Incorporating Mediated Learning Experience in Geography Lessons, pp. 4 of 9

Parameters of Mediated Learning Experience

There are in total twelve parameters that characterize the mediation process, of which only three are necessary for the mediation process to take place: mediation of intentionality and reciprocity, mediation of meaning and mediation of transcendence. This research paper focuses on these three necessary parameters and a fourth parameter – mediation of competence.

Applying Principles of MLE into Geography Lessons

This research paper explores how the principles of MLE may be utilized to improve the inquiry-based learning approach through addressing the issues of (1) Lack of intentional mediation of cognitive functions, (2) Lack of continuous mediation and (3) Lack of emphasis on enhancing students’ dispositions in learning.

Firstly, according to the theory of MLE, cognitive functions in learners could be enhanced via quality mediation between the mediator and the learner. This quality mediation is dependent upon the mediator who plays a pivotal role in intentionally transforming the stimuli from the environment to allow for the development of cognitive functions (Chua, Tan, & Sock, 2017). Therefore, the interaction between the mediator and the learner essentially refers to the intentional mediation of cognitive functions. Moreover, a necessary parameter of mediated learning is the mediation of intentionality and reciprocity. This implies that the mediator has to be cognizant of his/her intentions to develop selected cognitive functions and thereafter to communicate these intentions to his/her students.  Being aware of his/her intentions would help the teacher to clearly express them to the students, thus strengthening the intentionality of the mediation of cognitive functions (Tan, 2003), ensuring that the mediation does not happen by chance. As such, the incorporation of MLE principles in geography lessons would help to ensure that there is some extent of intentional mediation of cognitive functions in students.

Secondly, the parameter of intentionality and reciprocity indicates that mediation between the mediator and learner is one that is highly interactive in nature as it calls for the learner to respond to the mediator’s intentions. In classrooms where didactic teaching is often carried out, there is an absence of reciprocity and students are passive recipients of content information (Chua, Tan, & Sock, 2017). Hence, if teachers were to conduct inquiry-based learning that is underpinned with principles of MLE, continuous mediation is likely to take place as they would be aware of having to mediate the parameter of intentionality and reciprocity. Through mediation of intentionality and reciprocity, students are more likely to be engaged which subsequently allows for continuous interaction to take place between the teacher and students.

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An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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