RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)4038510.22363/2313-1683-2023-20-4-747-771VUQJWTPERSONALITY IN CONTEMPORARY EDUCATIONAL ENVIRONMENTЛИЧНОСТЬ В СОВРЕМЕННОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕResearch ArticleLearning Design Using the Four-Component Instructional Design Model (4C/ID) in Higher Education: Review of StudiesПроектирование обучения с применением четырехкомпонентной модели педагогического дизайна (4C/ID) в высшем образовании: обзор исследованийhttps://orcid.org/0000-0002-4373-43415099-7316DrugovaElena A.ДруговаЕлена Анатольевна

PhD in Philosophy, is Research Fellow, Institute of Education

кандидат философских наук, научный сотрудник, Центр социологии высшего образования

e.a.drugova@gmail.ruhttps://orcid.org/0000-0003-2930-3673VanievAlexander I.ВаниевАлександр Игоревич

PhD student

аспирант

a.vaniev.1@research.gla.ac.ukHSE UniversityНациональный исследовательский университет «Высшая школа экономики»University of GlasgowУниверситет Глазго15122023204VOL 20, NO4 (2023)ТОМ 20, №4 (2023)74777112082024Copyright ©; 2023, Drugova E.A., Vaniev A.I.Copyright ©; 2023, Другова Е.А., Ваниев А.И.2023Drugova E.A., Vaniev A.I.Другова Е.А., Ваниев А.И.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/40385

The four-component instructional design model (4C/ID) is actively used in the field of education abroad; however, there are only some scientific publications describing the experience of its application in the realities of Russian higher education. An overview of the instructional design using the 4C/ID model and an analysis of the experience of its application in the field of higher education on the example of three cases described in the scientific literature, corresponding to different subject areas (information technology, the humanities, medicine), are provided. General scientific theoretical methods of analysis, synthesis, and classification were applied; international and Russian databases (Scopus, Web of Science, eLibrary) as the base of scientific sources were used. The history of the development of the model has been reconstructed. Constructivism and social constructivism, cognitive apprenticeship, integrated learning, cognitive load theory, and transfer learning ideas are the essential theoretical foundations for 4C/ID. The four main components of the model are described: learning tasks, supportive information, part-task practice, and procedural information. Ten instructional design steps are reconstructed that sequentially develop these constituent elements and their relationships. The advantages, disadvantages, limitations of this model are analyzed and described. Recommendations for designers and teachers related to the model's features are formulated. The results obtained can contribute to developing the practice of learning design and the adaptation of modern models of instructional design in Russian universities.

Четырехкомпонентная модель педагогического дизайна (4C/ID) - авторитетная разработка, активно применяющаяся в сфере образования зарубежом, однако научных публикаций обзорного характера, описывающих ее и систематизирующих опыт ее применения в реалиях высшего образования, в России практически нет. Осуществлен обзор концептуальных оснований модели 4C/ID и анализ опыта ее применения в сфере высшего образования на примере трех описанных в научной литературе кейсов, соответствующих разным предметным областям (информационные технологии, гуманитарные науки, медицина). Применялись общенаучные теоретические методы анализа, синтеза, классификации, в качестве базы научных источников использовались международные и российские базы (Scopus, Web of Science, eLibrary). Реконструирована история развития модели. В качестве базовых теоретических оснований модели определены социальный конструктивизм, когнитивное ученичество, комплексное обучение, теория когнитивной нагрузки, идеи переноса обучения. Описаны основные составные компоненты модели: обучающие задачи, сопровождающая информация, дополнительная практика, процедурная информация. Реконструированы основные шаги проектирования по последовательной разработке данных компонентов и связей между ними. Проанализированы и описаны преимущества, недостатки, ограничения применения данной модели в сфере высшего образования. Сформулированы рекомендации проектировщикам и преподавателям, связанные с особенностями модели. Полученные результаты могут способствовать развитию практики проектирования проблемно ориентированного обучения, адаптации современных моделей педагогического дизайна в российском высшем образовании.

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