Home › Forums › Carpe Diem Forum › 5 Stage model in a nutshell: scaffolding for learning
- This topic has 5 replies, 5 voices, and was last updated 8 years, 7 months ago by Jerome Terpase.
This video describes the 5 stage model as a scaffold for learning.
Perhaps there are aspects and stages of this model that you have/ are already implementing.
How might it be useful in your context?
Please share your insights, observations and questions here.
SIPHO S. SHONGWEsaid
I must admit that in my attempt to get students to use moodle I did it all harphazardly. For example, I started a forum discussion before ensuring that they know how to have access to the platform. Worse there was no ‘e-Moderator’ on site. In short, Gilly’s 5 stage model (with 15 components) indicate that the effective way of achieving maximum student participation and learning usng any platform is by building steps from simple to complex. The introduction and success of each stage rests on other stages and components below them.
One tends to look at the 5 stage model and think that the first two stages have nothing to do with learning content, so one could just skip over them. That would be a mistake. An important part of the sense of ‘community’ and ‘safe space’ has their roots in the first two weeks, and if you skimp, it will have a serious detrimental effect on participation in the course from stage 3 onwards – your learners will just not interact as freely as they would if you spent some time in the early stages.
Thanks for summing this up everyone. As regards ‘ content’ a scaffold is identified in a very brief way through the carpe diem storyboard. The focus then is in what the students DO, with ‘sparks’ of ‘ content’ to start dialogue and action.
Gilly, in the video that demonstrates the storyboarding process, I notice that the timeline forms the “backbone”/ structure of the story – in a linear/ chronological way. Is there any other way to conceptualise a storyboard?
I think it is clear that the e-tivities (what students do) shown in blue, form an important component; compared to the topics (shown in pink). Does one necessarily start with the topics and then move to the ac/e-tivities?
I think it is possible, and helpful to provide some e-tivities even before the topics to serve as a spark. I have often provided e-tivities as a means to determine prior knowledge, something to indicate what the learners are bringing to the course. It’s usually not complicated but serves a dual purpose. First, it tells the learners that doing this course will be fun, and second, it tells them that there is no need to be anxious, even about the technology. I call it a “Pre-text.” Yes, there might be other reasons to introduce e-tivities before some topics.
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