Mediated Learning Experience Research Articles

Exploring High School Economics Teachers’ Curriculum Implementation Practices: A Case of the Northern Cape Province of South Africa

This empirical study explored high school Economics teachers’ curriculum implementation practices in South Africa. The research focused on a sample of three Economics teachers purposefully selected from three schools in the Northern Cape province. Drawing on the theoretical framework of Mediated Learning Experience (MLE) and adopting a qualitative approach, the study employed a case study design.To get insight on the Economics teachers’ curriculum practices, semi-structured interviews, classroom observations, and document analysis were used to generate data from the selected high school Economics teachers. Braun and Clarke’s six steps of thematic analysis were followed in analysing the triangulated data. The study findings indicate that some Economics teachers’ practices on instructional planning, selection of resources, feedback, and reflective practices promoted meaningful learning. The study concludes that although there are pockets of effective curriculum implementation practices by Economics teachers, there is a need to continue with in-service teacher training to enhance the teachers’ curriculum implementation practices. The study recommends that Economics teachers should form Professional Learning Communities where they learn and share good practices to provide teachers with continuous in-service training on how to plan lessons that cater for diverse learners’ needs. This study contributes to the scholarship by providing insights into how teachers’ curriculum practices can be enhanced both at pre-service and in-service levels to improve teacher effectiveness and efficiency. Furthermore, the study forms the basis on which further research on Economics teachers’ curriculum implementation practices on a more representative scale can be conducted. Keywords: Economics Education, Curriculum Implementation, Learner-centred Practices, Mediated Learning Experience

Students' views of a networked practice inquiry course

In the higher education sector both networked learning and inquiry-based learning are signalled as flexible pedagogical approaches which support and encourage the development of skills, competences and qualities expected of “21st century” learning. Whereas networked learning distinctively attends to connectedness enhanced and mediated by technologies for the creation of learning networks and socio[1]material assemblages, inquiry-based learning distinctively brings together teaching and researching encouraging students' learning engagement and development. A networked practice inquiry approach was envisaged as helpful to encourage postgraduate students to engage for learning on and with digital technologies and inspire professional practice development. Past the course experience an interpretative study was taken up in an attempt to obtain an initial picture of the student perspective of this course approach. This paper shares a preliminary qualitative picture describing students’ viewpoint of the networked practice inquiry learning experience. It is a first glimpse into technology enhanced and mediated learning experience of the postgraduate student in Malta. These preliminary findings suggest that students are forward looking. Students demand and celebrate innovative digital tools and practices in and for learning, especially when these are seen accommodating them and resonating to their wider life and work practice experiences. They are generally enthused to assume explorative and inquiry attitudes into life and work practices for learning and practice development. They are also into connectedness for learning but on their own terms. This is a threefold appeal coming from mature students regarding their higher education course experience which, in a local context of fast developing socio-technological change, is simultaneously energising and challenging. Considering that in the local context there is currently a lot of work going on the political and executive tables to see artificial intelligence and immersive technologies compellingly transforming mainstream societal sectors including education, in the local higher education scene we urgently need to make a start for making the course experience the first port of call where one has the "an opportunity to think and dream" as one of the research participants put it; constructively and critically laying down our future and that of the generations to come.

YouTube and Kids: Maternal Influence on Children’s Learning Experiences

Children in this digital era can learn from numerous content available on YouTube. This study delves into the influence of maternal guidance on children’s learning experiences through YouTube. By referencing Feuerstein’s Mediated Learning Experience (MLE) theory, the study seeks to uncover the various approaches mothers employ to navigate YouTube’s content, enhancing children’s learning experiences. Through qualitative research methods, specifically interviews, this investigation also aims to determine the types of knowledge children aged three to nine acquire from YouTube videos. The findings illustrate the mothers’ active participation in children’s learning - asking questions, discussing the content, singing along, providing explanations, and connecting to real life - has prepared the children to improve their cognitive, affective, and psychomotor development. The results provide important insights into the essential role of maternal involvement in shaping children’s knowledge acquisition on YouTube, with valuable implications for parents, educators, and instructional content developers.

O’Speak Version 1.0: A New Tool to Measure Segmental Pronunciation Features

The rapid enhancement of technology has made it possible to integrate technology and L2 pronunciation assessment. While the investigation of L2 pronunciation was considered vital in English Language Teaching, assessing pronunciation is granted the least attention. This study attempts to discuss the roles and impacts of O’Speak version 1.0 as an automated pronunciation tool and compare it with human ratings while assessing L2 segmental pronunciation features uttered by Indonesian learners of English. This study aims to pilot an android-based pronunciation test, namely, O’Speak, which was developed using Feuerstein’s Mediated Learning Experience principles. Performed under a quasi-experimental research design, this study ran an independent two-sample t-test involving 50 participants. The study showed that there was no statistically significant difference between O’Speak and human ratings in the segmental pronunciation assessment. This indicates that a new tool functions equally with the ability that human rating has. During the study, this study identified some caveats shown by the human rating that leads to its ability to be equal to O’Speak, and these include teaching experience, hallo effect, and rating experience.

POTENTIAL IMPACT OF FEUERSTEIN INSTRUMENTAL ENRICHMENT ON SELF-CONCEPT OF LEARNERS WITH BEHAVIOURAL PROBLEMS

The article was prepared within preparatory phase of research on impact of Feuerstein Instrumental Enrichment (FIE) on self-concept of learners with behavioural problems. Its goal is to reveal the current state in research field concerning this topic in the Czech Republic. The programme FIE has been used in the Czech Republic since 1999, mostly for learners with special educational needs. The theoretical and research sources mostly describe the impact of FIE on the development and change of cognitive structures, the development of the art of learning and thinking (metacognition). Moreover, as one of the secondary objectives is also mentioned the restoration of a positive self-concept of the learners, precisely in compliance with the criteria of the mediated learning experience, e.g. by increasing the sense of competence of the learners and by learning to regulate their own behaviour. Thus, it influences the formation of healthy self-concept, self-confidence and self-acceptance of individuals participating in FIE. Generally stated, people who have a negative self-concept and/or low self-confidence are more likely to exhibit problem behaviour, whether in the family, school or wider social environment. In the Czech provenance, we found three studies that primarily address the impact of FIE on learners with behavioural problems - first on learners with serious behavioural problems living in residential educational institutions, second on learners with ADHD and third on children with problem behaviour. We managed to find four studies that partially aim to determine the level of self-concept/confidence/self-esteem/self-acceptance of FIE attendees. Five studies then report on the effect of FIO on self-concept/self-confidence/self-esteem/self-acceptance and six other studies present the impact of FIO on behaviour change of attendees (mentioned mostly as a side effect because the studies primarily did not address these aims).

Economics Teachers' Integration of ICT for Enhanced Economics Curriculum Implementation

Information and communication technology (ICT) has gained tremendous attention as a tool for instructional delivery and assessment. However, high school Economics teachers have yet to fully utilize this educational tool to implement the Economics curriculum effectively. Information and communication technology enables teachers to communicate with learners outside the physical classroom, encourages learner engagement, facilitates differentiated teaching, simplifies abstract concepts, and helps teachers design, distribute and provide immediate assessment feedback. Nevertheless, there is sparse research on Economics teachers' integration of ICT to enhance Economics curriculum implementation in South Africa. This empirical study explores Economics teachers' ICT integration to enhance Economics curriculum implementation. Mediated learning experience (MLE) was the theoretical framework which guided this study. A qualitative approach was used in this study. Three teachers from three different research sites were purposefully selected for the study. Using a case study design, data were obtained through semi-structured interviews and classroom observations. The study findings reveal that the teachers in this study were utilizing ICT to enhance their teaching. However, there is still room for improvement in teachers' ICT integration. The study recommends continuous teacher development on ICT integration to enhance economics curriculum implementation.

Preliminary Assessment of Cognitive Changes in Pediatric Cancer Survivors After a Neurocognitive Intervention

Background: Pediatric patients with acute lymphoblastic leukemia (ALL) receive large doses of neurotoxic chemotherapy as part of their treatment. Though lifesaving, it can induce life-long issues. Cognitive deficits are one of the most common reported concerns in survivorship clinic among pediatric cancer survivors. One unique approach to improving deficits in cognitive functioning is The Mediated Learning Experience (MLE) developed by Reuven Feuerstein. MLE is based on neuronal plasticity. Findings from MLE studies have shown improvements in cognitive task performance, increases in daily functioning, and increased learning in patients with neurological impairment. However, MLE has never been administered to children or adolescent cancer survivors with cognitive deficits.
 Methods: Survivors were recruited from the Survivor Clinic in IU North Hospital. Survivors were 10-16 years of age, English speaking, and reporting executive functioning issues in school. The intervention utilized was the MLE enrichment tool: Organization of Dots. Participants met with MLE certified mediators 30 – 40 minutes biweekly for 8 weeks. At 5 weeks, separate interviews were conducted with parents and participants to assess perceived changes in cognitive functions. These interviews asked participants to rate perceived changes on a Likert-type scale, which allowed for comparison of perceived changes reported by participants and parents.
 Results: Four participants and their parents completed the 5-week interview. Preliminary results show participants and their parents perceive positive changes in the participants’ cognitive skills, new learning, motivation, transfer, metacognition, and active learning.
 Conclusion/Potential Impact: Many pediatric cancer survivors experience cognitive deficits following their cancer treatment. There are limited options for these individuals for assistance in improving function, most of which are costly or difficult to access. The current study demonstrated that utilization of the MLE approach by Feuerstein can be a feasible option for filling the resource gap in neurocognitive rehabilitation.

The Mediated Learning Experience Method On The Quality of Interaction Between Mothers and Children

This study aims to determine the effect of applying the Mediated Learning Experience (MLE) method on mothers with children aged 5-6 years to improve the quality of interaction in learning assistance activities. The research approach used was quantitative with pre-experimental types. The research design used was single-group, pretest-posttest. The population of this study was all students at Nadira Kindergarten, Takalar Regency. The sampling technique used was purposive sampling, so the subjects in this study were seven children aged 5-6 years. The data collection technique used in this study was the NST questionnaire, interviews, and Mediated Learning Experience Rating Scale (MLERS) instrument. The methods used are descriptive statistical analysis and nonparametric statistical analysis using the Wilcoxon test. The results of hypothesis testing using the SPSS application show that the data Asymp (2-tailed) = 0.018 <0.05, then Ha is accepted, and H0 is rejected. The results showed an effect of applying the Mediated Learning Experience (MLE) method on the quality of interaction between mothers and children aged 5-6 years in learning assistance activities

Mediating Economics Curriculum Implementation Through Meaningful Assessment- A Case Study of the South African Educational System

This empirical study explored how Economics teachers mediate Economics curriculum implementation through the use of meaningful assessment. Assessment plays a significant role in learner academic achievement, and it is, therefore, imperative that teachers’ practices produce creative learners, problem solvers, and reflective scholars. Despite increasing realization of the importance of assessment, teachers are either not using assessment or failing to use it meaningfully to mediate economics curriculum implementation. Assessment is a process of collecting data to have a better understanding of the strengths and weaknesses of learners’ learning. If the assessment is used meaningfully, it has the power to inform how teaching and learning can be modified to enhance learners’ understanding of concepts as opposed to being used just for certification and eligibility for further education studies. Effective Economics curriculum implementation is dependent on the teachers’ understanding of the role and use of meaningful assessment. This interpretivist study was couched in Mediated Learning Experience (MLE) theory and made use of a qualitative multiple case study. Three teachers from three different schools in the Northern Cape Province were purposefully selected to generate data through semi-structured interviews and classroom observations. Data was analyzed using a constructivist approach of thematic analysis. The findings of this study showed that, although there are pockets of good assessment practices within the research sites, there is still a lack of understanding of the role and use of meaningful assessment in mediating Economics curriculum implementation. In light of the findings, the study suggested the need for training Economics teachers on how to use assessment meaningfully. Keywords: Curriculum implementation, Mediated Learning Experience, Meaningful assessment, Teaching, and Learning.

Many Faces of Mediation

Many Faces of Mediation

A Mediated Learning Experience Perspective on Engagement with Feedback Through a Sequence of Tasks

A Mediated Learning Experience Perspective on Engagement with Feedback Through a Sequence of Tasks

The Effectiveness of Training Based on Cognitive-Emotional Mediation on Increasing Mothers’ Interactive Literacy and Improving Preschool Children’s Metacognition

This study was conducted with the aim to design a parenting training program based on cognitive-emotional mediation and evaluating the effectiveness of this program on increasing mothers’ literacy of interaction and children’s cognitive modifiability in the field of metacognition and theory of mind. The curriculum was designed with a combination of parenting implications of mediated learning experience theory, developmental, individual differences relationship-based approach, and metacognitive approach. Twenty-five pairs of mother and child participated in the study voluntarily. The children were in the preschool age range (4–6). Mothers learned how to use mediation in daily interactions during 12 sessions of group theoretical training and one session of individual practical training. At the end of the training program, the mothers’ literacy of interaction and the children’s metacognition and theory of mind were assessed. The results of repeated measures-analysis showed that mothers’ participation in the training program increased their literacy of interaction in four dimensions of communication, emotional, cognitive, and sending fundamental love messages. In addition, the implementation of training programs for mothers led to children’s cognitive modifiability in the areas of planning, working memory, metacognition, and theory of mind.

Mediating learning with learning analytics technology: guidelines for practice

ABSTRACT How can we better mediate processes of learning at large institutions? Learning analytics are used primarily in online and blended learning environments to expose patterns in learning behaviour or interaction. They make use of digital traces from virtual learning environments and combine this with other learner data. The goal is to assist both educators and learners in improving their practice. In this work, we apply the concepts of ‘psychological tools’ and more ‘knowledgeable others’ from Lev Vygotsky, and Reuven Feuerstein's model of Mediated Learning Experiences to define prerequisites that learning analytics at scale must reach, in order to be a meaningful tool for mediating learning. We present findings from an in-depth qualitative study with educators and learners at a large, online institution of higher education. We then map insights gained from this study to our model of mediated learning. The resulting analysis and recommendations indicate that we need more inclusive and dedicated practices in learning analytics development, as well as institutional will to create more complex and meaningful tools.

Feuersteinova metoda instrumentálního obohacování a její využití v praxi

This article presents the theoretical background of Reuven Feuerstein´s In­strumental Enrichment and its application. It discusses Feuerstein´s life, his theory of structural cognitive modifiability, and mediated learning experience. It shows the application of the program in three areas – education, social area, and healthcare. In the area of education, it discusses the application in students with ADHD, specific learning disabilities, social disadvantage, and a teacher´s deve­lopment. In the social area, it presents the application of the program in seniors, adults, and at the prison. In the area of healthcare, application in people with traumatic brain injury and Parkinson´s disease is presented.

Changes in Brain Volume Resulting from Cognitive Intervention by Means of the Feuerstein Instrumental Enrichment Program in Older Adults with Mild Cognitive Impairment (MCI): A Pilot Study.

There is increasing interest in identifying biological and imaging markers for the early detection of neurocognitive decline. In addition, non-pharmacological strategies, including physical exercise and cognitive interventions, may be beneficial for those developing cognitive impairment. The Feuerstein Instrumental Enrichment (FIE) Program is a cognitive intervention based on structural cognitive modifiability and the mediated learning experience (MLE) and aims to promote problem-solving strategies and metacognitive abilities. The FIE program uses a variety of instruments to enhance the cognitive capacity of the individual as a result of mediation. A specific version of the FIE program was developed for the cognitive enhancement of older adults, focusing on strengthening orientation skills, categorization skills, deductive reasoning, and memory. We performed a prospective interventional pilot observational study on older subjects with MCI who participated in 30 mediated FIE sessions (two sessions weekly for 15 weeks). Of the 23 subjects who completed the study, there was a significant improvement in memory on the NeuroTrax cognitive assessment battery. Complete sets of anatomical MRI data for voxel-based morphometry, taken at the beginning and the end of the study, were obtained from 16 participants (mean age 83.5 years). Voxel-based morphometry showed an interesting and unexpected increase in grey matter (GM) in the anterolateral occipital border and the middle cingulate cortex. These initial findings of our pilot study support the design of randomized trials to evaluate the effect of cognitive training using the FIE program on brain volumes and cognitive function.

Secondary Students’ Perceptions of Their Engagement in a Correcting Process

This study draws on mediated learning experience (MLE) theory to contextualize the correcting process within the sociocultural dimension of the teacher’s intervention and collaborative learning to facilitate student engagement with discovering, correcting, and rewriting practices. This correcting process was administered to eight mixed-ability groups of Vietnamese secondary students (n = 31) to investigate students’ perceptions of their engagement in the process from both quantitative and qualitative perspectives that have been under-researched so far. The statistical analysis of a closed-ended questionnaire shows that students strongly agreed with the practices and effectiveness of the process, accuracy improvement, approach preferences, and learning motivation. Eight students’ responses to semi-structured interviews elaborated on the benefits and disadvantages of group-correction and the significance of targeting errors, and on each correcting phase. While students’ responses satisfied MLE’s criteria, their perceptions of the limitations of group-correction somewhat qualified the way reciprocity occurred. The findings suggest offering students opportunities to act on language issues in their writing and confirm the usefulness of engagement with correction-feedback practices from which implications for L2 writing and further research are discussed.

Evaluation of the Feuerstein Instrumental Enrichment (FIE) program among Israeli-Arab students

ABSTRACT The Feuerstein Instrumental Enrichment (FIE) Program is a process-oriented program based on Structural Cognitive Modifiability and Mediated Learning Experience (SCM-MLE) theory. It is aimed at promoting learning how to learn, development of deficient cognitive functions, problem-solving strategies and metacognitive abilities. The FIE program was developed mainly for students coming from low socioeconomic backgrounds with low academic achievements. The FIE was implemented for one year in three Grade 4 classes (n = 73) in an Israeli-Arab school. Two comparison classes from the same school in Grade 4 (n = 58) learned the regular content-oriented curriculum for the same period. All students were administered the Raven’s Colored Progressive Matrices, Numerical Progression Test, and the B8-B12 Set Variation measures before the intervention. Students’ grades in English, Arabic, and Mathematics were recorded before and after the intervention. The findings showed that the students receiving the FIE significantly improved their grades from pre- to post-intervention compared with the comparison group, and that students who started the year with lower cognitive scores benefited from the program more than the students with higher scores. The findings indicating a far-transfer effects are discussed in relation to the SCM-MLE theory and previous research.

Competition and Cognition: Theorizing an Autopoietic Pedagogy of Performance within Competitive Dance

ABSTRACT Acknowledging criticisms of the values supported by competitive dance, this article seeks to develop and advocate a pedagogical reframing of the event in terms of situated learning and mediated learning experience. Making sense of the competitive experience with the contributions of 4E (embodied, embedded, extended, and enactive) cognition theory, understandings of the potentially transformative phenomena of performative impulse and performative affect are advanced. Employing theoretical frameworks from 4E cognition including autopoiesis, affective scaffolding, skilled intentionality, and meshed architecture, competitive dance is presented as a site of situated cognition that enhances the intensity, and therefore the transformative potential, of performative affect. Examples of reframed situated and mediated learning experiences are presented to explicate the theoretical underpinnings of a pedagogy of performance developed for the competitive context with applications extending beyond it.

Integrating a Mediated Learning Experience with Karlstad-model: A Longitudinal Study on a One-Year-Old Child with Down Syndrome

The study intends to raise a discussion regarding the question of whether a Mediated Learning Experience (MLE) can be considered applicable to children younger than two years with Down Syndrome (DS), to stimulate their cognitive abilities. In fact, currently MLE approach is used mainly for children of at least two years of age. The longitudinal study has been conducted for six months with a one-year-old child with DS (named T.) between 12 and 18-months of age. Sessions of video recording was conducted each week, videotaping the boy and his mother interacting in different object permanence and cause-effect activities. The article presents first a discussion about similar characteristics that can be identified between MLE and the Karlstad-model, an established approach used regularly in Norway to enhance the communication abilities of children with DS already from the first months. Then, the research presents and discusses how simple activities used also to introduce the Karlstad-model for enhancing child’s communication ability can be used to support specific cognitive functions. The study raises interest about the possibility of defining activities suitable for an MLE approach with focus on children younger than two years of age with DS. The results obtained are not generalizable but provide a starting point for discussion that opens up to possible qualitative and quantitative subsequent studies carried out on larger populations.

Application of The Mediated Learning Experience (MLE) Program in Improving Caregiver Interaction with Children 3-4 Years Old

Tujuan dari penelitian ini adalah untuk meningkatkan interaksi pengasuh dengan anak dalam kegiatan menggosok gigi melalui program Mediated Learning Experience (MLE). Program Mediated Learning Experience (MLE) menitikberatkan pada pengalaman belajar melalui mediasi dan proses komunikasi secara aktif antara pengasuh dengan anak untuk membangun interaksi. Penelitian ini menggunakan metode quasi eksperimental one group pre-test dan post-test design. Jumlah partisipan pada penelitian ini sebanyak empat orang dengan kriteria penelitian adalah pengasuh anak yang memiliki anak asuh usia 3-4 tahun, tinggal di wilayah Jabodetabek. Pengukuran dalam penelitian ini menggunakan uji statistik non parametrik Wilcoxon Signed-Ranks Test. Hasil pre-test menunjukkan (M=1,50; SD=1,00) dan post-test (M=10,50; SD=10,00) dengan skor signifikan yaitu Z=-2,000, dan P-value (Asymp. Sig. 2-tailed) sebesar 0,046, nilai ini kurang dari angka batas kritis penelitian sebesar 0,05. Artinya terdapat peningkatan yang signifikan pada interaksi pengasuh anak dalam kegiatan menggosok gigi setelah diberikan intervensi dengan menggunakan program Mediated Learning Experience (MLE).