Scaffolding support in an ecology course using a sociocultural learning design

Abstract

An ecology course at our university was redesigned as it was felt the learners needed more support to help them gain a deeper knowledge of ecology concepts, terminology and professional practice. A learning design based on Vygotsky’s sociocultural theories was used to structure the learning environment. This learning design scaffolds the learning in a more comprehensive manner as it proposes that learning is mediated by others and describes the type of support is required. This paper presents the theoretical basis of the learning design, and how this is used to design the ecology project to help increase learning outcomes. Evaluation of the design will be carried out later this year.