- Feb 2020
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Local file Local filefirsttry9
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The Four-Component Instructional Model (4C/ID) immediately grabbed my attention when looking at the various models we had available. The process involves (a) learning tasks, (b) part-task practice, (c) support information, and (d) procedural information. It seems simple enough but design guidelines laid out in the tables within Merriênboer (2019) provide very thorough suggestions and a constructivist approach. The end product for a curricula or course designed in this approach is one with fidelity to professional activity.
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Table 4:
encourages metacognition and challenges conceptual and structural models.
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Table 3
Encourages individualization, personalized learning tasks and self-directed learning. Shifts the responsibility over task selection from the teacher to the student (important!)
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Table 2:
It's asking for thorough standards of acceptable performance to be set down, or made concrete by the instructor and ID, as a way to measure things effectively.
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Table 1: Design Principles for Learning Tasks
one of the things I like about this model is that it is asking you from the get go to think of profession-related activities that can be designed or simulated for students to understand and relate the material.
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Instructional methods for part-task prac-tice aim at the strengthening of cognitive rules by extensive repetitive practice. Strengthening is a basic learning process that ultimately leads to fully automated cognitive schemas (Anderson, 1993
Find the activities in a college class that require routines and rote learning, or cognitive schemas that require practice and "strengthen them"
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Procedural information (in Figure 1, the yellow beam with arrows pointing upwards to the learning tasks) helps students with performing the routine aspects of learning tasks, that is, aspects that are always per-formed in the same fashion.
so break down a lecture theory session from a step by step session. Or a document that has theory information should have a clear divide when you get into the step by step process?
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sup-portive information in Figure 1 is not con-nected to individual learning tasks but to levels of complexity; it can be presented be-fore learners start to work on the learning tasks (under the motto ‘first the theory and only then start to practice’) and/or it can be consulted by learners who are already working on the learning tasks (under the motto ‘only consult the theory when needed’)
The idea of providing this supplemental information as a way to check against their current cognitive models by referring to theory or let theory guide their attempt at a learning task. It doesn't dictate a rigid structure.
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This feedback stimulates learners to critically compare their own mental models and cognitive strategies with those of others, including experts, teachers and peer learners
I like that this model includes the idea of feedback and how to trigger thinking and reflection on their own behavior, cognitive models, etc.
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www.umich.edu www.umich.edu
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* Information-Processing Analysis : about the mental operations used by a person who has learned a complex skills
this sounds a lot more involved unless you are working off a basic set of assumptions for mental operations and complex skills. Further understanding of psychological research and learning theories would be needed.
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Dick and Carey Model
what the heck is this website, lmao.
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etec.ctlt.ubc.ca etec.ctlt.ubc.ca
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The Kemp Model of Instructional Design
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www.4cid.org www.4cid.org
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(a) learning tasks, (b) supportive information, (c) procedural information, and (d) part-task practice
4 components
Learning Tasks:
- aim at integration of (non-recurrent and recurrent) skills.
- provide authentic, whole-task experiences based on real-life tasks
- Are organized in simple-to-complex task classes and have diminishing support in each task class (scaffolding).
- Show high variability of practice.
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Learning tasks provide the backbone of the educational program; they provide learning from varied experiences and explicitly aim at the transfer of learning.
the backbone of this model
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four-component instructional design (4C/ID)
4C/ID tag might be one of the models I want to look into as I might use it for the Art Modules Class
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URL
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blog.zipboard.co blog.zipboard.co
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Feedback is a constant loop and not something that should come right at the end of the e-learning course or training module. So, it is important for courses to have feedback inserted at the right places during instruction.
feedback is a constant loop
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Feedback needs to be specific in nature, as well as confirmatory and corrective. This way the learners know what they did right and wrong.
how to give feedback
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Giving learners an indication of the desired outcomes help them calibrate their approach appropriately. This can be done via examples, case studies, and modelling various learning strategies like concept mapping, visualizing, role playing.
learner guidance
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Successive Approximation Model (SAM)
first time i've heard of this one
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Understanding Instructional Design
reading check 3 material
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