How to Conduct Research for a Practice-Oriented Course Designed with 4C/ID

Contents:

• A Brief Introduction to the 4C/ID Model
• How Research Is Conducted Using the 4C/ID Model
• Defining Student Types and the Role of the Specialist
• Collecting Authentic Tasks
• Researching Authentic Tasks
• How to Rank Authentic Tasks: Continuing the Event Manager Example
• What Research Will Provide Using This Framework

Briefly about the 4C/ID model

The 4C/ID model includes four key components. These elements serve as the basis for effective analysis and development of strategies in various areas. Each component plays a vital role in understanding and optimizing processes, which enables better results and increased competitiveness. Careful study of each of these components is essential for successful application of the 4C/ID model in practice. Learning objectives are the foundation of the model. These objectives should be as close as possible to those students will solve in their real-life work. To create a course, we first select a key objective (the most complex one we can create in a learning environment), followed by objectives specific to the specialist's work. Smaller objectives are ranked from simple to complex or grouped according to a specific principle. Supporting information is theoretical material that helps the student solve the problem. Timely information is practical materials that allow students to solve small problems immediately. For example, algorithms, checklists, templates.

Designing training using the 4C/ID model is based on four key components, which allows us to create tasks that are as close as possible to real conditions and adapted to the learning environment. The initial design stage using the 4C/ID model, as in any other methodology, includes thorough research. This research helps identify the needs of students and the characteristics of the learning process, which is the basis for effective learning.

How is research conducted using the 4C/ID model?

The main characteristic of our research is the methods for analyzing the activities of a future specialist, as well as the assessment and classification of the results obtained. We pay special attention to how professional experience is formed and what criteria are used to evaluate its effectiveness. This approach not only identifies strengths and weaknesses in specialist training but also optimizes their learning processes to achieve better results in the future. Studying tasks using the 4C/ID model brings significant benefits. This model allows for the effective structuring of the learning process, focusing on key aspects. The use of 4C/ID facilitates the creation of targeted learning materials, which increases student engagement and improves knowledge acquisition. Furthermore, it helps identify and resolve problems that arise during the learning process, leading to higher-quality results. Using this model in developing training courses and workshops allows you to optimize learning time and achieve better results.

• create a skills map;
• build a rough course map;
• describe the outcomes of each stage of learning;
• define the criteria by which student work will be assessed.

At Skillbox, we use a unique framework based on the work of Professor Jeroen van Marienboer of Maastricht University, creator of the 4C/ID model, and Russian researcher Daria Ilishkina, an expert in student motivation and educational program design. We have adapted their developments to create non-linear 3.0 profession courses that are suitable for both beginners and experienced professionals. This framework can also be effectively used in other practice-oriented courses, making it a universal tool for modern learning.

The research framework consists of several key stages that help organize and structure the process. Each step has a special significance and is aimed at obtaining reliable and valuable data. These stages include defining the research problem, formulating hypotheses, choosing data collection methods, analyzing the results, and interpreting the findings. Strict adherence to these steps ensures a high level of scientific rigor and contributes to the achievement of the research goals.

• defining student characteristics, the role and results of the specialist;
• collecting authentic tasks;
• researching tasks (searching for triggering conditions, analyzing the context, modeling the learning environment, solving the problem and working on it).

Let's consider each stage in detail.

Of course, I will help you with editing the text. Please provide the text itself to be revised.

The well-known book on designing educational programs using the 4C/ID model is now available for free reading in Russian. This work provides a valuable guide for learning and teaching professionals, offering effective strategies and approaches to course development. The opportunity to access the materials in their native language significantly expands the audience and promotes a better understanding of the 4C/ID methodology. Don't miss the chance to immerse yourself in the world of modern educational technologies and improve your design skills.

Defining Student Types and the Role of the Specialist

The first stage of the study involves analyzing the target audience and defining the role of the specialist who will be trained upon completion of the training. When analyzing the target audience, it is necessary to identify the following key aspects:

• the experience people bring to the course;
• the goals they set for themselves;
• the speed at which they would like to complete the training;
• prior knowledge on the course topic (to find out what difficulties they will encounter at the start);
• gender, age and region of residence.

The 4C/ID model takes into account the different levels and abilities of students, which helps avoid a one-size-fits-all approach to teaching. Some students may encounter difficulties and need the support of a mentor to successfully master the material, while others need more challenging tasks to stimulate their mental abilities. This approach promotes more effective learning and the individualization of the educational process.

The first four aspects - experience, goals, speed of learning and prior knowledge - play a key role in our research and efforts. Students seeking to gain new skills to develop their own business and those seeking to begin a career with a large corporation will face different challenges and approaches. This determines the selection of projects and the development of a curriculum tailored to their unique needs. By gathering this information, we can create several target audience profiles representing the main types of students who will participate in the course. These profiles will help us develop pre-assessments, design a comfortable introduction to the program, and personalize the educational process. Furthermore, such profiles will significantly simplify the work of assessing instructors and the sales department, ensuring more effective interaction with students. An important aspect is to consider not only students' past experience but also their future. What level of specialist will the graduate be, and to what extent can we develop their capabilities during the training process without practical experience in a real-world environment? What demand in the labor market will they be able to meet, and which vacancies will they be suitable for? Answers to these questions will help determine whether a graduate is capable of solving complex problems in their profession and whether we can provide them with the necessary knowledge and skills for a successful career.

Also read information about the latest news, trends, and recommendations in your field of interest. We offer relevant articles to help you stay informed and receive helpful tips. Don't miss the opportunity to expand your knowledge and improve your skills by finding engaging content on our website. Stay tuned for the latest information and in-depth analysis.

Before designing a course, a course designer must conduct a series of studies to determine its content, structure, and target audience. The most important of these studies include analyzing student needs, researching current educational trends, and evaluating existing courses. Surveys, interviews, and focus groups can be used to analyze student needs. This will help identify the topics students are interested in and the skills they want to develop.

Researching current educational trends includes familiarizing yourself with new teaching methods, technologies, and approaches that can improve the effectiveness of a course. It is also important to analyze existing courses to understand their strengths and weaknesses and identify gaps that your course can fill.

Conducting this research will provide the methodologist with a deep understanding of the context in which the course will be implemented and will enable the creation of an educational product that meets the needs of students and current requirements.

An analysis of the role of an event management specialist can be conducted using the example of an online course focused on this profession. To identify key aspects of the role, we rely on the needs of the target audience and research into current job openings. Sources of information can include professional websites, employment statistics, expert reviews, and research on trends in event management. This will allow us to create a more accurate and relevant training program that meets employer requirements and student interests.

• job descriptions on major online job search platforms;
• job descriptions in Telegram channels dedicated to the profession;
• tasks on freelance exchanges (the most simple, basic tasks can be found here).

The level of a graduate in the field of event and holiday planning will correspond to that of a beginner or intern. To develop a qualified specialist capable of working independently, a significant amount of practice at real events is necessary. Therefore, a graduate, without experience, can only just begin their journey in this field.

What are the requirements for a specialist at the initial stages of a career? An analysis of vacancies shows that the manager is expected to be able to develop commercial proposals, draw up estimates for clients, and interact with contractors under the guidance of a more experienced colleague. It is also important that the specialist can independently develop small programs for events designed for less than 100 people. This information allows us to understand what tasks the graduate will perform and how we can help them successfully start their career. At this stage, we are already forming a bank of tasks with which we will work, which will help the graduate confidently enter the profession and develop the necessary skills.

Rework the text, but stay on-topic. Don't add anything extra. Adjust the text for SEO and, if necessary, supplement the content. Avoid emojis and unnecessary characters. Do not use sections such as 1, 2, 3, or *. Simply provide plain text.

Read also:

How to get rid of the "junior curse" and does this problem really exist?

The problem known as the "junior curse" is often discussed in the IT community, especially among junior specialists. This concept describes a situation where developers just starting their careers face difficulties finding employment and high-quality projects. For many beginners, the transition from theory to practice can be difficult due to a lack of experience, which leads to a lack of confidence and motivation.

To overcome the "junior curse," it is important to focus on several key aspects. First and foremost, you need to constantly develop your skills. Participating in courses, webinars, and online lectures will help you deepen your knowledge and improve your skills. It's also helpful to work on real projects, even if it's volunteer work or freelancing. This will not only boost your confidence but also enhance your portfolio.

Furthermore, it's worth actively participating in professional communities. Networking with more experienced colleagues and attending meetups and conferences provides an opportunity not only to share experiences but also to make useful connections, which can lead to new career opportunities.

Finally, it's important to remember that every specialist goes through stages of growth. The junior curse is not a death sentence, but a temporary condition. Perseverance, a desire to learn, and an openness to new challenges will help you overcome this period and achieve career success.

Collecting Authentic Tasks

The next stage of the research involves not only understanding the tasks performed by the specialist, but also identifying authentic tasks. Authentic tasks are most characteristic of the specialist's professional activity and allow for an objective assessment of his or her work.

An authentic task meets several criteria that determine its quality and effectiveness in the educational process. Firstly, it should be realistic and related to real-life situations, which allows students to apply their acquired knowledge in practice. Secondly, the task should promote the development of critical thinking and creativity, encouraging students to seek unconventional solutions. Thirdly, an authentic task should take into account the interests and needs of students, which makes the learning process more engaging and motivating. Finally, such a task should be open to different approaches and interpretations, allowing each student to show their individuality and creativity. Taking these criteria into account, authentic tasks become an important tool for improving the quality of education and preparing students for the real challenges of their future professional activities.

• meets real-world needs (in the context of vocational training - professional demands) and corresponds to the tasks of a specialist;
• requires the application and variability of different knowledge and skills, analysis, selection of tools (in other words, such a task is complex);
• is interdisciplinary in nature, that is, knowledge in several subject areas is required to complete the task;
• it does not have one correct solution, or it cannot be fully described.

Defining an authentic task can be facilitated by asking a number of key questions. Ask yourself the following questions to better understand the essence of the problem and find its solution. These questions will help identify true needs and goals, which in turn will ensure a more effective approach to solving your problem. By analyzing the answers to these questions, you will be able to more precisely formulate an authentic problem and focus on solving it.

• What will be the key goal of the specialist, what value do they create?
• What client problem does the specialist solve?
• What task characterizes their work?
• What results do clients or the company use to decide whether to hire this specialist?

Tasks should be collected during the research stage. Methodologists often find it difficult to identify authentic tasks from a large number of presented ones. To facilitate this process, at Skillbox we have introduced the concept of an artifact, which helps systematize and organize tasks, making them more accessible for analysis and use in the educational process.

An artifact is a tangible result of work that allows you to evaluate the quality of the completed task. When searching for an interior designer, you will most likely first pay attention to the projects in their portfolio, as they represent artifacts of their professional activity. Artifacts can vary depending on the profession: for a web designer, this might be a finished website, while for an event manager, it might be a case presentation demonstrating the organization of an event. Artifacts play a key role in building a reputation and trust in specialists, so their high-quality presentation is essential for successful advancement in the professional field.

Artifacts are divided into first-order and second-order. First-order artifacts are the immediate results of actions, such as documents, reports, or prototypes. They serve as the basis for analyzing and understanding processes. Second-order artifacts include more complex elements, such as methodologies, strategies, and approaches, which are formed based on the analysis of first-order artifacts. Understanding both categories of artifacts allows for a more in-depth study and optimization of processes, improving overall efficiency and work results.

• A first-order artifact is the final result of some work (for example, a case study in a portfolio that can be evaluated by a client). A course may contain several such artifacts, or just one. Teachers, employers, and clients can use them to evaluate a specialist's skills and qualifications.
• A second-order artifact is the result of solving one of the stages of a major task; in other words, it is an intermediate one.

Let's consider the example of an interior designer in the context of developing a course on this profession. A first-order artifact would be a fully completed apartment design project that meets the client's requirements. A second-order artifact would be a mood board—a visual presentation that the specialist uses as an initial version. However, such a presentation will not allow a potential client to objectively evaluate the designer's qualifications and experience, so it should not be used as a basis for making a decision.

It is important to note that the results of routine processes, such as sending an email to a contractor, a phone call, or a meeting with a client, cannot be considered artifacts. This is because these tasks are standard and process-based, rather than unique and authentic. Artifacts represent the result of significant effort and creativity, while routine actions lack novelty and originality.

Collecting authentic tasks for an event manager requires a careful approach and a clear understanding of their goals. An event manager is a professional who organizes events of varying sizes, from small celebrations to large corporate events. To define tasks, it is necessary to consider key aspects of this professional's work, such as planning, coordination, and implementation. It is important to identify client requirements, consider the budget, select suitable locations, and ensure coordination with contractors. This approach will allow you to create the most complete understanding of the tasks of an event manager and improve the event organization process.

The services of a professional event planner provide significant relief for clients, relieving them of some of the organizational burden. Ideally, the planner handles all aspects of the event: developing the concept, creating the program and budget, preparing the rider, and selecting a suitable venue. They also negotiate with contractors, prepare the necessary materials, and coordinate the work of all participants. This allows clients to focus on other important tasks without worrying about the details of the event.

When choosing event planners, both industry companies and private clients rely on a portfolio of past events, which is especially important if it includes photos and videos. However, at the initial stage, it's important to understand that creating a live event experience is impossible without first working out the details. Therefore, we focus on developing a comprehensive final event plan. This plan will take into account all the client's wishes, budget, design, as well as interaction with contractors and other important aspects. This approach will ensure the successful implementation of the event and the satisfaction of the client's needs.

A detailed plan will become an important first-order artifact, allowing potential employers to assess the candidate's understanding of the specifics of work in the event industry, their taste and vision, and the level of project preparation. This will be a clear demonstration of the graduate's competencies and the skills necessary for securing a starting position in this industry. A second-order artifact for an event manager can be the initial event concept, developed based on an analysis of the brief, competitors, and references. This approach will highlight the specialist's analytical skills and their readiness for professional challenges.

Reading is an integral part of our lives. It enriches our minds, expands horizons and allows us to immerse ourselves in a world of new ideas and knowledge. Regularly reading books, articles, and other materials helps improve vocabulary, develop critical thinking, and strengthen memory. It's important to choose a variety of genres and topics to find something new and interesting each time. Don't forget that reading also helps relieve stress and relax after a hard day. Maintain your love of reading and discover new horizons with each text you read. Professional Learning Design: Creating Scalable Courses The professional learning design process includes many steps necessary for developing effective and scalable courses. A key aspect is analyzing the needs of the target audience, which helps identify the key skills and knowledge to be mastered. The next step is developing a curriculum that is structured and logically consistent. This includes choosing a learning format, such as in-person classes, online courses, or blended formats, depending on student preferences and the specifics of the material.

A key consideration is the creation of learning materials, which may include textbooks, video lectures, tests, and practical assignments. It is also important to consider different learning styles to make the course accessible to a wide audience.

Once the materials are developed, it is important to test the course with a small group of students to identify any shortcomings and make any necessary adjustments. Feedback from participants is a valuable resource for improving the quality of learning.

Finally, successful course implementation requires effective marketing and promotion to attract students and ensure their engagement. It is also important to provide support to students at all stages of learning, which will help them achieve their goals.

Thus, designing professional learning and creating large-scale courses is a multifaceted process that requires careful planning and an attentive approach to every detail.

Research of authentic tasks

Once a bank of authentic tasks has been formed, their properties must be analyzed. We rank the tasks by difficulty level and group them into classes. In the 4C/ID model, classes are accumulators of tasks based on similar algorithms and solution rules, which allows for their effective organization by complexity, topic, or required skills. Grouping tasks into classes helps create a clear course map and skill map, which simplifies the learning process and allows for more effective development of student competencies.

Research of authentic tasks includes four key stages. Each of these steps plays an important role in a deep understanding and effective solution of the tasks. First, you need to define and formulate the problem, which will allow you to focus on its key aspects. Next, you should analyze the context in which the problem arises to take into account all external factors. The third stage involves developing and testing possible solutions, which helps identify the most effective approaches. The final step involves evaluating the results and making adjustments, which ensures continuous improvement of the problem-solving process. This structured approach to exploring authentic problems contributes to higher quality and more effective work. Defining the triggering condition is the first step in the process of analyzing and optimizing actions. This is a key step that allows you to determine which factors or events initiate specific processes or actions. Correctly identifying the triggering condition helps not only with planning but also with subsequent monitoring and performance evaluation. Make sure you clearly understand the specific conditions that lead to the initiation of actions in order to successfully manage them and achieve your goals. A triggering condition includes factors that determine the acquisition of initial information for completing a specific task. Simply put, this concerns how a person encounters a professional task, where and when they receive the order—on a freelance platform or from a manager. It's important to consider who they interact with initially and during the task—clients or directly with contractors. Equally important is what knowledge they already have when they begin working on the task and whether they need additional skills, such as working with specific software, to successfully begin the task. Imagine this: a web designer receives a request to create a website from their boss, but they have a detailed description, ready-made corporate style elements, and clear technical specifications with examples—this task is clearly simplified. In contrast, a private client might ask to develop a website for a store, but without clear introductory information: there is no category list, specific content examples, or logo. In such cases, the designer must create a website that will be "appealing," which significantly complicates the task. Similarly, event managers encounter clients who provide clear event specifications (nature, number of guests, duration, budget, program requirements), but may also receive vague requests that change during the discussion. In such situations, it is important to be flexible and adapt to changing conditions to achieve the desired result.

Based on the launch conditions, we assess the complexity of the tasks we face. This allows us to select the appropriate materials needed for students at the beginning of the program.

Step 2. Context Analysis.

At this stage, it is important to understand the context in which the information will be used. This will help generate more accurate and relevant data for the target audience. Research the keywords and phrases most frequently used in the given topic. Use a variety of sources, including articles, blogs, and research, to gain a complete understanding of the situation. Keep in mind that context analysis includes both current trends and potential future changes. Understanding these aspects will enable you to create higher-quality and more relevant content that will meet user needs and increase visibility in search engines.

Context includes factors that influence the complexity of the task and the specifics of its implementation. Key elements of context include the number of brief pages, the number of program operations required to solve the task, and the steps that need to be completed. Analyzing these factors helps you better understand the task and prioritize it correctly. In addition, it provides insight into the necessary support during the learning process. Understanding the context is an important aspect for effectively completing tasks and optimizing the learning process.

Step 3. Creating a Learning Environment

In the third stage, an important aspect is creating an effective learning environment. This includes organizing the space necessary for learning, as well as selecting appropriate resources and technology. The learning environment should be stimulating and promote active student participation. Both physical and virtual components must be considered to ensure the convenience and accessibility of materials. It is also important to create an atmosphere conducive to collaboration and the exchange of ideas among students. An effective learning environment not only enhances the quality of learning but also promotes the development of critical thinking and creativity in students. Learning environments have their limitations, so during the research phase, it is necessary to determine whether we can create optimal conditions for students to work on the assignment. It is important to provide them with the necessary materials and the opportunity to review their work. Simulating the learning environment plays a key role in understanding the opportunities and limitations associated with developing case studies and providing students with the necessary information. This process allows us to identify effective teaching methods adapted to student needs and create optimal conditions for their development. Creating case studies based on an analysis of the learning environment promotes deeper learning and increases student engagement. Thus, a properly organized simulation of the learning environment is the foundation for a successful educational process. Your school can collaborate with partners who are ready to provide real or near-real case studies for students. However, it is important to keep in mind that accessing real business metrics necessary for solving problems or evaluating results will be difficult. Companies typically do not disclose such data because it is considered confidential corporate information.

An online school faces a limitation in working with event managers, as it is unable to organize individual events for each student to demonstrate their skills in practice. This creates difficulties in assessing students' skills and potential, which is essential for their professional development. It is important to seek alternative solutions that will more effectively integrate practical tasks and events, taking into account the interests and abilities of each student.

Step 4. Developing Stages for Solving a Complex Problem

At this stage, it is important to carefully consider all stages of solving a complex problem. Begin with a problem analysis to identify key aspects requiring attention. Then, prioritize each stage to ensure consistency and efficiency in the process. Use a structured approach that includes creating clear plans and timelines for completing tasks. This will not only help optimize the workflow but also avoid potential errors at later stages. As a result, high-quality development of stages will enable the achievement of the set goals and successful completion of the project.

After identifying the constraints and selecting the most significant and complex task for a practice-oriented course using the 4C/ID model, decomposition is necessary. This involves developing a sequence of actions necessary for its solution, as well as dividing the task into stages. This approach will allow for a more efficient organization of the learning process and ensure a deep understanding of the material. Dividing the task into stages will help course participants more easily assimilate information and apply it in practice, thereby contributing to the achievement of the set goals.

Stages or actions represent the key steps necessary to achieve the desired result. In various fields, these stages may be organized in a strict sequence or represent a cyclical process of working on a product. For example, a process may include stages such as brief analysis, information gathering, tool selection, solution search, application, evaluation, refinement, and delivery of the final result. When working on complex tasks, we also identify second-order artifacts, which are the results of each stage. These artifacts help evaluate the effectiveness of the work and make necessary adjustments to improve the final product.

Task decomposition allows for a better understanding of the requirements placed on the student, as well as the identification of the necessary knowledge and skills for successful completion of the work. This approach facilitates more precise planning of the learning process and helps students consciously approach the study of the material, increasing their efficiency and effectiveness.

Let's consider all the steps using the example of a course for event planners. This course will help you master the necessary skills and knowledge for successful event management. We will cover in detail the course structure, key topics, and teaching methods that will help you become a professional event planner. The course covers planning, budgeting, marketing, and project management, which are the foundation for success in this field. You will receive valuable recommendations and practical advice to help you avoid common mistakes and achieve your goals. After completing this course, you will be able to confidently organize events of any size and format.

How to rank authentic tasks: continued example with an event manager

The first step is to analyze the trigger condition. This is the key element that determines under what circumstances the process begins. It is important to carefully study this condition to understand the factors and parameters that influence its activation. This approach will help avoid mistakes and optimize further actions.

In specialized event agencies, specialists receive assignments from management, which already contains key information: client expectations, the location and time of the event, and the budget. In contrast, freelance professionals can work with their own client base if they have sufficient experience, or search for orders on specialized platforms. Communication with clients occurs via instant messaging, classifieds, or by phone. Typically, at the ordering stage, the client already has a general idea of ​​the event: goals, approximate or exact date and time, location, format, number of guests, and program preferences. Therefore, understanding the client's needs and effective communication are key aspects of successful event planning.

To successfully organize an event, it is necessary to clearly define its general theme, number of participants, location, and key client wishes, such as an emphasis on entertainment or team building. It is also important to consider any additional materials that may be needed, such as information on how a freelancer can create an impressive portfolio and what clients look for when choosing a contractor. These inputs will help make the event more focused and meet the expectations of all participants.

The next aspect is the context in which we assess the degree of complexity of the upcoming work.

The complexity of event planning is influenced by several factors. These factors include the size and format of the event, the number of participants, the location, and the need for specialized equipment. Budget and time constraints are also important. Taking these elements into account can significantly simplify the planning process and increase the likelihood of a successful event.

• number of participants;
• event format and duration;
• location and venue features;
• venue program and design;
• organization: logistics, use of equipment, involvement of additional services.

We evaluate tasks, taking into account all key factors. For example, organizing events for 50-100 people, such as weddings, business breakfasts, client days, or meetups, can be considered a less complex task. This will not require the involvement of multiple contractors, and the venue will most likely be small and already prepared. At the same time, organizing events with 100–500 participants, such as corporate retreats, store openings, or sporting competitions, requires significantly more effort, careful planning, and coordination.

One of the most challenging tasks is organizing a large event designed for a thousand participants. This could be a festival with multiple zones, diverse activities, and a complex stage complex, or a large-scale business conference with high logistical and technical requirements. It is important to consider many factors, such as location selection, crowd management, technical support, and team coordination. The success of such events depends on careful preparation and the ability to adapt to unforeseen situations.

Moving from the context, we begin to analyze the possibilities of modeling the learning environment. This is an important step that allows us to identify and evaluate various aspects influencing the educational process. Modeling the learning environment helps create more effective learning conditions, taking into account the needs of students and teachers. Analysis of these possibilities includes consideration of technologies, teaching methods, and interactions between participants in the educational process. Optimizing the learning environment contributes to improved learning outcomes and increased student motivation.

It is impossible to create ideal conditions for solving these problems. However, as mentioned earlier, it is entirely possible to develop a case study for a newcomer with a clear and detailed plan or business proposal. This will effectively demonstrate the necessary skills and approaches and also help better understand the work process.

The result is a large, authentic task and a first-order artifact – a detailed presentation of the event concept for 1,000 people. It includes the program, design proposals, a technical rider, and a budget. The quality criteria for this presentation are realism, clarity, completeness, detail, and the accuracy and thoroughness of the calculations.

The reader may wonder: why do we choose an event for a thousand people if newcomers are usually not trusted to organize events more complex than mini-corporate parties? The answer is simple: using large-scale events as an example, we can demonstrate to students how large-scale events are planned, what processes occur "behind the scenes," and what difficulties they may encounter in their work. Understanding how to organize large events enables newcomers to more easily tackle smaller tasks. A complex task is not an obstacle or a mistake; it provides a deeper understanding of the industry and profession than simpler tasks.

Simulating the learning environment helps identify additional resources that may be useful to students. These resources include strategies for effective communication with contractors, checklists for organizing work on-site, and theoretical materials on process coordination and time management. These tools will help students better prepare for practical work and improve their professional competence.

The final stage involves developing sequential steps for solving the problem. This is an important process that allows you to structure your actions and ensure that your goals are achieved. Clearly defining the steps not only helps organize the work but also evaluates progress at each stage. Properly developing the steps for solving the problem contributes to more effective time and resource management, which in turn increases the chances of successful project completion.

Now that we have a specific problem, we can develop sequential steps for solving it. These steps may include receiving and analyzing the brief, conducting research, planning, refining or implementing the strategy, and presenting incorporating feedback. The output of these stages will be second-order artifacts, such as a preliminary concept with room design options, program directions, and a rough budget.

We divide the artifacts into specific actions that students need to take. For example, during the research stage, it is important to analyze the brief, study competitors, collect examples and references, and prepare a mood board. Then, the collected information should be organized in a useful format. This list of actions represents the key skills students need to master to successfully complete the course. In this way, we create a skills map for users and simultaneously shape the structure of our course.

What will research on this framework yield?

Completing the research provides methodologists with a clear understanding of the need to focus on tasks when designing a course. Choosing the most appropriate design option can be challenging. Nevertheless, the research will provide a comprehensive understanding of the course concept, approaches to its development, as well as the target audience and its potential role in the labor market. This will allow for the creation of a more effective and responsive course that addresses student needs and current market trends. Using this research approach in professional courses provides numerous useful insights. Our experience shows that methodologists quickly adapt to this method and note its convenience. This approach allows us to effectively analyze students' needs and improve the quality of the educational process.