Mediated Learning Experience

In this chapter there is one main idea. The main idea is that there are nine additional parameters of Mediated Learning Experience (MLE) that are situationally appropriate. The key concepts for the second half of this chapter are the situation or event specific parameters identified by the authors. Herein each of the parameters will be identified and a possible classroom connection will be noted. In addition, a brief correlation to traditional and contemporary learning theories will be identified.

The first parameter identified is the mediation of a feeling of competence. The authors indicate that this parameter is important because many of the human experiences we are apart of do not allow for many instances of feeling competent. Therefore, a mediator with the intent to create a meaningful moment for the student where they feel competence in their ability is one way the mediation of a feeling of competence. The other way is mediation with the intent to expand upon existent feeling of competence. In the classroom, these experiences are valuable to the learner in building their identity as a learner. A student who experiences the feeling of competence often could develop confidence as a learner and can learn to take control of their learning experiences. This parameter leads into the criteria of mediation of challenge in that as a learner becomes confident in their abilities through experiences of feeling competent, the learner then can be challenged and seeks challenge in their learning as well.

The mediation of challenge is a parameter that describes how the mediator would bring new experiences, novel ideas, and the potentially difficult into the realm of the learner. Challenge is the search for the next level; it i...

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...re are several other parameters that may be present though not all must be. The latter parameters that were defined were identified as situationally based to define the particulars of a MLE event as it may be used for each described mediated outcome. It was clear that all of the later criterion were not necessary for a MLE to occur, yet each may be found appropriate at times to use in a classroom setting. Also, although this theory is unique and regards learning in terms of modifiability, the concept of the mediator can be compared to that of Vygotsky’s (2011) MKO.

Works Cited

Feuerstein, R., Falik, L., & Rand, Y. (2006). Chapter 3: The Theory of Mediated Learning Experience. Creating and Enhancing Cognitive Modifiability. ICELP Publications. Pgs. 55-100.

Vygotsky in Ormrod. (2011). Educational Psychology: Developing Learners. Seventh Edition. Pg. 53.