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8 - Implications of the Four Component Instructional Design Model for Multimedia Learning

from Part II - Theoretical Foundations

Published online by Cambridge University Press:  19 November 2021

By
Liesbeth Kester  and
Jeroen J. G. van Merriënboer
Edited by
Richard E. Mayer  and
Logan Fiorella
Richard E. Mayer
Affiliation:
University of California, Santa Barbara
Logan Fiorella
Affiliation:
University of Georgia
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Summary

The ongoing scientific and technological developments that impact professional performance require professionals to keep their competencies up-to-date which calls for complex learning. Complex learning involves integrating knowledge, skills, and attitudes; coordinating different constituent skills; and often transferring what is learned in school or training settings to daily life and work settings. It requires memory processes and cognitive learning processes aimed at schema construction and schema automation. In line with the 4C/ID model, we claim that four components are necessary to realize complex learning: (1) learning tasks, (2) supportive information, (3) procedural information, and (4) part-task practice.

Keywords

4C/ID modelcomplex learninglearning taskssupportive informationprocedural knowledgepart-task practice
Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 100 - 120
Publisher: Cambridge University Press
Print publication year: 2021

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