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4C-ID Model Introduction

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

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4C-ID Model Introduction

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  1. The 4C-ID Model Presented by Team 3Ramon GarciaLeon HudsonCarlos MartinezFabian 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. Component One to 4C-ID Model • The first component, learning tasks, is the analysis of the whole task to be trained. Similar to other instructional design (ID) models, the training or educational objective has to be identified. The example task we will use throughout this paper is being a fire engine operator.

  5. Component One For 4C-ID  Skills in this model are recurrent and non-recurrent. The difference between the two skills is that recurrent skills are applied in the same way to all applicable situations, per SOP. On the other hand, non-recurrent skills are different solutions to each problem influenced by real life situations (Kester, Kirschner, van Merriënboer, & Baumer, 2001).

  6. Component Two For 4C-ID •    The second component of the 4C-ID model is supportive information.  Supportive information provides a foundation for task application in real life. It is the theory of how the task is performed (van Merriënboer, Clark, & de Croock, 2002).

  7. Component Two For 4C-ID An operator needs to understand the physics involved in moving water from a source, into and through a pump, and out the nozzle.

  8. Component Three For 4C-ID • The third component of the 4C-ID model is just-in-time (JIT) information. This is specific information that enables the student to perform repeated tasks (van Merriënboer, Clark, & de Croock, 2002).

  9. Component Three For 4C-ID Putting on the protective garments is a basic skill. Firefighters must know how to put on the gear before engaging in other more complex tasks such as rescuing a child from inside a burning building.

  10. Component Four For 4C-ID

  11. Component Four For 4C-ID

  12. Summary • The 4C-ID model has four components: • 1. Learning Tasks • 2. Supportive Information • 3. Just In-Time • 4. Past-Task Practice

  13. 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 ID model does not make it stand alone in the cognitive learning field.

  14. 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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