24-07-2012, 05:08 PM
SCAFFOLGING
[attachment=28781]
Abstract
Scaffold Writing is an innovative method of supporting emergent writing based on Vygotsky’s theory of learning and development. This article discusses the theoretical notions underlying the method: the zone of proximal development, scaffolding, materialization, and private speech. A description of Scaffold Writing is given along with classroom examples. A case study of 34 at-risk kindergarten children is reported that illustrates the effectiveness of this method in supporting children's emergent writing. Changes in the use of Scaffold Writing by the participants of this study provide insight into the mechanisms of the transition from assisted to independent performance within the zone of proximal development.
This paper presents a novel collaborative tool ‘AWESOME
Dissertation Environment (ADE)’ which uses semantic wikis to implement a pedagogical approach ‘social scaffolding’. It discusses how the semantics, in terms of categories and properties, are used for channeling and focusing the social exchanges between students and tutors during the dissertation writing process. Five communities of practice were trialled, each with their own instance as tailoring is important to embed the ADE into the community practice. A reflection on the outcome from this co-evolutionary process is
provided.
INTRODCUTION
SCAFFOLDING
Definition Of Scaffolding -:
A temporary platform, either supported from below or suspended from above, on which workers sit or stand when performing tasks at heights above the ground.
This paper proposes a novel collaborative system based on semantic wikis to support a pedagogical approach of ‘social scaffolding’ for dissertation writing. The challenge of introducing an innovative system into an existing practice is well known. This paper describes and reflects on our approach in which uses semantics for the understanding and dissemination of communities of practice in dissertation writing. In addition, special attention has been given in the tailoring of the environment for specific community-of-practice. The co-evolution between system development and a community is particularly interesting to observe. Our findings illustrate that there are significant variation in the practice even in what could be perceived as similar.
‘learning communities’. others on the various dissertation issues and problems encountered These social exchanges can deepen their understanding of the process and help them make better connections between the steps and the already available explicit knowledge. Putting a structure or ‘scaffold’ .
for channeling and focusing these social dimensions amongst students and tutors is defined in this project as ‘social scaffolding’. The distinctive characteristic of this work is the use of semantics to channel and focus social exchanges during dissertation writing There has been an increasing level of interest in social computing for supporting collaborative activities, be these for work, leisure or learning Wikis as
Collaborative tools for learning have generated considerable enthusiasm and applications The ease for users to contribute content in a wiki removes barriers for knowledge aggregation from a wide range of sources, but runs the danger of overwhelming users with the sheer amount of information. The potential of semantic
wikis is attractive as automatic context-sensitive extraction of relevant information can be made possible in knowledge rich environments
scaffolding’. The co-evolutionary process of embedding the ADE into a community of practice will be outlined and lessons learned from the tailoring of the generic AWESOME Dissertation Environment (ADE) for five different communities of practice will be discussed.
Purpose
The purpose of a working scaffold is to provide a safe place of work with safe access suitable for the work being done. This document sets out performance requirements for working scaffolds. These are substantially independent of the materials of which the scaffold is made. The standard is intended to be used as the basis for enquiry and design.
PROBLEM AREAS
The main problem areas are
• erecting and dismantling scaffolds
• climbing up and down scaffolds
• Planks sliding off or breaking
• Improper loading or overloading
• Platforms not fully planked or “decked”
• Platforms without guardrails
• Failure to install all required components such as base plates,
connections, and braces
• moving rolling scaffolds in the vicinity of overhead Electrical wires
• moving rolling scaffolds with workers on the platform.
Erecting and Dismantling
From 15 to 20% of scaffold-related injuries involve Erecting and dismantling. The most common problem is the failure to provide an adequate working platform for a Worker to use when installing the next lift of scaffold. Working from one or two planks is not recommended.
The next important consideration involves components, such as tie-ins, which you should install as the assembly progresses. Failure to do so makes the scaffold less stable and, while it may not topple, it may sway or move enough to knock someone off the platform. This happens more often when platforms are only one or two planks wide and guardrails are missing, as is frequently the case during erection and dismantling.
[attachment=28781]
Abstract
Scaffold Writing is an innovative method of supporting emergent writing based on Vygotsky’s theory of learning and development. This article discusses the theoretical notions underlying the method: the zone of proximal development, scaffolding, materialization, and private speech. A description of Scaffold Writing is given along with classroom examples. A case study of 34 at-risk kindergarten children is reported that illustrates the effectiveness of this method in supporting children's emergent writing. Changes in the use of Scaffold Writing by the participants of this study provide insight into the mechanisms of the transition from assisted to independent performance within the zone of proximal development.
This paper presents a novel collaborative tool ‘AWESOME
Dissertation Environment (ADE)’ which uses semantic wikis to implement a pedagogical approach ‘social scaffolding’. It discusses how the semantics, in terms of categories and properties, are used for channeling and focusing the social exchanges between students and tutors during the dissertation writing process. Five communities of practice were trialled, each with their own instance as tailoring is important to embed the ADE into the community practice. A reflection on the outcome from this co-evolutionary process is
provided.
INTRODCUTION
SCAFFOLDING
Definition Of Scaffolding -:
A temporary platform, either supported from below or suspended from above, on which workers sit or stand when performing tasks at heights above the ground.
This paper proposes a novel collaborative system based on semantic wikis to support a pedagogical approach of ‘social scaffolding’ for dissertation writing. The challenge of introducing an innovative system into an existing practice is well known. This paper describes and reflects on our approach in which uses semantics for the understanding and dissemination of communities of practice in dissertation writing. In addition, special attention has been given in the tailoring of the environment for specific community-of-practice. The co-evolution between system development and a community is particularly interesting to observe. Our findings illustrate that there are significant variation in the practice even in what could be perceived as similar.
‘learning communities’. others on the various dissertation issues and problems encountered These social exchanges can deepen their understanding of the process and help them make better connections between the steps and the already available explicit knowledge. Putting a structure or ‘scaffold’ .
for channeling and focusing these social dimensions amongst students and tutors is defined in this project as ‘social scaffolding’. The distinctive characteristic of this work is the use of semantics to channel and focus social exchanges during dissertation writing There has been an increasing level of interest in social computing for supporting collaborative activities, be these for work, leisure or learning Wikis as
Collaborative tools for learning have generated considerable enthusiasm and applications The ease for users to contribute content in a wiki removes barriers for knowledge aggregation from a wide range of sources, but runs the danger of overwhelming users with the sheer amount of information. The potential of semantic
wikis is attractive as automatic context-sensitive extraction of relevant information can be made possible in knowledge rich environments
scaffolding’. The co-evolutionary process of embedding the ADE into a community of practice will be outlined and lessons learned from the tailoring of the generic AWESOME Dissertation Environment (ADE) for five different communities of practice will be discussed.
Purpose
The purpose of a working scaffold is to provide a safe place of work with safe access suitable for the work being done. This document sets out performance requirements for working scaffolds. These are substantially independent of the materials of which the scaffold is made. The standard is intended to be used as the basis for enquiry and design.
PROBLEM AREAS
The main problem areas are
• erecting and dismantling scaffolds
• climbing up and down scaffolds
• Planks sliding off or breaking
• Improper loading or overloading
• Platforms not fully planked or “decked”
• Platforms without guardrails
• Failure to install all required components such as base plates,
connections, and braces
• moving rolling scaffolds in the vicinity of overhead Electrical wires
• moving rolling scaffolds with workers on the platform.
Erecting and Dismantling
From 15 to 20% of scaffold-related injuries involve Erecting and dismantling. The most common problem is the failure to provide an adequate working platform for a Worker to use when installing the next lift of scaffold. Working from one or two planks is not recommended.
The next important consideration involves components, such as tie-ins, which you should install as the assembly progresses. Failure to do so makes the scaffold less stable and, while it may not topple, it may sway or move enough to knock someone off the platform. This happens more often when platforms are only one or two planks wide and guardrails are missing, as is frequently the case during erection and dismantling.