R2D2 – This is the Model You’re Looking For….

Yes, I am a Star Wars nerd, so sue me. But this is not the R2D2 that Curtis J. Bonk intended for his learning model. While Star Wars has R2D2 standing for Second Generation Robotic Droid Series-2, Bonk intended for R2D2 to stand for Reading, Reflecting, Displaying, and Doing (two R’s and two D’s). I had heard about this learning model a long time ago in my undergrad elementary education years, but it has been a while since I have looked at it on a deeper scale. I also never studied it with the idea of ever having learning take place in an online community.

I, personally, love talking about the different types of learning styles. As a teacher, I find it so fascinating and fun to try and pinpoint what types of learners I think my students are. Based on lessons and activities I plan, I can usually tell what type of learner they most-likely are. For example, I consider myself to be a mix between a visual learner and hands-on learner, so I would fall into the D2 categories easily versus the R2’s. Not all learners are that way, and they thrive on reading/hearing content and/or observing and reflecting on what they learn. I can think of multiple people who have been in my educational life that fit within each of these categories.

I think Bonk and Zhang did an excellent job describing specific activities that fit each of the learning styles that I could definitely see myself using in my own teaching/learning experience, especially if we ever have the case of having to go online for virtual learning again.

1. R1 – Reading Activities
   • I loved the idea of an online scavenger hunt and content explorations. I like how this activity requires learners to consider the topic at hand, and find articles and other reading pieces or content that can relate to it. I would find this to be a fun activity with my third graders because it would be interesting to see what they come up with on their own if given a specific topic. For example, I could see myself giving them the topic of endangered animals, their task would be to find a book/article/reading that discusses an endangered animal of their choice. Teachers could easily find a way to make this more engaging and like a “scavenger hunt”. It would be interesting to try this during distance learning with third grade because I have never tried having them share their screens to show content of their own. I’m curious to know if, with proper instruction, this could be something feasible for them to do? Or would that be something to save for later grades?
2. R2 – Reflecting Activities
   • While I have never been one who loves to debate (unless it was over a subject I really cared about), I would love to apply more mock trials and debates in my classroom environment. My students always love sharing their thoughts and opinions, and I love it when they get into discussions with each other over opinions that they may or may not share. For example, we did a writing activity not too long ago where we had the debate of whether playing video games should be considered a sport or not. I had students get into almost heated (thank goodness I was there to monitor discussion) arguments and discussions about differing opinions. We wrote out reasons for both sides of the argument and watched videos explaining the life of an athlete versus a professional gamer. After we discussed it, they wrote a quick paragraph about their opinion; reflecting on their opinions concerning the debate. I could see debates being formed on Zoom by the teacher splitting students up into breakout rooms, and allowing them to discuss their side of the argument, and what they could do to convince the other side to believe in them.
3. D1 – Displaying
   • One specific activity that they discussed in this chapter that I have actually used before is a virtual tour/field trip. I love this idea because some students don’t get the chances/opportunities to go many places. When the pandemic first started, my team and I chose activities on Seesaw that would take students on a virtual field trip to places, such as aquariums and zoos. By taking these virtual field trips, it (in a way) takes them to a place they have never seen before. While not being in person, it is the next best thing. My class did a virtual field trip of important locations in the life of Martin Luther King Jr., such as his house, church, meeting places, etc. My students found this so engaging and influential because they noticed similarities and differences of their own lives compared to Martin’s. The tour also would provide clips that tied into those locations, and it helped my students feel like they were their witnessing that history.
4. D2 – Doing
   • I actually really liked the idea of students creating an interview with a famous person, and then making a movie out of it. I have this app I use called Talkr Live, and it allows users to choose a specific picture of a face, and the picture syncs the lips of the picture with the lips of the user as they speak. We did presidential reports of the presidents of Mount Rushmore, and my students chose the president they wanted to talk as. I think this element could be used in the interview idea by having students record themselves like they are talking to another person interviewing them, and then adding clips of them as the “famous person” answering interview questions based on what they researched. This would be a great project for in-person class and distance learning!I am actually highly considering using this next year for one of the projects I usually do for Black History Month.

I think with the right kind of motivation from the educator, students can enjoy different types of learning-style activities. “The applications of the R2D2 model in designing and delivering online courses may take technology integration to a new level in distance education, and, more importantly, they may lead to positive changes in online pedagogical practices, learner experiences and overall sense of satisfaction, and course program success ratios” (Bonk & Zhang, 2006, pp. 262). I think these positive changes could also influence how a student gets motivated into learning, especially when it may be in a virtual setting.

Where Does Motivation Fit into All This?

After having looked at the R2D2 model and how learning styles can effect how students learn and are motivated to learn, we have to then wonder, “Where does motivation fit into learning?” There are many learning theories that try to explain how learning and specific behaviors take place, but not all of them help answer the question where motivation comes from. Concerning which Theoretical Perspective motivation falls into, especially concerning a learning community, we have to consider what each of them entails. Table 3.1 from Bonk and Zhang’s chapter in TEC-Variety does an excellent job of showing how each of the four learning theories touch on different elements in the TEC-Variety framework. Let’s give a brief summary of each before we look at the table down below:

1. Behaviorism
   • Behaviorism is the idea that certain behaviors take place because of different types of conditioning, and that conditioning takes place due to interactions within a specific environment.
2. Cognitivism
   • Cognitivism looks more into how information is absorbed by the mind. We think about how it is organized into thoughts, how it is received, how it is stored or how it can be retrieved.
3. Constructivism
   • Constructivism looks at the idea that learners are able to take knowledge and construct it in their own way versus solely just taking in the information and not doing much with it.
4. Sociocultural
   • Learning is a social process. Society and culture play a key role in how a learners takes on a learning experience.

Now, after having reviewed each briefly, let’s look at the Table that shows how each of these learning theories touch on the different elements of the TEC-Variety theory:

If we look closely, Sociocultural Learning Theory hits every single point on the framework. When I think about motivation, I think about what encourages learners to succeed. What makes them tick? What gives them the push to try? As I think about all these questions, I think about how Sociocultural touches on each of the elements that come to mind when thinking about motivation. I, initially, began to think that Constructivism would be the answer to which one motivation falls into, which in some ways it could, but if we were to choose one that seems to have multiple ways of showing types of motivation, Sociocultural would be the way to go.

As a back up, we can consider the Self-Determination Theory and how Relatedness, Autonomy, and Competence play a key role in what can motivate a student. All three are involved within the TEC-Variety framework as well, but not all the theories touch on them. Behaviorism definitely doesn’t fit SDT because there is supposedly no “choice” or “autonomy” involved. Cognitivism does have autonomy and competence, but not necessarily the relatedness/motivation piece despite having engagement pieces; the problem is that involvement and engagement don’t necessarily mean there will be motivation in completing a task. I have seen many students who are involved in group work, but are not motivated to do much to help; they have other things on their mind. For Constructivism, it meets the need for competence and autonomy, but there doesn’t seem to be a motivational/encouragement piece. Sociocultural Learning Theory meets the needs of competence, autonomy and relatedness; therefore, it is the one that provides the most implementation of motivation. This would make sense because Sociocultural Theory considers how learners are impacted by those within their personal communities and by their consistent environments and cultures.