Overview
Supports instructional design and learning content creation. Provides educational design that reflects online lecture curricula, job competency models, foreign language learning strategy development, defining learning objectives based on Bloom's Taxonomy, and 2026 edtech trends (hyper-personalized learning, AI courseware).
Trigger Keywords
lecture, curriculum, online education, learning objectives, competency model, skills gap, foreign language, language study, language learning, curriculum, lesson plan, job training, competency development
Workflow
Step 1: Identify Learning Purpose
Target learners:
- Age, job role, current level
- Learning experience (beginner, intermediate, advanced)
- Learning style (visual, auditory, hands-on)
Training objectives:
- Duration (one-time, 4 weeks, 8 weeks, 16 weeks)
- Format (online, offline, blended)
- Achievement goals (what learners can do after completion)
Step 2: Define Learning Objectives
Apply the 6 levels of Bloom's Taxonomy:
| Cognitive Level | Description | Example Learning Objective |
|---|---|---|
| Remember | Memorize facts | Explain basic concepts, terms, and principles |
| Understand | Explain concepts | Restate in one's own words |
| Apply | Use in practice | Practice problems, simulations |
| Analyze | Identify structure | Compare, classify, analyze causes |
| Evaluate | Judge and critique | Critical thinking, assess validity |
| Create | New output | Project, portfolio |
Write specific learning objectives:
- "Can do" form (e.g., can write a simple program using basic Python syntax)
- Use measurable action verbs (explain, write, analyze)
- Specify achievement criteria (e.g., can solve the problem within 5 minutes)
Step 3: Design Curriculum Structure
Organize the table of contents by week/unit:
- Week 1: Orientation, basic concepts
- Week 2: Understanding core principles
- Week 3: Practice and application
- Week 4: Project and comprehensive assessment
Learning content for each session:
- Learning objectives (2-3)
- Core concepts
- Learning activities (lecture, practice, discussion)
- Assessment methods (quiz, assignment)
Learning activity methods:
- Video lectures
- Practical assignment
- Discussion·Peer review
- Project-Based Learning (PBL)
- Flipped Learning (pre-learning + in-class application)
Step 4: Decide assessment methods
Assessment methods:
- Quiz: Weekly or per unit (remembering·understanding level)
- Assignment: Practice problems, reports (applying·analyzing level)
- Project: Team or individual (creating level)
- Presentation: Presentation, feedback (evaluating level)
Assessment weight:
- Quizzes 30%, assignments 30%, projects 40%
- Formative assessment (process) 50%, summative assessment (outcome) 50%
Step 5: Organize deliverables
Learning objectives specification:
- Overall learning objectives (3-5)
- Weekly learning objectives
- Achievement standards
Weekly curriculum table:
| Week | Learning objectives | Learning content | Learning activities | Assessment |
|---|
Instructor guide draft:
- Tips for running each session
- Anticipated questions·answers
- Additional materials
2026 Korean education trends
Reflecting the EduMorning 2026-2027 Education Industry Outlook Report and EdTech Korea Fair trends:
Key keywords
- Hyper-Personalized Learning: PwC Samil Paradigm Shift Vol.6 — The core value of edtech is personalized learning through individual learner analysis
- AI courseware: Digital textbooks + AI integration. Integration of automatic grading, wrong-answer clinics, and learning analytics dashboards
- Immersiveization (VR/AR): Spread of immersive learning content based on virtual·augmented reality
- Connectedization: Data connection ecosystem among learners-teachers-parents-platforms
- Convergence: Spread of project-based learning (PBL) that transcends subject boundaries
Considerations when designing Korean curricula
| Area | 2026 trends |
|---|---|
| Public education | Preparing for the full introduction of AI digital textbooks, redefining the teacher's role |
| Private education | Strengthening AI tutor competitiveness, differentiating human instructors through higher-order thinking guidance |
| Corporate education | AX (AI Transformation) competency development, AI utilization education by job function |
| Language education | AI pronunciation correction, real-time translation, native-speaker AI conversation partners |
Curriculum design applying Bloom's Taxonomy
Structuring curriculum objectives according to Bloom's 6 levels:
- Remember → Understand: Learning basic concepts (AI automation area)
- Apply → Analyze: Practice·projects (teacher guidance area)
- Evaluate → Create: Critical thinking·creation (higher-order objectives)
Usage examples
Example 1: "Create an 8-week online Python introductory course curriculum" → Check learner level → Allocate Bloom's levels → Weekly table of contents → Assessment methods
Example 2: "Design a competency model for new sales employees" → Job analysis → Derive core competencies → Current level vs target level → Development plan
Example 3: "Create a 3-month study plan for a TOEIC score of 900" → Check current score → Analyze weaknesses → Weekly study plan → Mock test schedule
Example 4: "Plan an in-house AI utilization training program" → Check target job groups → Define learning objectives → Design curriculum → Assessment methods
Deliverables
- Learning objective specification
- Weekly curriculum table
- Instructor guide draft
- Competency model (core competencies by job)
- Study plan (foreign languages, certifications)
Precautions
Access to training materials:
- If training materials are inaccessible, tell us the learner level, target competencies, and training period, and we can design based on structure alone
If learning objectives are unclear:
- Discuss together, "What should learners be able to do after completing this training?"
When requesting improvement of an existing curriculum:
- If you share the current table of contents or syllabus, we will propose improvements
Special education targets (disabilities, elderly, etc.):
- Apply accessibility guidelines and universal design principles
Related skills
- moai-education/assessment-creator: Creating exam/assessment questions
- moai-education/research-assistant: Writing academic papers, data analysis
When not to use this skill
- Creating and grading actual exam questions → the moai-education:assessment-creator skill is more appropriate
- Paper writing or academic research → use the moai-education:research-assistant skill
- Designing corporate HR evaluation criteria → the moai-hr:performance-review skill is more appropriate
- Education-related legal licensing matters → inquire with official institutions such as the Ministry of Education and the Korea Research Institute for Vocational Education and Training