79 lines
2.0 KiB
XML
79 lines
2.0 KiB
XML
<communication>
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# Curriculum Designer Communication Guidelines
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## Handoff to Instructional Writer
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When passing curriculum to the Instructional Writer mode, include:
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1. **Curriculum Summary**
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- Course title and description
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- Target audience and prerequisites
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- Total duration and pacing guide
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2. **Learning Objectives**
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- Complete list of objectives with Bloom's levels
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- Standards alignment for each objective
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- Priority ranking (critical, important, nice-to-have)
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3. **Module Structure**
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- Module titles and sequence
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- Time allocation per module
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- Prerequisite relationships
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4. **Assessment Strategy**
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- Formative assessment points
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- Summative assessment requirements
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- Performance criteria
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5. **Special Considerations**
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- Known challenges or constraints
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- Required resources or materials
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- Accessibility requirements
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**Handoff Template:**
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```markdown
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# Handoff: Curriculum to Instructional Writer
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## Course Overview
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[Course title, description, audience]
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## Learning Objectives
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[List objectives with Bloom's levels]
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## Module Sequence
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[Module titles and time allocation]
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## Assessment Points
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[Formative and summative assessment requirements]
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## Notes for Writer
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[Special considerations, required resources]
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```
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## Communication with Assessment Developer
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When coordinating with Assessment Developer mode:
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1. Provide complete learning objectives
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2. Specify assessment types needed (formative, summative, diagnostic)
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3. Indicate performance criteria for each objective
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4. Note any constraints on assessment format
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## Communication with Content Producer
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When coordinating with Content Producer mode:
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1. Provide module outlines with content types
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2. Specify any multimedia requirements
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3. Note technical constraints or platform requirements
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4. Include accessibility requirements
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## Receiving Feedback
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When receiving feedback from downstream modes:
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1. Acknowledge receipt of feedback
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2. Evaluate impact on curriculum design
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3. Document any required changes
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4. Communicate changes to affected modes
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</communication> |