Unit of Instruction - Module 2
HOLISTIC Model
Instructional design theory varies from basic descriptive laws about learning to broad curriculum programs that concentrate on what is taught rather than on how to teach. Recent years have seen a proliferation of instructional design theories and models (Reiser & Dempsey, 2007). Jeroen VanMerrienboer’s Four Component Instructional Design (4C/ID) model is an example of a holistic instructional design model. VanMerrienboer (as cited by Reiser & Dempsey, 2007) proposed a solution to the existing problems in the field of education such as compartmentalization, fragmentation, and the transfer paradox. VanMerrienboers (as cited by Reiser & Dempsey, 2007) tried to deal with complexity without losing sight of the relationships among the components (Reiser & Dempsey, 2007). The main ideas of 4C/ID were briefly presented to illustrate the holistic approach. First, to solve the problems of compartmentalization, VanMerrienboer (as cited by Reiser & Dempsey, 2007) argued for the implementation of whole tasks, which is based on the real-time experience. Second, VanMerrienboer (as cited by Reiser & Dempsey, 2007) advocated the scaffolding of whole task performance; a move from single to integrated objectives to solve the problems of fragmentation. Finally, VanMerrienboer proposed a solution for the transfer paradox by mathemagenic methods; a shift from teaching to the test to teaching for transfer (Reiser and Dempsey, 2007, p.73).
The most important characteristic of the 4C/ID-model, as well as most other holistic models, is the reduction of complex learning domains and complex tasks into small elements is rejected as the regular approach to deal with complexity. If it is done at all, reduction is only a last resort. The development of holistic instructional design models such as the 4C/ID-model can be seen as a reaction to societal and technological developments (Reiser & Dempsey, 2007). Their application should better prepare learners for a society in which more and more routine tasks are taken over by machines, in which information quickly becomes obsolete, and in which jobs are quickly changing. These alternate models offer new approaches to deal with complexity in learning, but should also meet traditional standards of instructional design. For instance, alternate models should still be systematic and help to make design processes more time and cost effective (Reiser & Dempsey, 2007). They should be precise and consistent, offering the possibility to develop computer-based systems and tools that sustain design processes by technically automating the routine aspects of those processes and providing online help for other aspects and they must be based on sound experimental research (Reiser & Dempsey, 2007)). However, the success of this approach is based upon the user settings and final implementation of strategies. Figure 8.1 Schematic representation of a training blueprint showing the four components are: (1) learning tasks, (2) supportive information, (3) procedural information, and (4) part-task practice (Reiser & Dempsey, 2007).
