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Fall2013, EDCI 67200

Sandra Hsieh

on 9 September 2013

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Transcript of 4C/ID MODEL

Learning Tasks
Supportive Information
JIT Information
Part-task Practice
Instructional Design
Designing and/or developing training programs that teach

complex skills.
When to Use 4C/ID Model?
developed by van Merriënboer and others in the early 1990s
The tasks to be learned are ordered sequentially according to difficulty
Focuses on the integration and coordinated performance
Provide JIT information which specifies the performance required, not only the knowledge required
The learner's goal is to solve increasingly complex problems without help

About this Model...
concrete, authentic, whole-task experiences
simple to complex task classes
high learner support in the beginning which lessens throughout instruction
high variability
Learning Tasks
Supportive Information
supports the learning and performance of
aspects of learning tasks
provides the bridge between learners’ prior knowledge and the learning tasks
consists of mental models, cognitive strategies, and cognitive feedback
constant availability
Just-in-time Information
information that is prerequisite to the learning and performance of recurrent aspects of learning tasks
created before learning occurs
consists of information displays, demonstrations, instances, and corrective feedback
available exactly when needed and then quickly disappears
Part-task Practice
practice items that are provided to learners to promote rule automation for selected recurrent aspects of the whole complex skill
practice rules with multiple applications
to reach high level of automaticity
A graphical view on the 4 components
Sandra Wenhsing Hsieh
An Example of Application
- "4C ID Model in Action" by Shari L. Meyerson
A training program that trains physicians to determine if a patient is a candidate for surgery for lung cancer
(complex skills)
calculating PFTS (pulmonary function tests) is a recurrent constituent skill that needs high level of automaticity
Each task is provided with supportive information and JIT information
Four tasks are ordered sequentially from class 1 to class 4
Thank you.
Janssen-Noordman, A. B., Merriënboer, J. J. G., van der Vleuten, C. M., & Scherpbier, A. A. (2006). Design of integrated practice for learning professional competences. Medical Teacher, 28(5), 447-452.
Meyerson, S. L. (2013). 4C ID Model in Action. Retrieved from http://www.slideshare.net/lima2lad/4c-id-model-in-action
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, 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. Retrieved from http://www.cogtech.usc.edu/publications/clark_4cid.pdf
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