Helping project managers save time with basic AI tools
For project managers—with timelines, meetings, resource allocation—a few basic AI tools can make the different between ‘staying on track’ and ‘going off the deep end’.
Audience
Project managers looking to incorporate basic AI tools into their workflow
Responsibilities
Instructional Design, eLearning development, storyboarding, action mapping, visual & graphic design
Deliverables
Outline, storyboard, wireframe, eLearning course, job/home aid
Tools
Articulate Rise 360, Canva, Google Slides, Google Docs
Ideation
The Problem
AI is more than the latest tech buzzword; it’s already taken over systems and processes not only in tech but in a wide variety of fields. Project managers juggle a number of tasks that AI can help streamline—saving time, money, and manpower—and rocketing them ahead of those who don’t.
The Solution
A scenario-based eLearning course that puts learners in the shoes of a project manager, Rebecca, who is facing timelines, meeting notes, and looming deadlines. EZ, an AI mentor figure, recommends 3 AI tools to Rebecca and guides her through incorporating them into her workflow.
Development Process
Having spent time using project management tools by way of instructional design, I’m aware just how quickly projects can become unwieldy. In an effort to streamline my own process, and alleviate similar headaches and/or bottlenecks I saw in colleauges’ workflows, I decided on a short Rise course to introduce a few basic AI tools that make an impact.
To begin, I researched the most commonly used AI tools for project managers, and compiled a list. I interviewed two project management SMEs: one with an AI-heavy workflow and one without. With the latter, we discussed problems and bottlenecks. With the former, we discussed their most useful tools, and rated them from 1-10 on ‘learning curve’ and ‘difficulty of use’. I combined these two research avenues, and the learning objectives began to emerge:
• Identify time-consuming tasks PMs deal with on a daily basis
• Introduce basic AI tools to streamline aforementioned tasks,
• Apply basic AI tools to real-world examples of tedious PM tasks
With the learning objectives defined, I began storyboarding the course with a “block” outline in Google Docs, something I came up with for easier development in Rise 360. I divided the course into three primary modules: Why Proper Disposal Matters, Best Practices for Safe Disposal, and Review & Resources. I developed the content for each module, doing additional research as necessary, and considering how to best frame the narrative. I decided my own experience—a child helping a parent with medication—would suit best to drive the content home in a poignant, relatable way.
With the text content in place, I began work in Canva to design the look and feel of visuals. I designed characters, backdrops, and the opening video. Next came finalizing dialogue and creating accompanying audio, generated using the AI voices in Storyline.
Considering the nature of the content—different disposal methods for different medications—I settled on a drag-and-drop sorting activity as the closest mirror to the real-world problem learners might find themselves in. I also wrote simple quiz questions in the “Knowledge Check” section.
With the storyboard complete and visuals created, I jumped into Rise and began development. I felt that, since the learning objectives were concise and content brief, Rise made the most sense. I developed each module with the blocks I chose in the outline, experimenting with different blocks for a better delivery or more consistent look and feel, and made a few changes.
I integrated the graphics from Canva into Rise, cropping or making additional images as needed. Text changed little; I wrote titles and subtitles, finalized dialogue and created accompanying audio for the intro video, generated using the AI voices in Storyline. Next came developing the interactive, drag-and-drop activity, a core part of the experience. I added the assessment questions in the knowledge check, and added some additional resources to the final module.
I deployed the course on Netlify, exporting to HTML rather than SCORM or xAPI, for ease of access to public learners. The course functioned smoothly, so no technical adjustments were made after the initial upload.
I first shared the course with the two healthcare SMEs I consulted in the analysis phase, and after getting a green light there, shared the course with a larger focus group, including my father, who printed the home aid and taped it to the interior of his kitchen cabinet where he stores his medicine. Feedback was positive, although if I were to develop a future iteration, I’d make some adjustments to the visuals in the first module. Overall, learners were satisfied and many downloaded the Home Aid PDF.
Evaluation begins with key questions:
• Did learning take place?
• How do we know?
• Has it changed real-world behaviors?
In order to find out, I reviewed the data: I analyzed quiz question answers, compared pre- and post-assessment responses, and considered focus group feedback on “Bill’s Hurricane Guide”, the downloadable PDF.
The data showed that learners felt more confident in preparing for a hurricane after taking the course. The PDF guide garnered a mixed response, with some learners citing it as confusing or lacking depth. I reworked it to focus on the key points reflected in the course.
Additional Theory
Malcolm Knowles’ Adult Learning Theory emphasizes that adults are self-directed— autonomous, capable, and bringing their own life experiences to the table. My aim was to develop an experience that provides guidance but respects the learner. Content that is thorough but clear; a story both realistic but fun; graphics friendly but not overly cartoonish; and activities problem-centered and action-oriented. Cathy Moore’s Action Mapping helped identify these essential actions. David Kolb’s emphasis on retention through doing is the main reason I opted for fewer questions and more interactive, engaging activities in this particular project.
Jeff’s story closely follows Jospeh Campbell’s Hero’s Journey: normal life is disrupted by a “call to action” in the form of an oncoming storm. His neighbor Bill serves as a mentor—an older, wiser figure who has been through the “trials” Jeff is about to face. With Bill’s help, Jeff undertakes certain actions to acquire “new skills”, i.e. preparing an emergency kit, safeguarding his home, etc. In the “climax”, Jeff must call upon the skills and tools he’s acquired in order to pass through the “final trial”, Hurricane Alice. He emerges victorious, and returns to normal life, changed for the better.
Another key narrative technique employed in this project is narrative tension. The approaching storm—indicated by narrative updates after 2 and 4 objectives are complete—bring a sense of suspense and urgency that grips the learner and propels them forward.