Providing Scaffolding by Using Mobile Applications in Connectivist Learning Environment

Transcription

1 Providing Scaffolding by Using Mobile Applications in Connectivist Learning Environment Ozlem OZAN Eskisehir Osmangazi University Department of Computer Education and Instructional Technology Mehmet KESIM Anadolu University Open Education Faculty Abstract According to Siemens (2008) connectivism is the new paradigm for learning. Furthermore learning is a network formation process of connecting specialized nodes or information sources. The ability to see connections and recognize patterns and make sense between fields, ideas, and concepts is the core skill for individuals today. In this changing learning environment learning support should be reviewed. This study reveals traditional forms of Vygotsky's 'scaffolding' concept based on the connectivist perspective. The study discusses the use of mobile applications in instructional scaffolding for learners to learn in a network, social scaffolding for them to exist in a network, technical scaffolding to assist their utilization of tools belonging to the network society, and administrative scaffolding to allow them to manage their educational process in this informal mechanisms and learning environment by using the mobile applications. Keywords Connectivism, scaffolding, mobile learning, mobile applications, theory 1. Connectivism The theories of behaviourism, cognitivism, and constructivism provide an effect view of learning in many environments. However, learning moves into an informal, networked, technology-enabled arena (Kesim & Ozan, 2010). Connectivism is a learning theory for the digital age (Siemens, 2005). According to Siemens (2005), connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Furthermore, learning is a process of connecting specialized nodes or information sources and a learner can exponentially improve their own learning by plugging into an existing network. 2. Scaffolding and Learner Support Scaffolding is a metaphor to describe and explain guiding learning and development processes (Verenikina, 2003). It is an umbrella term to describe " the way that teachers or peers supply students with the tools they need in order to learn" (Jacobs, 2001, p.125). Scaffolding is an instructional strategy in which the external support is provided to the learner in person or through artifacts to enable achievement of learning goals and tasks within the zone of proximal development until the learner can independently perform the task (Kebaetse, 2010). Basic properties of scaffolding as follows: The scaffolds facilitate a learner s ability to build on prior knowledge and internalize new information (Vygotsky, 1978). 1

2 When a student is at the ZPD for a task or concept, providing the appropriate scaffolding will give the student enough of a "boost" to achieve the task. It is very important to allow the student to complete as much of the task as possible, unassisted. Once the student has mastered the task or concept the scaffolding is removed and the student will then be able to complete the task on their own (Vygotsky, 1978). Scaffolding is temporary and usually task-oriented guidance which is especially provided to learners with a just-in-time, just enough, just-for-me, just-in-case approach. Scaffolding can be provided by an instructor, peer or course material. Since scaffolding is a kind of support or assistance to learners with a just-in-time, just enough, just-for-me, just-in-case approaches; it has usually been used in face-to-face education till recent years. In distance learning environments learner support strategies are used. Berge (1995) proposes a widely used classification of supporting activities for online education under four categories: pedagogical, social, managerial, and technical. Berge s categorization for online learning is actually applicable for scaffolding in mobile ecosystems. According to Berge, the pedagogical role concerns the teacher s contribution of specialized knowledge and insights to the discussion, using questions and probes to encourage student responses, and to focus discussion on critical concepts. He states that successful online teaching requires a friendly social environment. Hence the social role concerns promoting human relationships, affirming and recognizing students inputs, providing opportunities for students to develop a sense of group cohesiveness, maintaining the group as a unit, and helping students to work together in a mutual cause. The managerial role concerns organizational, procedural, and administrative activities. This role involves providing objectives, setting timetables, setting procedural rules and decision-making norms. The technical role concerns responsibility for ensuring participants comfort and ease in using the network system. As a consequence of connectivist paradigm distance and face-to-face education are converging. We can combine learner support strategies of distance education and scaffolding strategies of face-to-face education in connectivist learning environment. Within this context for mobile and networked learners we can provide: Instructional scaffolding to learn in a network, Social scaffolding to exist in a network, Technical scaffolding to assist utilization of tools which belong to the network society, and Administrative scaffolding to allow them to manage their educational process in this informal mechanisms and learning environment. 3. Providing Scaffolding by Using Mobile Applications in Connectivist Learning Environment According to Vygotsky social interaction plays a fundamental role in the process of cognitive development. This is the intersection point of scaffolding and connectivism. Mobile technologies provide us an opportunity to provide just-in-time, just enough, justin-case, just-for-me help, in other words scaffolding, to learners without the constraints of tightly delimited physical location. Mobile scaffolding is the provision of this type of support via mobile applications listed below: 2

3 Mobile Productivity Applications o To-do Lists and Notes o Calendars and Reminders o Checklist and Rubrics o Quiz o Portfolio Mobile Social Media o Mobile blogging o Mobile photo blogging o Mobile video blogging o Mobile voice blogging Mobile Bookmarking and Social Tagging Mobile RSS Mobile Social Networking o SMS Messaging Networks o Friend/Community Networks o Personal Content Networks o Location-Based Social Networks Mobile Maps Applications Augmented reality applications with social interaction Podcasting (Student generated via mobile device) Vodcasting (Student generated via mobile device) Mobile 3D Mobile Games Mobile Learning Management System 3

4 Type of Scaffolding Strategy Mobile Applications Administrative scaffolding Encourage planning / organization Mobile calendars and reminders Aim: To help student to manage his/her own learning in connected environmen Instructional Scaffolding Aim: To help students to learn in a network Encourage student to monitor himself/herself Encourage self-evaluation Encourage peer review Foster just-in-time review & sharing Encourage brief information sharing Promote multisensory learning and sharing Aggregate information Improve access to resources Mobile checklist, rubrics, quizzes Mobile quizzes Mobile Bookmarking and Social Tagging Podcasting Mobile microblogging Mobile photo, video and audio blogging Mobile RSS, Mobile RSS, Mobile social tagging & bookmarking Social Scaffolding Aim: To help student to promote human relationships and work together Technical scaffolding Promote idea formation and sharing Encourage individual thought and reflective activities Foster collaborative writing Show cases Provide course content on mobile devices Promote to guide and help others Encourage to cooperate with others Encourage to negotiate with others Foster sense of presence Support community-building Enhance collaboration Provide How-to s Mobile forums Mobile blogging Mobile Wiki Vodcasting Mobile collaboration Mobile collaboration Mobile forums Mobile friend/community networks Mobile social networking Mobile social tagging & bookmarking Mobile social networking Aim: To ensure student s comfort and ease in using the system Table 1: Mobile Applications Provide showcases Provide FQAs Vodcasting 4

5 4. Conclusion This study reveals traditional forms of Vygotsky's 'scaffolding' from the point of connectivism, Berge s learner support approach and mobile applications. Mobile technologies provide us an opportunity to provide just-in-time, just enough, just-incase, just-for-me help, in other words scaffolding, to learners without the constraints of tightly delimited physical location. Hence we can use mobile applications in instructional scaffolding for learners to learn in a network, social scaffolding for them to exist in a network, technical scaffolding to assist their utilization of tools belonging to the network society, and administrative scaffolding to allow them to manage their educational process in this informal mechanisms and learning environment by using the mobile applications References Jacobs, G. (2001) Providing the Scaffold: A Model for Early Childhood/Primary Teacher Preparation. Early Childhood Education Journal, Vol 29:2, pp Berge, Z. L. (1995). Facilitating Computer Conferencing: Recommendations from the Field. Educational Technology, 15 (1), Kebaetse, M.B. (2010). Scaffolding Techniques Used by Educational Developers to Support Academics in the Design of Learner-Centered Courses. Doctoral dissertation, Capella University, USA Kesim, M. & Ozan, O. (2010). Connectivist Scaffolding with Mobile Technologies. The International Symposium on Open and Distance Learning and International Council of Educational Media 2010 Joint Conference and Media Days, October , Anadolu University, Eskişehir. Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from Verenikina, I. (2003). International Education Research Conference.Understanding Scaffolding and the ZPD in Educational Research. Auckland, New Zealand: Australian Association for Research in Education. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. Jogh-Steiner, S. Scribner, & E. Souberma, Eds. & Trans.). Cambridge, MA: Harvard University 5