Designing for complex learning means designing for an integrated set of multiple performance goals and objectives needed for and found in real life situations. In their article Blueprints for Complex Learning: The 4C/ID-Model, van Merriënboer, Clark, & Croock (2002) indicate that these coordinated goals and objectives allow for greater application and transfer of skills that comprise a situation of complex learning. They go on to define the sequencing of learning tasks as “the very backbone of every training program aimed at complex learning” (p. 43).
In their model, van Merriënboer et al (2002) propose a hierarchy consisting of horizontal relationships between coordinated skills that are frequently sequential and vertical relationships between prerequisite skills at the lower levels of the hierarchy which are needed before the learner moves to higher levels. In addition, to achieve complex learning, the designer needs to identify performance objectives for both recurrent skills (i.e., routine skills that are generally applicable to similar complex situations) and nonrecurrent skills (i.e., novel skills that vary by situation).
In terms of how the 4C/ID-model differs from traditional ID models, van Merriënboer et al (2002) mention at least three differences. First, the 4C/ID-model focuses on “the integration and coordinated performance of task-specific constituent skills” (p. 39) instead of focusing on various types of knowledge, contextual issues, or media used. Second, the distinction between supportive information (i.e., connection between prior knowledge and learning tasks) and just-in-time (JIT) information needed for successful performance is unique among ID models. Finally, the 4C/ID-model integrates part-task practice as a component of complex whole-task learning, whereas many traditional models use “either part-task or whole-task practice” (p.40).