Implementing the 4C/ID Model in Engineering Training: A Biotechnological Approach to Comprehensive Learning Design

Abstract

This study investigates the application of the 4C/ID model of comprehensive learning design in the instructional framework of engineering training courses, specifically focusing on intelligent sensing and identification technology experiments. The traditional teaching methods for this complex subject matter have often resulted in unsatisfactory educational outcomes due to the loose connection between knowledge points and the inability of learners to integrate skills comprehensively. This fragmentation has hindered the effective application of learned skills in new and diverse contexts. To address these challenges, the 4C/ID model is implemented to enhance the structure and efficacy of the experimental course on "Intelligent Sensing and Identification Technology." By adopting a systematic approach to instructional design, which includes designing learning tasks, developing assessment schemes, and arranging specialized training, this model promotes a more integrated and effective learning environment. The application of this model is exemplified through the "Thermistor Temperature Measurement" course component, illustrating the step-by-step instructional path from task design to specialized training. The introduction of comprehensive learning design has significantly improved students' overall cognitive abilities, enabling them to better understand and apply complex concepts and skills. The instructional design based on the 4C/ID model has notably enhanced students' grasp of objective concepts and fostered innovative problem-solving skills, demonstrating the model's substantial impact on learning complex skills in engineering disciplines. This research underscores the potential of integrating biotechnological methodologies into educational practices to foster more effective learning outcomes. It suggests that comprehensive learning design, particularly in technically complex fields such as biotechnology and engineering, can substantially benefit from structured instructional strategies that are supported by advanced educational theories and practices.