4C/ID in the context of instructional design and the learning sciences (2024)

Van Merriënboer, J. J. G., & Kirschner, P. A. (2018). 4C/ID in the context of instructional design and the learning sciences. In International Handbook of the Learning Sciences (pp. 169-179). Taylor and Francis. https://doi.org/10.4324/9781315617572

Van Merriënboer, Jeroen J.G. ; Kirschner, Paul A. / 4C/ID in the context of instructional design and the learning sciences. International Handbook of the Learning Sciences. Taylor and Francis, 2018. pp. 169-179

@inbook{057150fbc21d4dba81dec74ade287c67,

title = "4C/ID in the context of instructional design and the learning sciences",

abstract = "This chapter provides a concise description of the four-component instructional design model (4C/ID), its development, and its applications in an international context. The model assumes that social constructivist and objectivist approaches rest on a common psychological basis and should best complement each other. Educational blueprints are built from four interrelated components: (1) authentic learning tasks, which provide the backbone of the program; (2) supportive information, which helps learners perform non-routine aspects of learning tasks; (3) procedural information, which enables learners perform routine aspects of learning tasks, and (4) part-task practice, which aims at full automaticity of routine aspects. The Ten Steps help designers to systematically develop blueprints for complex learning. Example applications in an international context are described and directions for the further development of the model are discussed, including the teaching of 21st century skills, the design of game-facilitated curricula, and the role of emotions and affect in learning.",

author = "{Van Merri{\"e}nboer}, {Jeroen J.G.} and Kirschner, {Paul A.}",

note = "Publisher Copyright: {\textcopyright} 2018 Taylor & Francis.",

year = "2018",

month = jan,

day = "1",

doi = "10.4324/9781315617572",

language = "English",

isbn = "9781138670594",

pages = "169--179",

booktitle = "International Handbook of the Learning Sciences",

publisher = "Taylor and Francis",

address = "United Kingdom",

}

Van Merriënboer, JJG & Kirschner, PA 2018, 4C/ID in the context of instructional design and the learning sciences. in International Handbook of the Learning Sciences. Taylor and Francis, pp. 169-179. https://doi.org/10.4324/9781315617572

4C/ID in the context of instructional design and the learning sciences. / Van Merriënboer, Jeroen J.G.; Kirschner, Paul A.
International Handbook of the Learning Sciences. Taylor and Francis, 2018. p. 169-179.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

TY - CHAP

T1 - 4C/ID in the context of instructional design and the learning sciences

AU - Van Merriënboer, Jeroen J.G.

AU - Kirschner, Paul A.

N1 - Publisher Copyright:© 2018 Taylor & Francis.

PY - 2018/1/1

Y1 - 2018/1/1

N2 - This chapter provides a concise description of the four-component instructional design model (4C/ID), its development, and its applications in an international context. The model assumes that social constructivist and objectivist approaches rest on a common psychological basis and should best complement each other. Educational blueprints are built from four interrelated components: (1) authentic learning tasks, which provide the backbone of the program; (2) supportive information, which helps learners perform non-routine aspects of learning tasks; (3) procedural information, which enables learners perform routine aspects of learning tasks, and (4) part-task practice, which aims at full automaticity of routine aspects. The Ten Steps help designers to systematically develop blueprints for complex learning. Example applications in an international context are described and directions for the further development of the model are discussed, including the teaching of 21st century skills, the design of game-facilitated curricula, and the role of emotions and affect in learning.

AB - This chapter provides a concise description of the four-component instructional design model (4C/ID), its development, and its applications in an international context. The model assumes that social constructivist and objectivist approaches rest on a common psychological basis and should best complement each other. Educational blueprints are built from four interrelated components: (1) authentic learning tasks, which provide the backbone of the program; (2) supportive information, which helps learners perform non-routine aspects of learning tasks; (3) procedural information, which enables learners perform routine aspects of learning tasks, and (4) part-task practice, which aims at full automaticity of routine aspects. The Ten Steps help designers to systematically develop blueprints for complex learning. Example applications in an international context are described and directions for the further development of the model are discussed, including the teaching of 21st century skills, the design of game-facilitated curricula, and the role of emotions and affect in learning.

U2 - 10.4324/9781315617572

DO - 10.4324/9781315617572

M3 - Chapter

SN - 9781138670594

SP - 169

EP - 179

BT - International Handbook of the Learning Sciences

PB - Taylor and Francis

ER -

Van Merriënboer JJG, Kirschner PA. 4C/ID in the context of instructional design and the learning sciences. In International Handbook of the Learning Sciences. Taylor and Francis. 2018. p. 169-179 doi: 10.4324/9781315617572