# Instructional design/R2D2/Reflective/Observational

Segment 4: Phase 2-(Reflecting)-Reflective/Observational
Phase 2 focuses on providing opportunities for learners to reflect on their own thoughts and/or the thoughts of others. Online learning provides a unique opportunity for these learners because there is more time for learners to come up with a response rather than being expected to immediately give an answer when asked, as is demonstrated in face-to-face learning. Asynchronous learning environments provide time for the learner to complete knowledge acquisition activities early before having to respond on a topic. Also, learning activities like blogging provide a chance for learners to, if they desire, edit and change their ideas as they continue to reflect on a topic. This is usually more difficult in a face-to-face (FTF) learning environment, but online environments encourage this type of reflection.
Some may question the amount of learning that takes place when learners are examining the thoughts of others. However, watching others demonstrate how they do something or how they think about something allows those who are observing to begin formulating their own ideas and thoughts on the topic. In fact, all of us have encountered learners like this somewhere in our own educational paths. Reflective/observational learners are typically quiet students who don't always give responses when asked the first time. They prefer to listen to what others have to say and take time to analyze all the information and form their own conclusion. They don't make decisions or statements quickly, but instead tend to allow their ideas to come to full maturation before sharing them with others.
The authors warn that it is sometimes difficult to see the difference between stages one and two. However, as you examine the list below compare them to the activities provided for the Reading Phase. Is the focus on knowledge acquisition, or is the focus on drawing conclusions from knowledge that has already been acquired? Asking yourself this question should help you to see differences between these two lists. Below are some example phase 2 activities:
* Blogs (An online journal. A sample one can be seen here: http://blogs.howstuffworks.com/category/stuff-you-missed-in-history-class/)
* Debates (Usually performed in an online forum-can be completed synchronously or asynchronously.)
* Summaries (Learners post summaries of what they read and perhaps questions they still have about the material.)
* Self-reflections (Learners evaluate what they've done and offer both praise and criticism.)
* Review questions (Instructors can post questions and allow learners to each post their perspective from the material. Usually performed in an online forum.)
* Electronic portfolios (Students create websites where they post their projects. Sample ones can be viewed here: http://www.ed.uiuc.edu/courses/ci335/eport_examples/index.html)
Please note that these phase 2 activities could be completed individually, but they also could be completed in groups. Adding collaboration is a wonderful way to inspire reflection in your learners.
Please click on the "Segment 5" 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
* Segment 3: Phase 1 (Reading)-Verbal/Auditory
* Segment 4: Phase 2 (Reflecting)-Reflective/Observational (You are here)
* 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