4C-ID

Definition

4C/ID is an instructional design model by van Merri�nboer and others "4C" means "four components", "ID" means "Instructional Design".

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 task are ordered by task difficulty and each task offers at the beginning a lot of scaffolding which is reduced as the learner progresses.

Quote from Merril (2002:56)" The model is clearly problem-based. "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).

References

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

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

van Merri�nboer, Jeroen.J.G, Richard E Clark, Marcel B M de Croock, Blueprints for complex learning: The 4C/ID-model, Educational Technology, Research and Development. Washington: 2002. Vol. 50, Iss. 2; pg. 39, 26 pgs [1]