Willis and Wright call their–constructivist–instructional design (ID) model the “Reflective, Recursive, Design and Development (R2D2) model” (p. 5). They list the “three focal points” of this models as “Define, Design and Development, and Dissemination” (p. 5). This approach make reference to things like fractals, and is, I’m tempted to say, fairly rhizomatic in nature.
The authors complement their theoretical arguments with a number of practical considerations–such as tools for use (technology that should be considered for power, flexibility and accessibility; p. 9) and how to form and support/deploy a genuinely participatory team of designers (e.g. one comprised of students, teachers and subject experts). Their discussions of the (actual) design, evaluative and disseminative aspects of R2D2 are similarly complex yet thoughtful.
I agree with the authors when they speculate that “R2D2 may seem most radical when it is compared to other ID models in the linear tradition” (p. 16). This approach strikes me as one of the most radical I’ve read about so far. The style of this piece may be adding to this impression, though–which is not to say I didn’t enjoy it and find it very helpful.