Characterization of Technology-based Mediations for Navigated Learning

Abstract

Present day curriculum and classroom practices focus on the average student. But recent advances in the study of individualization show that there is no such thing called an average student. Pedagogy needs to address multiple dimensions of concern, and as the number of dimensions increase, the probability of finding an individual who is average on all parameters, rapidly diminishes to zero. Due to the highly variegated nature of individual learner profiles, there is a need to find a technology-based adaptable solution that can include all kinds of learners and nurture their talents as a learning community. Navigated learning is a new paradigm for learning, that aims for a holistic integration of the three independent requirements: scalability, personalization and social learning. In this article, we describe the pedagogic model and a platform for navigated learning. Also, we characterize technology-based mediations for navigated learning. We model mediation as a balance of control between the system (the hypothetical teacher) and the learner.