EDIT 704 – Sonia Palmer

The Person

2

Mager’s Criterion Referenced Instruction

0

Criterion-Referenced Instruction (CRI)

0 0 0 0

Goals/task analysis Performance objectives Criterion referenced testing Objective-based learning modules

0

Based upon the ideas of mastery learning and performance-oriented instructions.

0

No Change = Not Effective

3

Mager’s Learning Objectives

0 0 0

Analysis Design – Instructional Objectives

0

a collection of words and/or pictures or diagrams

0 0

related to intended outcomes, not the process specific and measureable

0

focus = student

Checklist

0 0 0

condition(s) performance criteria

4

Influential Theories/Similar or Related Theories

0

R. Gagne

0

Learning hierarchies provide a basis for the sequencing of instruction.

0

M. Knowles

0

Andragogy – an adult learning theory: more on self-directed process than lesson content being taught (case studies, simulations are more useful)

0

C. Rodgers

0

Experiential learning – applied knowledge that addresses the needs and wants of the adult learner

5

Theory or Research-based?

Referred to as both: • CRI is theory that involves a set of methods for designing and delivering training • CRI is a model/methodology. The ideas, approaches, products, seminars, workshops, and books based on criterion-referenced instruction are based on science, research into the laws of human nature. The Center for Effective Performance (CEP) and others conduct workshops that use this model.

6

Contribution to Adult Learning

1. Widely used in the adult training world 2. Great emphasis is placed on the instructional materials to achieve this result. Poor performance = inadequate instruction 3. Self-paced, repeated practice (if needed) of skills net yet mastered that includes feedback about the quality of their performance

7

CRI Points

1. Course description – tells what the course is about 2. Course objectives – describe what students are expected to be able to do. o o o o Provide sound basis for instructional materials/procedures Creativity/Tools for guiding student efforts Measurable results Help determine instructional efficiency 3. Allow for training to be streamlined to student needs 4. Allows for chunking of material/learner convenience

8

Personal Thoughts

• He really cares about the learner, and knows what it is to

be

a learner.

• He is passionate about treating students with dignity and respect.

• He believes that education should be for

all

learners to acquire the skills that are being taught. • Instruction is the process; student competence is the result.

Bottom Line

– Mager’s methodology is still relevant today in classroom and also in e learning even though certain technologies didn’t exist. Design training

first

– delivery method

second

.

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References

Mager, Robert. F. (1997). Preparing Instructional Objectives. 3rd Ed. Atlanta, GA. CEP Press Mager, Robert. F. (2003) . Life in the Pinball Machine: Careening from There to Here. Atlanta, GA. CEP Press http://www.instructionaldesign.org/theories/adult-learning.html

Retrieved 13 February 2013 http://www.lifecircles-inc.com/Learningtheories/Mager.html

Retrieved 22 Feb 2013 http://mysdcc.sdccd.edu/Staff/Instructor_Development/Content/HTML/Adult_Learning_Page1.htm

Retrieved 23 February 2013 http://ci484-learning-technologies.wikispaces.com/Criterion+Referenced+Instrub 2013ction Retrieved 23 Feb 2013

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