Blog 4 R2D2

When designing online learning experiences it is important to be mindful of the diverse ways individuals process information. The R2D2 model for online learning provides a basis to guide instructors in addressing diversity in learning. Read, reflect, display and do are the directives for R2D2. These activities are based on Kolb’s learning styles (Bonk, August 2006).

Reading may involve visual and auditory stimulus. Podcast, synchronous and asynchronous meetings are ways to enhance the learner’s reading experiences. These activities are especially important for learners who may learn best from auditory stimuli. Reading may involve articles, book assignments, FAQs, chats, discussions, etc. When reading activities are paired with meaningful visuals such as photographs, graphs, etc, learning activities are enhanced. These visuals need to be more than decorative to impact the effectiveness of learning. Multimedia presentations, utilizing visual, auditory and interactive online classroom materials are very effective in enhancing the learning experience. (Clark, 2008)
Reflecting combined with reading may be done in blogging as well as chat room experiences. Reflecting gives the learner an opportunity to process and construct knowledge. Online debate and journaling gives the learner opportunities for reflective learning. The advantage to online reflective opportunities versus actual classroom is that the learner has time to think about and prepare a response utilizing multiple resources available through the classroom site, as well as others. These type of activities may appeal best to observational learners (Bonk, August 2006).

Displaying provides multiple visual demonstrations in online learning communities. Displaying uses written words as well as graphics. It is important to remember that visual learners may do best with graphics, charts and concept maps to illustrate a point. Displaying is widely used in online learning communities. Graphic illustrations are sometimes made more effective with auditory effects as well (Bonk, August 2006).

The last component of R2D2 is doing. These activities are designed with the kinesthetic learner in mind. Doing activities may present the biggest challenge for online classrooms. They usually involve muscle memory and physical activity. In online learning communities doing may be accomplished by stimulations, case studies and interactive gaming (Bonk, August 2006).
Traditional classrooms were taught to appeal most to auditory learners. Kolb’s theories helped teachers understand the diverse learning needs of their students. The most important thing to remember when designing an online classroom is that learners and their learning styles are widely varied. Also, no individual learns best just from one type of learning experience. Using a model such as R2D2 assists instructors in developing learning sites that will enhance students’ overall experience and effective acquisition of new knowledge.
Works Cited

Bonk, C. &. (August 2006). Introducing the R2D2 Model: Online learning for the diverse learners of this world. Distance Education, Volume 27 # 2 , 249-64.
Clark, R. &. (2008). E-Learning and the Science of Instruction. San Francisco, CA: Pfeiffer.