Conceptual scaffolding

What is it?

This refers to the learning activities that are designed to help students consolidate their understanding of a particular topic or concept until they are able to demonstrate their understanding through the application or integration of the concept in different contexts. In particular, it refers to a combination of learning sequences, peer interaction and ‘ teacher presence ’ that is required to help students move from surface learning through to deep learning.

How do I do it?

It is important to get the basics right and Salmon’s ‘five stage model’ provides the framework for the integration of social, teacher and cognitive presence (see ‘ Community of Inquiry ’ model) in your online learning environment. Conceptual scaffolding relates to the development of ‘cognitive presence’ and can be implemented using various approaches.

Regular interaction

• This includes posting in discussion boards, regular announcements and providing appropriate feedback in synchronous and asynchronous formats.

Self-study modules

• These can be designed as sequences that promote ‘knowledge acquisition’ through to sequences that provide students with opportunities to apply and integrate their knowledge. It is likely that this will include a combination of the following tools:
  • Tools include embedded quizzes in Panopto
  • vUWS  quizzes (with feedback)

Flipped model

• The flipped model is an opportunity to build upon the scaffolding that is regularly occurring in your unit and to provide a combination of structured discursive synchronous and asynchronous learning opportunities. Consider the ‘flipped model’ as a set of learning opportunities that combine the following elements:
  • Peer-led discussion boards (see ‘spin and weave’ activity) following on from or preceding synchronous discursive sessions.
  • Synchronous ‘active learning’ strategies
  • Various active learning strategies
  • Panopto  videos with quizzes to promote cognitive engagement