Four component instruction design model
The four-component instructional design model (from the English of Four Component Instructional Design , in short, 4C / ID ) is an instructional design model, which was developed primarily for the training of complex cognitive skills.
The model was developed by the cognitive psychologists Jeroen van Merriënboer and Sanne Dijkstra , primarily at the University of Twente . The model is primarily concerned with training complex cognitive skills, e.g. B. in technical departments and in management. It assumes that expert knowledge takes a relatively long time to build up. The model explicitly relates to training, so the focus is on imparting practical knowledge. The acquisition of knowledge is subordinate to the functional: knowledge is not imparted for its own sake, but only in relation to the respective action.
The heart of the model is the conception of comprehensive arrangements in which complex cognitive skills can be holistically taught and practiced. This should be done using case and project tasks, i.e. exercise and application tasks in the sense of problem definitions. In the conception, a general distinction is made here between the transfer of knowledge and the conception of exercise and application tasks.
The four-component instruction design model is currently the most important model for training complex cognitive skills internationally. It is used to provide guidance on developing problem-based learning environments and curricula with phases of direct instruction. Particular attention is paid to the aspect of cognitive load (cf. Cognitive Load Theory), which prevents sustainable learning success with some methods of problem- or project-based learning. (See also Cognitive Load Theory )
The model assumes that expert knowledge consists on the one hand of routine and on the other hand of schemes. With routine we mean recurring tasks that can be automated. The schemes , on the other hand, are required when performing holistic tasks and cannot be automated.
The procedure and the four components
The procedure comprises four steps or levels:
- Decomposition (breaking down) of the skills to be taught (competence) into their constitutive sub-skills (sub-skills)
- Analysis of the constitutive skills and the corresponding knowledge that is required to be able to apply the individual skills
- Selection of instruction methods both for practicing the partial tasks and the complete tasks as well as for imparting the required knowledge
- Composition (compilation) of the training strategy or the development of the learning arrangement
At each of these levels, four components must be considered analytically or conceptually, to which the name of the four-component instruction design model is attributed:
Component K - Knowledge Compilation
The analysis of sub-skills that have to be routinely applied repeatedly in correspondingly complex tasks and whose automatic execution, which requires little cognitive resources, is to be achieved. On the basis of this analysis and summary (compilation), the conception of subtasks is carried out, the exercise of which promotes routine formation.
Component V - prior knowledge / requirements
The analysis of knowledge, which is a prerequisite for the activities to be carried out routinely, both in terms of subtasks and complex tasks. On the basis of the knowledge analysis, methods are designed that are conducive to imparting this knowledge. This knowledge should then be conveyed "just-in-time" in the training, i.e. when it is needed to work on training tasks.
Component I - induction
The analysis of the knowledge that is useful and important for the application of the non-routinizable skills (conceptual models, goal-means hierarchies, causal models, mental models) and the conception of training methods in order to convey this knowledge in the context of practicing holistic tasks. By introducing individual subtasks (induction), the training is intended to promote the development of cognitive schemata by confronting specific problems and examples.
Component E - Elaboration
Task analyzes with regard to skills that relate to the completion of subtasks that cannot be carried out routinely (complex problem solving, heuristic skills). Building on this, the conception of comprehensive, holistic training tasks takes place, which promote the development of cognitive schemata by developing (elaborating) the relevant information (suggesting own examples, linking the new information with existing knowledge, etc.).
literature
- Jeroen van Merriënboer: Training Complex Cognitive Skills. A Four-Component Instructional Design Model for Technical Training. Educational Technology Pubns, 1997, ISBN 0877782989
- Jeroen van Merriënboer, Paul A. Kirschner: Ten Steps to Complex Learning - A Systematic Approach to Four-Component Instructional Design. Lawrence Associates Publishers, 2007, ISBN 0-8058-5792-3
- Helmut M. Niegemann, Steffi Domagk, Silvia Hessel, Alexandra Hein, Matthias Hupfer, Annett Zobel: Compendium multimedia learning, Springer-Verlag Berlin Heidelberg, 2008, ISBN 978-3-540-37225-7