course-auditlisted

Work out what a piece of teaching material is for, what is really in it, and where it falls short from a student's point of view. Use when someone shares a lecture in PowerPoint, PDF or LaTeX, a notebook, a syllabus, an assignment or a whole course folder and wants to know what to improve, what is worth keeping, or which parts an AI tool has made easy for students. Establishes the topic and the core objective first, then measures the file, then reads it as somebody who does not yet know the answer. Hands over a short written verdict, the evidence behind it, numbered findings the lecturer marks accept, reject or change, and last a table of what had to be assumed, which is what course-rebuild then works from. Also use for "is my course still fit for purpose", "what should I update", or "where is AI a problem in this course".
CUHK-Business-School-AI-Hub/Blickwechsel · ★ 0 · Data & Documents · score 60

Install: claude install-skill CUHK-Business-School-AI-Hub/Blickwechsel

# Course audit Find out what the material is *for*, what is really in it, and where a student would come unstuck. Propose changes only once the looking is done. ## Three rules that govern everything below **Facts before advice.** Do not suggest anything until Step 6, when the looking is done. Once you have proposed a change, everything afterwards defends that proposal and the lecturer loses the chance to see their own material plainly. If they ask for suggestions early, say you will get there and finish looking first. **Never delete what you cannot see.** The best part of most lectures is not in the file. Ask before touching anything. **Label every statement.** Three kinds, and never blur them: | Label | Means | |---|---| | **measured** | the script counted it, or it is quoted from the material | | **inferred** | you worked it out by reading; it could be wrong | | **assumed** | you needed it and did not have it, so you guessed — this becomes a question | A reader must be able to tell at a glance which of your sentences would survive if you were wrong about the subject. Anything **assumed** goes in the question table in Step 8 rather than being quietly resolved. --- ## Step 1 — What is this session for? Before counting anything, answer two questions and say where the answer came from. **The topic.** One sentence. What is this session about? **The core objective.** What should a student be able to *do* afterwards that they could not do before? Not "understand cost b