van Merriënboer's 4C/ID Model and Instructional Design
"4C" means "four components", while "ID" means "Instructional Design." During the design phase the tasks to be learned are ordered sequentially according to task difficulty and then scafolded. The learning methods consists of complex problem solving coupled with completing procedures that match authentic set of tasks. When it comes to delivery or implementation, the tasks are practiced and performed by the learners in real or simulated environments, while the level of support diminishes as the learner progresses. Task complexity also increases within each level as the learners progress; however, each level of complexity adds additional supportive information. This learning platform allows the learners to navigate the increasingly complex learning environment by being supported by just-in-time external support; in addition to the learners own increasing skill-set.
Merriënboer, Clark, and Croock (2002) wrote that 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/ID model recommends a mixture where part-task practice supports very complex, "whole-task" learning."
The Four-Component Instructional Design model or 4C/ID-model working assumption is that complex learning platforms can be described by four basic components (van Merriënboer, Clark, et al., 2002), which in turn creates a blueprint for the design of the learning platform:
- Learning Tasks: concrete, authentic, whole task experiences that are provided to learners
in order to promote schema construction for nonrecurrent aspects and, to a certain degree,
rule automation by compilation for recurrent aspects. Instructional methods primarily aim at induction, that is, constructing schemata through mindful abstraction from the concrete experiences that are provided by the learning tasks. Design steps:
- Design learning tasks
- Sequence task practice
- Set performance objectives
- Supportive Information: information that is supportive to the learning and performance
of nonrecurrent aspects of learning tasks. It provides the bridge between learners' prior
knowledge and the learning tasks. Instructional methods primarily aim at elaboration, that is, embellishing schemata by establishing nonarbitrary relationships between new elements and what learners already know. Design steps:
- Design supportive information
- Analyze cognitive strategies
- Analyze mental models
- JIT Information: information that is prerequisite to the learning and performance of
recurrent aspects of learning tasks. Instructional methods primarily aim at compilation
through restricted encoding, that is, embedding procedural information in rules. JIT information is not only relevant to learning tasks but also to Part-time practice. Design steps:
- Design procedural information
- Analyze cognitive rules
- Analyze prerequisite knowledge
- Part-task Practice: practice items that are provided to learners in order to promote rule automation for selected recurrent aspects of the whole complex skill. Instructional methods primarily aim at rule automation, including compilation and subsequent strengthening to reach a very high level of automaticity. Design step: Design part-task practice
Approaches to Presenting Information and Examples
For some of van Merriënboer's methods for presenting information and examples see, Detailing the Seriation.
References
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.
van Merriënboer, J.J.G, Clark, R.E., de Croock, M.B.M. (2002) Blueprints for complex learning: The 4C/ID-model, Educational Technology, Research and Development. 50 (2);39-64, DOI: 0.1007/BF02504993