MLL (1 of 3)- edited

NIE Mediated Learning Laboratory (MLL)

  • MLL (3 of 3)2


    The Mediated Learning Laboratory (MLL) in NIE is set up to propel the use and application of Mediated Learning Experience (MLE) and Dynamic Assessment (DA) for research in educational settings and translate research findings into practical guides for teachers and practitioners both locally and globally.  In addition, it aims to connect with researchers to lead research and push the knowledge frontier for Feuerstein’s theories of Structural Cognitive Modifiability (SCM), Mediated Learning Experience (MLE) and Dynamic Assessment (DA).

    The MLL is equipped with the latest state-of-the-art video recording system, and a floor to ceiling one-way mirror adjacent to an observation room.  The MLL is cozily furnished and well-appointed for learning intervention, observation and research activities.

    Location of MLL

    Block 2, Room 13, Basement

    1 Nanyang Walk

    Singapore 637616



    • The MLL seeks to provide a platform to connect persons with diverse applied and theoretical interests in MLE and DA.

    • The MLL seeks to provide training, workshops and seminars for local and regional educators, researchers and practitioners.

    • The MLL seeks to facilitate advisory and guidance services to individuals, organizations, and the community on MLE and DA practices

    • The MLL seeks to partner with schools to promote, stimulate and disseminate applications and research of MLE and DA to teachers and the students

    MLL (16 of 26)2 MLL (17 of 26)2
  • Mediated Learning Experience

    The modifiability of cognition and emotional elements are the cornerstone of Feuerstein’s theory of structural cognitive modifiability (SCM), which states that “all human characteristics, including personality, cognition and behavior are modifiable states, regardless of etiology, age, or severity of the condition” (Feuerstein, Klein & Tennenbaum, 1999, p. 13).  In this theory, Feuerstein’s proposition is argued on the basis that a person’s capacity to learn is not solely determined by his or her genetic endowment and further suggested that modifiability is possible irrespective of a person’s age and stage of development (Feuerstein, 1990).

    Embedded in the theory of SCM is the theory of mediated learning experience (Feuerstein et al., 1991) which proposed that the quality of interaction between the individual and the environment via a human mediator plays a pivotal role in the cognitive development of the individual.  The mediator may be a parent, facilitator, teacher or some significant other who plays the intentional role of explaining, emphasizing, interpreting, or extending the environment so that the learner builds up a meaningful internal model of the context or the world experienced. 



    Feuerstein and Feuerstein (1999) identified a list of 12 parameters, of which the first three constitute the necessary and sufficient conditions for mediated interaction.  These parameters are: mediation of (i) Intentionality and reciprocity, (ii) Meaning, (iii) Transcendence, (iv) Feeling of competence, (v) Regulation and control of behavior, (vi) Sharing behavior, (vii) Individuation and psychological differentiation, (viii) Goal-seeking, goal-setting, and goal-achieving behavior, (ix) Challenge: the search for novelty and complexity, (x) An awareness of the human being as a changing entity, (xi) Search for an optimistic alternative, and (xii) Feeling of belonging.  

  • The MLE Handbook, published in 2016, presents applications across various contexts of Mediated Learning Experience (MLE). It is written as an introductory guide and should prove useful to educators, counsellors and professionals dedicated to improving the cognitive functioning of young people.

    Image of Handbook cover2