Weekly Bookmarks (9/18/11)
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Kirschner uses the 4C/ID model to show how to reduce cognitive load for complex tasks. Some skepticism is warranted due to the heavy reliance on cognitive load theory, but there are some solid strategies here: simple-to-complex sequencing, just-in-time information (supportive and procedural), etc.
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van Merriënboer’s 4C/ID Model and Instructional Design
Don Clark’s overview of the 4C/ID model, outlining the four components (4C) and the four instructional strategies for different audiences and types of knowledge
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The Four-Component Instructional Design model or 4C/ID-model working assumption is that complex learning platforms can be described by four basic components (van Merriënboer, Clark, et al., 2002), which in turn creates a blueprint for the design of the learning platform:
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Learning Tasks — concrete, authentic, whole task experiences that are provided to learners in order to promote schema construction for non-recurrent aspects and, to a certain degree, rule automation by compilation for recurrent aspects.
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Supportive Information — information that is supportive to the learning and performance of non-recurrent aspects of learning tasks
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JIT Information — information that is prerequisite to the learning and performance of recurrent aspects of learning tasks
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Part-task Practice — practice items that are provided to learners in order to promote rule automation for selected recurrent aspects of the whole complex skill
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