Become a Procrastination-Free Professional
Productivity is crucial for delivering impactful outcome and performing your best in today's workforce. However, procrastination can get in the way of achieving your goals.
This eLearning course discusses how professionals can overcome procrastination and boost productivity.
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Tools: Articulate 360, Canva, Google Apps Script, Twine.
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Throughout the course, some of your engagement and input will be tracked and stored anonymously for iteration purposes.
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Project Background
This course is a simulation of a project that aimed to help a fictional organization improve staff productivity. The organization was struggling with constant project delays and employee motivation due to poor time management. The stakeholder roles in this project were played by You.com, who took on different roles such as heads of departments, managers, team members, and an SME at various stages of the project.
The design process section will demonstrate how the project was planned and developed.
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Design Process
To enhance clarity and readability, the following provides definitions for key terms used in this context:
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ID: Instructional Designer, a professional tasked with developing learning activities and curating course content to facilitate effective education and performance improvement efforts
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SME: Subject Matter Expert, the domain expert and typically supplies the raw content in instructional design process
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Articulate Rise: One of the tools of Articulate 360 suite, a web-based authoring tool for rapid eLearning development through building blocks
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Articulate Storyline: Another Articulate 360 tools, a desktop application that provides extensive customization options for eLearning development
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Twine: An open-source platform for designing interactive and non-linear narratives. Within this project, it was used to map out the flow of branching scenarios
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Summary
Analysis
Design
Development
Implementation & Evaluation
Analysis
Normally, a needs analysis is initiated to determine the requirement for a training course, considering possible non-training related influencing factors. However, as this is a fictional project designed to demonstrate my learning design expertise, the initial analysis phase was eliminated. Instead, the process began with an impact analysis, followed by content analysis.
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Identified Drivers
1/7
In this scenario, a hypothetical department head had asked for an educational content aimed at improving productivity because of a recurring pattern of late deliveries. I initiated the process by interacting with You.com, which simulated the roles of a department head, various team managers and members to explore the signs of low productivity within the organization. Subsequently, I explored the consequence of the ongoing situation to identify driving factors for support and active involvement for the course development.
Design
In this phase, I will detail my design process, which involves establishing learning objectives from the information gathered during the analysis phase. These objectives are then refined into more specific outcomes, forming the basis of the course outline. The process also includes how I prepared the course content for further development.​
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Identified Learning Objectives
1/5
My design process started with setting learning objectives based on stakeholders' goals. Achieving these goals requires consistent practice of productivity habits, which formed the final learning objective: act and reflect consistently. This depended on the second objective: use productivity techniques to beat unique procrastination tendencies. To apply the relevant techniques, audience must understand their work habits and why they procrastinate, which became the first objective.
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Development
In this section, my focus will be on showcasing my content development process. The majority of the content was developed using Articulate Rise, with Canva as the primary tool for generating assets. As this part of the process was straightforward, it will not be extensively detailed. Instead, I will primarily focus on the development process in Articulate Storyline. Under normal circumstances, I would naturally involve the SME and a few of my colleagues for a peer review in this phase. As I lacked a real SME for the course review, I seeked input from the ID community when the course was about 90% complete. The insightful and critical points were largely implemented, some reserved for future iterations, and others deemed outside the project's scope.
Self-assessment Tool: Created Scenes
1/11
I started by creating three different scenes and empty slides:
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Introduction scene which has 23 questions, but audience would only encounter five, with each answer guiding the follow-up question
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The Tie-Breaker scene which handles scenarios of two equally high scores. This scene has 15 total additional questions, while audience would only see three
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The Result scene which presents assessment results based on responses
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Implementation & Evaluation
Although hypothetical, the Implementation and Evaluation process of this eLearning course would be as follows:
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Implementation would involve a three-week pilot with 8-10 target audience to gather feedback and make necessary adjustments. This online course, hosted on Moodle LMS, would be available to all employees. To drive participation, I would add a dynamic message on the homepage that is only visible to employees who have not participated. The message would state, for instance, "50 of your colleagues have participated in this course, will you be the 51st participant?". After adding such a message, I would closely monitor the course engagement to assess if such a message makes an impact.
A forum discussion, which allows anonymous posting, dedicated for this course would also be available for sharing experiences, challenges, and resources. All team managers would be informed of the course's existence and its benefits via an email and a brief video.
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In the initial three months, course engagement will be monitored closely to identify areas needing revision. Apart from the course engagement metrics, a follow-up survey six months post-participation would be sent out to participants to gauge the course's impact on their work habit and performance. At the end of the first year, organizational outcomes will be assessed using success metrics identified during the analysis phase. This can be achieved either by using xAPI to capture and share learning data with other business systems, or a session with department heads and team managers.
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After the initial first year, outcomes at individual, team, and organizational levels will be evaluated annually based on course engagement metrics. I would opt for storing and tracking the data anonymously, using unique IDs instead of employee names.
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