# Instructional design/R2D2/The Four Phases Overview

Segment 2: R2D2-The Four Phases Overview
As mentioned in segment one of this Wikiversity lesson (Introduction to R2D2), the focus of the R2D2 model is to enhance online learning through the use of non-text based instructional strategies that are geared toward multiple learning styles. The goal of the R2D2 model is to take learning styles into consideration and attempt to integrate activities into your instruction that will meet the needs of all learning styles rather than just one particular style. It is the belief of the authors that if those designing and/or teaching online courses or trainings simply take multiple learning styles into consideration, rather than merely relying on text-based instruction, then naturally the number of learners who are able to find enjoyment and success in the courses should increase.
The R2D2 model outlines four types of learning preferences with each one associated with a particular phase of the model. In later segments of this Wikiversity lesson, we will look at each individual phase in greather depth. Here is a chart which displays these in an organized fashion:
| Learning Style | Learning Preference | R2D2 Model |
| Linguistic | Verbal and Auditory | Reading |
| Interpersonal/Intrapersonal | Reflective and Observational | Reflecting |
| Visual-Spatial | Visual | Displaying |
| Bodily-Kinesthetic | Hands-on | Doing |
For a wonderful graphic representation of the relationships between these phases, learning preferences, and the description of the types of learning taking place in the R2D2 model, please go to http://www.amazon.com/gp/sitbv3/reader?ie=UTF8&p=S00J&asin=0787988049 and examine page 6. Below is a remake of the graphic:
The R2D2 model provides direction for designers and instructors who want to incorporate non-text based learning activities in their courses or trainings. The model is nonlinear-thus providing flexibility for instructors and designers as there is no particular sequence that must be adhered to or followed in order to incorporate these ideas into a course or training. Anyone using the R2D2 model can select any learning activities that they feel would best meet the needs of their learners and/or their training and use them anywhere in the course/training as determined necessary.
Depending on what information is known about the learners in a particular course or training, the R2D2 model can provide specific help for modifying a course to particular learning preferences. If your learners are known to respond well to a certain learning style, you can select from only that learning style when designing activities for your course/training. Along the same lines, if a particular learning style is known to bring about the best results with a particular topic then again that one phase can be utilized exclusively. However, usually courses and trainings are required to meet the needs of learners from all different learning styles. When this happens, the R2D2 model provides many activities for each phase so that course designers can integrate all of the phases into their project in order to maximize the experience and learning for all involved.
R2D2 is not designed to represent every instructional strategy available. Instead, it is provided to guide those designing courses toward integration of a range of activities for all learners.
Please click on the "Segment 3" link to proceed to the next segment in this Wikiversity lesson on the R2D2 model.
R2D2 Navigation
* Segment 1: Introduction to R2D2
* Segment 2: R2D2-The Four Phases Overview (You are here)
* Segment 3: Phase 1 (Reading)-Verbal/Auditory
* Segment 4: Phase 2 (Reflecting)-Reflective/Observational
* Segment 5: Phase 3 (Displaying)-Visual
* Segment 6: Phase 4 (Doing)-Hands-On
* Segment 7: Activities per phase
* Segment 8: Your thoughts...
* Segment 9: Conclusion/Resources
* Instructional Design Main Menu