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4cID Infographic
Olivia Harris
Created on October 20, 2024
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Transcript
Overview
4C/ID (2023, November). 4did_basic_introduction [PowerPoint slides]. https://www.4cid.org/wp-content/uploads/2023/11/4cid_basic_introduction.pptx Costa, J. M., Miranda, G. L., & Melo, M. (2022). Four-component instructional design (4C/ID) model: a meta-analysis on use and effect. Learning Environments Research, 25(2), 445–463. https://doi.org/10.1007/s10984-021-09373-y Four-Component Instructional Design.(2020) The 4cID model. https://www.4cid.org/.
Learning Theory
Analysis
Figure 1 The Four Components.( 4cID model.www.4cid.org)
4C/ID aims to develop the knowledge, skills, and attitudes needed to master complex skills and competencies. It prioritizes the whole task of learning with scaffolded support appropriate to the complexity of the content and the level of the learner. Real-life tasks, just in-time learning, feedback, and extensive repetition foster a deep understanding and ability to perform complex tasks.
References
4C/ID combines constructivist and instructive features. The constructivist elements emphasize real-life exposure, simulation, and meaning-making through schema integration. The instructive features provide "how-to instructions and corrective feedback for routine learning tasks, along with part-task practice for routines" (4C/ID, 2023). Together, these elements enhance learners' ability to perform with a high level of automaticity.
4C/ID is best situated for complex skills that are being devleoped overtime. This captures course designs and profesisonal competencies. A meta-analysis of this design process demonstarted positive effects on both knowledge and complex skills in a vast set of academic areas (Costa et. al, 2022). Further the 4C/ID website highlights usecased in medical and healthcare education and other professional trainings.
Applications
This model is specifically concerned with the cognitive domain. Its strengths relate to its ability to support the simultaneous development of KSAs over time through competency-based instruction and assessments. The whole task learning model is adaptable to the learning processes of all learners as it considers the zone of proximal development when offering instruction, support, and feedback. This model is not suitable for all learning tasks and environments as it is not easily adaptable for micro-learning or other shorter-term learning experiences. Another weakness is that this model does not offer guidance on integrating blended learning experiences.
4C/ID was developed by Jeroen van Merriënboer and associates. Throughout his acadmic career Merriënboer deveolped and published works refining the model. The 3rd Edition of Ten Steps to Complex Learning (2019) and 4cid.org represent the most current understandings of the model