Scheduling Meetings in Outlook
For this project, student Danielle Dale created an e-learning high-level instructional design document.
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A summary of this project is provided on this page. For a full description of the project including the branching scenario path, e-learning structure/content outline, and storyboard see the full PDF report.
Title of e-learning
Scheduling Meetings in Outlook
Using Outlook features and email etiquette to schedule meetings.
Need or opportunity
Many employees do not know how to book rooms and use the scheduling assistant in Outlook, which causes unnecessary emails and confusion. I have personally observed this and have had many managers request training on this subject. Branching will be the best solution, because it will give the learner multiple options that are similar to real-life situations. It will also allow them to practice in a safe environment without aggravating co-workers.
Expected learning or performance outcome
Learners will be able to schedule meetings without conflicts.
Relevant characteristics of the target learner audience
- Novice or apprentice Outlook users and business professional
- Primarily use desktop computers
- Vary in age from 18-75
- English- speaking
- Reside in the western United States
- At least a high school diploma
- Motivated and capable to complete e-learning
- Limited access to speakers (need captions)
Learners complete their work on desktop computers and/or laptops and are dispersed across a wide geographical area, which makes e-learning is a good fit. The instruction is for computer-based software, so learners can complete simulations similar to how they would in real-life which facilitates knowledge transfer.
- Speakers (recommended)
- Internet access
- Web browser
- Windows: Google Chrome (latest version)
- Mac: Safari 7 and later, Google Chrome (latest version)
- Mobile: Safari in Apple iOS 7 and later, Google Chrome (latest version) in Android OS 4.1 and later
The learners’ knowledge will be assessed using multiple-choice scenarios. The questions are not scored. The learner must progress through all scenarios to complete the course.
Knowledge and/or skill type
- Actions taken – learners are assessed based on observable behavior on how they schedule meetings.
- Cues used – the learner must review cues from specific areas in Outlook to avoid scheduling conflicts.
- Rules of thumb – learners will write clear subject lines and agendas in order to clearly communicate the purpose of the meeting (Clark, 2013, p. 165).
Interpersonal – the learner must communicate effectively to achieve the goal (Clark, 2013, p. 37).
Assessment strategy (i.e., response options, test items)
The responses have multiple outcomes, high solution precision, limited interface response options, and low social presence (Clark, 2013, Ch. 4). This matches the need the have a realistic response options while interacting on a desktop computer.
Your boss asks you to schedule an important meeting. He stresses the importance of the appointment containing no scheduling conflicts and a clear meeting topic.
An on-screen coach will guide learners through the course with simple to complex scenarios. The learner will be directed where to click initially and then asked to pick the right area as the course progresses (Clark, 2013, p. 76).
Advisor type (if any)
The advisor is an on-screen coach/ product expert who guides the learner through the course and provides feedback on decisions.
The content will be presented in an interactive e-learning course with learner activities, including practical exercise. An on-screen coach will guide learners through the course with simple to complex scenarios. The learner will be directed where to click initially and then asked to pick the right area as the course progresses (Clark, 2013, p. 76). The learner is given both intrinsic and instructional feedback. The email responses are a realistic environmental response, while also guiding them to a suggested alternative action (Clark, 2013, p. 106).
The learner will be given five scenario questions. The outcome is factual and conceptual knowledge, as well as near transfer open tasks (Clark, 2013, p.126-127). The learner must be able to correctly navigate in the Outlook screen, as well as create clear subject lines and agendas. The questions are not scored.