Hall of Fame
Robert Mager
Robert Mager published the second edition of his book
Preparing Instructional Objectives in 1975. His Criterion Referenced
Instruction (CRI), an extension of Gagne’s method of instruction,
was a method for the design and delivery of training.
All of this led to a more concentrated approach to design based
on competences and assessment focused on learning or performance
objectives.
Learning objectives
Learning objectives determine the outcomes and how they are to
be assessed with the all modules having clear, defined objectives,
practice exercises, and mastery tests. A good learning objective
has to have three primary components of an objective:
- Conditions. An objective always describes the important conditions
(if any) under which the performance is to occur.
- Performance. An objective always says what a learner is expected
to be able to do; the objective sometimes describes the product
or the result of the doing.
- Criterion. Wherever possible, an objective describes the criterion
of acceptable performance by describing how well the learner must
perform in order to be considered acceptable.
Mager held that an important part of writing good objectives was
to use "doing words." These are words which describe a
performance (e.g., identify, select, recall) which can be observed
and measured. Words to avoid are those which describe abstract states
of being (e.g. know, learn, appreciate, be aware) which are difficult
to observe or measure. Mager's model is still used as a guide to
good objective writing.
Criterion Referenced Instruction
The Criterion Referenced Instruction (CRI) framework developed
by Robert Mager is a set of methods for the design and delivery
of training programs. It relies on a detailed task analysis, the
identification of performance objectives then assessment against
those objectives and a modular course structure that represents
the performance objectives.
CRI promoted the idea of self-paced learning using a variety of
media. It heavily influenced the objective-led, modular, self-paced,
assessed design model that has become common in e-learning.
Criterion Referenced Instruction (CRI) was based on five principles:
- Competences - the instructional objectives are derived from
job performance and reflect the competencies (knowledge and skills)
that need to be learned.
- Scope - learners study and practice only those skills not yet
mastered to the level required by the objectives.
- Practice - Learners are given opportunities to practice each
skill they need to learn and obtain feedback about the quality
of their performance.
- Reinforcement - Learners receive repeated practice in key skills
that are to be used often or are difficult to learn.
- Autonomy - Learners have some freedom to choose the order in
which to complete modules and progress self-paced based on their
mastery of the objectives.
Conclusion
On the positive side, Mager, like Gagne, introduced rigour into
the process of instructional design. In his case, these were; learning
objectives, competences and assessments. It brought discipline to
training and design by reinforcing professionals to match learning
to real objectives. However, behaviourism still underpinned the
approach. Learners were, in effect, conditioned to meet behavioural
objectives. It led to an over-emphasis on competences, learning
objectives and assessments that turned many learning experiences
into dull and demotivating experiences for learners.
Bibliography
Mager, Robert F. (1962). Preparing Instructional Objectives Palo
Alto, Calif.: Fearon Publishers
Mager, R. (1975). Preparing Instructional Objectives (2nd Edition).
Belmont, CA: Lake Publishing Co.
Mager, R. & Pipe, P. (1984). Analyzing Performance Problems,
or You Really Oughta Wanna (2nd Edition). Belmont, CA: Lake Publishing
Co.
Mager, R. (1988). Making Instruction Work. Belmont, CA: Lake Publishing
Co.
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