Interesting. I can completely see that analogy, and it’s great because I hadn’t even thought to extend this more generally to learning.

I wonder though if we’re not guided too much by our own assumptions about what’s best in terms of how people learn. There’s a natural logic to the idea (or a logic that seems natural because it’s been drilled into us for so long?) that the best way to learn is through this kind of scaffolding. But, I do wonder what happens when we *start* by putting learners in the drivers seat. The process is undoubtedly messier but I wonder if it doesn’t yield something completely unexpected (and powerful?).

I’m trying to think of a good example of a time when I feel like my learning has been empowered in this way, but, frankly, it’s really hard for me to reflect on my own learning in that granular of a way. Does that make sense?

Probably someone out there who is better versed in the concept of scaffolding would have a good answer. (I confess I always kind of tuned this stuff out in my ed theory classes. Shame on me.)

Cool. Thanks for pushing in this direction!

I was thinking this over as a musician (albeit, one that tended toward solo work). However, my experience as a teacher kept jumping in my thoughts as well. It seems to me that these two programs are something of a scaffold (I apologize for the educationese). MMO is a starting point for a learner. It helps one as they begin with a new skill. MPO is more useful for a more advanced learner as they grow in a skill. The next step, the give and take shared leading, is an even higher level.

So, I guess I think that technology may need to work in all 3 ways depending on the tool, the need, and the user. Which is a lot to ask of technology!