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https://view.genially.com/6a716e6faaedf3b058f55a30

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Step 1 of 7

Welcome

Professional workplace communication should be clear, respectful, and complete.

Kanza Learning Media and Design

In this short module, you will practice choosing and building workplace messages that work in school, work, internships, and career settings.

TIME

15–20 minutes

GOAL

Recognize and build a clear

professional message.

HOW THIS WORKS

Read short examples, make choices, get

feedback, and try again if needed.

Continue

The problem I focused on is professional workplace communication. Many community college learners are preparing for school, work, internships, or future careers, but they may not always feel confident writing professional messages.

A student may know what they want to say, but not know how to say it clearly or professionally. This can happen when they need to ask for an extension, clarify instructions, respond to a schedule conflict, or communicate with an instructor, supervisor, or employer.

The target learners for this module include traditional students, dual-enrollment students, adult learners returning to school, and learners who may experience anxiety or uncertainty with communication. Because the module is asynchronous, the design has to support the learner without an instructor standing there to explain things.

My solution is a short 15-20 minute online module built in Genially. I chose Genially because it allowed me to create a clickable, visual walkthrough that peers can move through as learners.

The module follows a simple flow: welcome, key ideas, example and non-example, practice scenario, Assessment 1, Assessment 2, and completion.

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Step 2 of 7

Key Ideas

Use this simple four-part structure when writing a workplace message.

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1. PURPOSE

Why are you writing? Get to the

point without being rude.

2. TONE

Use respectful language. Avoid

sounding too casual or

frustrated.

3. DETAILS

Include enough information so

the reader understands what is

needed.

4. CLOSING

End with a simple thank you,

next step, or respectful

closing.

Clear purpose + respectful tone + needed details + appropriate closing.

See an Example

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Step 3 of 7

Example / Non-Example

Small wording changes can make the message stronger.

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WEAK MESSAGE

“Hey, I can’t finish this today. Can I turn it in later?”

STRONGER MESSAGE

“Good afternoon, I am working on the assignment, but I had

an unexpected family issue come up. Would it be possible to

request a one-day extension? Thank you for considering my

request.”

Why the second message works:

It has a clear purpose, respectful tone, enough detail, and an appropriate closing.

Practice

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Practice Scenario

Choose the best response.

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Scenario: You need to request one extra day to finish an assignment because of an unexpected family issue.

A. Hey, I need more time. Can I turn it in tomorrow?

B. Good afternoon. I had an unexpected family issue. Would it be possible to request a one-day extension? Thank you.

C. I did not finish it. I will send it when I can.

Click your choice.

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Feedback

This response is too casual for a professional setting.

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This message gives the basic request, but the tone is too casual and does not give enough detail. Try again by looking for the response that explains the issue respectfully and clearly.

HINT:

Look for the message that includes purpose, tone, details, and closing.

Try Again

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Good Choice

This is the strongest response.

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This message is professional because it explains the purpose, gives enough detail, uses a respectful tone, and closes appropriately.

WHY IT WORKS:

The reader knows what happened, what is being requested, and the message stays respectful.

Continue

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Feedback

This response needs more detail and a better tone.

Kanza Learning Media and Design

This message may sound like you are telling the reader what will happen instead of making a respectful request. It also does not give enough context.

HINT:

A strong message explains the issue and asks for the next step respectfully.

Try Again

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Step 5 of 7

Assessment 1

Scenario-based knowledge check

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Which message is more professional?

Scenario: You are unsure which report your supervisor wants you to use.

A. I do not get what you want me to do.

B. Good morning. I want to make sure I complete the task correctly. Could you clarify which report you would like me to use?

Click your choice.

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Assessment Feedback

Try again.

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This message is honest, but it could sound frustrated or unclear. A stronger professional message asks for clarification while showing the learner wants to complete the task correctly.

REVIEW:

Clear purpose: ask for clarification. Tone: respectful. Detail: which report or task.

Try Again

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Assessment Feedback

Correct.

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Good choice. This message is specific, respectful, and focused on completing the work correctly.

WHAT YOU DID:

You selected the response that clearly asks for clarification and keeps a professional tone.

Continue

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Assessment 2

Build-the-message activity

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Scenario: You are scheduled to work during one of your required class times. Choose the best message order.

MESSAGE PARTS:

Greeting • Purpose • Needed Details • Request / Next Step • Closing

A. Purpose → Details → Request → Closing

B. Details only → Closing → Purpose later

Click your choice.

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Assessment Feedback

This order is confusing.

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Starting with details only can make the reader work too hard to understand the issue. A professional message should make the purpose clear early and then give enough details.

HINT:

Start by greeting the reader and clearly saying why you are writing.

Try Again

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Assessment Feedback

Correct.

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Good work. This order helps the reader quickly understand the issue and the next step you are requesting.

EXAMPLE:

Hello, I noticed I am scheduled during one of my required class times tomorrow. Would it be possible to

discuss another shift option? Thank you.

Finish Module

The biggest change in my design came from peer feedback on my earlier storyboard.

My Week 5 storyboard was more high-level. It showed the flow of the module, but it did not yet show enough detail for someone else to understand what would be needed to develop it into a beta-level course.

The feedback I received helped me realize I needed to add more specific scenarios, clearer feedback language, and more detail about the development needs. I chose to incorporate that feedback because it made the design stronger and more realistic.

For example, I added scenarios about requesting an extension, asking for clarification, and responding to a schedule conflict. These scenarios connect to the learner personas and to real situations community college learners may face.

I did not change the main instructional strategy because the feedback supported the overall idea. Instead, I refined the design. I moved from a rough storyboard to a more functional beta module that peers can actually walk through and review.

That was an important part of my growth as a designer. It helped me see that feedback is not just about fixing something that is wrong. Feedback can help make a good idea more usable, more complete, and more realistic.

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Step 7 of 7

Completion

You completed the module.

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You practiced using a clear purpose, respectful tone, needed details, and an appropriate closing. Use this same structure when communicating in school, work, internships, and future career settings.

NEXT STEP:

Before sending a professional message, pause and check: Is it clear? Is it respectful? Is it complete?

Overall, this project helped me see that instructional design is not just about putting content online. It is about designing the learner experience.

One lesson I learned is that a storyboard is useful, but it has to include enough detail to help others understand how the module would actually work. Another lesson is that feedback and iteration are a major part of the design process.

The most difficult part was deciding how much to build for a beta version without overbuilding it. I wanted the module to be functional enough for review, but still flexible enough to change after feedback.

For future development, this module could become part of a larger workplace readiness series. It could connect to time management, email etiquette, interviewing, professionalism, or career preparation.

My main goal was to create something practical. The wow factor is not flashy animation. The wow factor is that learners get realistic practice, helpful feedback, and a chance to learn from mistakes in a safe way.

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References

Kanza Learning Media and Design

CAST. (2024). Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org

Dirksen, J. (2016). Design for how people learn (2nd ed.). New Riders.

Fluid Project. (n.d.). UX walkthrough protocols and checklists.

https://fluidproject.atlassian.net/wiki/spaces/fluid/pages/11615178/UX+Walkthrough+Protocols+and+Checklists

McDonald, J. K., & West, R. E. (2021). Design for learning: Principles, processes, and praxis (1st ed.). EdTech Books. https://edtechbooks.org/id

Wegener, D. R. (2022). Information literacy: Making asynchronous learning more effective with best practices that include humor. The Journal of Academic Librarianship, 48(1), Article 102482. https://doi.org/10.1016/j.acalib.2021.102482