Week+Two

By Wednesday, post at least **one** learning goal and at least **three** learning objectives that you believe would be effective for our company's curriculum design proposal. Include a brief rationale explaining why you think your goals and objectives would be good choices. How do your ideas compare with everyone else's? Do some ideas overlap? Do the ideas of others cause you to have a different perspective? //**Please see the bottom of the page for the final learning goals and objectives.**//
 * Learning Goals and Objectives**

__** ALEXANDER BROGDON **__ ** WEDNESDAY: **** At least 1 Learning Goal: **
 * At least 3 Learning Objectives: **
 * Brief rationale explaining why you think your goals & objectives would be good choices.**


 * How do your ideas compare with everyone else?**
 * THURSDAY:**
 * Final Learning Goal & Objective thoughts:**

__** MOLLY BROWN **__
 * WEDNESDAY: **** At least 1 Learning Goal: **
 * 1) The learners will complete the most common volunteer tasks with at least 90% accuracy.
 * At least 3 Learning Objectives: **
 * 1) Given simulated museum visitors, learners can lead tours of exhibits with at least 90% accuracy.
 * 2) Given a series of questions that they are likely to encounter at the “information station,” learners can answer correctly at least 90% of the time.
 * 3) Given an Excel spreadsheet, learners can maintain and add patron information with 100% accuracy.
 * 4) Given a computer and telephone, learners can call and e-mail patrons asking for donations in order to raise funds.

I think that the learning objectives are good choices because they all have a terminal behavior, conditions of demonstration, and standards. However, I found the Learning Goal to be much more difficult to write. I am not sure how to write the goal so that it is inclusive of all tasks, but less precise than the learning objectives. I am anxious to see what everyone else comes up with. I am hoping your learning goals will give me further insight. **//Hi, Molly-this is Cheri-did you see the overall learning objectives I wrote under the week one project outline? Do we want to tweak these and use those as our learning goals? I like what you wrote, but I think this would be the learning goal for the entire course //**?? Hi Cheri - yes, I did read those last week and liked your ideas. I honestly didn't think of them as I was doing this assignment. I guess I was too focused on the written scenario. I like the ideas and imagination that you are putting into our proposed presentation. I hope that we'll be able to take ideas from everyone in the group and come up with a final set of learning goals & objectives. Thanks! Molly As of this moment, I am only able to compare my ideas with Cheri's. Our ideas vary in that each of my learning objectives has a different condition of demonstration. In Cheri's version, she is using the system that she imagines the museum will have. I hadn't thought about it from that perspective, because I wasn't considering what we had already envisioned. I think that Cheri's approach to the Learning Goal is more applicable for our group project and that we should consider including our imagined system as a part of our learning goal and/or objectives. I hope to make further comparisons tomorrow after my classmates have had the opportunity to post their ideas.
 * Brief rationale explaining why you think your goals & objectives would be good choices.**
 * How do your ideas compare with everyone else?**

Learning Goals: Learning Objectives: Molly-I like these-I think for objectives 6-8 we need to think about using simulations? Do we want to include that idea in the learning objectives themselves, or not worry about that now. I just realized that 5pm my time is only 3pm
 * THURSDAY:**
 * ‍‍Final Learning Goal & Objective thoughts: ‍‍**
 * 1) Learners will utilize the museum's FAQ resource to effectively answer visitor questions at the information station.
 * 2) Learners will lead guided tours of the Impressionist and Modern Art exhibits.
 * 3) Learners will utilize the Excel Database to add new, update, and organize patron information.
 * 4) Learners will call and e-mail patrons to solicit donations in order to raise funds.
 * 1) Given pictures of artwork within the museum, learners will list whether they are from the 19th or 20th century and who the artist is.
 * 2) Given simulated museum visitors, learners can lead tours of the Impressionist exhibit with at least 90% accuracy.
 * 3) Given simulated museum visitors, learners can lead tours of the Modern Art exhibit with at least 90% accuracy.
 * 4) Given frequently asked visitor questions, learners will navigate and use the museum’s FAQ resource database at the information station to answer all questions correctly within a 2 minute period.
 * 5) Learners will identify the workflow for handling inquiries that cannot be resolved using the system.
 * 6) ‍‍Learners will list 4 things that contribute to successful customer service //(1. Effective Listening Skills, 2. Key Words/Phrases, 3. Rate/Tone of Speech, and 4. Body Language)// and provide at least 2 examples of ways to demonstrate those 4 things. ‍‍
 * 7) Given an Excel spreadsheet, learners can collect, add, maintain and organize patron information with 100% accuracy.
 * 8) Given a computer and telephone, learners can call and e-mail patrons asking for donations in order to raise funds.

__** MARIA FERNANDEZ **__ Complete at least 10 calls and send at least 10 emails to patrons on a weekly basis to solicit donations in order to raise funds
 * WEDNESDAY: **** At least 1 Learning Goal: **


 * At least 3 Learning Objectives: **
 * Participants will learn how to manage patron information previously collected
 * Participants will learn phone etiquette techniques and how to appropriately approach patrons for donations
 * Participants will learn the appropriate method to email patrons to solicit donations
 * Participants will learn how to track their productivity as in entails solicitations of donations.

It makes the learning goal breakable in tasks and it allows the participants to see what the ultimate expectations will be for their performance. I think the more specific we can be, the better.
 * Brief rationale explaining why you think your goals & objectives would be good choices.**

From what I read, I am thinking very similarly than my fellow team-mates
 * How do your ideas compare with everyone else?**


 * THURSDAY:**
 * Final Learning Goal & Objective thoughts:**

__** MICHAEL FREEDMAN **__ ** WEDNESDAY: **** At least 1 Learning Goal: ** They are specific, measuarble and observable. I am in alignment with the final learning goals and objectives the team has choosen,
 * Learners will utilize the museum's FAQ resource to effectively answer visitor questions at the information station.
 * Learners will lead guided tours of the Impressionist and Modern Art exhibits.
 * At least 3 Learning Objectives: **
 * Given simulated museum visitors, learners can lead tours of the Modern Art exhibit with at least 90% accuracy.
 * Given an Excel spreadsheet, learners can demonstrate that they can collect, add, maintain and organize patron information with 90% accuracy.
 * Given a computer, learners will send an e-mail to a patron that is formatted and written according to the museum standards.
 * Brief rationale explaining why you think your goals & objectives would be good choices.**
 * How do your ideas compare with everyone else?**
 * THURSDAY:**
 * Final Learning Goal & Objective thoughts:**

__** CHERI GAYDOS **__ ** WEDNESDAY: **** At least 1 Learning Goal: ** Utilize the museum's FAQ resource to effectively answer visitor questions 1. Demonstrate the ability to access and recover specific pieces of information from each screen in the system 2. Answer frequently asked questions within a 2 minute time period using the system 3. Identify the workflow for handling inquiries that cannot be resolved using the system My learning goal is an overall course objective, while my learning objectives are specific, measurable ways that someone can achieve the Learning Goal. My learning objectives include a terminal behavior, conditions of demonstration, and standards
 * At least 3 Learning Objectives: **
 * Brief rationale explaining why you think your goals & objectives would be good choices.**

So far I only have Molly's ideas to compare with. After some discussion, I think we are going to take some of original information I posted on our outline and build off of that. I think we want to still wait until we get additional feedback from the rest of the group. Molly, I like your revised learning objectives and goals- I think we should also include something like a simulation for the customer service pieces and have to score a certain percentage on that based on a evaluation rubric (tone of voice, volume, rate of speech, etc.)
 * How do your ideas compare with everyone else?**


 * THURSDAY:**
 * Final Learning Goal & Objective thoughts:**

We believe that our final learning goals and objectives are appropriate because they have terminal behaviors, conditions of demonstration, and standards or criteria attached to them. The learning objectives for the course correspond to the overall learning goals, and will ultimately please our customer.
 * FRIDAY:**
 * Finalized, group-approved learning goals and learning objectives with a brief rationale explaining why these goals are effective.**
 * LEARNING GOALS:**
 * 1) Learners will utilize the museum's FAQ resource to effectively answer visitor questions at the information station.
 * 2) Learners will lead guided tours of the Impressionist and Modern Art exhibits.
 * 3) Learners will utilize the Excel Database to add new, update, and organize patron information.
 * 4) Learners will call and e-mail patrons to solicit donations in order to raise funds.
 * LEARNING OBJECTIVES:**
 * 1) Given pictures of artwork within the museum, learners will list whether they are from the 19th or 20th century and who the artist is.
 * 2) Given simulated museum visitors, learners can lead tours of the Impressionist exhibit with at least 90% accuracy.
 * 3) Given simulated museum visitors, learners can lead tours of the Modern Art exhibit with at least 90% accuracy.
 * 4) Given frequently asked visitor questions, learners will navigate and use the museum’s FAQ resource database at the information station to answer all questions correctly within a 2 minute period.
 * 5) Learners will identify the workflow for handling inquiries that cannot be resolved using the system.
 * 6) Given a simulated encounter with a museum visitor, learners will demonstrate proper customer service skills with 90% accuracy.
 * 7) Given an Excel spreadsheet, learners can demonstrate that they can collect, add, maintain and organize patron information with 90% accuracy.
 * 8) Given a computer, learners will send an e-mail to a patron that is formatted and written according to the museum standards.
 * 9) Given a simulated telephone scenario, learners will demonstrate 90% accuracy with their customer service skills and scripting while asking for donations from patrons.
 * RATIONALE:**