2/28/2013 theorist presentation 1 edit 704 – sonia palmer robert frank mager
TRANSCRIPT
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2/28/2013
Theorist
Presentation
1 EDIT 704 – Sonia Palmer
Robert Frank Robert Frank
MagerMager
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The Person
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Mager’s Criterion Referenced Instruction
0 Criterion-Referenced Instruction (CRI)0 Goals/task analysis0 Performance objectives 0 Criterion referenced testing0 Objective-based learning modules
0 Based upon the ideas of mastery learning and performance-oriented instructions.
0 No Change = Not Effective
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Mager’s Learning Objectives
0 Analysis0 Design – Instructional Objectives
0 a collection of words and/or pictures or diagrams0 related to intended outcomes, not the process0 specific and measureable0 focus = student
0 Checklist0 condition(s)0 performance0 criteria
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Influential Theories/Similar or Related Theories
0 R. Gagne0 Learning hierarchies provide a basis for the sequencing of instruction.
0 M. Knowles0 Andragogy – an adult learning theory: more on self-directed process than lesson
content being taught (case studies, simulations are more useful)
0 C. Rodgers0 Experiential learning – applied knowledge that addresses the needs and wants of the adult
learner
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Theory or Research-based?
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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.
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Contribution to Adult Learning
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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
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CRI Points
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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/procedureso Creativity/Tools for guiding student effortso Measurable resultso Help determine instructional efficiency
3. Allow for training to be streamlined to student needs4. Allows for chunking of material/learner convenience
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Personal Thoughts
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• 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.
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References
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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