The 4C/ID Model
Paul Sanford and Sarah Philbrick
The 4C/ID model means “Four Components of Instructional Design”.
The main components of the 4C/ID model are:
1. Learning Tasks
2. Supportive Information
3. Procedural Information (just-in-time support)
4. Part-Task Practice
With the help of supportive information and JIT (just in time) information, the learner is given a
series of concrete tasks, organized from simple to complex. Upon completion of learning tasks,
or simultaneously with the learning tasks, the learner is provided with additional practice
experiences and challenges in order to solidify the new material.
Example: Given a camera, students will operate it correctly to create correctly exposed
photographs.
Learning Tasks
Learning tasks include:
1. Turn on a camera
2. Set desired ISO
3. Compose picture and focus lens
4. Set shutter speed
5. Set aperture
6. Take picture
Each one of the above learning tasks will be accomplished with the assistance of some form of
knowledge or procedural support. In addition, sub-tasks may be required as well to accomplish
each learning tasks. As the learner’s skill at each task increases there would likely be less need to
reference knowledge or procedures.
For example, learning task 1 may have sub-skills such as:
a. acquire a camera
b. locate on/off button
c. press on/off button
Because the model relies on cumulative learning, each task must be mastered before beginning
the next.
Supportive Information
Supportive information plays in important role in the 4C/ID model by helping students learn and
perform tasks. It provides a link between what learners know and new, unfamiliar material. For
this example, Learning Task 1 supportive information may include a diagram of a camera, clearly
locating the on/off button.
Procedural Information
Procedural information gives step-by-step instruction, presented just as the learner needs it.
Procedural information for Learning Task 1 may include instructor guidance and support while
the simple task of turning on a camera is being completed. Students may be asked to use the
supportive information to perform the task a few times in order to acquire experience.
Part-task Practice
Part-task practice is utilized when the task is completed with repetition. This is when the learner
will master the task and it will become natural and automatic. It is then that the learner can
move on to the next task.
Cognitivism Learning Theory and the 4C/ID Model
This model is best characterized by the Cognitive approach as it relies on the human mind to
process information using systematical laws. New information is presented to the learner, is
processed, and leads to certain outcomes. The complexity of tasks is scaffolded. Over time, less
support is needed for tasks of greater complexity.
Behaviorist thought states that human behaviors are formed by responses to external stimuli.
While behaviorism does incorporate feedback about performance effectiveness as an element
of learning, in this case, learning Task 1 is not simply “shaped through positive reinforcement or
negative reinforcement.” Learning Task 1 from this example relies on a short system of cognitive
tasks, learned through mental construction of ideas through deliberate information and
practice.
Constructivism and Cognitivism both incorporate a rationalist stance. In other words, the
primary source of knowledge is constructed rather than discovered. While Constructivism may
be somewhat reflected in this model’s approach, it does not seem that the tasks would
necessarily be driven by prior learning experiences any more than aptitudes or learning style
preferences. Furthermore, there would not necessarily need to be any “social negotiation” as
part of the curriculum design.
Adaptability in Designing e-Instruction
The 4C/ID model can successfully be applied to e-instruction due the simple-to-complex format.
Nearly any task can be learned through e-Instruction if the task are organized this way and
complete support material is available. Even when applying e-Instruction to a task that is purely
tactile, such as aromatherapy or massage, as long as there is an authentic set of tasks that
match the requirements and are organized according the the 4C/ID model, learners can gain
understanding and demonstrate goals. Some courses may require technology. For example, a
course in penmanship can be taught, but the students may need to purchase a Wacom Tablet,
or a scanner.
Supportive information can be made available to the learners per task class. The internet makes
it possible for students to use cognitive strategies to complete a task. For example, supportive
information for Learning Task 1 may exist in the form of a diagram of a camera, indicating where
the on/off button is. Other options may include an instructional video, or 3D model of a camera,
or step-by-step instructions. Students will have constant access to this critical information.
Cognitive feedback can be delivered at any time by the instructor.
E-Instruction utilizes important new technologies such as interactive Wikis or Wimba sessions.
JIT information can be presented as needed through video chats and demonstrations. Cognitive
feedback can also be delivered at this time. Performance support can be woven right into the
applications that e-instruction best lends itself to — compliance or routine tasks.
Learns have an opportunity to demonstrate their new skill, and report back to the instructor or
the group. They can repeat the task until it is automatic. Each task can be achieved in short
modules utilizing each of the four main components of the 4C/ID model.
There may be some situations where the 4C/ID model is not the best choice for e-Instruction is
not th
http://www.cogtech.usc.edu/publications/clark_4cid.pdf
http://edutechwiki.unige.ch/en/4C/ID
http://www.learning-theories.com/
http://edutechwiki.unige.ch/en/Rationalism
http://www.scitopics.com/Four_Component_Instructional_Design_4C_ID.html
http://carbon.ucdenver.edu/~mryder/itc_data/4cid.html