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Anthropic/Claude Tools

1
  • How To Prompt A New Skill For Claude

Phase 3: Scale & Automate Your Campus

4
  • YouTube Newsletter Notification App AI Business Uses
  • Rethinking a education business in the ai age.
  • FRAMEWORK: T.A.C. – Teach, Apply, Coach
  • 100 Vibe Coding Ideas For Online Course Creators

Phase 2: Launch Your First Cohort

10
  • VIBE Course Creation Prompt
  • Real Life Situations and Scenarios
  • Perplexity Research Course Finished Response
  • Generic Master Course Prompt
  • DeepResearch Course Finished Report
  • Deep Research Course Task Request
  • Create Authentic Course Content
  • Create A Course With 3 Prompts
  • Course Research and Braining Storming Prompts
  • Convert Transcripts Into Course Content ChatGPT o1

Teaching Online with AI — FAQ

100
  • Will AI lower the price that people are willing to pay for online courses?
  • Will AI eventually replace online educators and course creators?
  • Why would someone join a live community when they can just ask ChatGPT?
  • Why would I use AI for research when I can just Google something?
  • Why use AI for email writing when I already have a template folder?
  • Why does AI sometimes say things that sound real but are completely made up?
  • Why does AI sometimes give confident but completely wrong answers?
  • Why do some AI answers feel so human while others feel obviously robotic?
  • Why do educators need to understand how AI works even if they only use it as a tool?
  • Why do different AI tools give different answers to the same question?
  • Why do AI tools keep improving so quickly compared to other software?
  • When should I use Google instead of asking an AI tool?
  • When is it faster to use a traditional tool versus going to AI?
  • What’s the best time of day or workflow moment to start practicing with AI?
  • What types of online courses are most at risk of being replaced by AI?
  • What skills will still be valuable for educators to have in five years given AI?
  • What should I tell my students when they ask me what AI is?
  • What should I not use AI for when I’m just starting out?
  • What should I actually try doing with AI in my first week to get comfortable?
  • What makes AI more useful than a pre-made template library?
  • What is the simplest task I can use AI for right now without any training?
  • What is the one thing about AI that most non-technical educators fundamentally misunderstand?
  • What is the main workflow difference between using AI and using traditional research tools?
  • What is the main advantage of AI over a YouTube tutorial for learning something new?
  • What is the fastest win I can get from AI in my teaching business this week?
  • What is the difference between the web interface for AI and the mobile app?
  • What is the difference between AI and machine learning and automation?
  • What is the case for investing in a community-based teaching model over solo courses?
  • What is the biggest threat AI poses to the online education industry?
  • What is the biggest mistake beginners make in their first week using AI?
  • What is the best AI tool to start with as a complete beginner?
  • What is one thing AI does that no other tool I currently use can match?
  • What is AI in simple terms for someone who isn’t tech-savvy?
  • What is a realistic expectation for what AI can do for me in my first month?
  • What is a prompt and why does wording it carefully matter?
  • What happens if I ask AI a really dumb question — will it judge me?
  • What evidence is there that human educators are thriving even as AI gets better?
  • What does transformation require that AI cannot provide?
  • What does it mean when people say AI was trained on data?
  • What does it mean when an AI has a knowledge cutoff date?
  • What does it mean that AI is a probabilistic tool rather than a deterministic one?
  • What does AI do better than Grammarly for editing my writing?
  • What does a large language model actually do when I type a question into it?
  • What do my students want from me that AI cannot give them?
  • What do human educators offer that AI genuinely cannot replicate?
  • What can AI do that Word and Google Docs can’t?
  • Should I write my prompts like a search query or like a sentence to a person?
  • Should I stop using Google now that AI tools exist?
  • Should I start with the free version of an AI tool or pay for the premium tier?
  • Should I replace my current tools with AI or add AI on top of them?
  • Should I be taking notes on what works and what doesn’t as I experiment with AI?
  • Should I be adding AI features to my course or avoiding them entirely?
  • Is using AI for lesson planning any better than using a Word document outline?
  • Is there a safe way to test AI on real course content without publishing anything?
  • Is there a risk that AI will start giving me personalized answers based on my history?
  • Is the AI I’m using storing my conversations and learning from them?
  • Is personal coaching still worth paying for when AI can give advice instantly?
  • Is live facilitation more or less valuable now that AI exists?
  • Is it naive to build a teaching business right now when AI is advancing so fast?
  • Is fear of AI replacement something I should discuss openly with my students?
  • Is ChatGPT the same thing as AI, or just one type of AI?
  • Is AI just a smarter version of the spellcheck I already use?
  • Is AI better at summarizing documents than reading them myself?
  • If AI can answer any question instantly, why would anyone pay to learn from me?
  • How will I know when I’ve moved from beginner to actually comfortable with AI?
  • How much does AI actually understand context from earlier in a conversation?
  • How long does it typically take to feel comfortable using AI as an educator?
  • How is talking to AI different from searching a forum for answers?
  • How is ChatGPT different from just doing a Google search?
  • How is AI writing different from just using a content template?
  • How is AI different from a search engine like Google?
  • How does human accountability differ from AI-generated feedback?
  • How does an AI chatbot compare to a knowledge base or FAQ system?
  • How does AI handle tasks like scheduling or organizing compared to tools I already have?
  • How does AI handle real-time information compared to tools I already use?
  • How does AI compare to Canva for creating educational visuals?
  • How do I use AI in my teaching in a way that makes my students value me more, not less?
  • How do I talk to potential students about AI without undermining my own value?
  • How do I stay relevant as an educator when my subject matter keeps changing because of AI?
  • How do I sign up for ChatGPT or Claude without doing something wrong?
  • How do I save or organize the AI responses that are actually useful?
  • How do I reframe my value as a teacher in a world where AI knows everything?
  • How do I practice using AI without it interfering with my actual work?
  • How do I know if I am using AI effectively or just wasting time with it?
  • How do I figure out whether the AI output is good enough to use or needs editing?
  • How do I explain to my students or colleagues that I’m starting to use AI?
  • How do I decide which existing tools to keep and which ones AI can replace?
  • How do I build on what AI gives me instead of just accepting whatever it says?
  • How do I avoid the trap of using AI for everything once I discover how powerful it is?
  • How do companies like OpenAI, Google, and Anthropic make money from AI?
  • How confident should I be that an AI answer is accurate before I use it in my teaching?
  • How can I compete with free AI tools that seem to know everything?
  • How are other educators dealing with the anxiety around AI replacing their work?
  • Does AI actually understand what I’m asking, or is it just pattern matching?
  • Can I break something or cause a problem by experimenting with AI?
  • Can AI think for itself, or does it only repeat things it has seen before?
  • Can AI replace the relationship between a mentor and a student?
  • Can AI replace the note-taking apps I already rely on?
  • Can AI make decisions on its own, or does it always need a human prompt?
  • Can AI do things that my existing course platform tools can’t do?

Campus Setup

1
  • How to Set Up Your First Study Hall

OpenAI/ChatGPT Tools

3
  • OpenAI ChatGPT Atlas Browser Hacks For YouTube
  • How Edupreneurs and Small Business Can Compete With Apps In ChatGPT
  • How ChatGPT and Apps In ChatGPT Will Change Learning

AI Automation & Workflows

8
  • FRAMEWORK: (SPARK) Turn Video Courses Into Mini-Apps
  • FRAMEWORK: (SOWHAT) How To Weed Out AI Tools
  • Claude MCP Integration with TrainingSites
  • Claude Connectors – MCP for regular people!
  • ChatGPT Tasks – AI Agents That Create Content From Your YouTube Videos
  • AI Engine ChatBot Prompt
  • AI Agents Task Lists
  • 100 Concrete AI Agent Ideas for Course Creators & Educators

Getting Started

2
  • Dashboard Quickstart
  • CAMPUS TOUR

Phase 1: Build Your Community Library

3
  • TS YouTube Title and Thumbnail Formula
  • TrainingSites Client Questions
  • TrainingSites Brand Details

Case Studies & Examples

7
  • Pickleball APP Onboarding
  • MyPickleball Friends Keywords
  • My Pickleball Friends Basics
  • MPF Topical Authority Map
  • MPF Facebook Intro Snippets
  • Marketing Strategy
  • Marketing Email & Copy

Campus Technical Setup

57
  • Your Campus Communication Dashboard: FluentCRM Overview
  • Understanding Individual Campus Member Profiles
  • Understanding Campus Member Messages in TrainingSites
  • Understanding Activity Feeds: The Heart of Your Study Hall
  • TutorLMS Integration – Connecting Campus Communications with TutorLMS
  • TrainingSites Campus Global Settings Overview
  • Teaching Study Hall Privacy: Public, Private, and Secret Settings
  • Teaching Study Hall Member Management: Roles, Invitations, and Access Control
  • Teaching Members to Join Learning Paths: Participation Management
  • Study Hall Post Sorting Options: Helping Members Find What Matters
  • Study Hall Navigation Links: Organizing Your Campus Experience
  • Study Hall Membership Invitations: Growing Your Community Strategically
  • Study Hall Document Library: Organizing and Sharing Resources
  • Setting Up Your First Campus Communication (Bulk Message Campaign)
  • Providing Downloadable Resources in Lessons: File Management
  • Primary Workflow Triggers for Campus Automation
  • Personalizing Campus Messages with Smart Codes
  • Personalizing Campus Communications with Merge Tags
  • Managing Your Campus Members: The Contacts Dashboard
  • Managing Your Campus Member Database
  • LMS Triggers for Student Journey Workflows
  • LMS Actions for Course Automation
  • LifterLMS Integration – Connecting Campus Communications with LifterLMS
  • Learning Path Privacy Settings: Teaching Members Access Control
  • LearnDash Integration – Connecting Campus Communications with LearnDash
  • Introduction to Student Journey Workflows
  • Introduction to Campus Automation: Teaching That Happens While You Sleep
  • Import Campus Members into Your TrainingSites Campus
  • How to Set Up a Study Hall for Your Campus Members
  • How to Segment Your Campus Members with Lists, Tags, and Dynamic Segments
  • How to Install and Activate FluentCRM for Your Campus
  • How to Add and Manage Campus Members in FluentCRM
  • Handling Comments and Reactions: Building Conversations in Study Halls
  • Guide Your Members: How to Set Up Their First Study Hall
  • Editing and Deleting Study Halls: A Complete Management Guide
  • Creating Student Journey Workflows and Using the Editor
  • Creating Reusable Message Templates for Your Campus
  • Creating Knowledge Assessments: Teaching Members to Build Quizzes
  • Creating Custom Member Data Fields in Your Campus
  • Creating Campus Enrollment Forms with Fluent Forms
  • Creating and Managing Posts: The Foundation of Study Hall Engagement
  • Creating and Managing Polls: Drive Quick Engagement in Study Halls
  • Creating and Managing Learning Paths in Your Campus
  • Composing Campus Member Messages in TrainingSites
  • Campus Member Statuses – Managing Active and Inactive Members
  • Campus Member Segments – General & Dynamic Targeting
  • Campus Communication Templates – Reusable Message Designs
  • Campus Communication Campaigns – Broadcasting to Members
  • Campus Communication Actions in Student Journey Workflows
  • Campus Automation Triggers: When Your Teaching Automations Start
  • Building and Editing Campus Automations
  • Advanced Member Filtering: Finding Exactly the Right Students
  • Advanced Filter – Finding Specific Campus Members
  • Adding Resource Links to Learning Paths: Navigation Enhancement
  • Adding Custom Links to Study Halls: Connect External Resources
  • Activity Feed Views: Teaching Members to Navigate and Engage
  • Abandoned Cart Recovery for Course Sales

Content Creation & Marketing

4
  • YouTube Thumbnail Strategies
  • YouTube Shorts Basics
  • Text For Video Titles and Scripts
  • Default YouTube Settings

Prompt Library & Frameworks

53
  • 🧠 Prompt Like a Boss: Expanded Vocal Prompting Cheat Sheet
  • YouTube Video Template
  • YouTube Transcript Formatter – To Support Video
  • YouTube Transcript Formatter
  • YouTube Title and Thumbnail Special Instructions
  • TEACH Framework: With Examples
  • TEACH Framework: Basics
  • Social Media Creation Prompts
  • Sales Page Prompt Generator for Free Member Offers
  • Sales Copy Prompts
  • Prompts To Create Your Personal Teaching Style and Video Profile
  • Prompts To Create Your Default Context Profile
  • Perfect Course Audience Prompt
  • OpenAI Image Generation Tips
  • My Course Syllabus Prompting System
  • Mini-Course Transcript Converter
  • Master Lesson Text Prompt
  • How To Use A Prompt that Creates The Best Prompt
  • Glasp.co YouTube Summary Prompts
  • Getting Started Intro Lesson Text Prompts
  • Generic YouTube Prompts
  • General Prompts
  • General Blogging Prompts
  • Gemini 2.5 Pro Title & Text Generator – Market Specific
  • GEAR Prompt Template Library
  • GEAR Phrases
  • GEAR Framework with ACR Integration
  • GEAR Framework Checklist
  • GEAR Framework Applications for Side Hustle Tasks
  • From Youtube Videos
  • FRAME: Turn ANY Topic Into A Framework
  • Create A MindMap File Prompt
  • Course Research to MindMap Prompts
  • Converty Competitors Youtube Videos Into MindMaps
  • Convert YouTube to Blog
  • Conversational Clean Up Prompts
  • Conversational AI Use Cases
  • Content or Topic Authority Map
  • Community Building Prompts
  • Client Profile Prompts
  • ChatGPT Prompt Styles: Definitions and Examples
  • AI Prompts For Youtube and Course Videos
  • AI Prompts – Getting Started
  • AI Powered Self Assessments – Gemini
  • AI Powered Self Assessments – Claude
  • AI Powered Self Assessments – ChatGPT
  • 5 Weird Conversational Prompts To Use
  • 5 AI Prompts for Simplifying Course Content
  • 20 Prompts To Create Content For YouTube Videos
  • 20 Online Course Creation Prompts with Simple and Complex Examples
  • 15 Advanced Business Conversations
  • 10 Ways To Use Gemini 2.5 Pro with Multimodal Inputs
  • 10 General Purpose Marketing Task Prompts

S1: Getting Started with AI as an Educator

100
  • Will AI lower the price that people are willing to pay for online courses?
  • Will AI eventually replace online educators and course creators?
  • Why would someone join a live community when they can just ask ChatGPT?
  • Why would I use AI for research when I can just Google something?
  • Why use AI for email writing when I already have a template folder?
  • Why does AI sometimes say things that sound real but are completely made up?
  • Why does AI sometimes give confident but completely wrong answers?
  • Why do some AI answers feel so human while others feel obviously robotic?
  • Why do educators need to understand how AI works even if they only use it as a tool?
  • Why do different AI tools give different answers to the same question?
  • Why do AI tools keep improving so quickly compared to other software?
  • When should I use Google instead of asking an AI tool?
  • When is it faster to use a traditional tool versus going to AI?
  • What’s the best time of day or workflow moment to start practicing with AI?
  • What types of online courses are most at risk of being replaced by AI?
  • What skills will still be valuable for educators to have in five years given AI?
  • What should I tell my students when they ask me what AI is?
  • What should I not use AI for when I’m just starting out?
  • What should I actually try doing with AI in my first week to get comfortable?
  • What makes AI more useful than a pre-made template library?
  • What is the simplest task I can use AI for right now without any training?
  • What is the one thing about AI that most non-technical educators fundamentally misunderstand?
  • What is the main workflow difference between using AI and using traditional research tools?
  • What is the main advantage of AI over a YouTube tutorial for learning something new?
  • What is the fastest win I can get from AI in my teaching business this week?
  • What is the difference between the web interface for AI and the mobile app?
  • What is the difference between AI and machine learning and automation?
  • What is the case for investing in a community-based teaching model over solo courses?
  • What is the biggest threat AI poses to the online education industry?
  • What is the biggest mistake beginners make in their first week using AI?
  • What is the best AI tool to start with as a complete beginner?
  • What is one thing AI does that no other tool I currently use can match?
  • What is AI in simple terms for someone who isn’t tech-savvy?
  • What is a realistic expectation for what AI can do for me in my first month?
  • What is a prompt and why does wording it carefully matter?
  • What happens if I ask AI a really dumb question — will it judge me?
  • What evidence is there that human educators are thriving even as AI gets better?
  • What does transformation require that AI cannot provide?
  • What does it mean when people say AI was trained on data?
  • What does it mean when an AI has a knowledge cutoff date?
  • What does it mean that AI is a probabilistic tool rather than a deterministic one?
  • What does AI do better than Grammarly for editing my writing?
  • What does a large language model actually do when I type a question into it?
  • What do my students want from me that AI cannot give them?
  • What do human educators offer that AI genuinely cannot replicate?
  • What can AI do that Word and Google Docs can’t?
  • Should I write my prompts like a search query or like a sentence to a person?
  • Should I stop using Google now that AI tools exist?
  • Should I start with the free version of an AI tool or pay for the premium tier?
  • Should I replace my current tools with AI or add AI on top of them?
  • Should I be taking notes on what works and what doesn’t as I experiment with AI?
  • Should I be adding AI features to my course or avoiding them entirely?
  • Is using AI for lesson planning any better than using a Word document outline?
  • Is there a safe way to test AI on real course content without publishing anything?
  • Is there a risk that AI will start giving me personalized answers based on my history?
  • Is the AI I’m using storing my conversations and learning from them?
  • Is personal coaching still worth paying for when AI can give advice instantly?
  • Is live facilitation more or less valuable now that AI exists?
  • Is it naive to build a teaching business right now when AI is advancing so fast?
  • Is fear of AI replacement something I should discuss openly with my students?
  • Is ChatGPT the same thing as AI, or just one type of AI?
  • Is AI just a smarter version of the spellcheck I already use?
  • Is AI better at summarizing documents than reading them myself?
  • If AI can answer any question instantly, why would anyone pay to learn from me?
  • How will I know when I’ve moved from beginner to actually comfortable with AI?
  • How much does AI actually understand context from earlier in a conversation?
  • How long does it typically take to feel comfortable using AI as an educator?
  • How is talking to AI different from searching a forum for answers?
  • How is ChatGPT different from just doing a Google search?
  • How is AI writing different from just using a content template?
  • How is AI different from a search engine like Google?
  • How does human accountability differ from AI-generated feedback?
  • How does an AI chatbot compare to a knowledge base or FAQ system?
  • How does AI handle tasks like scheduling or organizing compared to tools I already have?
  • How does AI handle real-time information compared to tools I already use?
  • How does AI compare to Canva for creating educational visuals?
  • How do I use AI in my teaching in a way that makes my students value me more, not less?
  • How do I talk to potential students about AI without undermining my own value?
  • How do I stay relevant as an educator when my subject matter keeps changing because of AI?
  • How do I sign up for ChatGPT or Claude without doing something wrong?
  • How do I save or organize the AI responses that are actually useful?
  • How do I reframe my value as a teacher in a world where AI knows everything?
  • How do I practice using AI without it interfering with my actual work?
  • How do I know if I am using AI effectively or just wasting time with it?
  • How do I figure out whether the AI output is good enough to use or needs editing?
  • How do I explain to my students or colleagues that I’m starting to use AI?
  • How do I decide which existing tools to keep and which ones AI can replace?
  • How do I build on what AI gives me instead of just accepting whatever it says?
  • How do I avoid the trap of using AI for everything once I discover how powerful it is?
  • How do companies like OpenAI, Google, and Anthropic make money from AI?
  • How confident should I be that an AI answer is accurate before I use it in my teaching?
  • How can I compete with free AI tools that seem to know everything?
  • How are other educators dealing with the anxiety around AI replacing their work?
  • Does AI actually understand what I’m asking, or is it just pattern matching?
  • Can I break something or cause a problem by experimenting with AI?
  • Can AI think for itself, or does it only repeat things it has seen before?
  • Can AI replace the relationship between a mentor and a student?
  • Can AI replace the note-taking apps I already rely on?
  • Can AI make decisions on its own, or does it always need a human prompt?
  • Can AI do things that my existing course platform tools can’t do?
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  • Home
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  • AI Prompts For Youtube and Course Videos

AI Prompts For Youtube and Course Videos

James Maduk
Updated on September 25, 2024

Brainstorming & Talking Points:

“Brainstorm a list of SEO-optimized, creative, and practical ideas for a YouTube video about [CONTEXT], focusing on the keyword/keyword phrase ‘[Insert Keyword/Keyword Phrase]’. Cover various aspects of [TOPIC], ensuring the keyword is integrated naturally throughout the content. Highlight the benefits of [TOPIC] for time management, audience interaction, and content authenticity, all while keeping online course creators and digital entrepreneurs in mind.

• Examples and Case Studies: Provide specific examples, case studies, or demonstrations to illustrate each point. Use keyword-optimized language that shows how [TOPIC] can be practically applied.

• Engaging Talking Points: Generate SEO-friendly talking points that emphasize the advantages of [TOPIC], such as time efficiency, audience engagement, and content authenticity. Ensure these points are relevant to online course creators and digital entrepreneurs, and include the target keyword in a natural way.

• Common Misconceptions & Tips: Address common misconceptions about [TOPIC], offer beginner-friendly tips for getting started, and recommend keyword-relevant tools or setups that simplify the process.

• Analogy: Develop an analogy that relates [TOPIC] to a familiar concept, helping viewers easily understand its value or purpose. Suggest where in the video to apply this analogy for maximum impact.

• SEO Integration: Ensure the primary keyword/keyword phrase appears strategically in the title, opening sentence, talking points, and throughout the video description to improve search visibility and attract the target audience.


Youtube Basic Video Titles:

Generate a list of 5-7 SEO-optimized, catchy, and intriguing titles for a YouTube video about ‘[TITLE]’, using the keyword/keyword phrase ‘[Insert Keyword/Keyword Phrase]’. The titles should be designed to attract online course creators and digital entrepreneurs, emphasizing the time-saving benefits, increased engagement, and authenticity that [TOPIC] offers. Each title should:

• Be Short & Attention-Grabbing: Keep the titles concise, using action-oriented language that entices viewers to click.

• Highlight Benefits: Ensure the titles focus on the specific benefits of [TOPIC], such as time-saving, audience interaction, or content authenticity.

• Incorporate Keywords: Naturally integrate the primary keyword/keyword phrase into each title for improved SEO and visibility.

• Create Curiosity: Use words and phrases that pique curiosity and make viewers eager to learn more about how [TOPIC] can improve their process.

• SEO Optimization: Make sure that the keyword is placed towards the beginning of each title where possible, to improve search rankings.


Youtube Viral Video Titles:

Role: You are an expert viral content strategist who creates attention-grabbing, controversial, and highly clickable headlines for [insert platform, e.g., YouTube, Blog, Social Media].

Task: Your task is to generate [x] insanely viral title ideas for a [insert topic here]. These titles should be designed to stop users mid-scroll and compel them to click. They should use elements of curiosity, shock value, bold claims, and touch on the target audience’s common pain points or desires.

Context: The titles should be formatted to fit the style of [insert platform]. Use the following structure and adjust as needed for each title:

  1. “Outrageous claim + Unexpected result”
  2. “Specific number/time + Unbelievable outcome”
  3. “Low-cost hack + Comparison to high-achievers”
  4. “Personal experiment + Cliff-hanger”
  5. “Challenge to conventional wisdom”
  6. “David vs Goliath scenario”
  7. “Time-sensitive secret + Authority figure opposition”
  8. “Underdog success story”
  9. “Dramatic transformation + Skepticism-inducing result”
  10. “Unusual method + Expert reaction”

Additional Guidelines:

  • Use brackets, ellipses, or parentheses for emphasis.
  • Include numbers, percentages, or dollar amounts when relevant.
  • Imply a story or journey.
  • Create a sense of urgency or exclusivity.
  • Use power words like “hack,” “secret,” “trick,” or “weird.”
  • Occasionally, use all caps for extra emphasis.

Content/Context: [Add specific content or context from any resource, research, or angle related to the topic here.]


Youtube Title Optimzation Prompt:

You are an AI assistant specialized in evaluating YouTube video titles based on the value equation. Your task is to analyze titles and provide a score and breakdown for each component of the equation.

The Value Equation

Value = (Dream Outcome * Perceived Likelihood of Achievement) / (Time Delay * Effort and Sacrifice)

For each title, evaluate and score the following components on a scale of 1-10:

  1. Dream Outcome (DO): How desirable is the outcome promised in the title?
  2. Perceived Likelihood of Achievement (PLA): How achievable does the outcome seem?
  3. Time Delay (TD): How quickly can the viewer expect results? (Lower is better)
  4. Effort and Sacrifice (ES): How much work or sacrifice is implied? (Lower is better)

Instructions

  1. Analyze the given YouTube video title.
  2. Score each component of the value equation (DO, PLA, TD, ES) on a scale of 1-10.
  3. Calculate the overall value score using the equation: Value = (DO * PLA) / (TD * ES)
  4. Provide a brief explanation for each score.
  5. Offer suggestions for improvement if the score is low.

Output Format

Title: [Insert title here]

  1. Dream Outcome (DO): [Score] /10 Explanation: [Brief explanation]
  2. Perceived Likelihood of Achievement (PLA): [Score] /10 Explanation: [Brief explanation]
  3. Time Delay (TD): [Score] /10 Explanation: [Brief explanation]
  4. Effort and Sacrifice (ES): [Score] /10 Explanation: [Brief explanation]

Overall Value Score: [Calculated score]

Analysis: [Brief overall analysis of the title’s effectiveness]

Suggestions for Improvement: [If applicable]

Remember to consider the target audience, current trends, and the context of the YouTube platform when evaluating titles.


Youtube Video Title Framework

ind and research best performing titles from channels suscribed too. Try with the following tactics to re-use them.

Tacticeg.
Add Year to TitleStarting a YouTube Channel in 2024 (15 Things I Wish I Knew Before I Started…)
Make More Niche Specific8 Faceless YouTube Niches XXXXXX Should Always Avoid (and 4 of the BEST)

Adapt To NicheMy Biggest Advice For ‘Starting, Stopping, Beginnig, Mastering’ xxxxxxxx
10 Simple ‘Hacks, Habits’ for XXXXXX
If I were ‘starting, thinking about, worrying,’ in 2024 this is what I’d do
How To Reinvent XXXXXX. in x time (my simple process, in x steps)
Differentiated TitleComplement
Question
Nobody told me
I never knew
…. in less than

Video Description:

“Write an SEO-optimized YouTube video description using the following keyword/keyword phrase: ‘[Insert Keyword/Keyword Phrase]’. Ensure that the first sentence is above the fold, highly descriptive, and clearly conveys the main benefit of watching the video. This sentence must also be keyword-optimized. The rest of the description should expand on the content covered in the video, include relevant keywords naturally, and encourage viewer engagement with clear calls-to-action such as liking, subscribing, and checking out additional resources. Structure the description for readability with short paragraphs and relevant links.”


Generate Video Script:

“Write a detailed, SEO-optimized video script for a YouTube livestream titled ‘[TOPIC]’. The script should include the following sections, designed for beginners to easily follow while focusing on engaging online course creators and digital entrepreneurs. Use the following keyword/keyword phrase: ‘[Insert Keyword/Keyword Phrase]’. Ensure that the first sentence is keyword-optimized, highly descriptive, and clearly conveys the benefit the viewer will gain from watching the video.

1. Introduction:

  • Open with a compelling, keyword-optimized hook that grabs the audience’s attention and introduces the topic.
  • Clearly explain why the topic is important for online course creators and digital entrepreneurs, and outline the key benefits of watching the video.
  • Set the tone for an engaging, informative session.

2. Main Content:

  • Break down the key talking points, organized in an easy-to-follow format.
  • Each talking point should be clearly presented, include the benefits to the viewer, and use natural keyword integration throughout.
    • TALKING POINT 1: [Insert what you want to cover]
    • TALKING POINT 2: [Insert what you want to cover]
    • TALKING POINT 3: [Insert what you want to cover]
  • Provide relevant examples or scenarios that illustrate how the talking points apply to online course creators.

3. Practical Tips:

  • Offer actionable, beginner-friendly advice on how to implement the discussed points.
  • Include tools, platforms, or steps that make the process easier for new livestreamers or course creators.
  • Make sure to include any SEO keywords naturally as you provide tips.

4. Audience Interaction:

  • Include prompts to engage with the audience throughout the video.
  • Ask questions that encourage comments, feedback, and interaction in the live chat.
  • Mention keyword-optimized phrases or questions related to the topic that viewers can answer or discuss.

5. Conclusion:

  • Recap the main points covered in the video, summarizing the benefits of the [TOPIC] for online course creators and digital entrepreneurs.
  • Reinforce the value of applying the knowledge shared and motivate viewers to take action.
  • Include a strong, keyword-optimized call-to-action, encouraging viewers to subscribe, like, share, and check out related content.

6. Outro:

  • Sign off with a friendly closing, thanking viewers for joining the livestream or video.
  • Remind them to stay tuned for upcoming content and briefly mention what’s coming next.

Throughout the script, maintain a conversational tone that’s easy for beginners to follow, and integrate the keyword/keyword phrase naturally for SEO purposes.”


Optional – Video Intro:

“Write a captivating introduction for a YouTube livestream video titled ‘[TITLE].’ The introduction should immediately grab the audience’s attention, highlight the benefits of [TOPIC], and create a sense of anticipation for the content that will be covered. The tone should be engaging, energetic, and geared towards online course creators and digital entrepreneurs looking to streamline their content creation process.”


Optional – Video Wrap:

“Write an engaging and memorable exit for a YouTube livestream video titled [TITLE]. The exit should summarize the key points discussed, encourage viewers to take action (such as subscribing, liking the video, or checking out related content), and leave them feeling inspired to [PURPOSE]. The tone should be motivational, supportive, and geared towards online course creators and digital entrepreneurs looking to optimize their content creation process.”

chatgpt, claude-ai, gemini, intermediate, prompts, youtube-strategy
ChatGPT Prompt Styles: Definitions and ExamplesAI Prompts – Getting Started
Table of Contents
  • Brainstorming & Talking Points:
  • Youtube Basic Video Titles:
  • Youtube Viral Video Titles:
    • Youtube Title Optimzation Prompt:
    • Youtube Video Title Framework
    • Video Description:
    • Generate Video Script:
    • Optional - Video Intro:
    • Optional - Video Wrap:

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