Successful people are good at learning, and successful enterprises are also good at learning. In enterprise learning, while all staff learn culture, training courses are the mainstream carrier and form. Therefore, the ability of enterprises to develop training courses becomes an integral part of organizational learning ability. Let's share some of Jin's experience in the development of enterprise training courses. Undoubtedly, curriculum development involves more themes and thinking. This article is just a superficial taste. Please criticize the axe: the audience has been mentioned in the purpose of the audience course, and it is listed here to illustrate the importance of the audience. Audience or broadly speaking, refers to the students' superiors, training managers, beneficiaries and students themselves after the course has achieved results. A good course needs to meet the expectations and needs of these audiences, so a rigorous and systematic course development needs to consider, interview and investigate these audiences, manage and communicate their expectations of the course, and effectively reflect them in the course development. Value curriculum is a kind of product, and the product must meet the value of users. In the curriculum market, the curriculum must have unique value, otherwise it is meaningless. Large enterprises often have a large number of courses with the same theme, so there are value differences between courses to meet the needs of segmented audiences. The emphasis on value here shows once again that in the course development, we should be able to clearly answer the unique value of the course to enterprises, students and audiences-valuable knowledge elements, and these values become the meaning of the course existence. The study of a lot of global knowledge can not be achieved by a single course, but often by a set of systematic courses. Therefore, when developing courses, it is necessary to classify and serialize courses according to the learning needs and curriculum system of enterprises. To put it simply, the development of courses should have a global perspective and be able to answer the positioning of courses in the enterprise training system at the enterprise level. Everything in our world has structure and architecture. Structure serves function. Good products, good projects and good teams all have good structures. Therefore, the design of the course should start with the planning of the course structure, such as what parts the course is divided into and what effect it achieves. The structure pursues serving the goal, the structure should be balanced and beautiful, and the structure should be complete and logical. Structure emphasizes order and unity. In practice, I use organization chart or tree chart to describe the structure, hierarchy and modules that make up the structure. When we talk about structure, we are talking about the modules that make up the structure. Of course, the structure describes the relationship between modules. A course consists of several modules, which are also classified, such as ice-breaking module, knowledge module, case module, interactive module, practice module, summary module and so on. Modules organically constitute a course. Modules can be nested with submodules, which constitutes the structural hierarchy of modules. After each module is completed, the course is 80% completed. Logic Because the course must develop linearly on the time axis, all information, knowledge or interaction are given to students linearly in sequence. Therefore, the logical level of the course developed on the time axis directly determines the level of a course. As Mr. Ma taught, the content of the course must be logical. Indeed, in Jin's practice, logic is the most challenging, and the first thing to be solved is curriculum development. Every time, he spends a lot of time thinking, deliberating and constantly optimizing. If the course itself has no logic, how can it convey high-quality knowledge? Therefore, the development of courses, especially in the structural design, the division and sequencing of modules, and even the page knowledge clues, interaction arrangements and case analysis layout of each module should be logical. Logic is reasonable, that is, it looks smooth, that is, it is carried out in accordance with students' expectations and understanding order. Knowledge courses are all about imparting knowledge, improving skills or unifying knowledge. The knowledge in the course should be correct, complete and updated. The most important thing is that the knowledge must come from practice and can be guided and applied in practice. In curriculum development, knowledge comes from the successful experience accumulated by institutions on related topics, from benchmarking solutions and best practices of similar problems in the industry, and from the latest research results of authoritative research institutions on topics. Stories and case stories are always indispensable, especially in adult learning, good stories are needed to inspire and inspire students' thinking, and metaphors are obscure and abstract theories. Even the course itself can design a big story, presenting all the knowledge, experience and theory to students, so that students can gradually learn, interact and understand with the clues of the story. In interactive courses, discussion, case analysis, video content, game simulation and other interactive links should be arranged according to the transfer and structure of knowledge modules. Interaction can enrich the form of learning, make students keep their attention and learn and master knowledge better. Experience as a product, the course must give students a good experience. What is a good experience? A good experience is first of all valuable, in line with the objectives of the course and meets the needs of students. Moreover, the whole process of the course can systematize the above standards and give students a comprehensive experience. Of course, the teaching process and many things depend on the level of lecturers, but the more high-quality courses, the less dependence on the differences of lecturers, and the more consistent the learning experience students can have through high-quality courses. Courseware teaching materials Courseware teaching software or online learning video and interactive electronic courseware. Of course, regardless of the carrier form, the core and foundation of the course are mostly carried by PPT. We live in the era of PPT. Americans sarcastically say that 5-year-old children don't know how to speak and express their views without PPT. Just let it be, since it is the brand of the times, control is better than fighting. I encourage and admire the masters who have never used PPT. Who do you think is the leader of these countries speaking in public? For the design of PPT itself, you can refer to the related articles in Golden Space. Agile curriculum development is not easy to achieve overnight, so multiple rapid iterations are the most feasible agile development model. Remember to keep improving. The overall steps of curriculum development can include: project establishment, investigation, draft framework, review and improvement, draft, review and improvement, test draft, review and improvement, trial lecture release and continuous improvement.