jemma0209

mediation process

In References on June 28, 2009 at 12:29 pm

Passerino, L. M., & Santarosa, L. M. (2008). Autism and digital learning environments: Processes of interaction and mediation. Computers & Education, 51, 385-420.

 

This paper has a deep review of autism itself from a socio-historical perspective. By claiming that we have to approach individuals with autism with a view of anthropologist on Mars (Sacks, 1995). 

 

“Autistic individuals  have a different cognitive style…they have touch, hearing, and sight, but their brains process information relative to these in a very specific way”(Peeters, 1998). 

 

a. Difficulties characteristics to the generalization of knowledge resulting from imitation.

b.  Autistic children rarely share their attention with a partner, or even with an adult, over an object or a particular event as …”autistic children, in general, have few or no strategies at all to share their attention with others.”(p.18).

c. deficiency in symbolization

-à social learning theory(?)

 

In socio-historical premises, cognitive development can only be understood within the social and historical context in which it comes about. Cognitive development can be considered as being the transformation of elementary processes into higher psychological processes, which occur in and by means of social interaction, with the mediation of culturally determined tools and symbols, particularly speech.

 

This transformation is made apparent in self-regulation, or autonomy.

 

The research objectives:

  1. Develop/set up digital learning environments that as mediators for the development of social interaction between autistic individuals;
  2. observe/follow the mediation and social interaction processes in autistic individuals in digital learning environments (DLE); and
  3. identify the mediating processes which prove to be more effective for the cognitive development of autistic individuals…

 

The influence of Dewey in 1886, who proposed an open pedagogy that placed the student in an active role in the educational process through contextualized and significant learning.

 

Four participants with autism

 

The intervention and data gathering covered 24 months with weekly sessions (i.e, 85sessions) lasting from 2 to 3 hours. The subjects were paired.

Observation during participation was the main technique for gathering data, backed up with video recordings of the session and logs of the interactions for later analysis. The records followed a protocol system in which each subject was identified by a code and the dialogues transcribed or recorded exactly as they occurred according to the scheme showed at.

 

Field notes, transcripts of the recordings, logs…a three-way data collection

 

Data analysis: dialectical method of socio-historical origin: macro level & micro level.

 

 

Go back to check the mediation process!!!!

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