4C/ID

What is it?     Four Component Instruction Design (Get it? 4C/ID)   4C/ID was created as a response two three deficits found in other instructional models and to teach complex skills. A few deficits found in other instructional models are:   Most instructional models focus on knowledge types, context or presentation-delivered media. Lack of distinction between supportive information and just-in-time(performance required) information. Use of either part-task or whole task practice. Compartmentalizing information into separate areas. Fragmenting information into small chunks without ever getting to the big idea. Reaching education objectives without any knowledge transferred to the learners. These deficits are overcome by the following tactics:  Using integration and performance of task-constituent skills. Create a clear distinction between supportive information and just-in-time information. Using part-task practice to support whole task practice. Using a holistic approach to instructional design.   The Four Components The model has been broken into four tasks:     1. Learning tasks concrete whole-task experiences simple to complex task classes high learner support in the beginning which lessens throughout instruction high variabililty 2. Part-task practice  additional practice to reach automaticity organized into sessions snowballing and REP-sequences practice rules with multiple applications 3. Supportive Information supports at learning and performance mental models, cognitive strategies, and feedback each task support is specified constant availability 4. Just-in-time information  created before learning occurs displays, demonstrations, instances, and feedback fits its skills is available exaclty when needed and then quickly disappears Additional Info: The tasks are ordered according to difficulty As the learner progresses, the task complexity increases. The learner is ONLY supported by their increasing skills and just-in-time support The instructional designers goal is to identify correct skill requirements and create matching tasks for the skills The learner's goal is to solve increasingly complex problems without help. (Except for just-in-time support)   Famous People   Jeroen van Merriënboer  Richard E. Clark  Marcel B. M. de Croock  M. David Merrill        Resources http://edutechwiki.unige.ch/en/4C/ID http://www.cogtech.usc.edu/publications/clark_4cid.pdf http://www.ou.nl/eCache/DEF/17/857.html http://topics.scirus.com/Four_Component_Instructional_Design_4C_ID.html http://carbon.cudenver.edu/~mryder/itc_data/4cid.html