Robert Mager’s Instructional Objectives Identifying instructional objectives has been one of the most important advances to the field of instructional design. Instructional objectives include: how to write objectives, the desired learner behavior, conditions which the behaviors are to be performed and standards or the criteria by which the behaviors are to be judged. Reiser., R. (2001). Preparing Objectives for Programmed Instruction (3 rd edition (Mager,1997) http://www.cepworldwide.com/Bios/mager.htm (picture) www.businessbuilding.com

Who is Robert Mager? Graduate Ohio University - Masters Graduate Univ. of Iowa PhD - Psychology Became Interested Instructional Design after serving in the Army seeing soldiers trained Wrote a book called “Preparing Instructional Objectives” First lets look at Robert Mager a Graduate of Ohio University with a Bachelor's and Masters degree. He also has a PhD in Psychology from the University of Iowa. He became interested in designing instruction after being drafted in the Army and seeing the way soldiers were trained. And he wrote a book called Preparing Instructional Objectives. http://www.cepworldwide.com/Bios/mager.htm

Contributions to the Field Mager’s Criterion-Reference Instructions (CRI) training methodology Mager with Peter Pipe designed the method which is the standard of excellence in training and performance improvement Preparing instructional objectives is one of the aspects of this training www.cepworldwide.com Contributions to the field include Mager's work on Criterion-Reference Instruction (CRI) training methodology. Mager with Peter Pipe designed this method which is the standard of excellence in training and performance improvement. www.cepworldwide.com Preparing instructional objectives is one of the aspects of this training, which stresses the importance of identifying instructional objectives. A critical tool in the development of effective instruction in 1962 was one of the most important advances to the field in the 1960's (Mager, 1997).

What is an Instructional Objective? Words, pictures and diagrams that can identify what is needed to achieve the goal Intended Outcomes are: Specific Measurable What a learner will be able to do after instruction (Mager, 2007, p.3) Instructional Objectives it is “collection of words, pictures diagrams that lets one know what is intended for students to achieve” It is more about outcomes than the process for achieving outcomes. Instructional objective is specific & measurable rather than broad and intangible, and it is concerned with the students not the teachers” It is more about what a learner will be able to do after the instruction (Mager, 2007, p.3).

Characteristics of Objectives “Objective is a subject in which you are familiar with and will be able to identify (label) correctly” Performance – Competency Level Conditions – Under what conditions do you want the learner to be able to do? Criteria – How well must it be done? (Mager, 2007, p.4) As stated by Mager’s in his book Instructional Objectives book any objective in a subject area which you are familiar be able to identify (label) correctly. Instructional objectives have three components 1st Performance – what should the learner be able to do. 2nd Conditions – under what conditions do you want the learner to be able to do. 3rd Criteria – What is the acceptable performance when those characteristics are present.

Elements of an Objective Performance & Learning Objectiveswww.nwlink.com There are three elements of an objective, number one there is a task or an observable action Number two there are conditions or environment and finally number three the standard or how well it must be performed.

Advantages of Instructional Objectives Basis for designing instructional materials Can determine whether an objective has been accomplished Provides students with a way to organize efforts toward the objectives Mager, (1984). When there are clearly defined objectives there a basis for designing materials. Then one can find out whether the objective has been accomplished. Tests can be giventgiven, to see if learning has been accomplished. Finally, it provides individuals with a way to organized themselves to accomplish these objectives. With clear objectives individuals are better able to figure out what activities have to performed to reach their goals (Mager, R. F. (1997).

Performance Objectives Are http://www.nextgenges.com http://www.nextgenges.com

Well-Written Objectives Performance is what the learner will be able to do Condition is under what conditions the learner will be able to do it Criterion is how well it must be done Mager (1997) According to Mager well written objectives consist of: the performance which is what the learner will be able to do after the instruction. The condition is under what conditions the learner will be able to do it. And finally, criterion is how well must it be done. (Mager (1997).

Example of Instructional Objective After the e-learning of instruction the learners will be able to identify the three advantages of instructional objectives in a quiz with a 95% accuracy.  Audience: learners interested in the objectives  Behaviors: what is the learner expected to perform  Conditions: how the lesson will be learned  Degree:  to what degree will objective be accomplished Mager (1984) Mager (1984)

Outcomes VS Process The objective is an intended outcome of instruction rather than the process of instruction. Example: Teachers lecture to help students learn It is a process – the lecture is not the purpose The purpose is to facilitate learning Teachers will teach (process) Students will learn (outcome) Mager (1997) The objective is an intended outcome of instruction rather than the process of instruction. Example Lecturing is what an instructor to help the students learn, it is part of the process. Lecture is not the purpose of instruction, the purpose is to facilitate learning. So when teachers teach (process) they do it because they hope the students will learn the which is the (outcome).

Impact of Mager’s Contribution Idea of an instructional objectives was ground breaking, to be able to assist educators on how to write clear objectives Mager’s work is still used today to direct educators with instruction (Mager, 1962) Contribution to the field: transitioned from traditional training to Human Performance Improvement Contribution on organizations: to provide more effective training procedures Contribution personally: to understand the value of performance objectives and how they how they effect training, goals, and results To summarize Mager's book Preparing Objectives for Programmed Instruction in 1962 where the idea of instructional objectives was groundbreaking, to be able to assist educators on how to write clear objectives, this was unheard in the 60's. Mager stressed the importance of identifying instructional objectives, and his work is still used today to direct educators in instruction. A critical tool in the development of effective instruction in 1962 was one of the most important advances to the field in the 1960's (Popham 1987) Cite Mager (1997)

References Mager, R. F. (1984). Preparing instructional objectives (2nd edition). Lake Publishing Company: Belmont, California. Retrieved January 4, 2013 from www.gsu.edu/~mstmbs/CrsTools/Magerobj.html Mager, R.F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction(3rd ed.). Atlanta, GA: Center for Effective Performance. Reiser , R., (2001). A history of instructional design and technology: Part II: A history of instructional design. Retrieved January 4, 2013 from https://files.nyu.edu/jpd247/public/2251/readings/Reiser_2001   The University of Utah. (2012). History of Instructional Design. Retrieved January 4, 2013 from home.utah.edu/~rgm15a60/Paper/html/index files/Page1108.htm Center for Effective Performance (CEP) . (2013). Criterion-referenced instruction (CRI). Retrieved January 5, 2013 from http://www.cepworldwide.com/Bios/mager.htm

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