My research has shown that a structure to support learners, which in my research is facilitated through the use of an e-portfolio tool, also needs to be available to others involved in learning and teaching developments i.e. tutors, academic staff, middle managers / internal policy makers, senior managers / external policy makers.
Analysis of the change management process I introduced, the structured learning opportunities provided through the retreats and workshops and guidance for tutors and other members of staff in designing and supporting learning and
learners in this new model of delivery show the value of support provided through context-specific scaffolding to all involved in pedagogic developments. Some examples of data that support my view are:
“Noted that this project has involved a range of support departments within the university including Registry, IT Services, Learning
Information Services and the Quality and Academic Standards Division. New processes and procedures for on-line student registration, module and unit validation and learning pedagogy have required innovative approaches and ‘work-around’ solutions to software applications and procedures that have been developed for different student needs. Issues have arisen at various stages throughout the project but these have been successfully resolved at each stage.”
(Interim Progress Report to JISC during Cycle 3)
“The importance of a whole systems approach to introducing a new pedagogy and the need to involve senior management from all key departments.”
(Interim Progress Report to JISC during Cycle 3 – Lessons Learned)
“For the units to work seamlessly, there is a need for the co-ordination of all parts of the University – Registry, IT and schools.”
(Feedback on Retreat 3, anonymous)
“e-portfolio is a “powerful learning environment”; attention to pedagogy is only part of it, need to consider all aspects e.g. costing, agility etc.”
(Comment from external representative at Steering Group Meeting in Cycle 3) Thus I developed an expanded model that I have called Holistic Scaffolding. As was stated earlier, the propositions and pedagogic principles outlined above address the needs of the work-based learners in SMEs. However, in order to enable the introduction of the new pedagogy and to embed it within the wider University I found that we needed to provide scaffolding throughout the
organisation. This scaffolding is holistic because it embraces all university functions and departments and all personnel within them. I have identified five different types of learner that need to be supported through a holistic scaffold:
1. The student 2. The tutor
3. The curriculum designer
4. Middle management / systems and processes 5. Senior management / executive and policies
Within my model I have identified a taxonomy of scaffolding that represents a view of scaffolding needed at different stages to achieve learning when moving through a zone of proximal development, ZPD (Brill, Kim and Galloway, 2001). Earlier in this chapter I discussed different types of scaffold required to support learning e.g. instructional, technical and procedural. In Chapter 3 I presented findings from research that posited, inter alia, that:
“novices and advanced beginners require more learning support and scaffolding which decreases as they become more expert.”
(Kaider, Henschke, Richardson and Kelly, 2009, p497) Scaffold can be replaced with a “new structure for more elaborate
construction” once learning is secure.
Cazden (1979, p11, cited in Smagorinsky and Fly, 1993, p168)
“when ….supports are removed the learning needs to be secure.”
(TLRP, no date b) In Chapter 3 I also drew an analogy with different types of scaffolding in the construction industry, used at different stages in the construction process e.g. dependent constructor’s and birdcage scaffolding, mobile scaffolds, ladders and steps. These different types of scaffold provide varying intensity in their support for construction and reflect the decreasing need as the building becomes more complete and therefore more stable. In my taxonomy of scaffolding I use the analogy of these different types of construction scaffolds to represent the different intensity of support required by learners to scaffold their learning at different stages in their journey.
My taxonomy of scaffolding applies within and across each type of learner within the holistic scaffold and which consists of five levels of support (Table 6.2).
Scaffold Purpose characteristics Learner Construction analogy Dependent constructor’s (Figure 6.4) Major support framework; provide detailed structure and guidance
New to this pedagogy; high level of
dependence
Surrounds new building; provides access and primary means of support of building frame and roof
Birdcage
(Figure 6.5) Significant support Increased learner independence; Growing familiarity with pedagogy, systems and processes;
Learner adapting practice to suit own preferences and approaches
Within a building; provides access to install services and ceilings Platform / mobile (Figure 6.6) Moderate support framework;
More agile than birdcage; speedier access provided
Ladder
(Figure 6.7) Light touch support;
Local support and access to construct final elements of building
Steps (Figure 6.8)
Minimal support; very limited structure and guidance
Independent learner, familiar with pedagogy
More agile than ladder; very local access
Table 6.2 Taxonomy of scaffolding
Figure 6.4 Dependent constructor's scaffold. (Source:
Figure 6.5 Birdcage scaffold. (Source:
http://www.flickr.com/photos/26113301@N06/4538767655)
Figure 6.6 Platform/mobile scaffold. (Source:
Figure 6.7 Ladder. (Source: http://www.flickr.com/photos/29233640@N07/2829173159)
Figure 6.8 Steps. (Source: http://www.flickr.com/photos/33953253@N00/3100661311)
In order to provide an example of how the taxonomy of scaffolding can be applied in practice I have expanded the first stage: dependent scaffold (Figure 6.9). Pedagogy could be seen as relating specifically to teaching and learning but my project has shown that pedagogy should be seen as much wider than this. Whilst learning and teaching form a central core a pedagogy must also
encompass the wider picture for a novice learner. For our learners this includes aspects such as access to IT Services, the need for tutor support, information, advice and guidance for students, appropriate quality assurance, learner induction and so on. In the early stages of a new learning experience complex and wide-ranging scaffolding needs to be provided, on which the learner will be dependent. As a learner becomes more familiar with the new environment the
scaffold that provides the pedagogic affordances can gradually be reduced and adapted to the changing learner needs.
Figure 6. 9 Taxonomy of scaffolding: dependent scaffold
9 Conclusion
This results chapter has presented what I consider to be the “trigger events,
turning points, and critical milestones” (Sandelowski, 1998, p379) that emerged
within each cycle and from the change management process that I led as a project manager. I have used examples of data to illustrate the emerging
“interpretive products” and presented the propositions and pedagogic principles I extrapolated from my data analysis. In the final section I introduced and
explained how my concept of holistic scaffolding emerged and the taxonomy of scaffolding associated with it. I have tried to minimise my discussion within this chapter to the essential explanation of how my research findings emerged. In the following chapter I will discuss my findings in the context of the literature review presented in Chapter 3.