Week+4+-+Instructional+Strategies+and+Technology

Strategies: Final Draft 10-3-10
 * Goal 1. Volunteers will be able to operate museum computer systems to include museum email and Excel database program.**

Approach: The museum's volunteer coordinator will lead face-to-face training. A computer designated for training will be loaded with the appropriate programs that the volunteers will use.

Rational for context: Instructional time is limited and all learners are expected to learn a minimum level of competence, a more supplantive strategy should be used.

Rationale from learner's standpoint: Learners may have anxiety working on multi-user, unfamiliar computer systems and will likely attribute learning success or failure to external factors, a supplantive strategy will help facilitate learning.

Rationale from the standpoint of learning task: This format offers the best success because it will be critical for the varied skills and strengths of the volunteers/learners to maintain consistency and accuracy in maintaining donation records in the Excel database and when communicating via email, as these contacts make up part of the "face" of the museum.

Annette, I think these are great! Even though our #3's are similar, I think you should use yours to maintain consistency. I like the way you structured the strategies and the reasoning and details that you provided. Thanks!

Goal 1 (AK): Administrative Office Support Volunteer Assessment Purpose: The instruction is intended to augment the volunteer orientation for those volunteers who will be assisting with back-end administrative support. It will be used to teach volunteers how to operate the museum’s computer system and manage the museum’s Excel database of patron information.

Format: With a maximum of class size of four students, the volunteer coordinator will conduct face-to-face classroom training. The training will include lecture, examples, and hands-on practice exercises using the museum’s designated training computer. Each student will be provided a print-based job aid describing the key steps in each procedure.

Learners will be required to attend three, three-hour classes. The content in each class is as follows:

Class 1: Diagnostic testing to determine volunteer’s level of technical skill; login/user ID processes; overview of the museum’s computer system; email and Excel vocabulary.

Class 2: All class instruction will be structured around the use of email; composing an email; opening and adding attachments to emails; organizing emails; adding contacts; and the use of spell check.

Class 3: All class instruction will be structured around the use of Excel: the toolbar; creating a new workbook; entering data; saving the file.

Each class will allow for open discussion and end with a review and a performance assessment as the learner logs in the computer system, composes an email, and enters data into an Excel workbook.

Rationale: The face-to-face training, in a small class size, will allow time for each student to get immediate feedback on their performance during the practice exercises and will present opportunities for scaffolding their own learning from the experience of others in the class.

Approach: Face-to-face (role playing) and print will both be used. The printed class materials will be part of the learner matching artwork with artists. Face-to-face will be used when learning to conduct tours and handling visitors at the Information Station.
 * Goal 2: Volunteers will lead tours of museum exhibits and respond to visitor questions.**

Rationale for context: Instructional time is limited and a high achievement of domain-specific goals is a high priority.

Rationale from learner's standpoint: The learner likely does not have a high level of prior knowledge, or have a large and sophisticated repertoire of cognitive strategies.

Rationale from the standpoint of learning task: This format will lead to more focused and predictable learning outcomes because supplantive instruction conserves novice learner's cognitive capacity for acquiring skills and knowledge related to the learning task by limiting the amount of responsibility they must carry for structuring the learning situation.

Goal 2 (AK): Description of purpose: The purpose of this training is to prepare the volunteer to lead tours of visitors through the exhibits and respond to visitor questions at the information station.

Format of instruction: A series of half-day programs over five consecutive weeks. Learners will receive extensive training regarding the museum’s collections, sample questions from visitors, and a chance to job shadow current volunteer tour guides.

The weekly training programs will consist of: Week 1: museum history Week 2: permanent collection Week 3: special exhibits Week 4: job shadowing Week 5: learner will conduct a practice tour with other trainees.

Lectures will be presented face-to-face by museum staff in an interactive format with discussions and dialog engaging learners to practice their interaction skills with visitors as they lead tours.

Each session will include a presentation of one of the three focus points (museum history, permanent collection, special exhibits), discussion, review, and then conclude with a 20-question paper-and-pencil matching test to identify artists with their paintings in the various exhibits.

Approach: A computer and printed job aids will be used for the email functions. Live exercises (role playing) and printed job aids will be used for telephone training.
 * Goal 3: Volunteers will work in telephone and email campaigns to raise funds from museum patrons.**

Rationale for context: Instructional time is limited and all learners are expected to learn a minimum level of competence.

Rationale from learner's standpoint: The learner likely does not have a high level of prior knowledge, or have a large and sophisticated repertoire of cognitive strategies.

Rationale from the standpoint of learning task: This format will facilitate learning because we reduce cognitive load by initially providing job aids. The job aids will also provide consistency in the volunteers' approach to soliciting funds. This will progress to more generative instruction because the learner will be dealing with more complex problems, such as overcoming objections.

Goal 3 (AK): Back-End Fundraising Support Volunteer Purpose: This instruction is intended to augment the volunteer orientation for those volunteers who will be providing back-end support of the museum’s fundraising efforts.

Format: The volunteer coordinator will conduct face-to-face instruction. The instruction will include a lecture to acquaint the trainees with the museum’s operating needs, programs and events, what the contributions will support, and the importance of correctly collecting the patron information in the museum’s Excel database. A demonstration will be provided for the use of the museum’s computer system, email, and Excel database. Each trainee will be provide a print-based job aid for both email and telephone training.

Learners will be required to attend three, three-hour classes. The content in each class is as follows:

Class 1: Lecture and demonstrations.

Class 2: Experiential role-playing as students work in groups of two; students will begin by using supplied scripts to solicit funds, overcome objections, and then enter data into Excel database.

Class 3: Students will make “live” phone calls and compose emails to potential museum donors. Calls will be monitored by the volunteer coordinator and immediate feedback will be provided.

Each class will all time for open discussion. A performance assessment will be conducted at the end of the third class.

Rationale: The face-to-face instruction will provide trainees with an understanding of the museum’s need for contributions and their role and responsibilities in supporting that need through examples and demonstrations. The role playing portion, using supplied scripts, will give the students practice and feedback to support the understanding of their strengths and weaknesses. The “live” phone calls and email composition will again provide important feedback for improving their skills. Goal 3 (LC):

Purpose: This training will prepare volunteers to work in email and telephone fund-raising campaigns for the museum.

Format: A series of 3 half-day sessions. This training will be led by the museum fund-raising coordinator.

Class 1: Overview lecture of fund-raising campaigns and techniques, followed by some sample telephone role play scenarios with the instructor and volunteers.

Class 2: Role playing scenarios between volunteers. The instructor will provide feedback throughout the role plays, particularly on verbiage and overcoming objections.

Class 3: Email campaigns will include sample text job aids. Volunteers will draft fund-raising emails on the training computer, which will be reviewed by the instructor. Feedback will be provided in review of professional tone and style, accuracy and suggestions to overcome objections.

Week 4 Instructional Strategies and Technology The directors of an art museum, specializing in 19th and 20th century American paintings, would like to institute a new, formal training program for their volunteers. The museum directors are planning to hire a curriculum design company to create this training program. The museum directors would like volunteers trained to perform the following task:
 * Group Scenario:**
 * 1) Leading tours of exhibits
 * 2) Staffing the museum " information station" to answer visitors' questions
 * 3) Maintaining an Excel database of patron information
 * 4) Calling and e-mailing patrons to raise funds

What would be the most effective way to design curriculum for this program? You and your group members, as “employees” of a curriculum design company, will propose your curriculum design ideas to the museum directors in a PowerPoint presentation.

This week, you and your group members will determine the instructional strategies to be included in your curriculum design proposal. Consider the principles of effective instructional strategies described in your Learning Resources. Consider how the content of your curriculum would be delivered most effectively. What type of activities will allow learners to grasp the content and meet the learning objectives? How might technology drive or enhance these experiences? Return to your group wiki and review the strategy suggestions posted by your group members. How do your ideas compare with those of your colleagues? Do some ideas overlap? Do the ideas of your colleagues cause you to have a different perspective? It is the responsibility of the Week 4 Facilitator to review each group member’s suggestion and create a final set of instructional strategies that reflects the majority opinion. The following table provides a summary of the curriculum design proposal tasks due this week. Use this table to help budget your time and ensure you complete assignments on time.
 * Group Project: Determining Instructional Strategies**
 * //By Monday//**, the Week 4 Facilitator should create a page in the group wiki designated for “Strategies.”
 * //By Wednesday//**, post to your group wiki a description of at least two instructional strategies that you think should be included in your group’s curriculum design proposal. For each strategy, describe the purpose, format, and overall content it would include. Include a brief rationale explaining why you think each of your suggestions would be effective.
 * //By Friday//**, each group member should post his or her suggestion for the group’s final instructional strategies (as a group, three instructional strategies must be included in the final proposal). These suggestions should reflect a combination of what you consider to be the best ideas from all group members.
 * //By Sunday//**, the Week 4 Facilitator should post the final list of instructional strategies to the group wiki. Each strategy should be accompanied by a description of its purpose, format, and general content, and a brief rationale for why it would be effective. Group members should visit the wiki, review the list, and use the wiki or other communication means to resolve any disagreements. In addition, the Facilitator should post the URL of this wiki content to the Week 4 area of the Group Project discussion board. Your Instructor will visit your group’s wiki to ensure that all group members participated in this assignment and to approve you group’s instructional strategies.

Completed ||  ||   ||   ||   ||   || Review group members’ suggestions for final set of instructional strategies. Create and post a final set of strategies that reflects majority opinion, and post URL of this wiki content to Group Project discussion board. || Group Ideas for Assessment Instruments 2. || Annette Kristofer || **Goal 1. Volunteers will be able to operate museum computer systems to include museum email and Excel database program.**
 * **Week 4 Curriculum Design Proposal Task Summary** ||
 * || Monday || Tuesday || Wednesday || Thursday || Friday || Saturday || Sunday ||
 * **Week 4 Facilitator only** || Create a “Strategies” page in wiki.
 * **All group members** ||  ||   || Post a description of at least two instructional strategies for group’s curriculum design proposal. ||   || Review group members’ strategies posting. Post suggestion for group’s final set of instructional strategies. ||   || Visit the wiki and review the Facilitator’s posting of the final set of instructional strategies. Use the wiki or other means of communication to resolve any disagreements. ||
 * **Name** || **Instructional Strategies and Technology** ||
 * Taresa Breedlove || 1.
 * Lori Czuba &

Approach: The museum's volunteer coordinator will lead face-to-face training. A computer designated for training will be loaded with the appropriate programs that the volunteers will use.

Rational for context: Instructional time is limited and all learners are expected to learn a minimum level of competence, a more supplantive strategy should be used.

Rationale from learner's standpoint: Learners may have anxiety working on multi-user, unfamiliar computer systems and will likely attribute learning success or failure to external factors, a supplantive strategy will help facilitate learning.

Rationale from the standpoint of learning task: This format offers the best success because it will be critical for the varied skills and strengths of the volunteers/learners to maintain consistency and accuracy in maintaining donation records in the Excel database and when communicating via email, as these contacts make up part of the "face" of the museum.

Approach: Face-to-face (role playing) and print will both be used. The printed class materials will be part of the learner matching artwork with artists. Face-to-face will be used when learning to conduct tours and handling visitors at the Information Station.
 * Goal 2: Volunteers will lead tours of museum exhibits and respond to visitor questions.**

Rationale for context: Instructional time is limited and a high achievement of domain-specific goals is a high priority.

Rationale from learner's standpoint: The learner likely does not have a high level of prior knowledge, or have a large and sophisticated repertoire of cognitive strategies.

Rationale from the standpoint of learning task: This format will lead to more focused and predictable learning outcomes because supplantive instruction conserves novice learner's cognitive capacity for acquiring skills and knowledge related to the learning task by limiting the amount of responsibility they must carry for structuring the learning situation.

Approach: A computer and printed job aids will be used for the email functions. Live exercises (role playing) and printed job aids will be used for telephone training.
 * Goal 3: Volunteers will work in telephone and email campaigns to raise funds from museum patrons.**

Rationale for context: Instructional time is limited and all learners are expected to learn a minimum level of competence.

Rationale from learner's standpoint: The learner likely does not have a high level of prior knowledge, or have a large and sophisticated repertoire of cognitive strategies.

Rationale from the standpoint of learning task: This format will facilitate learning because we reduce cognitive load by initially providing job aids. The job aids will also provide consistency in the volunteers' approach to soliciting funds. This will progress to more generative instruction because the learner will be dealing with more complex problems, such as overcoming objections. || __Strategy__: Supplantive in nature : Supplantive strategy used because trainees will be acquiring skills and knowledge for the task with limited responsibility for structuring the learning situation themselves. Instructor will organize and supply all or part of the educational goals ( Smith, Ragan, 2005). and more domain-specific skills learning is taking place. __Rationale:__ This is complex and by more instructor facilitation there is less cognitive overload on the learner.
 * Janice Rhodes || **__1. Goal__: Volunteers will be able to operate museum computer systems to include museum email and Excel database program.**
 * Janice Rhodes || **__1. Goal__: Volunteers will be able to operate museum computer systems to include museum email and Excel database program.**

__Strategy__: Elaborative; Generative in mature: Generative strategy used because trainees will be in an open learning environment, allowing them to construct some of their own meaning to context like, museum facts and operations. __Rationale:__ Trainees will be leading tours, providing information to visitors about paintings, museum history, ect. Generative strategies allows for greater elaboration leading to deeper processing of facts about painting, artist and museum facts. ||
 * 2.Goal: Volunteers will lead tours of museum exhibits and respond to patron questions.**

2. || 2. || 2. ||
 * **Name** || **Final Instructional Strategies and Technology Suggestions** ||
 * Taresa Breedlove || 1.
 * Lori Czuba || 1.
 * Annette Kristofer || 1.
 * Janice Rhodes || **1. Goal: Volunteers will be able to operate museum computer systems to include museum email and Excel database program.**

Elaborative: ||
 * 2.Goal: Volunteers will lead tours of museum exhibits and respond to patron questions.**