R2D2 (which stands for Read, Reflect, Display, and Do) is a model designed to help online instructors and/or online course designers to integrate learning activities that accommodate all learning styles. Although web-based learning has become increasingly popular, many of the activities used in web-based learning are predominantly text-based and do not take learning styles into consideration.
The R2D2 model provides 4 phases that it recommends for inclusion in all online courses. By including these 4 phases in your instruction, you automatically make your learning activities attractive to all learning styles and create an interactive course that utilizes many tools that the internet and online learning can provide.
The R2D2 model is intended to provide guidance to online course designers, online trainers, and/or online teachers that will help them integrate non-text based instruction that is appealing to different learning preferences.
The R2D2 model provides 4 phases that it recommends for inclusion in all online courses. By including these 4 phases in your instruction, you automatically make your learning activities attractive to all learning styles and create an interactive course that utilizes many tools that the internet and online learning can provide.
The R2D2 model is intended to provide guidance to online course designers, online trainers, and/or online teachers that will help them integrate non-text based instruction that is appealing to different learning preferences.
Read (for auditory and verbal learners): This quadrant involves listening and any action where the learner is acquiring knowledge. Example activities include: finding and reading materials, synchronous online presentation, online discussions, guest expert chats on collaborative whiteboard, online tutorials, webinars, audio/video lectures, Webquests.
Reflect (for reflective and observation learners): At this stage in the model, learners are reflecting and making judgments based on acquired knowledge. Example activities include: Online role play, online debate, pros and cons lists, annotate text, written reflection paper, provide feedback on presented text.
Display (for visual learners): At this stage, learners provide a visual representation of their learning. Example activities include: Videos related to acquired knowledge, generating graphic representation of knowledge, creating task timelines, interactive visuals with online chat, use draw tools in asynchronous chat, Flash visuals and animations, adventure blogging.
Do (for tactile/kinesthetic learners): In this quadrant, learners create something based on their acquired knowledge or partake in an activity in order to better understand acquired knowledge. Example activities include Online demonstrations, interactive projects, case simulations and manipulations, case based learning, mobile device use to create radio station, digital movie making based on reflective writings.
Reflect (for reflective and observation learners): At this stage in the model, learners are reflecting and making judgments based on acquired knowledge. Example activities include: Online role play, online debate, pros and cons lists, annotate text, written reflection paper, provide feedback on presented text.
Display (for visual learners): At this stage, learners provide a visual representation of their learning. Example activities include: Videos related to acquired knowledge, generating graphic representation of knowledge, creating task timelines, interactive visuals with online chat, use draw tools in asynchronous chat, Flash visuals and animations, adventure blogging.
Do (for tactile/kinesthetic learners): In this quadrant, learners create something based on their acquired knowledge or partake in an activity in order to better understand acquired knowledge. Example activities include Online demonstrations, interactive projects, case simulations and manipulations, case based learning, mobile device use to create radio station, digital movie making based on reflective writings.