Week+2+-+Learning+Goals+and+Objectives

__**Learning Goals and Objectives**__ **(Final Draft 9-19) ﻿(modified 9-26) **

** Volunteers will be able to operate museum computer systems ﻿and manage ﻿an Excel database of patron information. **  1. Volunteer will respond to 100% of patron emails within 24 hours of receipt.  - volunteer will demonstrate the ability to type with 100% accuracy at a minimum of 30 wpm  - when provided with example text, volunteer will respond in a professional manner every time.  2. When provided with a job aid, learner will demonstrate proficiency in recording patron donations with 100% accuracy in the appropriate museum computer database. ** Volunteers will lead tours of museum exhibits and ﻿respond to patron questions. **  1. Given a printed list of descriptions, volunteers can match artists to their paintings in the exhibits with 100% accuracy.  2. Utilizing a printed job aid (map) volunteers can summarize museum layout and museum collections to visitors every time.  3. When approached by a visitor at the Information Station, the volunteer can greet the patron and provide the information so that the visitor walks away satisfied every time.  - volunteer will recall information to answer common questions  - volunteer will identify the appropriate resource available on the museum computer or job aids to answer the patron's questions every time  ** Volunteers will ﻿﻿join in telephone and email campaigns working to raise funds from museum patrons**.  1. When provided with a script, volunteer will be able to summarize the needs of current museum fund raising programs to the patron 100% of the time  2. When provided with a sample script, volunteer will be able to respond to objections 7 out of 10 times.  3. When provided with a job aid, learner will demonstrate proficiency in recording patron donations with 100% accuracy in the appropriate museum computer database. <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">Scenario: <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">The directors of an art museum, specializing in 19th and 20th century American painting, 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 tasks:
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">Leading tours of exhibits
 * Staffing the museum “information station” to answer visitors’ questions
 * Maintaining an Excel database of patron information
 * Calling and e-mailing patrons to raise funds

Based on this information, 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.

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 * Learning goals:**
 * What should be the purpose and intention of the curriculum you design?
 * What would learners, who are participating in your client’s instructional program, need to be able to do at the conclusion of the instruction?
 * Why are the learning goals you are developing the “best” choice? If enacted, how would they optimize the client’s instructional program?
 * Learning objectives:**
 * What terminal behaviors or actions will demonstrate learning of the curriculum? What would learners, who are participating in your client’s instructional program, need to be able to demonstrate knowledge of and/or perform at the conclusion of instruction?
 * What conditions must be present during this demonstration of learning?
 * What standards or criteria will be used to assess the performance of the terminal behaviors or action

//**We each need to contribute at least ONE Learning Goal and THREE Learning Objectives. Feel free to add more, but we can use the table below to get started.**//

AK: Do you think ALL volunteers will be cross-trained in each task identified by the museum owners, or will the volunteers be separated between those who might work in “administration” with the requisite computer skills and another group who works the floor in “customer service” conducting tours and answering patron questions? I think it would be two different skill sets we are working with—some are good with customers and will thrive in presenting their knowledge to the visitors, while others will excel behind the scenes. LC I think it would make sense to have targeted skill sets. If someone is not interested/comfortable with fund raising, "teaching" them won't likely get to a point to be effective. Computer related tasks could be broader, but if the volunteer is older, they may be uncomfortable on the computer, but love giving the tours or manning the information booth. I would agree that we should separate the goals/objectives. JR: That was one of the reasons I felt a pre-assessment as well as a post assessment would be helpful. One form of pre-assessment could be in the application process being done via computer to assess some prerequisite skills if applying for an administrative position. It applying for a tour guide some form of reading comprehensions can be included. Another point is adequate/ proficient/or excellent oral and written communication skills...this would be in person or via computer. || 1. Given a donation or contribution, the volunteer will be able to record and categorize the gift in a spreadsheet with 100% accuracy. LC do we provide a learner's aid? Do we have a system for verification? Perhaps the donations are recorded by the volunteers and verified by museum staff? AK: A job aid with step-by-step instructions could be provided to the volunteers for reference. There will need to be some form of verification, however if the duty is moved back to the staff for verification, it would seem to me that training the volunteer to input the data is a moot point. At a minimum two people would need to access/manipulate data; verification would need to be in a different format. LC How about if we address training the volunteers and simply state that their responsibility ends with the entry, and not elaborate on verification - simply that verification happens after the volunteers entry. TB - I like the idea of keeping the fact that responsibility ends with their entry. I think we may be getting into too much with all the other information. || AK: This is a combination of two of the needs into one learning goal; this could potentially encompass an additional need if the volunteer was trained to navigate the museum’s website (assuming the “information station” is referring to the inclusion of technology). In my opinion, this would only include basic navigation on one specific site, not to be able to use higher-level skills necessary for Excel or email features. LC Great suggestion Annette! I think the inclusion of technology is an assumption that is fair to make with the information we have. Let's combine these two. We can add enough detail in the objectives to support the details. JR || 1. Given a description, volunteers can match artists to their paintings in the exhibits, with 100% accuracy. LC I think this goes back to knowing the resources to match the artist to the paintings. With experience, it will be knowledge they retain, but we need to be sure they know where to get the information any time. TB - Agreed. || ﻿LC I think this would be a simple learner's aid (map with title and maybe brief descriptions of the collections?) as well as something that may be used by visitors themselves. Perhaps there is a software template of the museum layout that can be updated as the exhibits change. || (Rationale of objectives: These are declarative knowledge objectives that are based on information processing and “knowing that.”) AK: Volunteer could also be provided with printed maps/exhibit information that could be shared with the visitor, but also used as a reference to assist with recall. LC Good plan! TB - Agreed. || AK: I think this is a good learning goal; it combines two of the needs identified: Maintaining an Excel database of patron information, and calling and e-mailing patrons to raise funds. Would each volunteer be trained to do this, or only those identified with an interest and the requisite skills to function in this capacity? LC see above: specific skill set || 1. Volunteer will be able to summarize the needs of current museum fund raising programs to the patron. (rationale: must be able to communicate needs of the museum concisely and effectively to engage the patron's interest) || AK: Would volunteer be given a job aid, such as a script to assist with how to respond to objections? LC I think that makes the most sense, aside from training with someone experineced in fund raising. TB - I was going to make the same point as Lori above. In a lot of cases with resources being a necessary tool, I think effective objectives begin with "Given a job aid..." Thoughts?? || AK: Same as your question (LC) from above, will the volunteer be provided with a learner’s aid and how/who will verify accuracy of records? LC see my comment above  TB - see my comment above as well  || LC I think we need to reinforce knowing the resources - it's not realistic to expect 100% accuracy - perhaps x% recall, and familiarity to know where to find the information (FAQs on the computer,know where the individual exhibit information is located) Janice Rhodes- Question: How can you leave your tour to retrieve information from the computer...Will tour guides be supplied with hand help devices? A high degree of accuracy should be expected for tours, maybe 90%? Or maybe important facts can be printed for them to carry, which will bring into play reading fluency assessments. AK: I agree that the volunteer could more effectively lead tours given a printed map and exhibit information to assist with recall; it could also be used to help the tour guide stay on track if distracted by something or by a visitor’s question during the tour. Because of the similarities, the three learning objectives identified here could be combined into one; the verb “demonstrate” used in objective 3 would be an observable terminal behavior; the “given museum exhibit information” would be a great condition of action. LC Janice, you are right - the computer was not a good idea even in passing (I can claim I was tired, but...LOL sorry) I agree the printed reference information would be good for the tour guides to have and I'm sure they would need them less as they led more tours, increasing their accuracy by recall. JR: No problem Lisa. That is teamwork. That would be the ultimate goal of the training that volunteers can recall on demand, but eventually not need any support other than for changes of information. TB - I agree with the discussion above about resource material. My own objective here just contradicted with what I said above regarding Lori's objective! LOL! I guess I just had more time to think about it after I wrote it! LOL! || ﻿LC see 1. above 100% recall is not realistic, how do we equip them to know/find the information? TB - If we give them a job aid for the tour information, then can't we expect them to recall it with 100% accuracy? || TB - After seeing this objective it seems redundant - see objective 2. Once again, I must have been really tired when I wrote this one! || Rationale: Volunteers must be able to send and answer emails to patrons for fund raising purposes AK: This is overlaps with my first learning goal. The two could be combined to include the learning objectives of both. JR: I agree with your solution Annette. By combining everyone is covered. If further training is needed for like upper administrative duties (updating/maintaining the museum website) additional training can be provided as needed. || Rationale: Volunteers must remain updated and accurate on museum programs, schedules and changes. LC this could be a strong resource for answering visitor's questions, as well as handling donations and tracking records of patrons contacted. What learner aids can we provide to support volunteers navigating the web site and use the email program? Janice Rhodes - This can be handled as hands- on training session. An objective like...The learner will navigate to the museum's FAQ site page, and send requested information to partons via email. LC I agree - hands on for this training. || Rationale: Volunteers must be able to type accurately in a timely and professional manner when communicating with patrons. LC I agree with the accuracy, but would be hesitant to require xxwpm - should we provide guidelines on reviewing emails and using tools like SpellCheck? Janice Rhodes - I believe 30wpm is low for even an untrained typist...it could be lowered to 20wpm, but I believe it should be included. We are assuming that patron communications will be low and speed will not be a factor. AK: I think the wpm standard is effective; spell check could be “given” to verify accuracy. Maybe the objective could be rewritten to expand on these things. E.g. Given software to spell check documents, learners will be able to type 30 wpm with 100% accuracy. JR: Re written very well Annette. I will rewrite it. Thanks. I don't think spell check covers everything ( a lot though) I believe an objective about oral and written communication proficiency is in order. Do you think this could possibly a goal to add for the place left open when Charles withdrew? ||
 * ===**Name**=== || ===**Learning Goal**=== || ===**Learning Objectives**=== ||
 * Annette Kristofer || Volunteers will operate the museum’s email and computer system. (Rationale: If volunteers can operate the computer system they will be able to email patrons and visitors and also be able to locate information about the museum.)
 * ||  || 2. Volunteers will compose and respond to emails within 24 hours of request. ||
 * ||  || 3. Given a visitor question, volunteers will navigate and locate information on the museum’s Website within 5 minutes. (Rationale of objectives: Training volunteers to use the museum’s email and computer system is a procedural objective, or the “knowing how,” that learners can recall the steps of a procedure, apply them in order, and verify the results.) ||
 * Annette Kristofer || Volunteers will be able to lead tours and answer patron questions. (Rationale: This goal addresses two of the needs identified y the museum directors. If volunteers are trained to lead tours, the same knowledge could answer questions at the “information station.”)
 * ||  || 2. Volunteers can explain museum layout and museum collections to visitors.
 * ||  || 3. When approached by a visitor asking for information, the volunteer can greet the customer and provide the information so that the visitor walks away satisfied.
 * Lori Czuba || 1. Provide training to volunteers to effectively work in raising funds from museum patrons.
 * ||  || 2.Volunteer will be able to respond to common objections. (rationale: objections are common-there are always special projects or charities competing for patrons discretionary income. Be able to articuulate the reasons and benefits to support the museum)
 * ||  || 3. Volunteer will be able to accurately record patron pledges of funds. (rationale: accurate record keeping is critical to the integrity of the museum, as well as legal responsibilities)
 * Taresa Breedlove || 1. Volunteers will effectively lead tours of museum exhibits. || 1. Given museum exhibit information, volunteers will review the material and demonstrate their knowledge of all museum exhibits with 100% accuracy.
 * ||  || 2. Volunteers will lead patrons through museum tours, and recall exhibit information with 100% accuracy.
 * ||  || 3. Volunteers will demonstrate their knowledge of museum exhibits by leading patrons through tours with 100% accuracy.
 * Janice Rhodes || 1.Volunteers should be able to effectively operate and manage museum computer systems || Learners will be able to manipulate a computer program that can send and receive emails.
 * ||  || 2. Learners will be able to navigate web site for information
 * ||  || 3.Given software to spell check documents, learners will be able to type 30 wpm with 100% accuracy.

LC changed "should" to "will" Thanks for catching that Taresa!
 * === Suggestions for final: === || === learning goals: === || === learning objectives: === ||
 * Taresa Breedlove || I like Annette's comments below regarding the overlap and need to provide detail about the need for training the computer skills. I'm thinking that we should be careful of adding words like "should" when citing their ability to perform. Shouldn't we put "will" in place of "should"?

Lori, very nice job summarizing everything! ||  ||
 * Lori Czuba || OK - here is my first pass at putting our goals and objectives all together - let's hear what you think! (**Goals in bold** - objectives underneath) **I am concerned to list 100% requirements for anything but the fund raising entries - please let me know what percentages you might be comfortable with. I believe 100% criteria for most things is a set up for failure.** **﻿**   Volunteers will be able to effectively operate and manage museum computer systems.   **1. Volunteer will respond to 100% of patron emails within 24 hours of receipt.**   **- volunteer will demonstrate the ability to type with 100% accuracy at a minimum of 30 wpm**   **- when provided with example text, volunteer will respond in a professional manner every time.**   **2. When provided with a job aid, learner will demonstrate proficiency in recording patron donations with 100% accuracy in the appropriate museum computer database.**   Volunteers will effectively lead tours of museum exhibits and answer patron questions.   **1. Given a printed list of descriptions, volunteers can match artists to their paintings in the exhibits with 100% accuracy.**   **2. Utilizing a printed job aid (map) volunteers can summarize museum layout and museum collections to visitors every time.**   **3. When approached by a visitor at the Information Station, the volunteer can greet the patron and provide the information so that the visitor walks away satisfied every time.**   **- volunteer will recall information to answer common questions**   **- volunteer will identify the appropriate resource available on the museum computer or job aids to answer the patron's questions every time**   Volunteers will be able to effectively work in raising funds from museum patrons.   **1. When provided with a script, volunteer will be able to summarize the needs of current museum fund raising programs to the patron 100% of the time**   **2. When provided with a sample script, volunteer will be able to respond to objections 7 out of 10 times.**   3. When provided with a job aid, learner will demonstrate proficiency in recording patron donations with 100% accuracy in the appropriate museum computer database.  ||   ||
 * Annette Kristofer || ====** UPDATE (9/19) AK: **====

I agree with each of the learning goals.
==== Regarding the learning objectives, I agree with your comment that 100% might be too high of standard, but maybe we can be flexible this week with our criteria and adjust them over the next week as we learn more about assessments. The text this week has examples that were presented as “adequate” because they did not contain the criterion statement (p. 99). ==== ==== I think one objective still needs clarification…“when provided with example text, volunteer will respond in a professional manner every time”—what will determine “professional manner”? Some people think flip-flops are acceptable and others think that closed-toe shoes are… Also, what about this objective applies to the learning goal of computers? Will the example text be an example of a response email or should the example (job aid) be a reference sheet to navigate the computer system to the email and museum website? ==== ==== ﻿LC I agree this need clarification, but I expect the example text to set the tone for "professional", still, it needs to be refined more than a little. Perhaps when we're working on the Instructional Strategies, it will be easier to define the original learning objective. I have to remind myself repeatedly that Instructional Strategies are not part of the objectives : ) ====

Yes! We are off to a great start! Weeks of adventure ahead....and no doubt tweaking throughout.
(Kristofer) There is an overlap among our responses to the computers and the tours. In my opinion the necessary skills needed (therefore the training required) for raising funds is completely different from the knowledge required for the other needs identified by the museum owners. Although there would be an overlap of training for the computer portion of recording data into Excel, the calling (soliciting) and responding to objections would need additional training so it should be addressed through a separate learning goal.

**3. Provide training to volunteers to effectively work in raising funds from museum patrons** **JR**
||  || Goal: When given relevant information volunteers will be able to compose and submit appropriate responses in person and via email (This is Intellectual Skills with procedures. They will recall the knowledge and know how to apply it and order of steps (emailing) to get the information to the patron.)
 * Janice Rhodes || Maybe a goal about oral and written communication is in order:

Objectives: 1. Volunteers will navigate museum's website to locate information and recall the steps for email procedure 2. Volunteers will summarize the history of the museum 3. Volunteers will match appropriate responses with scenario questions ||  ||

//By Monday//**, the Week 2 Facilitator should create a page in the group wiki designated for “Learning Goals and Objectives.”**

//By Wednesday//**, post to your group wiki a list of at least one learning goal and at least three learning objectives that you believe would be effective for your company’s curriculum design proposal. Include a brief rationale explaining why you think these goals and objectives would be good choices.**
 * Return to your group wiki and review the learning goals and objectives 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?**

//By Thursday//**, each group member should post his or her suggestion for the group’s final learning goals and learning objectives. These suggestions should reflect a combination of what you consider to be the most effective ideas from all group members.**
 * It is the responsibility of the Week 2 Facilitator to review each group member’s suggestion and create a final set of learning goals and learning objectives that reflects the majority opinion. In total, your group should have 3–5 learning goals and 7–10 learning objectives in your final submission.**

//By Friday//**, the Week 2 Facilitator should post the final learning goals and learning objectives to the group wiki. Group members should visit the wiki, review the list, and use the wiki or other communication means to resolve any disagreements.**

//By Sunday// **, the Week 2 Facilitator should post the finalized, group-approved learning goals and learning objectives to the wiki, along with a brief rationale explaining why these goals are effective. Keep in mind your group should have 3–5 learning goals and 7–10 learning objectives in total. In addition, the Facilitator should post the URL of this wiki content to the Week 2 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 learning goals.**


 * 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.**


 * Week 2 Curriculum Design Proposal Task Summary ||
 * || Monday || Tuesday || Wednesday || Thursday || Friday || Saturday || Sunday ||
 * Week 2 Facilitator only || Create a “Learning Goals and Objectives” page in wiki. ﻿ ||  ||   ||   || Post final list of learning objectives and learning goals. ||   || Post the finalized, group-approved learning goals and learning objectives to the wiki, along with a brief rationale. Post the URL of this content to the Group Project discussion page. ||
 * All group members ||  ||   || Post one learning goal and three learning objectives to wiki. || Post suggestion for group’s final learning goals and learning objectives. || Review the final list of learning objectives and learning goals, resolve any disagreements. ||   ||   ||

For Reference - Week 1 input


 * Facilitator || Category || Details/Input ||
 * Annette Kristofer || Introduction || Week 2:

Week 1: (Copied from week 1 wiki page.) Introduction of presentation will be based on final components of overall PowerPoint presentation, providing an overview/description of the content. (Kristofer) ||
 * Lori Czuba || Goals/Objectives || Week 2:

Week 1: <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">This reminds me combining a Human Process design with an Objective design. I would think that something simple could be developed for the 1) Leading tours of exhibits, 2) Staffing the museum “information station” to answer visitors’ questions, and 4) Calling and e-mailing patrons to raise funds. However, the 3) Maintaining an Excel database of patron information may require more of an Objective focus. <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">McCannon <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">LCzuba1. Leading tours of exhibitsa) identify resources for the volunteers. Where do they find their information? Have "feeder information" tobe able to stimulate questions/discussion for the visitors.b) how to redirect visitors who go in restricted areas or try to handle artifacts2. Staffing information stationa) be familiar with common questions - perhaps FAQ, facility map (where are the exhibits, where are thebathrooms), overview of information on current exhibits <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">3. Maintaining Excel database with patron information *do we need to address Excel basics? <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">a) what information is entered <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">b) security of patron information <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">c) how is patron information used <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">4. Calling and emailing patrons to raise funds <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">a) script for fund raising *tax deductibe? <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">b) handling objections ||
 * Taresa Breedlove || Instructional Strategies & Activitie || Week 2:

Week 1: <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">TBreedlove **- At this stage, we should begin considering what instructional material should be presented, and which learning activities the employees should experience. Several questions come to mind:1. What content must be learned, and how should the segments be designed?2. Should information be presented in a lecture format?3. What activities would work best? Should learners participate in role play sessions? For example, possibly working in groups to conduct a "mock" museum tour in order to practice their skills?4. What types of media would be appropriate to support instruction? Could we prepare workbooks with short lessons and use live demonstrations showing how the tours should be conducted?**

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">Janice Rhodes <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">- I thought some of the principles mentioned in the article, Lessons on Learning, made some valid points to keep in mind when selecting strategies for adult learners, like:1. The amount of experience they are bringing to the job, because they are volunteering it is probably safe to assume they already have a wealth of knowledge about the subject matter... activities based on shared learning might be good.2. Some self-directed studies could be helpful because adults are self-directed, active learners. ||
 * Janice Rhodes || Assessments || Week 2:

Week 1: <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">Janice Rhodes **-1. At this point and based on the fact that these are volunteers that are being trained I feel a pre-assessment should be done as well as a post assessment. Because there are no job qualifications met in advance, we need to know where each of these volunteers are in relations to the skills needed to perform expected tasks.2. If we did offer "Mock Tours" as part of the training, then some performance observations can be done, as well.3. One of the task is emailing and maintaining an Excel database. So some degree of computer proficiency is expected. At some point or throughout the training we can assess skills by including some activities that are computer based.** ||
 * Charles McCannon || Program Evaluations || Week 2:

Week 1: <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">McCannon

<span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 10pt;">At the end of the course a formative assessment and/or evaluation of the methods, modes, and delivery of the curriculum will be performed to analyze if meaningful learning and/or knowledge was accomplished. || Conclusion of presentation will summarize the main points of the components of the curriculum design and offer final proposal to client. (Kristofer)** ||
 * Annette Kristofer || Conclusion || (Copied from week 1 wiki page.)