Scaffolding content allows RELs technology to offer support to a learner throughout their learning process. Scaffolding can be compared to how a construction company provides the support (or scaffolds) of building a skyscraper using both “adjustable and temporary” (Palincsar, 1986, p.75) support mechanisms as the building continues to grow. RELs scaffolded content integrated with its technology facilitates the needed internalization of knowledge to become a higher-level learner and build long-term durable memory. As Vygotsky (1978) described, learning should take place in the learners zone of proximal development and to do that, one needs to be aware of their current knowledge level and then learning content can then extend (or scaffold) appropriately beyond that level.
Palincsar, A. S. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 21(1 & 2), 73–98. doi:10.1080/00461520.1986.9653025
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.