Robert Magers Instructional Objectives www businessbuilding com Who

Robert Mager’s Instructional Objectives www. businessbuilding. com

Who is Robert Mager? • Graduate Ohio University - Masters • Graduate Univ. of Iowa Ph. D - Psychology • Became Interested Instructional Design after serving in the Army seeing soldiers trained • Wrote a book called “Preparing Instructional Objectives”

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

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)

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)

Elements of an Objective

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).

Performance Objectives Are 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)

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)

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)

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 effect training, goals, and results

References Mager, R. F. (1984). Preparing instructional objectives (2 nd edition). Lake Publishing Company: Belmont, California. Retrieved January 4, 2013 from www. gsu. edu/~mstmbs/Crs. Tools/Magerobj. html Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction(3 rd 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/jpd 247/public/2251/readings/Reiser_2001 The University of Utah. (2012). History of Instructional Design. Retrieved January 4, 2013 from home. utah. edu/~rgm 15 a 60/Paper/html/index files/Page 1108. htm Center for Effective Performance (CEP). (2013). Criterion-referenced instruction (CRI). Retrieved January 5, 2013 from http: //www. cepworldwide. com/Bios/mager. htm