4C/ID

* * * *
Van Merriënboer, J.J.G., Bastiaens, Th.J., & Hoogveld, B. (2004). Instructional design for integrated e-learning. In Jochems, W., van Merriënboer, J., & Koper, R. (Eds.) (2004). Integrated E-Learning: implications for pedagogy, technology and organization. London, UK: RoutledgeFalmer.
Chapter 1: Instructional design for integrated e-learning.
Quotes:

• E-learning is characterized by its independence of place and time, its integrated presentation and communication facilities, and its opportunities for reuse of instructional materials in the form of learning objects (Khan, 2001) P13
• …make learning more effective, efficient and appealing- P13
• e-learning is a step backward rather than a step forward. The central concept appears to be content. So-called “content providers” such as publishers, universities and knowledge institutes “deliver” this content to their students via the Internet. P13
• The designers of e-learning applications themselves sometimes acknowledge these shortcomings and refer to e-learning as CSPT (computer supported page turning)or “Simon says” training where the computer demonstrates something that must be imitated by the learner. P14
• Forms of e-learning that stress the active engagement of learners in rich learning tasks and the active, social construction of knowledge and acquisition of skills are rare. P14
• Instructional design for complex learning: Modern instructional design models typically assume that realistic, rich learning tasks are the driving force for learning. P14
• An example of an instructional design model that stresses integration, coordination and transfer of learning is the four-component instructional design model that is known for short as the 4C/ID model. The basic message of this model is that well-designed learning environments can always be described in terms of four interrelated blueprint components:
• Learning tasks: concrete, authentic and meaningful “whole-task experiences that are provided for learning
• Supportive information: It builds a bridge between what learners already know and what may be helpful to know in order to work on the learning tasks productively.
• Just in time information: It is best organized in small information units and presented to learners precisely when they need it during their work on the learning tasks.
• Part task practice. Additional exercises for those recurrent aspects of learning tasks for which a very high level of automaticity is required after the instruction. P14-15
• See diagram, here
• Part task practice is preferably combined with learning tasks so that the practice of the routines is distributed or spaced. P17
• For media selection consider: …The first category of factors pertains to constraints, such as available resources (e.g. personnel, equipment, time and money) and the necessity of delivering instruction independently of both time and/or place. The second category pertains to task requirements, such as media attributes that are necessary for performing the learning tasks and required response options for the learners. A third important category is target group characteristics such as the size of the group, computer literacy and handicaps. P17
• …For instance, students in medicine can first practice their diagnostic skills on the basis of simple textual descriptions of patients (low fidelity cases), while more advanced students also need to practise on simulated patients (high fidelity) and, possibly even real patients (internship). P17
• Web technology does not offer the possibilities that are needed for high fidelity simulation because of such factors as inadequate input-output facilities or lack of simulation models that can run in the background. P18
• Traditional media for supportive information are textbooks, teachers and realia. P18
• Teachers typically discuss the highlights in the theory (lectures), demonstrate or provide expert models of problem solving approaches, and provide cognitive feedback on learners’ performance. P18
• Well-designed integrated e-learning applications should combine the four components in one coherent environment. P19
• it is important to realize that the 4C/ID model is a design model, and not a pedagogical model per se. P19

Idea: the video index is a JIT bit
Further Reading

• Clark 1994. Media will never influence learning, Educational Technology Research and Development, 42 (3), pp 39-47
• Khan, 2001. Web-Based Training, Educational Technology Publicatios Englewood Cliffs.

Alberto Ramirez Martinell