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    Mager's Criterion Referenced Instruction Approach

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    Akansha
    The document discusses Robert Mager's criterion-referenced instruction (CRI) approach. CRI is a 4-step process that centers on creating self-guided, multimedia learning experiences to achieve measurable objectives. It involves 1) conducting a task analysis to identify learning goals, 2) crafting measurable performance objectives, 3) conducting criterion-referenced testing to evaluate achievement of objectives, and 4) developing learning modules based on the objectives. The goal is for learners to master skills through self-paced practice and feedback until they meet performance criteria.

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    Mager's Criterion Referenced Instruction Approach

    Uploaded by

    Akansha
    334 views6 pages
    The document discusses Robert Mager's criterion-referenced instruction (CRI) approach. CRI is a 4-step process that centers on creating self-guided, multimedia learning experiences to achieve measurable objectives. It involves 1) conducting a task analysis to identify learning goals, 2) crafting measurable performance objectives, 3) conducting criterion-referenced testing to evaluate achievement of objectives, and 4) developing learning modules based on the objectives. The goal is for learners to master skills through self-paced practice and feedback until they meet performance criteria.

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    Mager’s Criterion Referenced Instruction Approach

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    The document discusses Robert Mager's criterion-referenced instruction (CRI) approach. CRI is a 4-step process that centers on creating self-guided, multimedia learning experiences to achieve measurable objectives. It involves 1) conducting a task analysis to identify learning goals, 2) crafting measurable performance objectives, 3) conducting criterion-referenced testing to evaluate achievement of objectives, and 4) developing learning modules based on the objectives. The goal is for learners to master skills through self-paced practice and feedback until they meet performance criteria.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    334 views6 pages

    Mager's Criterion Referenced Instruction Approach

    Uploaded by

    Akansha
    The document discusses Robert Mager's criterion-referenced instruction (CRI) approach. CRI is a 4-step process that centers on creating self-guided, multimedia learning experiences to achieve measurable objectives. It involves 1) conducting a task analysis to identify learning goals, 2) crafting measurable performance objectives, 3) conducting criterion-referenced testing to evaluate achievement of objectives, and 4) developing learning modules based on the objectives. The goal is for learners to master skills through self-paced practice and feedback until they meet performance criteria.

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    © All Rights Reserved
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    At a glance
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    The key takeaways are that Criterion Referenced Instruction (CRI) is a self-paced learning approach focused on creating measurable results through targeted online training. It was developed by Robert Mager based on his experience in the US Army where he found that training did not always achieve its intended goals.

    The origins of CRI date back to World War 2 with the need for effective training programs. It was developed by Robert Mager and Peter Pipe to improve training delivery. The key principles are designing objectives tied to skills/knowledge and allowing learners to master skills at their own pace through practice and feedback.

    The four main steps in the CRI process are: 1) Task/goal analysis to identify learning needs 2) Define measurable performance objectives 3) Criterion-referenced testing to evaluate learning 4) Develop learning modules based on the objectives.

    Mager’s Criterion

    Referenced Instruction
    Approach
    Group- V
    Anindya Debnath- 2020190
    Dylan Dsouza- 2020200
    Simran Arora- 2020233
    Soumya Singh- 2020236
    Introduction

    Criterion Referenced Instruction, or CRI, is an approach that centers on multimedia-rich, self-guided


    learning experiences.

    Its four-stage process offers Instructional Designers the opportunity to create targeted online training
    courses that produce measurable results. This makes it highly effective in the corporate eLearning sector.

    This theory is based on using objectives to drive instruction.

    This theory is best suited for students who are able to work through self-paced instruction.
    History
    • The origins of Instructional Design dated back as early as World War II with the need for
    creating training programs.
    • Robert Mager had first-hand experience training in the US Army and was directly
    involved in these training regimes.
    • His role in the army involved instructing recruits on a large scale
    • However he found that in many cases the training did not achieve what was intended.
    • From this phenomenon, Mager went about seeking ways to improve training delivery.
    • Robert Mager along with peter pipe developed a framework for Instructional Design- the
    Criterion Referenced Instruction (CRI)
    • It is important to know what changes are required
    before embarking on the Instructional Design
    Process and thus there comes the need of
    Crafting Crafting the Learning Objectives
    • They clearly states what the intended outcome of
    learning the training should be and must be measurable

    objectives •Characteristics of the Objectives:


    • Performance: Skillset After Training
    • Conditions: Perform the Tasks in Specific
    Conditions
    • Criterion: How well it must be done
    Criterion-referenced instruction (CRI)

    • The Principals of CRI:


    1. Design instructional objectives that are directly tied to skills and knowledge
    2. Study and practice only skills that they have not yet mastered
    3. Learners have opportunities to practice each objective; they are given
    feedback on their performance
    4. Learners are offered repeated practice to maintain their level of proficiency
    5. Learners choose the sequence and pace of their learning, while following
    any constraints imposed by prerequisite knowledge or skill requirements

    • The four step process:


    1. Task analysis or goal analysis: Identify what needs to be learned
    2. Performance objectives: Specify the outcomes and how they will be evaluated
    3. Criterion-referenced testing: Determine the knowledge or skills needed to
    accomplish the stated outcome goals, and decide how to evaluate that they
    have been learned
    4. Development: Create learning modules based on the objectives
    Example

    Criterion-
    Performance referenced
    Goal Analysis Development
    Objectives testing
    In our Example we Create learning
    At the end of the module in typing to
    have run a skills After the course, An
    course an employee achieve objective
    assessment and assessment would be
    should be able to-
    determined that we conducted to check if
    type 65+ Words per
    want to improve the the employee can
    minute
    typing speed of our successfully achieve
    employees the objective

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