I think the problem that you raise about peer mediation is a significant =
one. I have been working with similar issues; mediation of learning among =
peers in higher education. My doctoral thesis - it is called AGENCY IN =
LEARNING. A CASE STUDY OF LEARNING AT THE UNIVERSITY - particularly deals =
with how students mediate their learning practices. Interaction with peers =
is a central aspect of student agency in learning. It is too bad, I think, =
that educational research tends to be performed in alliance with teachers =
and frames the educational process from the perspective of teachers. Is it =
not the case that in education we mainly train students to think like =
teachers (as reflective and critical teachers, I should add)? There is =
nothing wrong in preparing students to become competent teachers and =
professionals who mediate their future students' learning, of course. But d=
o =
we overlook the crucial fact that students also mediate their learning whil=
e =
they are students in higher education and the fact that students' mediation=
=
of learning is a significant aspect of education in general? To what extent=
=
do we address our analyses and our conclusions to students in higher =
education, rather than to the coming teachers and professionals?
These questions relate to a dilemma in the Vygotskian tradition. For =
instance, Vygotsky explains the notion of 'the zone of proximal development=
' =
(Mind in Society, p. 86) and immediately turns to the question of what this=
=
means for the teachers and others who are in a position to mediate the =
child's development. He writes that the zone of proximal development =
".furnishes psychologists and educators with a tool through which the =
internal course of development can be understood" (p. 87). To my knowledge,=
=
Vygotsky did not discuss how, or if, the zone of proximal development =
furnishes students with a tool through which they can promote their own =
learning. For instance; can peers create their own zones of proximal =
development? This is a crucial question in relation to peer mediation.
In his book LEARNING BY EXPANDING Yrjo Engestrom makes a significant =
contribution in exploring learning as a social process among peers. But in =
my interpretation he he goes further and treats learning as a collective =
process where both students and teachers are involved. His conclusion is =
that "Expansive developmental research aims at making circles of expansive =
transition collectively mastered journeys through zones of proximal =
development. In other words, it aims at furnishing people with tertiary and=
=
secondary instruments necessary for the mastery of qualitative =
transformation of their activity systems." The notion of 'collectively =
mastered' here must include peer mediation.
I think this is a crucial question in education in general, but particular =
in higher education and in relation to for instance work-related learning =
and lifelong learning. I suggest that some of us create an informal setting=
=
for discussing these questions at the conference in Denmark in June.
Regards from a snow-white Oslo
Anton
+++++++++++++++++++++++++++
Anton Havnes
Senter for h=F8gskolepedagogikk
Wergelandsveien 27, 0167 Oslo
Bes=F8ksadresse: Pilestredet 40, T313
Tlf. 22 45 28 87, Fax. 22 45 28 25
Tlf. hjem: 66 91 18 52
Email: Anton.Havnes who-is-at adm.hioslo.no
---------------------------
Oslo College
Centre for Staff and Learning Development
Wergelandsveien 27, N-0167 Oslo, Norway
Tel +47 2245 2887, Fax +47 2245 2825
Email: Anton.Havnes who-is-at adm.hioslo.no