Four Component Instructional Design Model-Merrienboer

This note last modified September 1, 2024

#notesFromPaper Year : Tags : learning learning framework Authors: Merrienboer

  • Focus on complex skills / professional competencies
  • Transfer from book learning to new situations
  • Lifelong learning

4 components?

  • learning tasks
  • support information
  • procedural information
  • part task practice

Learning tasks

Roleplay scenarios in simulated environments

inductive learning

variety is important in learning tasks

decrease guidance over time, increase complexity

Supporting Information

This is the theory, the textbook stuff

Connects what students know to what they need to know.

Procedural Information

Just in time information, that is always the same. How to. Step by step

Part task practice

Practicing a certain part of the learning until there is automaticity

Inductive learning, elaboration, rule forming, rule memorization

To create a 4C/ID task: first

  • come up with a design learning task
  • set standards for acceptable performance
  • sequence the learning tasks
  • design supportive information for non routine tasks
  • design procedural information / part-task practice for routine aspects

4C/ID tasks should have:

  • Realism
  • Fidelity (must allow an easy transition to the real world)
  • Variability
  • Support (they shouldn’t be doing it alone)
  • Guidance (give them systems to lean on as well)
  • Scaffolding (decreaseable support and guidance)

4C/ID assessment:

  • Make a hierarchy or map of constituent skills
  • formulate performance objectives based on verbs, conditions, tools, and standards
  • classify each objective based on how routine it is
  • specify standards for acceptable practice, in terms of values, metrics, and attitudes
  • develop an assessment instrument with rubrics for all standards

4C/ID task sequencing

  • Identity conditions that affect task performance, and sequence tasks with complexity
  • Use backward chaining. If they need to learn ABC, have them learn A given BC, and BC given A, then have them do ABC all together
  • Individualize learning trajectories
  • Let learners set their own flows eventually

4C/ID for Supportive information

  • SI helps students perform non-routine aspects of learning tasks
  • Domain models describe how the learning domain is organized
  • Systematic approaches to problem solving describe rules of thumb that can help to successfully complete each phase (idk what the fuck this means)
  • cognitive feedback helps people compare themselves to others and their mental models

4C/ID for Procedural Information and Part task practice

  • helps perform routine aspects of learning
  • just in time reduces cognitive load
  • corrective feedback to quickly catch errors
  • part task practice to automate routine aspects of learning tasks

social constructivism

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