1. 2/28/2013 Theorist Presentation 1 EDIT 704 – Sonia Palmer Robert Frank Mager

2. The Person 2

3. Mager’s Criterion Referenced Instruction 0 Criterion-Referenced Instruction (CRI) 0 Goals/task analysis 0 Performance objectives 0 Criterion referenced testing 0 Objective-based learning modules 0 Based upon the ideas of mastery learning and performance-oriented instructions. 0 No Change = Not Effective 3

4. Mager’s Learning Objectives 0 Analysis 0 Design – Instructional Objectives 0 a collection of words and/or pictures or diagrams 0 related to intended outcomes, not the process 0 specific and measureable 0 focus = student 0 Checklist 0 condition(s) 0 performance 0 criteria 4

5. 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

6. Theory or Research-based? 6 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.

7. Contribution to Adult Learning 7 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

8. CRI Points 8 1.Course description – tells what the course is about 2.Course objectives – describe what students are expected to be able to do. o Provide sound basis for instructional materials/procedures o Creativity/Tools for guiding student efforts o Measurable results o Help determine instructional efficiency 3.Allow for training to be streamlined to student needs 4.Allows for chunking of material/learner convenience

9. Personal Thoughts 9 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. 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. Instruction is the process; student competence is the result.

10. References 10 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.htmlhttp://www.instructionaldesign.org/theories/adult-learning.html Retrieved 13 February 2013 http://www.lifecircles-inc.com/Learningtheories/Mager.htmlhttp://www.lifecircles-inc.com/Learningtheories/Mager.html Retrieved 22 Feb 2013 http://mysdcc.sdccd.edu/Staff/Instructor_Development/Content/HTML/Adult_Learning_Page1.htmhttp://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 2013ctionhttp://ci484-learning-technologies.wikispaces.com/Criterion+Referenced+Instrub 2013ction Retrieved 23 Feb 2013