Learning Analytics Scaffolds

Learning Analytics scaffolds that are employed for citizen scientists and educators to aid their scientific discourse development may employ strategies from special education, such as modifications, or accomodations.

An accommodation is a reasonable adjustment to teaching practices so that the learner can access the material in a format appropriate for their learning, such as a change in language or vocabulary, schedule, approach.
A modification changes or adapts the material to make it simpler.

Content area reading in the sciences may require support for citizen scientists and educators.  Their ability to understand text and discussions of peers and scientists is critical and the specialized and technical vocabulary should be supported through learning analytics tags.  Deriving meaning from technical text  requires readers think ahead about what they know about the topic, use the headings to get an idea about what they will read. During reading, they need to use context clues to figure out the meaning of the vocabulary and the concepts, identify the main idea, read through fluently, decode unfamiliar words, and recognize and use text structures to gain meaning from reading.  After their reading, they should be able to summarize, reflect, and draw inferences.  Learning analytics scaffolds can be of service in all these areas.  Prompts can provide explicit "on-the-fly" reading and comprehension instruction, as well as provide advance organizers and outlines to examine the structure of the content being read.  Prompts can remind CS to use reading strategies and help assist gaining mastery of scaffold devices, knowledge construction, and understandings. 
Semantic maps can help CS and educators to make connections between new vocabulary and prior knowledge in technical writings (Nagy, 1998, Scanlon et al 1992)

References

1. Pepper, David (25 September 2007). Assessment for disabled students: an international comparison (Report). UK: Ofqual's Qualifications and Curriculum Authority, Regulation & Standards Division.
2. ^ Busuttil-Reynaud, Gavin and John Winkley. [www.jisc.ac.uk/uploaded_documents/eAssess-Glossary-Extended-v1-01.pdf e-Assessment Glossary (Extended)] (Report). UK: Joint Information Systems Committee and Ofqual's Qualifications and Curriculum Authority.
3. ^ Special Educational Needs Code of Practice. UK: Department for Education and Skills. November 2001. ISBN 1-84185-529-4. DfES/581/2001.
4. Scanlon, D. J., Duran, G. Z., Reyes, E. I., & Gallego, M. A. (1992).
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