1. Define the real-life problem's border and size

I wrote this article based on my experience. The authors did not write about the problem's size and borders.

The original sources are here: https://www.4cid.org/

The original sources are here: https://www.4cid.org/

Briefly go through the basics of the first component and the whole future program — real problem situation. It could help you sketch the backbone of your future program, that is, the series of simulations representing the real-life problem. Also, it will become the basis for future steps and the guideline for the other components. This step will not require deep research as it is your first sketch. Your knowledge about the world could be enough, however, consulting with the practitioner is always welcome.

For example, you want your students, the future drivers, to be able to manage the situations of driving a car when they need safely drive a car for a planned route in a different environment (big cities and in small towns) at different times of the day, in different weather, and on different roads.

You want your students, the future learners, to be able to manage the learning situations where they create their learning pass to achieve learning outcomes in different educational programs.

Remember that your goal is to create a series of simulations representing a

- Whether this situation could be independent in real life?
- Whether Is there no something before and after it?

Deciding the start and finish of a real-life problem could be challenging. Different practitioners could have their views on the problem broader. Remember, you do not need to make an ideal decision the first time. Your program and students will suggest whether the defined borders are enough.

It is necessary to choose a visual aid that is appropriate for the topic and audience.

Remember that your goal is to create a series of simulations representing a

And what if you want to prepare an architecture? The month could pass from the start of the architecture problem till s/he finishes it! If we ask students to design and develop the whole building by simulating the real steps through which architecture is going (even in the most manageable condition), it will take too much time for the first lesson. This first lesson could last for half a year or even more! Imagine what a stressful timetable is for the student: "the first lesson starts on 1st September 2023 at 10 a.m. and finishes at 12:00 o'clock in the afternoon of the 1st September 2024…." Of course, there is no chance for repetition of such simulation, so the student could go through it several times per program. In such a case, you will have to do more steps and also think about splitting the problem.

That is why I suggest thinking about the size of the real-life problem for which you aim to prepare students: Can you show students a worked-out example where one is solving the whole real problem in an elementary condition for them, so it will not take them too much time and effort for students to watch it? For example, if I am teaching the school teacher how to perform a literature search for their needs, I can show them a 30-minute video of how the expert performs a real search from start to end. It means that students could also solve it at a similar time. The key idea is that students could work with the whole skill hierarchy from the beginning.

If such a case demands a lot of students' time and effort, your problem is too big. You will need to consider splitting your whole real problem into parts. Now you can do it intuitively as a first sketch. In further layers, I will tell how you can split the whole problem into parts. You will have to be very careful not to go into the separation of the problem into tiny pieces. In this case, it will look like designing the educational program from the learning outcomes. And as a result, the essence of the complex problem-based approach may be lost. In such a way, you could fail to immerse students in the most possible holistic or whole situation. Instead, you will create a hierarchy of activities focusing on each skill separately. So, even while splitting the problem into parts, strive to create parts as a whole as possible.

Great, you've sketched the heart of your future program — the real-life problem situation. Further, you will describe the problem and the conditions in which it could occur. The real-life problem is needed for choosing the best simulations of the real-life problem and choosing the way of sequencing them.

What we strive for:

1

You defined the problem situation that really exists in your students' actual life (they are already facing it) or soon (they will face it after the program). You want your students to be able to solve this problem situation after your program. Does the defined problem real from your students' perspective?

2

Whole situation VS skill

You described the situation (roles, set of actions, and condition), not just the separate action. Does your problem's description look like a description of a situation, or does it look like a description of an abstract skill?

3

You fined the whole problem situation, not the part of it. Whether the problem is a whole or it is only part of another problem? Whether this situation could be independent in real life? Is there something before and after it?

4

You analyzed the size of the problem. If it is big, even if the practitioner needs a lot of time to solve it, then you consider splitting the problem into parts. Strive to create parts as a whole as possible.

The algorithm for 4C/ID model from my experience

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1. Define the real-life problem's border and size (you are here)

2. Define the problem's complexity conditions

3. Sequence the classes' conditions

2. Define the problem's complexity conditions

3. Sequence the classes' conditions

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4. Create learning tasks for one class

5. Improve the skill hierarchy and design the other three components for one class

6. Design the performance assessment for one class

7. Plan the development and prototyping of one task class

5. Improve the skill hierarchy and design the other three components for one class

6. Design the performance assessment for one class

7. Plan the development and prototyping of one task class

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Our company works according to the principle of individual approach to every client. This method allows us to achieve success in problems of all levels.