The R2D2 Model - Phases

"Learners with a strong preference for a specific learning style may have difficulties in learning if the teaching style does not match with their learning style (Feldman)."
The R2D2 Model

The R2D2 model: Read, Reflect, Display and Do, is a framework, not an ISD model.
Each of the phases of this framework has as an implicit use. As with all frameworks, its use, is a guide to aid in development. The model is designed to assist facilitators with advantageous utilization of enabling web technologies to facilitate teaching a varied audience, such that you would find in an on-line course.

Each phase of the model addresses the learning preferences of a specific learner type, i.e. Auditory-Verbal, Reflective - Observational, Visual, and Tactile - Kinesthetic.




Phase 1 - Reading
Phase 1, the Reading phase is focused on the Auditory-Verbal learner. In this learner group, individuals prefer words, sounds and explanation. The recommended tech tools for this group are: Podcasts, PDF, Audio, PPT presentations, E-books and other reading centric tech tools. This phase can also be characterized by its knowledge gathering attribute and activity types. It is a fact finding, exploratory, acquisition stage (Bonk & Zhange, 2008).

Phase 2 - Reflecting
Phase 2, the Reflective phase is for the reflective or observational learner. In this learner group the individual learns best by gaining an overall view by consideration of acquired knowledge. The recommended tech tools for this group are: Blogs, discussion boards, online exams, etc. In this phase learners use reflective activities for clarification. It is characterized by learners

Phase 3 - Displaying
Phase 3, the displaying phase for the visual learner. In this learner group the learner requires visual models of concepts or demonstrations to grasp new knowledge. The tech tools that most appropriately support this group learning are: video content, animations , interactive media, graphs and charts. This phase is focused on acquiring understanding and building of individual knowledge with the assistance of concept mapping and visualization.

Phase 4 - Doing
Phase 4, the doing phase is for the tactile learner. In this learner group learnes deal well with role plays multisensory activitites, manipulitives and experiential learning situations. The tech tools that support this group are: simulations, online game, wikies video senarios, collaborative tools.

Where Are We Now?

Well, this adventure of learning to facilitate online learning and the various theories, technological enabling tools is very vast and also interesting.

So far, in this endeavor we are being acquainted with best practices and methodologies from the aspect of " The Facilitator" or "The Moderator". At first glance, you would think that participating in this role would be an easy, effective method, performed effortlessly by the online facilitator. Think again!

For the facilitator there are nuances, knowledge, theories, models, strategies and challenges to cognizant and knowledgeable of. This knowledge and awareness is crucial for creating a valued and valuable experience for on-line learners. With respect to preparation and arming of the appropriate knowledge to facilitate an enriching and valuable experience for the on-line learner, an instructional model called "R2D2" has been introduced.

R2D2 Model
The R2D2 model is representative of Read, Reflect, Display and Do and is a framework that promotes the development and application of appropriate information, activities and learning tools to facilitate learning in an on-line environment or as (Bonk, Zhang, 2008) have titled it:"the web of learning".

The R2D2 model is presented as a tool to facilitate the selection and usage of available tools that will most appropriately promote achievement in "the web of learning. The R2D2 model consists of four phases: Reading, Reflecting, Displaying and Doing, aligned to learner preferences and suggested learning activities.

My Next Post . . .

It is worth while to explore each of these phases in brief. In my next post, I will provide more insight into the purpose and application of each of the phases of R2D2.

Web 2.0 and Learning 2.0 is Exciting!

My Discoveries!
This week my discoveries in facilitation and on-line learning have taken me down the track of Web 2.0 and Learning 2.0 technologies, tools and methods. On my blog you may notice many new links for accessing other social networks I am connected to. Most have the potential as a learning and teaching tool in the practice of Instructional Technology, only limited by, access and imagination.

What is Web 2.0?
There are many tools that are common to our usage that are Web 2.0 in nature, i.e., this blog, Flicker, Wikipedia, YouTube, Facebook, and LinkedIn, to name a few.

Web 2.o seems to be many things to many people. One thing for sure, this new perception of internet usage is only at a beginning stage of development, and is setting new standards of WWW utilization. Characteristics of Web 2.0: user content, context driven and collaboration is its engine. This is an unfolding phenomenon! I would like to invite you to follow along this discovery tract, we are sure to uncover some useful information and tools for our use!

My definition, hum ... let see? I haven't narrowed it down yet. Though, I did find some people who are thinking about it. See what Bill O'Reilly says in the "What the Experts Say"section of this blog.

What the Experts Say . . .

See what Bill O"Reilly says about: What is Web 2.0?

What Do You Say . . . Let's get the conversation started!
Leave your definition!



All the Best!
Michelle F. Jones

Blogging is so exciting!

This is my first blog posting for this blog. As I adventured through the blogging technology and features, I have discovered so many exciting technological features. I also learned a lot. I am hooked.

MFJ

By the by, I have a tinyURL for this blog is: http://tinyurl.com/mfjblog