4C/ID Model by Jeroen van Merrinboer

John Patrick M. Pascual

Instructional Design
(also called Instructional Systems Design (ISD)) is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. Ideally the process is informed by pedagogically (process of teaching) and andragogically (adult learning) tested theories of learning and may take place in student-only, teacher-led or community-based settings. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology.

The Four Components

1. Learning Tasks concrete, authentic, whole task experiences that are provided to learners in order to promote schema construction for non-recurrent 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: o Design learning tasks o Sequence task practice o Set performance objectives 2. 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: o Design supportive information o Analyze cognitive strategies o Analyze mental models 3. 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: o Design procedural information o Analyze cognitive rules o Analyze prerequisite knowledge

4. 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 automatically. Design step:
o

Design part-task practice

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BIBLIOGRAPHY

Merrill, D. (2002). First principles of instruction. ETR&D, Vol. 50, No. 3, pp. 43-59. van Merrinboer, 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 Merrinboer, 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.
van Merrinboer's 4C/ID Model and Instructional Design. (n.d.). Big Dog & Little Dogs Performance Juxtaposition. Retrieved from http://www.nwlink.com/~donclark/hrd/learning/id/4c_id.html. van Merrinboer, J.J.G & Kirshner, P. (2007). Ten steps to complex learning. Erlbaum.