January 2012 Volume 15 Number 1 - Educational Technology ...

lack of self-directing ability necessitates task scaffolding that can be implemented in stages, with the learners’
negotiating existing or instructor-assigned tasks and then proceeding to initiate their own tasks. Figure 10
exemplifies a simple framework for scaffolding the learner that can be further explored.
Figure 10. Suggested types and stages of scaffolding related to learning console use
This research was the first iteration of a developmental cycle that encompassed a preliminary investigation and an
active approach to design, redesign, and investigate constructs that are relevant to the researcher, learners, and
instructors. Several iterations of data collection are recommended in order to allow the evaluation of the impact of
the learning console and the learning outcomes of the learners. These include researching multiple sites and
increasing the number of groups under different instructor management that will add to the dependability of results.
Future work will deal with added functions of the learning console, such as the types of tasks negotiated, the
effectiveness of group negotiations, the incorporation of other motivational elements, and the dynamics of learnerinstructor
interaction.
References
Early stage Intermediate
Later stage
Induction to the learning
console
Types of scaffolding
Technological
Procedural
Motivational
Example of mechanism
Walkthrough page
Trial login
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Guided task negotiation
Types of scaffolding
Procedural
Task-related
Motivational
Example of mechanism
Task reminder
Sample negotiated task
Self-initiated task
negotiation
Types of scaffolding
Task-related
Motivational
Example of mechanism
Template for negotiation
Task checklist
Task reminder
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