# Instructional design/R2D2/Segment 3: Phase 1 (Reading)-Verbal/Auditory and Phase 2 (Reflecting)-Reflective/Observational

Segment 3: Phase 1 (Reading) & Phase 2 (Reflecting)
Phase 1-(Reading)-Verbal /Auditory
Phase 1 focuses on “…ways to exchange words or text” (Bonk et al, 2008, p. 25) and thus is considered to be the phase of this model that is catered to verbal and auditory learners. “We believe that it is the most comprehensive and complex of the four phases” (Bonk et al, 2008, p. 9) since it is focused on helping learners acquire knowledge. “Given that you must typically acquire knowledge prior to using knowledge, this first phase of the model focuses on knowledge acquisition” (Bonk et al, 2008, p. 20). It is also a complex phase because there are numerous ways to dispense words to your learners. “In the Web of Learning, there are myriad ways that knowledge can be acquired-through watching and listening to videostreamed lectures and podcasts, synchronous presentations, online discussions with peers, guest expert chats, and online and paper-based readings and explorations. Clearly, such resources favor auditory and verbal learners” (Bonk et al, 2008, p. 20). This phase comes first because “…the “reading phase” is the exploration, fact-finding, and knowledge acquisition stage of the learning process. You need new knowledge and ideas in order to have something to reflect upon (that is, R2D2 Phase 2), to visualize and organize (Phase 3), and to apply your learning and make it meaningful (Phase 4)” (Bonk et al, 2008, p. 9).
For decades, text has been considered the main avenue for information dispersion. With the Internet, this does not necessarily need to be so. “There is nearly a decade of research that indicates that instructors will place on the Web of Learning what is easiest to do and what works. Traditionally, this has meant that text-not rich multimedia-was the primary delivery medium” (Bonk et al, 2008, p. 17). During this time, online learning was “…criticized for relying too heavily on text while providing minimal opportunities to learn from visuals and hands-on activities” (Bonk et al, 2008, p. 15). However, as multimedia continues to become easier to use and create, new mediums like podcasts, vodcasts, synchronous conferencing, instant messaging, and text messaging are quickly becoming ways to dispense words that are not only written text.
Using text as a medium for information dissemination is not always a poor instructional strategy. In fact, “Learners in FTF (face-to-face) courses have tended to rely on text throughout their educational careers, and so too will their online ones exhibit such tendencies. Second, text is relatively easy for learners to download even when they have bandwidth limitations or constraints. So learners in rural communities as well as third world countries who lack broadband access to the Internet can more readily participate in an online class. Third, electronic text can be read by tools such as the Jaws Screen Reader to help visually impaired learners” (Bonk et al, 2008, p. 18). The authors would like to encourage instructors to examine other ways to get information to our learners. “Instead of overloading and boring students with written texts, Phase 1 of the model introduces a wide range of learning activities and experiences to help learners acquire knowledge, including the use of podcasting, synchronous conferencing, instant messaging, and other content-rich events and activities. It is the stage of learning meant to intrigue and engage learners in the learning process, not to bore them or cause them to promptly file out” (Bonk et al, 2008, p. 9).
Below is a list of 25 Learning Activities for the “Reading” Phase of R2D2:
* Online Scavenger Hunt
* Web Tours and Safaris
* WebQuest
* Guided Readings
* Discovery Readings
* Foreign Language Reading Activities and Online News
* FAQ and Course Announcement Feedback
* Question-and-Answer Sessions with Instructor
* Online Expert Chats
* Online Synchronous Testing
* Synchronous or Virtual Classroom Instructor Presentations
* Online Webinars
* Public Tutorials, Wizards, and Help Systems
* Expert Lectures and Commentary
* An Online Podcast Lecture or Podcast Show
* Audio Dramas
* Posting Video-Based Explanations and Demonstrations
* Online Sound or Music Training
* Online Literature Readings
* Online Poetry Readings
* Posting Webliographies or Web Resources
* Text Messaging Course Notes and Content
* Text Messaging Course Reminders and Activities
* Online Language Lessons
* E-Book and Wikibook Reports and Critiques
(Bonk et al, 2008, pp. 10-11)
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 “unlike traditional instruction, in which a learner may be allowed a mere 5 or 10 seconds to come up with a response, in online environments, time is stretched in many ways” (Bonk et al, 2008, p. 67). 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 “…revisit their postings and change their views if needed” (Bonk et al, 2008, p. 67). This may be more difficult in a face-to-face (FTF) learning environment, but online environments encourage this type of reflection. “Online reflection is often promoted as one of the key advantages of online learning; especially when using asynchronous or delayed (that is, anywhere, anytime) conferencing for discussion. When learners can contribute to an online discussion or activity at their convenience, they have an opportunity to think more deeply about an idea and for a longer time period” (Bonk et al, 2008, p. 67).
Some may question the amount of learning that takes place when learners are examining the thoughts of others. However, “…individuals can learn vast amounts of information from observing others model their own strategies or learned behaviors first” (Bonk et al, 2008, pp. 68-69). In fact, all of us have encountered learners like this somewhere in our own educational paths: “You have likely come across such learners in your classes or learning experiences. They may be the quiet ones in FTF classes who often score the highest grades at the end of the course. Such reflective and observational learners, of course, tend to prefer to observe, view, watch, and reflect on specific learning activities as well as on their overall learning. Instead of shouting out answers or participating in a haphazard fashion to get noticed, they will sit back and reflect on their learning experiences and postpone reaching final conclusions until their ideas have matured or are requested. They are known for making careful judgments and hesitating on offering solutions until sufficient data has been obtained and analyzed. Reflective and observational learners also try to observe and compare information from different viewpoints before making decisions or suggestions” (Bonk et al, 2008, p. 68).
The authors warn that “…it will be difficult at times to distinguish between Phase One (the information gathering stage) and Phase Two (the reflection stage)” (Bonk et al, 2008, p. 68). As you examine the list below, compare them to the 25 Learning 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. “Phase 2 of the R2D2 model emphasizes learners’ reflective processes, speaking to reflective or observational learners who learn and problem solve from watching or observing others as well as thoughtfully deliberating on expert models and examples. While closely related to Phase 1 reading activities, Phase 2 pays special attention to activities and events that stimulate personal reflection through collaboration and virtual group activities, self-questioning, reflective writing and prompting, and intense and interactive challenges” (Bonk et al, 2008, p. 9).
Below is a list of 25 Learning Activities for the “Reflecting” Phase of R2D2:
* Post Model Answers
* Reuse Chat Transcripts
* Workplace, Internship, or Job Reflections
* Field and Lab Observations
* Self-Check Quizzes and Exams
* Online Discussion Forums and Group Discussions
* Online Portal Explorations and Reflections
* Lurker, Browser, or Observer in Online Groups
* Podcast Tours
* Personal Blogs
* Collaborative or Team Blogs
* Online Resource Libraries
* Social Networking Linkages
* Online Role Play Reflections
* Synchronous and Asynchronous Discussion Combinations
* Self-Check Reflection Activities
* Electronic Portfolios
* Individual Reflection Papers
* Team or Group Reflective Writing Tasks
* Super-Summaries, Portfolio Reflections, and Personal Philosophy Papers
* Online Cases, Situations, and Vignettes
* Satellite Discussion or Special Interest Groups
* Small-Group Case Creations and Analyses
* Small-Group Exam Question Challenges
* Reaction or Position Papers
(Bonk et al, 2008, pp. 10-11)
Resources
Bonk, C.J. & Zhang, K. (2008). Empowering Online Learning. SanFrancisco, CA: Jossey-Bass.
R2D2 Navigation
* Segment 1: Introduction to R2D2
* Segment 2: R2D2-The Four Phases Overview
* Segment 3: Phase 1 (Reading)-Verbal/Auditory and Phase 2 (Reflecting)-Reflective/Observational (You are here)
* Segment 4: Phase 3 (Displaying)-Visual and Phase 4 (Doing)-Hands-On
* Segment 5: Activities per phase
* Segment 6: Your thoughts...
* Segment 7: Conclusion