Learning Framework>Connect>Scaffold
"Scaffolding provides temporary frameworks to support learning and student performance beyond their capacities"
(Learning Resources Unit @ BCIT, 2003, p. 24).
(Learning Resources Unit @ BCIT, 2003, p. 24).
Scaffolding is a term closely associated with theorist Lev Vygotsky. He believed that children learn through interactions with adults and more capable peers (Slavin, 2000). The more capable adult or peer is able to model ways of thinking that are slightly beyond the ability of the student, providing support for where the student is currently situated (the zone of proximal development), but encouraging cognitive growth. Once the student is comfortable with a new task or concept, the scaffolding can be removed, or moved to another area. Students are challenged to grow, but with support in order to avoid frustration. With reflection, the student can see the growth, providing motivation and interest in the learning process.
As I reflect back over the course of my studies, I can clearly see growth academically and technologically. I have moved from a nervous newbie to a strong contributor in this community. The support I have received from instructors, peers, and other experts has contributed to my growth and I now find that I am able and willing to scaffold others’ learning in certain areas. There have been many instances of scaffolding from all of the courses that I have taken, however I will focus on two significant examples.
As I reflect back over the course of my studies, I can clearly see growth academically and technologically. I have moved from a nervous newbie to a strong contributor in this community. The support I have received from instructors, peers, and other experts has contributed to my growth and I now find that I am able and willing to scaffold others’ learning in certain areas. There have been many instances of scaffolding from all of the courses that I have taken, however I will focus on two significant examples.
Artifact 1
As a demonstration of our learning, in Learning Technologies: Selection, Design and Application (ETEC565A) we were assigned to build an online course using Moodle as a learning management system. I created a blended learning social studies unit on the culture of China, which was designed to be used by teachers within a class at the grade 3/4 level. Prior to the assignment a small group of us had collaboratively researched various learning management systems, creating a rubric based on our findings. In addition I personally researched Moodle more closely, writing a recommendation report to my school, demonstrating my familiarity for the platform.
|
Artifact 2
To demonstrate our learning in Planning and Managing Learning Technologies in Higher Education (ETEC520) we were required to write three papers. The first and third were individual papers and the second one was a group project. The first paper was a proposal for a higher-education project of our choice demonstrating our understanding of factors that effect e-learning in this context. The second was an in-depth analysis of decisions made by the leadership of UBC related to e-Learning over the past 10+ years. The final paper required us to critique and advise the government regarding its role in e-Learning.
|
Reflection
Tasks and Skills Demonstrated
ETEC565A Course Synthesis
Knowledge Gained and Impact Made
This project was one of the hardest assignments technically that I have tackled to date. Moodle was not completely new to me, as I had some previous experience building a course in in ETEC510. However, that experience was heavily scaffolded. It was a group project, and one of our members was experienced in building courses in Moodle. We relied heavily on this, allowing the rest of the members to contribute content and interact minimally with the Moodle shell. ETEC565A was designed on constructivist principles. We received no training in Moodle, but were provided with an E-Learning toolkit that pointed us to resources. We were forced to seek out information and knowledge on our own, emulating the situation that educators often find themselves in as it relates to technology. There were times when I felt completely overwhelmed and frustrated to the point of breaking. However, as I look back, I can say that this was probably the most significant and rewarding assignments I have ever done. Motivation and engagement were high, as well as the sense of accomplishment. Very small accomplishments became a celebration as something new was learned. Help or scaffolding came from a number of arenas: more capable peers, the online Moodle community, instructors, friends, and the Internet in general. With this scaffolding, I was pushed to seek and learn new skills. Without the scaffolding, I would have failed the assignment. Grade 3 Social Studies Unit: Exploring China
|
Reflection
Tasks and Skills Demonstrated
Knowledge Gained and Impact Made ETEC520 was very different focus to the other courses that I had taken. Although I am an elementary school teacher, I chose it because I am involved with a small charity based in China, which provides theological education to migrant pastors from the countryside. We have a future goal of adding e-Learning as an option for our students and I wanted to learn all I could in order to be able to advise and guide our move to e-Learning. I have not had any experience with higher education other than my own and I went into the course with some trepidation, and at one point almost dropped it before the beginning of the semester. Although this course had the least amount of class interaction of any of my MET courses, it still stands out as an excellent example of the importance of scaffolding. In this case, it was progressive grades that were evidence of cognitive growth through scaffolding. Each paper had a different focus, however it covered the same basic knowledge and skill base. In my first paper, working alone, although I had thought I had covered everything and done well, I received a disappointing 83%. While normally this would be enough motivation to improve, I did feel I was floundering in my understanding and wasn’t really sure how to improve. In the second paper, our group project, we received 97%. Going into my third assignment, I used the second assignment as an example of what constituted an excellent paper. It was significantly more sophisticated in both content and presentation than my first paper. Using this knowledge, along with some consultation with a classmate on the topic, I was able to present my final paper, receiving a mark of 100%. I do see the improvement in grades as indication of my cognitive growth over time. With the aid of others, both colleagues, instructors and outside experts (particulary Tony Bates) I was able to succeed in an area that was not my strength. The knowledge I gained will be of great value to me over the next year as we begin to design courses, and train instructors in e-Learning.
|
References, Links, and Key Resources
Bates. A. W. and Sangra, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. San Francisco,
CA: Jossey-Bass Publishers.
Bates, A.W. & Poole, G. (2003). Chapter 4: Aran Josse framework for selecting and using technology. In Effective Teaching with Technology in
Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey Bass Publishers.
Learning Resources Unit @ BCIT (2003). Contructivist e-learning methodologies: A Module development guide. Pan-Canadian Health Informatics
Collaboratory.
Slavin, R. (2000). Educational Psychology: Theory and practice. Boston: Allyn and Bacon.
Bates. A. W. and Sangra, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. San Francisco,
CA: Jossey-Bass Publishers.
Bates, A.W. & Poole, G. (2003). Chapter 4: Aran Josse framework for selecting and using technology. In Effective Teaching with Technology in
Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey Bass Publishers.
Learning Resources Unit @ BCIT (2003). Contructivist e-learning methodologies: A Module development guide. Pan-Canadian Health Informatics
Collaboratory.
Slavin, R. (2000). Educational Psychology: Theory and practice. Boston: Allyn and Bacon.