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 is growth and dynamics. The authors describe challenging a learner as reflecting “the novelty and complexity of the world of objects and events to which and individual must respond adaptively, continuously, and creatively” (Feuerstein, 2006). This is a strong point. Our world is changing exponentially; from technological advances to innovative ideas, to social and cultural differences both generational and cross continental. In the classroom, the mediation of challenge not only advances the learner academically, but it also provides for transcendence to prepare the learner for challenges they will face both in school and outside of school.
The next parameter has to facets. In the mediation of the regulation and control of behavior this could mean either an increase of a desired behavior or a decrease of an undesired one. The authors write, “mediated regulation of behavior creates plasticity and flexibility that facilitates the modifiability of the learner, accelerating certain behaviors while controlling others, all in response to situational determinants” (Feuerstein, 2006). This statement alludes to the transcendence that is to occur for the student involved in the MLE. For the learner, using situational...