R2D2: Difference between revisions
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# Subjective data may be the most valuable | # Subjective data may be the most valuable | ||
In contrast to many [[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: | 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 | * Define | ||
* Design | * Design | ||
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[[Category: Instructional design models]] | [[Category: Instructional design models]] | ||
[[Category: Instructional design methods] | [[Category: Instructional design methods]] | ||
Revision as of 12:53, 3 October 2006
Definition
- R2D2 (Recursive Reflective Design and Development) is a constructivist instructional design model 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
Links
- Summary of Willis (1995) by K. Song and L. Brunner.
References
- Chen, Hui-Hui (2005), Selecting Computer Mindtools: Usability Of A Web Tool For Constructiivist Learning - A Qualitative Perspective, PhD. Dissertation, Texas Tech University. PDF
- Willis, J. (1995). A recursive, reflective instr5uctional design model based on constructivist-interpretist theory. Educational Technology, 35(6), 5-23.p