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Chemistry LibreTexts

2.5: Scaffolding the Libretext

  • Page ID
    192043
    • JustinShorb.jpg
    • Contributed by Justin Shorb, Caleb Bronner, & William Lake
    • Chemistry at Hope College

    • The primary mechanisms of scaffolding include structuring the learning task and problematizing the work.
    • Hypertexts, like the LibreTexts, provide non-linearity and interactivity.
    • How students use online materials is inherently different than a book read cover-to-cover; hypertext can provide the context that a narrative could provide.

    Scaffolding complexes provide a beneficial structure that aids in the learner’s ability to learn new information, as well as accomplish more difficult tasks by giving directionality to learning.

    As you implement new scaffolding techniques inside LibreTexts, here are some things you may want to consider:

    1. Scaffolding should problematize work. Problematization is the process in which the student is challenged to recall material, either through quizzes, tests, worksheets, etc. In the short term, this is more difficult for the student. However, in the long term, student learning outcomes are improved. The trick is to find a balance, where the student is challenged in their work, but not over-challenged to the point where they are unmotivated, frustrated, and unproductive.
    2. Effective scaffolding should structure tasks logically. The structure of a task should be compatible with lesson plans and assignments, such that the progression of material makes sense. This will help learners maintain direction as they are working their way through new material. In LibreTexts, this can be done through the use of hypertext, as well as guided lesson plans.
    3. Hypertext extensions are also incredibly beneficial in the learning process (Hui, 2018). Hypertext enables users to navigate quickly between different pages, as well as access specific information that may be beneficial in the learning of specific material.

    4. Create an agenda page to organize complex material. Dr. Zsofia Vörös et al. (2011) found that it is important to provide high-level content organizers that help guide the learner through the various hypertexts. This takes shape in the form of the agenda page, pictured below. This supplements the scaffolding, as it helps guide the learner through the material in an effective manner.

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