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R2D2 (Reading, Reflecting, Displaying, Doing) - Learning Theory of Bonk & Yhang

This learning theory will be discussed and applied to Instructional Design
by

Emma Wood

on 11 April 2013

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Transcript of R2D2 (Reading, Reflecting, Displaying, Doing) - Learning Theory of Bonk & Yhang

R2D2 (Read, Reflect, Display, Do) WHO Curtis Bonk Curt Bonk is a former accountant and CPA who received his master's and Ph.D. degrees in educational psychology from the University of Wisconsin. Dr. Bonk is now Professor of Instructional Systems Technology at Indiana University and adjunct in the School of Informatics. Curt is President of CourseShare. http://mypage.iu.edu/~cjbonk/ Ke Zhang Ke Zhang is an associate professor in the highly regarded Instructional Technology Program at Wayne State University. Previously, she was an assistant professor at Texas Tech University in 2003-2006. She received her Ph.D. and Master's of Science in Instructional Systems from the Pennsylvania State University with a minor in Business Administration. http://www.coe.wayne.edu/instructionaltechnology/kzhang Relationship to Instructional Design Strengths Weaknesses Learning Styles
verbal/auditory
reflective/observational
visual
hands-on Many online courses focus on reading, but that leaves out so many other types of students. This model strongly parallels the mission of Universal Design for Learning which looks to have multiple means of representation, expression, and engagement. http://udlonline.cast.org/home Evaluative process is missing - how to evaluate with new technologies and whether is will be different from face-to-face classrooms.
Focus is on the technologies available rather than application to evaluation http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9647.2009.00585.x/full http://www.eschoolnews.com/2009/12/10/r2d2-a-model-for-using-technology-in-education/2/? Presenter Emma Wood Example of Instructional Planning problem-solving wheel
learning phases
a way to consider diverse learners
looks less at ID and design process and more at resources, and activities http://students.spsu.edu/mbrown3/6155/R2D2-Model.pdf The Fox and the Crow http://pbskids.org/lions/cornerstones/fox/ Read Reflect Display Do Topic: English Instruction to Deaf/Hard of Hearing Students Skill: Vocabulary and Concept Development Idaho Content Standards - 6th Grade

Goal 1.8: Vocabulary and Concept Development

6.LA.1.8.1 Infer word meaning from knowledge of root words, derived from Greek and Latin.

6.LA.1.8.2 Apply context to identify the meaning of unfamiliar words and identify the intended meaning of words with multiple meanings. (725.05.b)

6.LA.1.8.3 Use words and concepts necessary for comprehending math, science, social studies, literature and other Grade 6 content area text.

6.LA.1.8.4 Use a grade-level appropriate dictionary, thesaurus, and glossary to find or confirm word meanings and/or clarify shades of meaning. This phase is concerned with gaining knowledge about the subject and becoming orientated to what the problem or concept to be discussed will be.

Students will access the story of the Fox and the Crow in a hypertext version that allows students access to the print as well as annotated words and phrases that will help clarify meaning.

Other concepts such as flattery, crows, foxes, and fables may be explored. Active searching for answers to questions such as - do all fables have animals? why do we tell fables? are there any stories in ASL that teach a lesson?

Vocabulary words will be available to explore. The words would include: crow, beak, swallow, woods, tasty, delicious, and others. Knowledge is constructed and the problem is clarified in this phase of the learning.

To reflect on this story, students may create a vlog (video blog). The reflection may come in
a retelling of the story or a memory about being flattered.

A wiki would be used for vocabulary and concepts- different types of birds, different cheeses, things that come in pieces and sentences that use the phrase “piece of” in various ways.

For the Deaf and Hard of Hearing students, it is important they be allowed to express themselves visually as well as in a written form. It is imperative they do both to facilitate academic language in both American Sign Language (ASL) and English. Visual learners are best accommodated here as they are able to see various representations of the knowledge.

Students will have the opportunity to clarify their understanding of the story by watching it in ASL.

Vocabulary terms will have visual representations to help the students retain meaning. Sign equivalents will be taught as well as multiple meanings of the words, if any. Students will have the opportunity to create their own fable with a lesson to be learned. They may represent this in a cartoon strip, video, illustration, or short story. A rubric would be used for grading which would include a mandatory written component.

Students would need to incorporate their vocabulary words into their stories.

To reinforce vocabulary, students would add visuals to the vocabulary wikiis created before.
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