Mediated learning experience (MLE) was developed by Dr. Reuven Feuerstein
Mediated learning experience (MLE) is a structured approach to learning, applicable for all age groups. It incorporates the use of a mediated agent; often a parent, sibling, teacher, or other professional closely involved in the learner’s life, whom transforms and organizes stimuli experienced in the environment to the learner.
Mediated learning experience (MLE) represents the quality of interactions had between the individual and the environment. Mediating agents support the quality of these interactions by selecting stimuli that is most appropriate for the learner’s enhanced and effective functioning. Clear intentions and goals are set for the learner by mediating agents who are guided by emotional investment, culture and intention to structure the learners exposure in order to successfully target areas of focus. Mediated learning experience (MLE) thus allows learners to build and modify their capacities through structured learning to which they acquire new skills, behavior patterns, awareness, and a set of strategies that can then potentially be generalized to new experiences and stimuli.
The theory of MLE utilizes universal and situational or reinforcing parameters.
Without universal parameters, such as; intentionality/reciprocity, transcendence, and mediation of meaning, mediation cannot occur. Situational or reinforcing parameters are opportunities in which mediational objectives can be expanded and reinforced. These parameters are responsible for the differences in cognitive styles, responses to stimuli, and modes of how one experiences themselves or others. The program and theory can be used as a remedial intervention or as a preventative measure in cases that anticipate future problems.
Key elements of MLE
- Applicable to all age groups
- Individualized to the learner rather than to the external factors to his/her condition
- Sensitive to cognitive development and structural cognitive modifiability
- Structured learning that allows learners to think past the direct and concrete presence of objects, situations and events
- Successful learning of strategies to generalize to new experiences and exposure to stimuli in the world around the learner