4C-ID

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## Contents

* 1 Definition
* 2 The design
* 3 Some features of 4C/ID
* 3.1 Learning tasks
* 3.2 Supportive information
* 3.3 Procedural information
* 3.4 Part-task practice
* 4 Use of simulation, real tasks and video
* 5 Implementation
* 6 References
* 7 Links

## Definition[edit | edit source]

* 4C/ID is an instructional design model by van Merriënboer and others.

* "4C" means "four components", "ID" means "Instructional Design". It also can be found in Merrill's first principles of instruction.

* According to Martin Ryder, the The 4C-ID instructional model is characterized by four components: (1) Learning Tasks, (2) Supportive Information, (3) Procedural Information and (4) Part-Task Practice. The tasks are ordered by task difficulty and each task offers at the beginning a lot of scaffolding which is reduced as the learner progresses.

See also: Elaboration theory (a much earlier model from Reigeluth).

## The design[edit | edit source]

4C/ID is what I call a "main-stream" Instructional Design Model that addresses the issue of how to teach complex skills, i.e. solid know-how that can be applied to real problem problems.

According to Merriënboer et al. (2002): "The 4C/ID-model [....] addresses at least three deficits in previous instructional design models. First, the 4C/ID-model focuses on the integration and coordinated performance of task-specific constituent skills rather than on knowledge types, context or presentation-delivery media. Second, the model makes a critical distinction between supportive information and required just-in-time (JIT) information (the latter specifies the performance required, not only the type of knowledge required). And third, traditional models use either part-task or whole-task practice; the 4C/IDmodel recommends a mixture where part-task practice supports very complex, "whole-task" learning."

According to Merrill (2002:56), the model is clearly problem-based although not in the sense of typical problem-based learning models. "At the heart of this training strategy is whole-task practice, in which more and more complex versions of the whole complex cognitive skill are practiced. In ... the analysis phase ... the skill is decomposed in a hierarchy of constituent skills; ... classified as recurrent constituent skills, which require more-or-less consistent performance over problem situations, or nonrecurrent constituent skills, which require highly variable performance over situations" (p. 8). "While learners practice simple to complex versions of a whole task, instructional methods that promote just-intime information presentation are used to support the recurrent aspects of the whole task while, at the same time, instructional methods that promote elaboration are used to support the non-recurrent aspects of the task" (p. 10)."

The four components are described in detail in Merrienboer (2002) and from which this picture is taken:

## Some features of 4C/ID[edit | edit source]

This section are made from notes taken during a van Merriënboer keynote talk on March 14 2013.

4C/ID can be described as a method that will describe the backbone of a curriculum where each element is connected and does have a function with respect to the whole. It addresses two problems:

* Students can't apply "knowledge"
* Students and life-long learners are not self-directed learners

There is research-based evidence that transfer is improved when using a 4C/ID design.

### Learning tasks[edit | edit source]

Create a "spiraled2 sequence of tasks, based on induction

* Provide variability in each task
* Provide task classes i.e. sequences of easy to difficult tasks. Each task should be meaningful right from the start. Make sure to offer several variants for each class, i.e. a series of task that address the same learning outcomes at same difficulty level.
* Provide guidance: Scaffolding should be provided in each task. However, for task set, define a Zone of proximal development using a sawtooth pattern: First task in a class uses a lot of support, last task in a class should have no support. If learners are successful, then move them to a higher level.
* Typical learning technologies for task support: Simulated/real task environments and development portfolios

### Supportive information[edit | edit source]

Is information that helps learnings getting the tasks done. It shows how the domain is organized (e.g. anatomy in medicine) and shows how to approach a task. Design of supportive information is based on knowledge elaboration and is linked to all tasks in a given class. An other class may require more simple or more difficult information.

* Can be provided before (tell "theory") or during a task sequence (typically in project-oriented designs)
* "What should I study in order to be able to....." (self-directed learners)
* Typical learning technologies: Hypermedia and Internet in General

### Procedural information[edit | edit source]

Refers to knowledge needed to solve parts of the task. Based on knowledge compilation and may require drill and practise (see next item)

* Routine aspects
* How-to information that is used "just-in-time"

### Part-task practice[edit | edit source]

Based on strengthening

* Repetition and drill
* However, part-time practice should only be presented within a cognitive context, i.e. a whole task
* Sometimes more practice is needed for procedure learning

## Use of simulation, real tasks and video[edit | edit source]

This section are made from notes taken during a van Merriënboer keynote talk on March 14 2013. 4C/ID also can be used as model for vocational training

Merriënboer presented three projects from which we point out a few highlights:

(1) STEP portfolio project with hairdressers.

Steps:

* Simulation in school
* Select and do a task in the work context
* Fill in a portfolio page that includes an evaluation grid, i.e. collect assessment information on each task
* Coaching meeting in regular intervals (e.g. once per week) with the teacher

Positive:

* Both students and teachers like

Negative:

* Teacher's complain about missing time (e.g. time for coaching meetings)

A mobile app project called "PERFECT" tries to implement a self-coaching approach.

(2) Care Village project, targeting nursing education:

* Web application
* Provides tasks to complete in various contexts
* A task describes a patient first, then defines 2 tasks one for the school and one for the workplace
* Again, all tasks can be scored in a portfolio

(3) CRAFT - Mechatronics project:

* Serious game
* In the virtual world, simulated machines can be explored
* In a virtual workplace, parts are made and then integrated into an attraction park
* In the real workplace, parts are made and the student can obtained credits for the game

## Implementation[edit | edit source]

How to implement a 4C/ID design:

Work with a team:

* more than one teacher
* professionals (of the subject area)
* one or more students
* Media/technology specialists if needed

... i.e. have all stakeholders participate

Cost-effectiveness is an issue, ... being investigated now.

## References[edit | edit source]

* Merrill, David, First Principles of Instruction, ETR&D, Vol. 50, No. 3, 2002, pp. 43-59 ISSN 1042-1629. Preprint version

* van Merriënboer, J.J.G (1997). Training complex cognitive skills: A four-component instructional design model for technical training. Englewood Cliffs, NJ: Educational Technology Publications

* van Merriënboer, Jeroen.J.G, Richard E Clark, Marcel B M de Croock, (2002) Blueprints for complex learning: The 4C/ID-model, Educational Technology, Research and Development. 50 (2);39-64, DOI: 0.1007/BF02504993, Abstract/PDF (Access restricted).

* Frederick Kwaku Sarfo & Jan Elen, Powerful Learning Environments and the Development of Technical Expertise in Ghana: Investigating the Moderating Effect of Instructional Conceptions, IEEE Explore, ??? PDF

* van Merriënboer, J.J.G & Kirshner, P. (2007). Ten Steps to Complex Learning. Erlbaum.

## Links[edit | edit source]

* http://www.tensteps.info