Vygotsky's Zone of Proximal Development theory has long been revered by the education community as a model for describing what happens when we learn in social contexts. Bright young things will know that the ZPD describes the space where, with the help of a knowledgeable other person, they can extend and enhance their learning beyond that which they might achieve on their own. Reading through the recent blog post by Graham Attwell on Vygotsky's theory, I find myself agreeing with a lot of what has been discussed. Graham has a problem with ZPD in that it implies the presence of a teacher or expert. I agree that this is indeed problematic when we view the amount of self-organised learning and user generated content that is proliferating on the Web. It's blatently obvious we don't always need a 'knowledgeable other' to be breathing down our necks as we negotiate meaning and learn for ourselves in informal settings. Lev Vygotsky's ideas were the product of his lifelong immersion in Communist Soviet society, and it's apparent as you read his writings just how influenced he was by the notion of collective action. Perhaps this is one reason why his work was suppressed for so long and only began to emerge as a major theory of learning long after his premature demise. Enter Jerome S. Bruner, an American academic who repurposed the idea of the ZPD by introducing the concept of scaffolding (often erroneously attributed to Vygotsky). According to Wikipedia, scaffolding is: '...the provision of sufficient support to promote learning when concepts and skills are being first introduced.' It fades away as the learner becomes more autonomous or expert. If we apply Bruner's ideas we illuminate Vygotsky's model in the digital age. Let's think for a minute: on a building site (the analogy used by Bruner) what is scaffolding used for? It's not used to support the building, because that must ultimately stand on its own. No, scaffolding is there to support the building process - and to support the builders themselves.
Let's now consider that the building represents 'knowledge'. We are constructing this knowledge through a process of exploration, modelling, problem solving and reflecting through interaction with artefacts and social processes. Let's assume the builders represent the learner. The learner uses a number of support mechanisms to achieve the construction of their knowledge. Then the scaffolding is brought down as they move on to the next phase of their learning.
The scaffolding removes the problem of needing a 'knowledgeable other'. It also reconciles ZPD theory with Activity Theory, where social processes and influences assume more importance than social presence. Scaffolding can be any tool or service the learner requires at that time and in that context. It can be a mobile phone or a personal computer. It can be a TV programme or a newspaper, a conversation with a friend or even a chance remark that is overheard. Scaffolding frames the learning process, and supports it, and these are the processes that we see with personal learning environments.
Related posts:
Vygotsky, ZPD, Scaffolding, Connectivism and PLEs (Pat Parslow)
Scaffolding and online synchronous communications (Sarah Horrigan)
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