Activities Activities Use the activities listed here to

Activities, Activities Use the activities listed here to generate ideas for you own training materials. • Mine the Metadata – Participants are given a metadata record and a set of questions. They have to ‘mine’ the record for the answers. Great for those folks who are new to metadata. • Writing Quality Metadata – Participants are given examples of data sets and are asked to come up with informative titles and abstracts. • Creating a Metadata Template – OK, this one may not be as fun, but the end result is good information for a metadata record. Participants use the workbook to identify and populate those metadata elements that would be pertinent to their organization. They can also begin crafting standardized statements for elements such as ‘Use_Contraints’, ‘Access_Constraints’, ‘Distribution_Liability’, etc. • Building the Business Case for Metadata – Divide the class into groups. You play the role of the manager, and each group will be responsible for making their case for metadata. They have to ‘sell’ you on the idea of doing metadata. • Pin the Tail on the Metadata – Participants select metadata elements from a hat. Using the workbook and the graphical production rules, they decide which of the main sections that element belongs to. When they have decided, they ‘pin’ their element on the wall below the appropriate section heading. • Metadata Jeopardy – This one may take some work, but it’s fun. A set of ‘answers’ is posted as $100, $200, $500, $1000, and $3000 answers and organized under metadata related topic headings such as ’CSDGM’, ‘Tools’, ‘Value of Metadata’, or even specific sections of the standard. Either divide the class into groups, or select a group of participants to play. They play just like television Jeopardy, picking an answer and then phrasing their response to that answer in the form of a question. 0

Learning Objectives Learning objectives are statements as to what you intend your students to achieve. They can serve as a guiding light for workshop design. • they relate intended outcomes, rather than the process for achieving those outcomes • they are specific and measurable, rather than broad and intangible. • they are concerned with students, not teachers. ” Robert Mager, Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction (May 1997), As you consider your learning objectives, ask yourself: A – Is the focus of the learning objective student performance? B – Can the task be measured or observed? C – How will I know that the participant has reached the objective? Examples of learning objectives: : After completing the workshop, the participant will be able to: • explain 3 values of metadata • recognize the 7 primary sections and 3 supporting sections of the CSDGM • determine the definition and status of any field utilizing the CSDGM Workbook • List 3 rules for writing quality metadata • locate online metadata production resource including key national guidelines and repositories • download, install, and run MP, metadata parsing software • create a compliant metadata record using tkme metadata production software 1

Writing Clear Objectives These words/phrases are open to many interpretations The key to clarity in writing the objective involves using action verbs that describe the specific behavior the learner will be asked to do. Focus on what the task or skill is that will be performed. Avoid using words or phrases that are To think To know To discover To enjoy ambiguous and are difficult to measure or observe. To have faith in To really understand To grasp the significance of To internalize To solve To understand To believe To appreciate Learning Objectives 2

Common Action Words Add Alphabetize Analyze Apply Arrange Assemble Bend Build Calculate Carry Catch Choose Circle Cite Clarify Collect Color Compare Compute Conduct Construct Contrast Copy Count Cut Decide Define Demonstrate Describe Design Detect Differentiate Discover Discriminate between Discern Discuss Divide Draw Identify Illustrate Indicate Infer Interpret Isolate Judge Justify List Lift Label Make Mark Match Modify Multiply Explain Name Finalize Fold Order Generalize Plan Point Pick Perform Place Punctuate Prepare Prove Predict Quote Rearrange Recall Recite Rewrite Ride Run Rank Recognize Record Relate Repeat Reproduce Restate Reorganize Select Sequence Show Solve State Separate Spell Swim Tell Transcribe Tabulate Taste Throw Translate Underline Use Write Walk Learning Objectives 3

Exercise – Practice Writing Learning Objectives The following poorly written objectives were revised using performance-based language • Fully appreciate the steps for establishing a Clearinghouse node Outline the steps required to establish a Clearinghouse node • Know how to create a metadata record List three key resources needed to create a metadata record • Teach students to enjoy using Metadata Parser Parse a metadata record using mp • Believe in the objectives of the Executive Order 12906 Identify the key objectives of Executive Order 12906 • Appreciate the history of the FGDC Explain the intended role of the FGDC • Grasp the significance of Section 2 Data Quality Well written objectives are used to: • drive content development • generate ideas for activities • establish testing parameters Complete the Data Quality elements of special value to their organization Learning Objectives 4