DEVELOP

=‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍DEVELOP ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ = = = //‍In this phase the designer creates instructional materials relevant for the learning activity. Formative evaluation materials are also developed at this stage. //

8. Pedagogical and learning strategies
Pedagogical models determine instructional and learning strategies applicable to a given context. It is pedagogical models that gave rise to scaffolding instructional strategy as it was elaborated on in the previous section. Drawing on Dabbagh,"pedagogical models are cognitive models or theoretical constructs derived from knowledge acquisition models or views about cognition and knowledge, which form the basis for learning theory" (Dabbagh, 2005:32). It is therefore pedagogical models that determine applicable instructional strategies.

As defined by Jonassen in Dabbagh and Bannan-Ritland, "scaffolding is a more systematic approach to supporting the learner, focusing on the task, the environment, the teacher, and the learner" (Jonassen, 1999:234 in Dabbagh and Bannan Ritland, 2005:223). Scaffolding approaches to learning involve providing assistance to learners gradually when engaged in activities to be able to perform the tasks independently later when they reach the Zone of Proximal Development (Morrison, Ross and Kemp, 2005). In light of online learning design, this instructional strategy is suitable for novice learners who need more guidance initially, e.g. those with limited computer usage skills or limited language ability. This type of guidance will ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍gradually fade away ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ as they get used to the learning environment or when they start improving their language skills, or when they get used to the learning environment.

In a traditional learning environment scaffolding is accomplished through one-to-one interaction with the instructor, by modelling and explaining answers to learners, as well as by providing a variety of resources and tools supporting the learning process (Dabbagh and Bannan-Ritland, 2005). Nevertheless, the situation is slightly different in an online learning environment. As per Dabbagh and Bannan-Ritland, examples of scaffolding learning strategies in an online learning environment are such as:
 * one-on-one mentoring through e-mail
 * providing a link to a search engine to encourage students to search for information
 * providing hypermedia links to embedded online tools, e.g. a spreadsheet
 * using a supportive discussion or chat area
 * providing an online glossary of key terms
 * providing hypermedia links to well selected web-based resources supporting the learning task
 * providing hypermedia links to worked examples of the learning tasks (Dabbagh and Bannan-Ritland, 2005:223).

It is these learning strategies that led to the selection of the technology that was employed in the prototype online learning activity. Due to their low language proficiency level and poor performance, the students in my context need to be provided with a hypermedia link to a selected web-based resource to support them in carrying out the learning task, and also to see similar examples before working on the required task. This will simultaneously encourage them to search for information they need for study purposes by exploring the web site provided, e.g. while checking similar examples. Most importantly, a hypermedia link to an embedded online tool would be most ideal in this context as these learners cannot handle a complicated technological tool due to limited computer usage skills. Additionally, the embedded online tool can also serve the purpose of providing guidance as it can also be used as a discussion area where the instructor gives guidance, e.g. to ensure accuracy of student responses.

9. Technological affordances and choices
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">At this stage it was crucial to design materials that would enable students to achieve their goals in terms of the intented learning outcomes. An analysis of a variety of technological tools was hence essential to determine the affordances they provide, i.e. their strengths and weaknesses. Drawing on Harris, Mishra and Koehler (2009), there should be congruence between the activity type, the technological tool and content, pedagogy and contextual knowledge. This understanding necessitates mapping the tools with the affordances they provide to analyze opportunities and constraints of different technological tools. This type of analysis enables the designer to make an informed decision on the appropriate technological tool. Bower’s (2008) affordance analysis of e-learning design methodology was used as a base to match technologies with suitable affordances they provide, hence the technological affordances analysis matrix hereby <range type="comment" id="293589">‍‍‍‍‍‍‍‍‍‍‍‍‍‍attached []

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The technological affordances matrix indicates‍‍ that google docs is the best online collaborative writing tool in comparison to other tools that offer similar affordances. This explains why google docs was favoured among other technological tools. An online learning lesson was consequently created in google docs at this stage, and formative evaluation forms to be used to assess the strengths and wealknesses of the lesson (ATTACH) were also created in google docs.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">References

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Bower, M. (2008). Affordance Analysis – matching learning tasks with learning technologies. //Education Media International//, 45 (10) 3-15. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Dabbagh, N. (2005). Pedagogic models for e-learning: A theory-based design framework. //International Journal of Technology in Teaching and Learning//, 1(1), 25-44 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Dabbagh, N. and Bannan-Ritland, B. (2005). //Instructional strategies and their role in designing authentic learning activities for online learning.// In N. Dabbagh and B. Bannan-Ritland (Eds), 200-231. Online learning: Concepts, strategies and application//.// New Jersey: Pearson. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Harris, J., Mishra, P. and Koehler, M. (2009). Teachers’ technological pedagogical knowledge and learning activity types: curriculum-based technology integration reframed. //Journal of Research on Technology Educcation//, 41 (4), 393 – 416. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Morrison, G. R., Ross, S. M. and Kemp, J.E. (2007). //Designing effective instruction// (5th Ed.), 10-20. New York: John Wiley & Sons.