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Instructional design/R2D2/Phase 1 (Reading)-Verbal/Auditory

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(Redirected from Segment 3: Phase 1 (Reading)-Verbal/Auditory)

Segment 3: Phase 1 (Reading)-Verbal/Auditory

Phase 1 focuses on activities that can be utilized to transfer words or text to learners and thus is considered to be the phase of this model that is catered to verbal and auditory learners. This is considered to be the first and most complicated phase since it is focused on helping learners acquire knowledge, which must be done before learners can be asked to use the knowledge they have gained. This phase comes first because in order to complete the remaining three phases of the model (Reflecting, Displaying, and Doing) you first must have gained knowledge for utilization in the others. It is also a complex phase because there are numerous ways to dispense words to your learners using the Internet:

  • Podcasts (Audio-only files for learners who want to listen. A great resource is NPR: http://www.npr.org/rss/podcast/podcast_directory.php)
  • Vodcasts (Video combined with audio files for learners who want to watch. A great resource is Khan Academy: http://www.khanacademy.org/)
  • Online Discussions (Asynchronous discussions performed by posting responses to one another in a forum.)
  • Synchronous Presentations (Video "calling" where a presenter is speaking and others are listening at the same time. Also called virtual classroom instructor presentations.)
  • Chats (Similar to online discussions, but chats are performed synchronously.)
  • Instant messaging (Individuals can instantly send messages-audio, video, or audio/video combined-and receive instant feedback.)
  • Readings (Books, articles, websites, etc.)
  • Explorations (Learners are sent to specific websites to gather specific information.)

For decades, text has been considered the main avenue for information dispersion. With the Internet, this does not necessarily need to be so. When online learning began, it was criticized for relying too heavily on text-based instructional strategies. As multimedia continues to become easier to use and create, new mediums like podcasts, vodcasts and synchronous conferencing are quickly becoming ways to dispense words that are not only written.

Using text as a medium for information dissemination is not always a poor instructional strategy. In fact, for quite some time it has been the mainstream method for instruction in face-to-face environments as well. The authors would like to encourage instructors to examine other ways to get information to our learners. Content-rich activities, like those listed above, should inspire and encourage curiosity in learners rather than causing them to be uninterested in the learning experience.

Please click on the "Segment 4" link to proceed to the next segment in this Wikiversity lesson on the R2D2 model.

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