Design Document for Understanding Confidentiality: Training for Volunteer Church Office Assistants

RLO Confidentiality: What It Is and Why It Matters

By Patricia J. David Purpose of the Course The purpose of the course is to help volunteer church office assistants understand what it means to maintain confidentiality and why it's important, and also to equip them with the resources and motivation to improve in their ability to assess situations and handle them in a way that guards sensitive information. Audience Description The target audience for this instruction includes pastors, who may want to share the information with their office assistants, and church volunteers who are already helping in various capacities in their local church, most notably in the church office. General characteristics of these volunteers include: Major Course Objectives (Terminal) Christians who are active in their church Those having the spiritual gifts of mercy, helps and/or administration (genuinely nice people who have a desire to help others and tend to be very relational) Predominantly female (though there are some men who hold these positions) Generally older (those already retired from vocational employment or those who have never worked outside the home) Lower education level (high school or limited college) Terminal Objective 1: Identify the potential damage that can be caused by breaches in confidentiality in a church setting. Terminal Objective 2: Create a list of at least four principles to guide your sharing of any information. Terminal Objective 3: Critically examine past behavior and determine a strategy for future behavior in regards to maintaining confidentiality. Terminal Objective 4: Demonstrate an appreciation for the value God places on His church by taking appropriate measures to guard sensitive information.
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Course Enabling Objectives

Terminal Objective 1: A. Describe in 2-3 short sentences past experiences when you were personally hurt by breaches in confidentiality and identify (check off) the feelings you experienced. B. Given a series of scenarios describing the personal stories of people who have been hurt, list four long-term negative consequences of breaches in confidentiality. C. Given a list of Scripture verses as a basis for understanding Gods plan for His church, explain in 3-4 sentences the harm done to Gods purposes when Gods ideal for His church is compromised. Terminal Objective 2: A. Be able to define the terms confidential and confidentiality by writing a brief description of each. B. Based on scenarios of various church office situations, formulate (list) at least 4 principles to guide your sharing of any information. Terminal Objective 3: A. Given time to prayerfully reflect on your short-comings in the area of maintaining confidentiality, ask God for forgiveness and make a commitment to maintain confidentiality in the future by signing a commitment form. B. Based on specific scenarios of potentially compromising situations you might encounter, develop and memorize (recall) a list of 4-6 possible responses to use when others request confidential information. C. Given a list of common office practices (both positive and negative), create your own personal checklist of 4-6 simple behaviors to safeguard sensitive information. Terminal Objective 4: Given sample responses, determine (list) the steps you will begin to take to guard Gods church by maintaining confidentiality and signing a commitment to do so regularly.

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RLO Enabling Objective

[Taken from Terminal Objective #2, Enabling Objective A: Be able to define the terms confidential and confidentiality by writing a brief description of each.] (1) Define confidentiality, proprietary information, and other terms that signify matters that should be kept in confidence. (2) Identify why confidentiality is important in various situations (e.g., health care, legal profession, churches/clergy, businesses that deal with technology, inventions or proprietary information, etc). [Includes learning types of information and possible consequences of breaching confidentiality.]

Learning Assessment for Course Learning Assessment for RLO

Summative assessment: self-evaluation

Quiz covering content of RLO (see outline for description)

Instructional Delivery Self-contained, self-paced (non-moderated and ungraded) method for Course (overall) Instructional Strategy Besides the Knowledge Check, learners have 3 options for learning information: looking up definitions, connecting to for RLO prior knowledge, and discovering new knowledge. Instructional strategies available include absorb activities (looking up dictionary definitions and reading an article), do activities (writing their own definition of confidentiality and a drag and drop of personal items into a confidential and public file folder) and two connect reflection questions. Three additional reflection questions (one after each section of the article) will ask learners to contemplate consequences of breaching confidentiality in specific areas. Media The course will use the following media: Text Graphics Audio

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508 Accommodations

I am using Articulate Storyline to complete this project, which is optimized to meet requirements of Section 508 of the Rehabilitation Act of 1973 (described at http://www.articulate.com/products/storyline-section-508.php and also including author-controlled compliance recommendations, which I plan to follow). All graphics will include alt text, audio on slide 2 will include text option, and good design practices will be employed. The course is a standalone comprising one module with four basic topics: How would you feel? (covering terminal objective #1) How can you know? (covering terminal objective #2) Where have you been? (covering terminal objective #3, enabling objectives A and B) Where will you go? (covering terminal objective #3, enabling objective C, and terminal objective #4)

Course Structure Description

Seat Time of Course Seat Time of RLO

1-2 hours 10-15 minutes

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RLO Outline

Introductory Pages: i. Splash/welcome page ii. Introduction/Benefits page [news stories of lawsuits or other problems resulting from breaches in confidentiality] iii.. Expectations (Objectives/Goals) Page iv. Opening Scenario page v. Options (menu) Page I. Option 1 Definitions of confidentiality A. Read definitions from 6 online dictionaries or other resources (pop-ups) B. Create/Write own definition [not graded] C. Summary of info they should have included in their definition (e.g., sensitive information shared with the expectation it would be kept secret, etc.). How did you do? II. Option 2 Prior Knowledge: Consider confidentiality issues in your own life A. Determine what personal items you consider confidential [Sort (drag and drop) personal information items into confidential and public folders] B. Reflection Questions: 1. How did you decide which information was or wasnt confidential for you? [list of options to consider] 2. Are there some items you put in your public file that others might consider confidential? Which ones? Can you see why they might consider those items private? III. Option 3 New Knowledge: Learn about confidentiality issues in various professions by reading article notes A. Professional Requirements (Lawyers, Doctors, Counselors and Clergy) B. Business Obligations C. Personal Relationships IV. Option 4 Knowledge Check [quiz questions will include some examples of types of information that need to be matched to confidential, proprietary, attorney-client, etc. (based on categories listed in the absorb activity), a matching of those categories with possible consequences of breaching confidentiality, plus two multiple choice questions to check understanding of definitions and 3 very short (1-2 sentences each) scenarios for learners to determine if confidentiality is an issue Closing Screens (Summary and Credits)

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RLO Flowchart

Screens/Pages in RLO The RLO will be 28 pages/screens [Note in option 3 one slide has 4 layers, which I am counting as 4 screens]. Knowledge Checks or Other Assessments or Practices 1 Multiple Choice (5 screens, one question per screen, as part of final knowledge check) 1 Matching (2 questions, as part of final knowledge check) 1 Drag and Drop activity 1 Custom Text entry (create working definition) Rollovers/click events Estimated number of individual rollover or click event items/objects, outside of navigation elements in player: 8 Rollovers/hover states

18 Click Events (not including quiz-30, and drag and drop - 24)
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Course and Project Navigation

For simplicity, I plan to use only the previous and next buttons included in Articulate Storylines player. There will also be an audio button available to adjust sound, though sound will only be included on the introduction slide. I plan to use the player with a left-hand menu enabled so the user has the option to choose any section at will and so can easily identify the course structure. I plan to use several different layouts for this course. Each of the 4 options will have a slightly different look to maintain user interest and to make it apparent that they are in a different option.

Screen Layouts

Development Tools

Tools Ill use to develop this course include: Articulate Storyline Photoshop LE Microsoft PowerPoint Microsoft Word

Ownership

Patricia J. David will develop the initial course and will maintain the course. The course will also be utilized by Learning Road iLearning Services as part of their non-profit Roman Roads iLearning Services website and by Trinity Church, both in Wesley Chapel, Florida. 1 week or less (approximately 12-20 hours)

Development Time

Support requirements Rapid development software (Articulate Storyline), voice talent to record narration for one slide Project Sign-off [optional] Please sign below indicating agreement with the proposed course plan and approving start-up of the storyboard and development phases.

Instructional Designer

Date

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Project Manager/Sponsor

Date

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