Summary
The goal of this concept project is to provide an accessible resource for people that want to better manage their time. There are a total of four evidence-based, succinct, and applicable time management techniques included in this tool.
Overview
The Problem
As a potential partner, I know how valuable your time is and that finding a qualified instructional designer is just one of many tasks on your to-do list. I also know that due to factors such as online distractions, family obligations, pandemic stressors, and those hard to manage long term aspirations, it has become harder than ever before to stay productive. More importantly, not optimizing our productivity makes it more difficult to make time for the activities and people we love.
The Solution - or at least part of it
Once I noticed that many people, both in my professional network and personal life, were struggling with time management, I knew that I wanted to create a tool that could address this. But what makes this tool different from googling time management strategies?
Cathy Moore puts it best in her book, Map It: The Hands-On Guide to Strategic Training Design: “Performance improves when people do things differently, not when they know stuff.” (90) That’s why in this eLearning experience, you will not only be provided with the theories behind four research-based time management techniques, but you will also be empowered with immediate actionable steps to work these strategies into your daily life.
Design Theory
Since identifying the desired results was the first item I determined for this project, I chose to apply the Backwards Design Theory to frame my development. After establishing learning outcomes, I moved on to the second stage of Backwards Design: deciding acceptable evidence that the learning goals were met. For this project, that looked like users reporting increased productivity and creativity, lower stress and burnout, and a better sense of control. With this in mind, I was ready to plan the learning experience. I accomplished this by providing users with a concise summary of a wide range of time management techniques with accompanying tools.
While applying the Backwards Design Theory, I also incorporated several Principles of Adult Learning. For example, time is often listed as one of the most common challenges of adult learning. In response, I applied the transformation principle to create a tool that empowers adults to take back ownership over their own time. This tool is also designed with the readiness to learn and self-direction principles of adult learning in mind. For instance, it can be revisited time and time again and to explore certain aspects of the course on an as needed basis. In addition, learners are not required to view all four techniques and there is no quiz on whether or not users will be able to regurgitate the theoretical frameworks of each technique. Finally, if given the opportunity, I would also apply the mentorship principle by creating a platform that allows users to have an opportunity to informally interview the time management techniques of someone who they view as successful in their desired domain.
Text-Based Storyboard
Although I found many theories and studies that covered productivity, time management, and stress, I knew that my audience only had time for need-to-know information, not nice-to-know information. I used my prior knowledge from my background in human development to guide me as I surveyed the existing research literature using reputable search engines like Google Scholar and PYSCHInfo.net.
Next, I narrowed down the list by categorizing strategies according to the specific needs they address. I decided that a one sentence summary of the theory was a need-to-know because it provides helpful context, but that the history of the research methods behind each study were nice-to-know’s.
The theory and action of four time management techniques are organized in the tool alphabetically for user convenience:
I also had a lot of fun experimenting with potential designs of this concept project. I used Adobe XD to create various visual mock-ups and played around with background to text contrast, graphic repetition, tab alignment, and content proximity.
Later in the development project, I reached out to the instructional design community for feedback and was appreciative to receive changes, such as centering text that was originally left aligned and adjusting the layout of a few downloadable tools for a more professional feel.
Design and Development
After solidifying the content and determining the direction of the visual component, I was eager to move into the design and development phase of the project. Since the topic of the project was time management, I decided to create a moment of delight by projecting the content regarding the theory and action of each technique onto the face of a clock.
I also included downloadable templates that I designed using Microsoft Powerpoint and Adobe XD. Functioning similarly to job aids, the goal of this asset is for users to be able to access additional resources to apply these techniques as needed.
This project was developed using Articulate Storyline 360, specifically the layers and states features of the software.
Results: Talent LMS
After several revision cycles with fellow instructional designers, I uploaded the final tab interaction to TalentLMS as a SCORM package in order to become more familiar with managing LMS systems.
Thanks to the participation of learner volunteers, I was able to assign learners to courses, monitor their progress, track the time spent, and even dive into the course evaluation by viewing survey responses, among other features provided by TalentLMS.
This helped build on my existing skills and knowledge in other LMS systems, such as Canvas, and makes me confident in my ability to draw connections between other LMS in the future.
Takeaways: Building learning experiences using existing funds of knowledge
Prior to building this tool, I already knew of several research based time management techniques based on my educational background. Additionally, thanks to previous roles such as a teaching assistant for higher education courses, I also had existing experience with LMS’s.
Just as instructional designers apply prior knowledge as they build out projects, learners also bring their own knowledge to the learning experience. After this is understood, the role of the instructional designer shifts from telling the user what they think they need to know to providing the user with appropriate resources needed to expand on already existing knowledge.
Take, for example, a learner who mapped out exactly how they were planning to achieve their long term goals, but struggled with managing their time within the course of a single day. That is a learner that already knows how to manage their time to some extent, but who can still benefit from this tool by learning how to select the most appropriate time management technique according to their goal.
Validating adult learners by designing a learning experience that allows them to build on their existing competencies is extremely effective and I strive to incorporate that in everything I create.
Did any of these strategies help you? Does something else work better for you that you want others to try? Please feel free to share this with anyone in your life that might benefit, I hope to hear from you!
P.S. My personal go to is a combination of the Eisenhower Matrix and the Pomodoro Technique.
