Pattern: Soft Scaffolding

Summary	Scaffolding is a term commonly used in educational design to describe structure that directs the learner's experience along an effective path of learning. Technology should be designed to scaffold learners' progress, but an interface that is too rigid impedes individual expression, exploration and innovation.
Status	beta	Confidence	3
details...		Group	Participatory learning

Problem

Scaffolding is a powerful tool for accelerating learning. It is a fundamental principle in many interactive learning environments, such as OISE's Knowledge Forum, and is a guiding principle in Learner-centred approaches (c.f. Quintana et al, 2004). However, scaffolds can become straitjackets when they are too directive.

Forces

• The role of the educator, and by extension educational tools, is to direct the learner towards a productive path or enquiry.
• If the educational tool adamantly leads the learner through a set sequence, it risks failure on several accounts:
  • There is no leeway for mistakes, innovations, explorations or personal trajectories of learning.
  • Learners feel deprived of personal voice, and their motivation may falter.
  • It is hard to bypass design flaws discovered in the field or adjust to changing circumstances.

Adapted from:

http://lp.noe-kaleidoscope.org/outcomes/patterns/Soft_scaffolding/

Context

Derived from interactive web-based interfaces, where users can express themselves in writing. However, it should apply to almost any interactive learning interface.

Solution

Provide scaffolding which can easily be overridden by the learner or by the instructor. Let the scaffolding be a guideline, a recommendation which is easier to follow than not, but leave the choice in the hands of the learner. For example:

• When providing a multiple-selection interface, always include an open choice, which the user can specify (select 'other' and fill in text box).
• When the user is about to stray off the desired path of activity, warn her, ask for confirmation, but do not block her.

Related Patterns

list other patterns related to this one, under categories such as component, assisting, conflicting, uses this, etc.

• Narrative Spaces
• Active worksheet

Notes, Links and References

Liabilities, potential risks, extensions, expected side-effects

The forces of this pattern are present in face-to-face learning situations. Experienced educators resolve them by providing Adaptive support; varying the learners freedom in response to their confidence. This could be implemented by intelligent tutoring systems, but simple learning environments lack this flexibility, and

tend to compensate by being over-directive.======= Related ========
* Narrative Spaces

• Active worksheet
  ======= END Related ========
  ======= Rationale ========
  In terms of the Conversational Framework (Laurillard 2002) this pattern relates to the teacher's activity 'Adapt a Task practice environment for learners’ needs'.

In terms of Black and Wiliam's (2009) theory of formative feedback, this is an example of key strategy 3 'Providing feedback that moves learners forward'.

The concept of scaffolding is a well established one in educational theory (Wood, Bruner and Ross1976). However the precise nature of what constitutes scaffolding has given rise to some discussion. Wood and Middleton (1975) argued that in their study "Successful post-tutoring task activity correlated highly with the extent to which each of the tutor’s actions reflected the nature of the learner’s immediately preceding activity" pointing to the importance of connecting the scaffolding with the individuals learner's activity.

In recent years the use of 'scripts' as forms of scaffolding in computer supported collaborative learning has become popular, but the rigidity of these scripts makes them unable to connect with the individual learner's preceding activity, and it is this rigidity that the present pattern attempts to break away from. Wood (2001) presents an interesting discussion of the concept of scaffolding within the context intelligent tutoring systems.
======= END Rationale ========

Licensing

This work is licenced under a Creative Commons Licence.