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4C-ID Model Introduction

A Simplification of The 4C-ID Model Presented by Team 3 Ramon Garcia Leon Hudson Fabian Salcedo EDTC 6321 Fall 2009. 4C-ID Model Introduction.

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4C-ID Model Introduction

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  1. A Simplification of The 4C-ID Model Presented by Team 3Ramon GarciaLeon HudsonFabian SalcedoEDTC 6321Fall 2009

  2. 4C-ID Model Introduction •  The Four Component Instructional Design Model (4C-ID) was developed by van Merriënboer and others in the early 1990s for training programs that teach complex skills (van Merriënboer, Jelsma, & Paas, 1992).

  3. 4 Components to 4C-ID Model •  The four components are: • 1) learning tasks or what students need to learn • 2) supportive information: what other information is needed for task to be learned • 3) just in time (JIT) information, for those tasks that are procedural or recurrent; and • 4) part-task practice, of specific recurrent tasks (van Merriënboer, Jelsma, & Paas, 1992).

  4. Learning TaskComponent One For 4C-ID  What is the actual task the learner will face? In this picture you see a baby who is introduced to eating cookies. As you can tell, he has figured out how do this task with minimum help.

  5. Supportive Information Component Number Two of 4C-ID In component number two the learner is informed of extra information that is needed to complete a task such as learning to walk. The child needs to learn to hold himself first, next use less help, and eventually do it on his own.

  6. Just In Time Component Number 3 of 4C-ID Model Just In Time are the support skills that never change such as always holdingan item with the same hand. Once you become right handed you will always use that hand for other tasks never changing this process.

  7. Part-Task PracticeComponent 4 of 4C-ID Model • Skills are place into work from low skills to higher skills. This is just like teaching a child to talk. He or she first hears words from his parents and eventually copies those sounds until he/she recreates the words.

  8. Summary The overall focus of van Merriënboer et al is that this model is different from every other ID model in that it addresses complex learning. The identification of an overall task and the emphasis on cognitive education is claimed to be very different from other models. The application of the 4C-ID model does not make it stand alone in the cognitive learning field as multiple learning models are typically used to achieve this goal.

  9. References • Kester, L., Kirschner, P. A., van Merriënboer, J. J., and Baumer, A. (2001). Just-in-time information presentation and the acquisition of complex cognitive skills. Computers in Human Behavior, 17, 373–391. • Microsoft Office 2007 Clip Art. • Nadolski, R. J., Kirschner, P. A., and van Merriënboer, J. J. (2001). A model for optimizing step size of learning tasks in competency-based multimedia practicals. Educational Technology Research and Development, 49(3), 87+. • Sarfo, F. and Elen, J. (2007). Developing technical expertise in secondary technical schools: The effect of 4c/id learning environments. Learning Environments Research, 10(3), 207-221. • van Merriënboer, J. J., Clark, R. E., and de Croock, M. B. (2002). Blueprints for complex learning: The 4c/id-model. Educational Technology Research and Development, 50(2), 39-64. • van Merriënboer, J.J.G., Jelsma, O., & Paas, F.G.W.C. (1992). Training for reflective expertise: A four-component instructional design model for training complex cognitive skills. Educational Technology Research and Development, 40(2), 23–43.

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