Annotated Bibliographies for Module 9
van Merriënboer, J. J., & Kester, L. (2014). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 104-148). New York: Cambridge University Press.
The four-component instructional design (4C/ID) model identifies four elements that are essential for complex learning to occur. These elements include: learning tasks, supportive information, procedural information, and part-task practice. First, the 4C/ID model asserts that learning tasks should be analogous to the real-life task. Second, supportive information should be included that facilitates connections prior knowledge and new knowledge. Third, procedural information should be presented in small chunks at the exact time that the learner needs the information. And finally, part-task practice should be provided whenever extra practice is required in order to reach the level of automaticity.
A basic assumption of the 4C/ID model is that all information is stored in cognitive schemas. In order for schemas to be created new information must be processed by working memory, which has a limited capacity. This limited capacity can be enhanced by the use of the auditory and visual channels simultaneously. New information must then pass through to long-term memory in order for authentic learning to occur. The presence of highly developed and automated schemas in long-term memory can serve to enhance the capabilities of working memory. The 4C/ID model focuses on the processes of induction, elaboration, knowledge compilation and strengthening in order to achieve these highly developed schemas.
According to the 4C/ID model, multimedia applications must provide learning that is similar to real-life, whether it be a high or low level of similarity. The model identifies six principles that should be considered when considering learning tasks in the design of a multimedia application. These principles include the sequencing principle, the physical-fidelity principle, the training-wheels principle, the variability principle, the collaboration principle, and the completion-strategy principle. When creating these learning tasks providing supportive information that facilitates the learner’s ability to connect new information to prior knowledge is essential. Learners must thoroughly process the supportive information provided in order for it to be useful in knowledge construction. Seven principles are identified that support the effective processing of supportive information. These principles include the prior knowledge activation principle, the multimedia principle, the redundancy principle, the coherence principle, the self-explanation principle, and the self-pacing principle.
The 4C/ID model includes the need for procedural information to be included in multimedia design which supports schema automation. Many multimedia applications already have functions built in that allow users to request procedural assistance. The 4C/ID model identifies four principles as important to the inclusion of procedural information in multimedia applications. These principles include the modality principle, the temporal split-attention principle, the spatial split-attention principle, the signaling principle, and the segmentation principle. Next, the 4C/ID model covers the need for part-task practice which serves as a complement to whole-task practice and to automate and strengthen schemas. The component-fluency principle is the critical principle identified when including part-task practice in the development of a multimedia application. Finally, in order to obtain the optimum level of instructional control the 4C/ID model supports the use of electronic portfolios. Three principles need to be considered in the development of these portfolios. They include the individualization principle, the second-order scaffolding principle, and the development portfolio principle.
Mayer, R.E., & Moreno, R. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive Load Theory (pp. 131-152). New York: Cambridge.
When considering how people learn with multimedia presentations, the presence of dual channels for visual and auditory information, the limited capacity of working memory, and the need for active processing must be considered. In order for learning to be authentic, the learner must actively process the new information being presented. Authentic learning can be negatively impacted by an extraneous cognitive load, the intrinsic cognitive load, and/or the germane cognitive load.
For multimedia lessons to be effective they should be designed to reduce the level of extraneous processing required of the learner. The primary method for achieving this goal is to eliminate extraneous material in multimedia designs. Additionally, the multimedia design should create a learning environment that effectively manages the essential processing required of the learner.. Information that is complex, new, or presented at a rapid pace can result in an essential processing overload. Finally, multimedia designs should foster generative processing so that the learner is able to successfully connect new learning to prior knowledge.
Principles of coherence, redundancy, signaling, temporal contiguity and spatial contiguity facilitate a reduction in the extraneous processing required by a learner. Eliminating extraneous or seductive details allows the learner to allocate working memory resources to essential processing. Learners achieve better results when narration is used with visuals in the absence of redundant on-screen text. Using cues to signal the learner’s attention to vital information results in improved learning. Providing narration and animation concurrently as opposed to consecutively contributes to reducing extraneous processing. And finally, placing text near the referenced visuals further enhances the learning experience.
It is important to also mange the intrinsic cognitive load of the learner. This can be achieved by segmenting the instruction so that the learner can process one segment of information before proceeding to the next. Providing pretraining to the learner to ensure that they have the prerequisite knowledge for the new information to be presented. And finally, the use of narration and animation had proven to be more effective than the use of animation and on-screen text.
van Merriënboer, J. J., & Kester, L. (2014). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 104-148). New York: Cambridge University Press.
The four-component instructional design (4C/ID) model identifies four elements that are essential for complex learning to occur. These elements include: learning tasks, supportive information, procedural information, and part-task practice. First, the 4C/ID model asserts that learning tasks should be analogous to the real-life task. Second, supportive information should be included that facilitates connections prior knowledge and new knowledge. Third, procedural information should be presented in small chunks at the exact time that the learner needs the information. And finally, part-task practice should be provided whenever extra practice is required in order to reach the level of automaticity.
A basic assumption of the 4C/ID model is that all information is stored in cognitive schemas. In order for schemas to be created new information must be processed by working memory, which has a limited capacity. This limited capacity can be enhanced by the use of the auditory and visual channels simultaneously. New information must then pass through to long-term memory in order for authentic learning to occur. The presence of highly developed and automated schemas in long-term memory can serve to enhance the capabilities of working memory. The 4C/ID model focuses on the processes of induction, elaboration, knowledge compilation and strengthening in order to achieve these highly developed schemas.
According to the 4C/ID model, multimedia applications must provide learning that is similar to real-life, whether it be a high or low level of similarity. The model identifies six principles that should be considered when considering learning tasks in the design of a multimedia application. These principles include the sequencing principle, the physical-fidelity principle, the training-wheels principle, the variability principle, the collaboration principle, and the completion-strategy principle. When creating these learning tasks providing supportive information that facilitates the learner’s ability to connect new information to prior knowledge is essential. Learners must thoroughly process the supportive information provided in order for it to be useful in knowledge construction. Seven principles are identified that support the effective processing of supportive information. These principles include the prior knowledge activation principle, the multimedia principle, the redundancy principle, the coherence principle, the self-explanation principle, and the self-pacing principle.
The 4C/ID model includes the need for procedural information to be included in multimedia design which supports schema automation. Many multimedia applications already have functions built in that allow users to request procedural assistance. The 4C/ID model identifies four principles as important to the inclusion of procedural information in multimedia applications. These principles include the modality principle, the temporal split-attention principle, the spatial split-attention principle, the signaling principle, and the segmentation principle. Next, the 4C/ID model covers the need for part-task practice which serves as a complement to whole-task practice and to automate and strengthen schemas. The component-fluency principle is the critical principle identified when including part-task practice in the development of a multimedia application. Finally, in order to obtain the optimum level of instructional control the 4C/ID model supports the use of electronic portfolios. Three principles need to be considered in the development of these portfolios. They include the individualization principle, the second-order scaffolding principle, and the development portfolio principle.
Mayer, R.E., & Moreno, R. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive Load Theory (pp. 131-152). New York: Cambridge.
When considering how people learn with multimedia presentations, the presence of dual channels for visual and auditory information, the limited capacity of working memory, and the need for active processing must be considered. In order for learning to be authentic, the learner must actively process the new information being presented. Authentic learning can be negatively impacted by an extraneous cognitive load, the intrinsic cognitive load, and/or the germane cognitive load.
For multimedia lessons to be effective they should be designed to reduce the level of extraneous processing required of the learner. The primary method for achieving this goal is to eliminate extraneous material in multimedia designs. Additionally, the multimedia design should create a learning environment that effectively manages the essential processing required of the learner.. Information that is complex, new, or presented at a rapid pace can result in an essential processing overload. Finally, multimedia designs should foster generative processing so that the learner is able to successfully connect new learning to prior knowledge.
Principles of coherence, redundancy, signaling, temporal contiguity and spatial contiguity facilitate a reduction in the extraneous processing required by a learner. Eliminating extraneous or seductive details allows the learner to allocate working memory resources to essential processing. Learners achieve better results when narration is used with visuals in the absence of redundant on-screen text. Using cues to signal the learner’s attention to vital information results in improved learning. Providing narration and animation concurrently as opposed to consecutively contributes to reducing extraneous processing. And finally, placing text near the referenced visuals further enhances the learning experience.
It is important to also mange the intrinsic cognitive load of the learner. This can be achieved by segmenting the instruction so that the learner can process one segment of information before proceeding to the next. Providing pretraining to the learner to ensure that they have the prerequisite knowledge for the new information to be presented. And finally, the use of narration and animation had proven to be more effective than the use of animation and on-screen text.