CALENDAR MANAGEMENT PRACTICE MODULE

THE NEED

A coworker who teaches an online Office Professionals course asked me if I could create an e-learning module for learners to practice scheduling appointments. In class, participants learn how to use Outlook calendars and apply best practices to scheduling meetings with varying constraints. My coworker wanted a practice opportunity for the problem solving piece, so learners master the principles behind scheduling, regardless of the tool they use.

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THE SOLUTION

The solution is a scenario-based e-learning module in which learners schedule meetings and events. Each meeting request includes common parameters, like required attendees, working hours, conflicting schedules, and room size. Learners progress through several levels from simple to more complex requests. The interface includes on-screen text with the request, Outlook-esque calendars, and a custom form for scheduling the meeting.

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THE PROCESS

ANALYSIS

Through reviews of the lesson materials and conversations with the instructor, I clarified the learning objectives and the level of proficiency desired. Through that process, I also articulated the principles being taught for scheduling appointments.

 

Learners have basic computer skills, and they would be learning to use Microsoft Outlook to schedule meetings as part of the course. All learners are required to have a desktop or laptop computer for the course, which opened up more options for screen layouts.

 

The instructor wanted a repeatable practice module. It was also important that the module was self-contained, so learners can use it outside of class for extra practice.

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DESIGN

The scenarios are based on common meeting and event requests in business environments. The simplest scenarios involve 2-3 people and few conflicts or requirements. For example, an early scenario involves a supervisor asking for a 1-on-1 update meeting with a supervisee. 

 

As scenarios get more difficult, there are more parameters and potential conflicts. Learners must consider things like required versus optional attendees and padding for travel or setup. 

 

Learners progress as they successfully schedule meetings. A correct schedule means learners move to the next level of difficulty. If learners schedule a meeting incorrectly, they try another scenario at the same level. After two unsuccessful tries at a given level, learners are prompted to review principles for effective scheduling. This keeps learners appropriately challenged.

 

Since learners use Outlook in class, I designed the interface with similar elements. Learners can view the calendars of relevant people or spaces in a graphic display, while the meeting requirements are still visible on screen. This is important because flipping back and forth between parameters and calendars requires learners to keep one in working memory while viewing the other, which adds unnecessary cognitive load.

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DEVELOPMENT

I am developing this module in Adobe Captivate. Since learners will need a lot of information to make effective decisions and will otherwise be required to have a computer, I chose not to create a fully responsive project. However, the interface will adjust to different “full-sized” screen resolutions.

 

To increase efficiency, I am working on a master slide layout that I can populate quickly with each scenario. This will also create consistency for learners, so they know where to find key information in each problem. 

 

The dropdown widget in Captivate is very small and the style is not customizable to match the rest of the design, so I opted for a custom “dropdown” menu for learners to select the time in the schedule form.

 

The other inputs are smartshapes used as buttons with “selected” and “unselected” states. Scoring and feedback is tied to variables associated with the inputs on the scheduling form.