And this is not all. You will also need to design and develop the other three components for each task class! For students to understand all these problem simulations and learn how to solve them regardless of the condition, it is necessary to design and develop supportive information for each condition for each task class. And to prevent the students' cognitive overload, preparing procedural information for each learning task is essential. Finally, sometimes, it is important to help students automate some skills. For example, a programmer could solve problems quicker if s/he could type blindly. Things became more complicated because you need to research and analyse reality and practitioners to design these components!
To help design four components, the authors suggested ten steps. However, going through the algorithm step by step will take much time, which one usually needs to have. Moreover, one will spend much time on the first component and hardy touch the others, which are also important. Additionally, ten steps cover only the two phases of the whole design process — analyse and design — however, it does not consider the development and implementation phases. Within ten steps there are no steps for thinking about timing and organising the learners' activity.
When you now have a picture of the ideal program and are possibly, totally scared, I hope to calm you down and give you the courage with my suggestions about how to start with 4C/ID and stay motivated. I suggest considering the ten steps as ten subcomponents of the four main components. Also, I recommend working with the 4C/ID model spirally, layer by layer, gradually improving each of the four components by detailing its subcomponents. Slowly moving from layer to layer to create the beginning of the program, repeating the process for new parts of your program will allow you to design, develop, and implement programs by parts.