View source for R2D2

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== Definition ==

* '''R2D2''' (Recursive Reflective Design and Development) is a constructivist [[instructional design model]] and [[Instructional design method]] developed by Willis.

== The model ==

According to 
Willis (1995) defines the following characteristics of a typical constructivist-interpretivist instructional design model

#  The ID process is recursive, non-linear, and sometimes chaotic.
#  Planning is organic, developmental, reflective, and collaborative.
#  Objectives emerge from design and development work.
#  General ID experts don't exist.
#  Instruction emphasizes learning in meaningful contexts.
#  Formative evaluation is critical.
#  Subjective data may be the most valuable

In contrast to many [[instructional systems design]] models, Willis claims in particular that objectives do not guide lesson development, rather that they emerge during development. The main components of his development method are:
* Define
* Design
* Develop
* Disseminate

Botturi et al. summarize the R2D2 overarching principles as follows:
# Recursion: the steps/elements are revisited at different times and decisions can be made anew.
# Reflection based on feedback and ideas from many sources, which is contrasted with the linear design rationality of linear models.
# Non-linearity, focal points instead of steps (e.g. a bit like the [[Kemp design model]].
# Participatory design: the whole idea behind this model is that the ID process is not only the designer's job, but rather team work, in which different people collaborate. Communication and negotiation acquire a primary role here.

== Links ==

* [http://www.public.iastate.edu/~lbrun/A.4-ID%20Discussion%20Handout.pdf Summary of Willis (1995)] by K. Song and L. Brunner.

== References ==

* Botturi, L., Cantoni, L., Lepori, B. & Tardini, S. (2007). Fast Prototyping as a Communication Catalyst for E-Learning Design. In M. Bullen & D. Janes (eds), ''Making the Transition to E-Learning: Strategies and Issues. Hershey'', PA: Idea Group, pp. 266-283. [http://www.elearninglab.org/docs/articoli/Fast_Prototyping.pdf PDF Preprint]

* Chen, Hui-Hui (2005), Selecting Computer Mindtools: Usability Of A Web Tool For Constructiivist Learning - A Qualitative Perspective, PhD. Dissertation, Texas Tech University. [http://etd.lib.ttu.edu/theses/available/etd-07262005-040138/unrestricted/Chen_HuiHui_diss.pdf PDF]

* Karagiorgi, Y., & Symeou, L. (2005). Translating Constructivism into Instructional Design: Potential and Limitations. Educational Technology & Society, 8 (1), 17-27. [http://www.ifets.info/journals/8_1/5.pdf PDF]

* Tam, Maureen (2000), Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning, Educational Technology & Society 3(2) ISSN 1436-4522 [http://ifets.ieee.org/periodical/vol_2_2000/tam.html PDF]

* Willis, J. (1995). A recursive, reflective instructional design model based on constructivist-interpretist theory. Educational Technology, 35(6), 5-23

* Willis, J. (1998). Alternative instructional design paradigms: What's worth discussing and what isn't. Educational Technology, 38 (3), 5-16.

[[Category: Instructional design models]]
[[Category: Instructional design methods]]
[[Category: Design methodologies]]