4C/ID-model and Cognitive Load Theory

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4C/ID-model and Cognitive Load Theory

• Jeroen van Merriënboer
• jeroen.vanmerrienboer_at_ou.nl
• www.ou.nl/otecresearch
• Presentation for Florida State University
• April 28, 2003

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Complex Learning

• Diagnosing X-ray pictures
• Designing software
• Aircraft maintenance
• Policy analysis based on simulation models
• Troubleshooting chemical plants
• Designing electronic circuits
• Air traffic control
• Conducting surgical techniques
• Statistical analysis
• Examination of patent applications

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Characteristics

• Constituent skills
• Goal-directed
• Simultaneous learning processes
• Lengthy and effortful process

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Constituent Skills
Examining patent applications
Performing substantive examination
Issuing the communication or vote (including B09)
Re-examining the application
Preparing the search report
Examination of amendments
Discussions with applicant
Writing further communication or refusal
Analyze applications
Perform the search
Write B09 (pre-examination result)
Determine
Use
Evaluate
Determine
Novelty/
Other EPC
Determine
Classify
search
search
search
inventive
requirements?
claimed
main features
application
strategy
tools
results
subject-matter
step?
of invention

• Co-ordination
• Integration

Determine
Determine
Lack of
Compare
Select relevant
invention
invention
unity?
documents with
documents
described/
claimed
invention
inventive
concept
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Goal Directedness

• Knowledge based
• Rudimentary form of problem solving
• Working backward
• Schema based
• Knowledge of subgoals guides behavior
• Finding means to reach subgoals
• Skill based
• Routines
• Working forward

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Simultaneous Learning Processes

• Schema construction
• Leads to schema based behavior
• Non-recurrent constituent skills
• Schema automation
• Leads to skill based behavior
• recurrent constituent skills

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Lengthy and Effortful Process

• At least 100 hours of practice to reach mastery
• May take thousands of hours to become a real
  expert
• Learners have to invest (a lot of) effort in
  acquiring the skill
• Cognitive capacity constraints

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Outline of the 4C/ID Model

• Working on authentic learning tasks in a
  simulated or real task environment

Learning tasks
complex learning outcomes competencies

• Simultaneous, integrated process of
• schema construction
• schema automation
• attitude formation

• cases
• projects
• problems
• ......

• transfer

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Four components

• Learning tasks
• Backbone of the training program
• Supportive information
• Just-in-time information
• Part-task practice

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component 1learning tasks (whole-task practice)

• Schema construction
• cognitive strategies
• mental models
• Schema-automation (to a certain degree.....)

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Task classes and support

• Higher complexity for each subsequent task class
• Diminishing support within the same task class
  (scaffolding)

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Research

• Sequencing
• Task classes
• Backward chaining, reading approach
• Learning tasks within task classes
• Contextual interference, variability
• Product oriented support
• Worked examples, completion tasks
• Recently Process oriented support

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Example study - MethodStudy conducted by Rob
Nadolski

• 82 Sophomore Law students
• Learning to plea in court
• Competence based Multimedia Practical (CMP)
• 3 practice problems (takes about 60 hours)
• Tests inventory, holding a plea
• Factorial 2 x 2 design

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Scaffolding

• Phases (few, many)
• Complete one phase before continuing to the next
  phase
• E.g., gather relevant information, determine
  structure of plea, select strategy etc.
• Previous research showed that, for novices,
  phases is better than no-phases
• Driving questions (absent, present)
• Help learners to effectively complete a phase
• Fulfill the role of heuristics

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Four conditions
Number of Phases
Few (3)
Many (7)
Ok?
Too little support
No
Driving questions
Too much support
Ok?
yes
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Screenshots of the CMP
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results
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Conclusion

• Mixed results
• Few phases seem better than many phases (or no
  phases at all)
• Some effects of questions, but not yet clear how
  they might interact with phases in problem
  solving

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component 2 Supportive Information

• Systematic Approaches to Problem Solving
• Models or modeling examples
• Help to develop cognitive strategies
• Conceptual/structural/causal models
• Case studies or worked examples
• Help to develop mental models

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component 3JIT Information

• For recurrent aspects of learning tasks
• Present precisely when necessary

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Research

• Inductive vs. deductive strategies
• Task-analytical models for analyzing supportive
  and JIT information
• Timing of information presentation in courses of
  short duration

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Example study - MethodStudy conducted by
Liesbeth Kester

• 85 participants, M 15.2 years
• Troubleshooting simple electrical circuits
• Crocodile simulation environment
• 12 practice problems (takes about 2 hours)
• Retention and transfer test
• Factorial 2 x 2 design

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Four conditions
Supportive information
before
during
reverse
Educational First study for understanding, then
practice for application
before
Just-in-time information
Business Practice for application, only study
when needed
4C/ID
during
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Conclusion

• 4C/ID prescriptions re. timing of information
  presentation even work for very short courses
• Neither the educational perspective nor the
  business perspective yield acceptable results

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component 4Part-task Practice

• repetition
• JIT-info
• cognitive context

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10 steps to complex learning
1.
compose
1.
compose
skills hierarcyl
skills hierarchy
analyse non
-
analyze recurrent
analyse non
-
analyze recurrent
recurrent aspects
aspects
recurrent aspects
aspects
2.
sequence skill
clusters
2.
sequence skill
clusters
and/
or task
classes
and/
or task
classes
7.analyse
rules
7.analyse
rules
4.analyse
5.analyse
4.analyse
5.analyse
cognitive
mental
cognitive
mental
8.analyse
prerequisite
8.analyse
prerequisite
strategies
models
strategies
models
knowledge
knowledge
10.Design part
-
task practice
10.Design part
-
task practice
3.Design
learning tasks
3.Design
learning tasks
9.Design JIT
information
9.Design JIT
information
6.Design
supportive information
6.Design
supportive information
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Cognitive Load Theory

• Intrinsic cognitive load
• Necessary to perform the task
• High if many interacting elements, low if few
  interacting elements
• Extraneous cognitive load
• For processes irrelevant to learning
• searching information, integrating information
  sources, weak-method problem solving
• Germane cognitive load
• For learning processes
• Schema construction, mindful abstraction

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Basic guideline

• Decrease extraneous load and optimize germane
  cognitive load, within the thresholds of total
  available cognitive resources
• Mainly a matter of (re-)directing attention to
  those processes that are directly relevant to
  learning

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CLT and 4C/IDSee first 2003 issue of Educational
Psychologist, 38(1), 5-13.

• 1. Learning tasks
• Decrease intrinsic cognitive load through
  sequencing simple-to-complex task classes
• Decrease extraneous cognitive load through
  product- and process oriented support
• Increase germane cognitive load through
  variability, asking questions, provoking self
  explanation etc.

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CLT and 4C/ID (cont.)

• 2. Supportive information
• High element interactivity present before
  tasks, elaborate, easily accessable in LTM during
  practice
• 3. JIT information
• Low element interactivity present during
  learning tasks, directly available in WM during
  practice
• 4. Part-task Practice
• Helps to free up cognitive resources that may be
  devoted to learning (germane cognitive load)

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Discussion

• Connection to ADDIE
• Media issues
• Contexts
• Business and industry
• Education
• Questions, comments and reactions