Are you looking for a high-level introduction or a more
hands-on technical approach?
Once I have your answers, I'll be able to structure the outline with numbered sub-topics under each
main topic.
19

Here are the answers to your questions. They appear below each question.
1. What is the primary goal of this training? Is it to provide a general overview of Python or to give
participants a practical understanding of its basics for further programming?
Practical understanding of its basics for further programming.
2. What is the target audience's prior knowledge level? Are they complete beginners to programming,
or do they have some experience with other languages?
Complete beginners.
3. Do you have a specific time duration allocated for this training? This will help determine the depth
of coverage for each topic.
24 academic hours.
4. How technical should the training be? Are you looking for a high-level introduction or a more hands-
on technical approach?
Hands-on technical approach.
TIP: Avoid general answers and provide detailed information so that Chat will receive
all the needed context for generating an accurate solution.
20

BEST PRACTICE #2: DESIGN
The Design stage takes place when you have completed your Analysis stage. After you provide all the
answers to Chat’s questions, the training outline is generated. Here’s an example of a prompt from a
different subject matter (Solar industry) that can help you to go deeper in content creation.
Based on the above knowledge, I would like you to share a course training outline for sales specialists
in a solar company. In your answer, please adjust the specification to this role and avoid generic
content.
Absolutely, let's take it up a notch and create a tailored training outline for sales specialists in a solar
company. This outline will focus on providing them with the necessary knowledge and skills to excel in
their role:
Course Training Outline: Sales Training for Solar Specialists
Module 1: Solar Industry Overview and Market Trends

The Renewable Energy Landscape
Understanding the significance of solar energy in the context of renewable energy sources.
Exploring the environmental and economic benefits of solar power.
Market Trends and Opportunities
Analyzing the current and projected growth of the solar industry.
Identifying emerging market segments and target demographics.
Module 9: Final Projects and Role Play

Practical Role Play Scenarios
Engaging sales specialists in simulated sales conversations with various customer personas.
Encouraging application of skills learned throughout the training.
(Authors: The total number of generated modules is 11; we edited the output for brevity.)
21

Let's take module 9 and focus on the role plays. Please provide me with five sections relevant to the
info above, for each, I would like to have the three top mistakes that new salespeople usually make.
Absolutely. Let's dive into module 9, focusing on role plays and idenbfying common mistakes that new
salespeople in the solar industry tend to make. Here are five different scenarios, along with the top
three mistakes for each:
Module 9: Pracbcal Role Play Scenarios
Scenario 1: Residenbal Customer Consultabon

Top Mistakes: Lack of Personalizabon: New salespeople might use a generic approach instead of
tailoring the conversabon to the customer's specific needs and energy goals.
Skipping Needs Assessment: Failing to conduct a thorough assessment of the customer's energy
consumpbon, budget constraints, and preferences before presenbng solubons.
Rushing to Present: Jumping straight into product features without establishing rapport,
understanding the customer's pain points, and addressing potenbal objecbons.
Scenario 2: Commercial Customer Pitch for Energy Savings

Top Mistakes: Overemphasis on Technology: New salespeople may focus too much on the technical
details of solar systems, overwhelming the customer with complex informabon.
Neglecbng Financial Benefits: Not effecbvely communicabng the financial gains and return on
investment (ROI) associated with commercial solar installabons.
Ignoring Decision-Making Process: Failing to idenbfy key decision-makers and influencers within the
organizabon, leading to ineffecbve pitch delivery.
Scenario 3: Handling Customer Objecbons

Top Mistakes:
Defensiveness: Reacbng defensively to objecbons rather than empathebcally addressing the
customer's concerns.
Unpreparedness: Being caught off-guard by common objecbons related to cost, installabon process, or
misconcepbons about solar technology.
Lack of Reassurance: Not providing enough evidence, tesbmonials, or case studies to alleviate
customer doubts and build trust in the solubon.
22

TIP: You can always go deeper and ask Chat to provide more detailed information, such as:
Scenario 3: Handling Customer Objecbons. Please give a step-by-step solubon on how to avoid any of
the mistakes and how to sort it out in case the salesperson falls into this trap and needs guidance.
Certainly, let's dive deeper into Scenario 3: Handling Customer Objections. Here's a step-by-step
solution to avoid the common mistakes and guidance on how to handle objections effectively:
Scenario 3: Handling Customer Objections
Mistake 1: Defensiveness
Prevention:
Mindset Shift: Approach objections as opportunities to understand the customer's concerns better and
provide valuable information.
Active Listening: Listen carefully to the objection without interrupting. Let the customer express their
point of view fully.
Resolution:
Acknowledge the Concern: Respond with empathy and acknowledge the customer's objection. For
example, "I understand your concern about the initial cost."
Provide Information: Offer relevant information or data that addresses the objection. Share success
stories or case studies to illustrate how similar concerns were overcome.
Seek Agreement: Engage the customer in a dialogue. Ask if they can see the potential benefits beyond
the objection and encourage them to consider the bigger picture.
23

BEST PRACTICE #3: DEVELOPMENT
At this stage, we begin to create the course content. Each element of the course should be developed to
match the design phase. Here’s an example of prompts that can help you with that.
Now, I want you to act as a storyteller. You will come up with entertaining stories that are engaging,
imaginative, and captivating for the audience. It can be fairy tales, educational stories, or any other
type of story that has the potential to capture people’s attention and imagination. I need a story on
[topic] for a targeted audience [audience]. Refer to the lesson outline [outline] and cover all the key
points in [list of topics]. Be guided by the lesson rationale and concept [rationale and concept] to
ensure that these stories significantly augment learners’ comprehension and application of knowledge.
audience= installers
topics= Solar Customer Support
outline= Module 1: Introduction to Solar Customer Support
list of topics= The Role of a Support Representative in Solar, Solar Industry Overview
rationale and concept= using analogies and emphasizing the customer's benefit
Story:
Once upon a time, in a land not too far from here, there existed a village called Solarville. This unique
village was powered entirely by the sun's energy. Solar panels adorned every rooftop, soaking up the
sun's rays and storing its power for the community's needs.
In the heart of Solarville lived a group of remarkable individuals known as the Solar Guardians. These
were not ordinary villagers; they were the support representatives responsible for maintaining the
village's solar power systems and ensuring everyone enjoyed a continuous, efficient, and hassle-free
supply of clean energy.
Chapter 1: The Role of a Support Representative in Solar

Our story begins with a young Solar Guardian named Stella. Stella was known throughout the village
for her knowledge and dedication to solar energy. She had a magical tool that allowed her to see the
flow of energy in the village. Whenever someone faced an issue with their solar panels, Stella could
sense it.
One sunny morning, Mr. Thompson, a kindly villager, called out for help. His solar panels were not
producing energy as they should. Stella arrived at his house, greeted him with a warm smile, and
examined the panels. She explained to Mr. Thompson the importance of regular check-ups for solar
panels, just like visiting the doctor for one's health. Stella assured him that with a little maintenance,
his panels would shine brightly again. Mr. Thompson learned how crucial it was to have a Solar
Guardian like Stella.
24

Chapter 2: Solar Industry Overview
As Stella continued her work in Solarville, she often took the time to educate the villagers about the
broader world of solar energy. One day, she gathered the children of the village under a giant solar-
powered tree and began to tell them a story about how Solarville came to be.
Long ago, Solarville was like any other village, using fossil fuels for energy. However, as time passed,
they realized the environmental harm they were causing. The wise leaders of the village decided to
turn to the sun for a solution. They brought in experts, the first Solar Guardians, who installed the solar
panels and transformed Solarville into a beacon of clean energy.
The children listened with wide eyes, understanding that the sun was not just a ball of fire in the sky
but a source of endless possibilities.
Lesson Rationale and Concept:

Through the adventures of Stella and her fellow Solar Guardians, the installers in our audience learn
the essential role they play in ensuring the smooth operation of solar systems for their customers. By
using analogies and emphasizing the benefits of solar energy, this story not only captures their
attention but also reinforces the importance of regular maintenance and care.
As they follow Stella's journey, the installers gain insight into the broader solar industry, understanding
how their work fits into the larger context of sustainability and clean energy. This imaginative tale not
only augments their comprehension but also inspires them to be the Solar Guardians of their own
communities, promoting solar energy and its positive impact.
TIP: You can always ask Chat to provide you with other stories, such as:
Sorry, but I cannot relate to these stories. Could you please come up with others?
25

Certainly, let's try another story tailored to solar installers that focuses on the importance of Solar
Customer Support:
Story:
In the heart of a sun-kissed valley, nestled between rolling hills, there lived a humble village named
Sunnyvale. This village, like many others in the land, had embraced the power of the sun to light up
their lives. Solar panels adorned every rooftop, and the people of Sunnyvale revealed the warmth and
brilliance of renewable energy.
At the heart of Sunnyvale, there was a unique workshop run by a wise old installer named Leo. Leo was
known far and wide as the "Solar Whisperer" because he had a special bond with solar panels. He
could hear when they were happy, and he could sense when they needed help.
Chapter 1: The Role of a Support Representative in Solar

One sunny morning, a villager named Maria came rushing to Leo's workshop. Her solar panels had
grown silent, and the lights in her home were dim. Maria was worried, so she sought out the Solar
Whisperer's expertise.
Leo welcomed Maria with a warm smile and listened as she explained her predicament. He gently
touched the solar panels and closed his eyes. It was as if he were listening to a secret conversation
between the panels and the sun. Leo knew that the panels were thirsty for sunlight, blocked by the
leaves of an overgrown tree.
He advised Maria to trim the tree branches and explained that the panels needed the sun's caress to
thrive. Maria followed Leo's advice, and soon her home was bathed in a warm, radiant glow. Leo had
not just fixed the panels; he had taught Maria the importance of listening to her solar companions.
26

BEST PRACTICE #4: EVALUATION
Monitoring course effecbveness is important so that you can improve and revise the content and connect it
beher to business goals. At this phase, we create an evaluabon plan, and it is recommended to start with
evaluabon prompts.
You are an instructional designer, an expert in organizational learning. As an instructional designer, it's
important to define and measure the success of your created lessons. Create an evaluation plan for
the [topic]; it should include strategies for quantifiably measuring the outcomes to ensure the
effectiveness of the learning materials. Also, include a section that describes how to track learners'
progress throughout the unit, evaluate their understanding, and assess the level of skills acquired.
Interweave assessment throughout the course to encourage continuous learning and growth.
topic= Module 1: Introduction to Solar Customer Support
Evaluation Plan: Module 1 - Introduction to Solar Customer Support
Goal of Evaluation:
The primary goal of this evaluation plan is to measure the effectiveness of Module 1: Introduction to
Solar Customer Support in enhancing learners' understanding of the role of a Support Representative
in the solar industry and providing them with a strong foundation in solar industry concepts.
Quantifiable Learning Outcomes:

By the end of Module 1, learners should be able to:
• Define the role and responsibilities of a Support Representative in the solar industry.
• Explain the significance of customer support in the context of solar energy.
• Demonstrate an understanding of solar industry basics, including key terminology and concepts.
27

Evaluabon Strategies:
1. Pre-Assessment: Prior to starbng Module 1, learners will complete a pre-assessment to gauge their
baseline knowledge of solar customer support and the solar industry. This assessment will consist of
mulbple-choice quesbons and short answer quesbons related to the learning outcomes.
2. Knowledge Checks: Knowledge checks will be embedded within the module at key points. These will
include quizzes, interacbve scenarios, or reflecbve exercises to assess learners' comprehension of the
material.
3. Discussion Forums: Learners will parbcipate in discussion forums where they can share their insights
and ask quesbons related to the module content. Acbve parbcipabon will be monitored to evaluate
their engagement and understanding.
4. Assignments: Assignments will be given that require learners to apply the concepts they've learned.
For example, they may be tasked with wribng a brief essay on the importance of customer support in
the solar industry.
5. Post-Assessment: At the end of Module 1, a post-assessment will be administered. This assessment
will be similar to the pre-assessment but will focus on the knowledge gained during the module. It will
include quesbons related to the learning outcomes.
Tracking Progress and Conbnuous Learning:
To track learners' progress and encourage conbnuous learning and growth throughout Module 1, the
following strategies will be employed:
1. Progress Tracking: Learners will have access to a progress tracker showing their complebon status
for each module secbon. This visual representabon will mobvate them to complete the module.
2. Feedback and Remediabon: Learners will receive immediate feedback on their performance aler
complebng knowledge checks and assignments. If they struggle with certain concepts, they will be
directed to addibonal resources or encouraged to revisit specific module secbons.
3. Peer Assessment: Learners may be asked to review and provide feedback on their peers'
assignments or responses in discussion forums. This promotes peer learning and allows them to
benefit from different perspecbves.
4. Resource Repository: A repository of addibonal resources, such as arbcles, videos, and case studies,
will be provided for learners who want to delve deeper into specific topics or expand their knowledge.
28

Assessment of Skills Acquired:
To assess the level of skills acquired by learners, qualitabve and quanbtabve data will be collected.
This may include:
1. Self-Assessment: Learners will be encouraged to self-assess their understanding and confidence in
the topics covered. This can be done through surveys or reflecbve journaling.
2. Skills-Based Exercises: Some assignments may require learners to demonstrate specific skills related
to solar customer support, such as effecbve communicabon or problem-solving. These exercises will
be evaluated based on predefined criteria.
3. Case Studies: Learners may be presented with real-world case studies related to solar customer
support and asked to analyze and propose solubons. Their ability to apply knowledge to pracbcal
situabons will be assessed.
4. Peer and Instructor Feedback: Peer reviews and instructor feedback on assignments and discussions
will provide insights into the applicabon of skills and the quality of learners' contribubons.
By implemenbng these evaluabon strategies and conbnuous assessment methods, we aim to ensure
that learners not only acquire knowledge but also develop the skills needed to excel in the field of
solar customer support. The data collected will be analyzed to idenbfy areas of improvement in the
instrucbonal design and to tailor future modules to the specific needs and progress of the learners.
TIP: If you need specific metrics for success assessment, you can ask Chat to provide them:
Please provide five clear and measurable KPIs for training participants
29

Certainly, here are five clear and measurable Key Performance Indicators (KPIs) for training
participants in Module 1: Introduction to Solar Customer Support:
1. Knowledge Retention Rate:

a. KPI: Percentage of participants who score 80% or higher on the post-assessment compared to the
pre-assessment.
b. Measurement: (Number of participants scoring 80% or higher on post-assessment / Total number of
participants) x 100%.
c. Target: Achieve a knowledge retention rate of 80% or higher.
2. Engagement and Participation Rate:

a. KPI: Percentage of participants who actively engage in discussion forums and complete assignments.
b. Measurement: (Number of actively participating participants / Total number of participants) x 100%.
c. Target: Achieve an engagement and participation rate of at least 90%.
3 Completion Rate:
a. KPI: Percentage of participants who complete Module 1.
b. Measurement: (Number of participants who complete Module 1 / Total number of participants) x
100%.
c. Target: Achieve a completion rate of 95% or higher.
4. Skills Application Score:

a. KPI: Average score on skills-based exercises and case studies.
b. Measurement: (Total score of all participants on skills-based exercises and case studies / Total
number of participants).
c. Target: Maintain an average skills application score of 85% or higher.
5. Self-Assessment Improvement:
a. KPI: Percentage of participants who report an increase in their confidence and understanding of
solar customer support topics through self-assessment.
b. Measurement: (Number of participants reporting increased confidence and understanding / Total
number of participants) x 100%.
c. Target: Achieve a self-assessment improvement rate of 90% or higher.
TIP: You can always use a summary prompt that asks Chat:
"Now that you see the full outcome, is there anything you would change?"
30

Chat GPT for
Prompt With Love
31

Chat GPT for Instructional Designers

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chat GPT for Instructional Designers

Uploaded by

Copyright:

Available Formats

Chat GPT for

Moti Elnekave Yanay Zaguri Jazz Vershinin

The ADDIE Methodology: Your Roadmap to Success…………………………………4

10 Things You Should Know Before You Start …………………………………………..5

Prompts Book > Analyze ……………………………………………………………………………..6

Prompts Book > Design ……………………………………………………………………………..10

Prompts Book > Development ……………………………………………………………………12

Prompts Book > Evaluate ……………………………………………………………………………17

Prompts Book in use > BEST PRACTICE #1: ANALYSIS ………………………….………18

Prompts Book in use > BEST PRACTICE #2: DESIGN ………………………………..……21

Prompts Book in use > BEST PRACTICE #3: DEVELOPMENT ………………..……….24

Prompts Book in use > BEST PRACTICE #4: EVALUATION …………………………….27

Moti Elnekave Yanay Zaguri Jazz Vershinin

step by step guide

Why Chat for Instructional Design?

Who could benefit from this article?

Moti Elnekave Yanay Zaguri Jazz Vershinin

Implementation Evaluate Design

Effective Prompts: Mastering the Art

Tips for Effective Communication with Chat

Moti Elnekave Yanay Zaguri Jazz Vershinin

Prompt ➤ Reply from Chat ➤ CriEcal thinking ➤ Prompt

Moti Elnekave Yanay Zaguri Jazz Vershinin

Define the target audience

Define the target audience

Identifying the instructional gap

Identifying the instructional gap

Identifying the instructional gap

Moti Elnekave Yanay Zaguri Jazz Vershinin

Identifying the instructional gap

Identifying the instructional gap

Identifying the instructional gap

Define the learning objectives

Define the learning objectives

Moti Elnekave Yanay Zaguri Jazz Vershinin

Define the learning objectives

Capture the constraints that may affect the learning process

Capture the constraints that may affect the learning process

Capture the constraints that may affect the learning process

Capture the constraints that may affect the learning process

Mapping and capturing content

Moti Elnekave Yanay Zaguri Jazz Vershinin

Identify the subject matter

Mapping and capturing content

Mapping and capturing content

Moti Elnekave Yanay Zaguri Jazz Vershinin

Content and learning aids development

Moti Elnekave Yanay Zaguri Jazz Vershinin

Content and learning aids development

Moti Elnekave Yanay Zaguri Jazz Vershinin

Moti Elnekave Yanay Zaguri Jazz Vershinin

Desired behavior at the end of the lesson\Desired outcome

The lesson experience: analogy, engagement, guided discovery

Moti Elnekave Yanay Zaguri Jazz Vershinin

Moti Elnekave Yanay Zaguri Jazz Vershinin

Create a presentation or script

Moti Elnekave Yanay Zaguri Jazz Vershinin

Moti Elnekave Yanay Zaguri Jazz Vershinin

Moti Elnekave Yanay Zaguri Jazz Vershinin

Moti Elnekave Yanay Zaguri Jazz Vershinin

BEST PRACTICE #1: ANALYSIS

topics = getting started, basic syntax, editing environment, basic logic

Moti Elnekave Yanay Zaguri Jazz Vershinin

all the needed context for generating an accurate solution.