The 4 Components of the 4C/ID Model - Victor Lozada Rivera (2024)

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Jeroen van Merriënboer’s Four-Component Instructional Design Model (4C/ID) is a cognitive instructional design model that is currently used in many scientific areas as a tool for creating of powerful learning environments.

The 4C/ID model’s main objective is to support the teaching of complex learning that requires the integration of knowledge, complex skills and attitudes to solve real-world problems.

The 4C/ID model integrates some aspects of student-centered, knowledge-centered, assessment-centered and community-centered learning.

In this model, educational programs can be described using four components:

1. Learning task
2. Supportive information
3. Procedural information
4. Part-task practice

4C/ID model

The 4C/ID model is composed of four interconnected components:

1. Learning task, the central feature of the model, which are based on real-world problems.

2. Supportive information, helps the learner to solve more efficiently the problems defined in the learning tasks. It provides the bridge between learners’ prior knowledge and the learning tasks.

3. Procedural information, provides information about how the tasks should be performed. Also known as just-in-time information, which is prerequisite to the learning and performance of aspects of learning tasks

4. Part-task practice, are practice items that are provided to learners in order to promote automation for aspects of the complex skill that are recurrent.

Other Instructional Design Models:

• • • Kirkpatrick’s New World Model
    • ADDIE
    • ASSURE
    • Kirkpatrick’s Original Model
    • 4C/ID Model

Managing Cognitive Load

In the 4C/ID model, it is critical to manage learners’ cognitive load carefully because of the complexity of the learning tasks.

In order to manage the cognitive load, the 4C/ID model suggests the following specific strategies in terms of task sequencing and information presentation:

1. Order learning tasks from simple to complex. The first task class should be the simplest step and the final task class should be the most complex, including the real-world tasks.

2. Order learning tasks with decreasing learner support ( from high to no support). Use various types of learning tasks ranging from high built-in-support, next tasks with an intermediate level of support, ending with standard tasks without support

3. Order learning tasks in a variable order (high contextual interference). High variance of practice promotes subsequent learning transfer. Contextual interference refers to the interference that is experienced when practicing multiple skills, or variations of a skill, within a single session.

4. Give supportive information before the learning tasks, and available during the practice. This information involves mental models and strategies with high complexity. Performing practice and studying supportive information simultaneously can cause cognitive overload.

5. Present information just-in-time when learners need it. To reduce information overload and confusion, make a distinction between supportive and just-in-time information.

Ten Steps for Design

Learning Tasks

1. Design Learning Tasks
2. Sequence Task Classes
3. Set Performance Objectives

Supportive Information

4. Design Supportive Information
5. Analyze Cognitive Strategies
6. Analyze Mental Models

Procedural Information

7. Design Procedural Information
8. Analyze Cognitive Rules
9. Analyze Prerequisite Knowledge

Part-Task Practice

10. Design Part-Task Practice

Implementation of Information and Examples

Approaches for implementation of information and examples can take the form of a combination of a presentation approach and a learning strategy.

Presentation Approach:

• A deductive approach works by presenting the general information, then the examples.
• An inductive approach works by presenting the examples to the learners, and then giving them the general information.

Learning Strategy:

• Expository learning, which is presenting examples and information
• Inquisitory learning, in which the learners find examples or general information

Deductive-Expository

This strategy works by presenting information and then the example. It is best used on simple facts and concepts that the learner may have some experience with and a deep level of understanding is not required.

Inductive-Inquisitory

This strategy works by presenting examples and then the learners produce the information. This gives the learner a chance to produce the information and gain a deep understanding from the examples.

In some cases this is also known as guided discovery or teacher assisted discovery.

Inductive-Expository

An inductive-expository strategy works by first presenting examples and then the information. Compared to the deductive-expository method, this method normally provides the learners with a deeper understanding.

Deductive-Inquisitory

The final strategy works by presenting the information to the learners and then they produce some examples.

This strategy fits in complex learning tasks that have multiple steps and parts. This method also works best with strategic knowledge.

Conclusion

The Four-Component Instructional Design (4C/ID) model by van Merriënboer’s has a strong foundation in research and its application is seen fields such as teacher training, medical education, communications training, technical training, and information problem solving.

The learning methods consists of complex problem solving coupled with completing procedures that match authentic set of tasks. This 4C/ID model allows the learners to navigate the increasingly complex learning environment being supported by just-in-time information all while increasing their own skill-set.

Sources:

van Merriënboer, J. J. G. (1997).Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training. Englewood Cliffs, New Jersey: Educational Technology Publications.

Costa, J., & Miranda, G. L. (2019). Using Alice software with 4C/ID model: Effects in programming knowledge and logical reasoning.Informatics in Education,18(1), 1–15.https://doi.org/10.15388/infedu.2019.01

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