Abstract
This chapter proposes a learning framework - the MULTIPLES framework (Multiple: Learning Tools, Interactions, Perspectives, Learning Experiences and Solution Strategies) - that can be used in e-collaboration settings to encourage the development of multiple perspectives for each individual student regarding the learning concepts in focus. This framework has been designed within the context of social and constructivist learning theories, acknowledging the role of asking learners, working in both groups and individually, to face appropriately designed learning tasks by using multiple learning tools and representation systems while at the same time performing various interactions in order to produce multiple solution strategies ‘in as many ways as possible’. To this end, a case study is reported that illuminates the role played by MULTIPLES in the enhancement of each individual student’s views by generating different solution strategies to the tasks at hand, while at the same time expressing their inter- and intra-individual differences. Specifically, 25 secondary level education students participated in a learning experiment consisting of two tasks asking for the construction of multiple solution strategies regarding the concept of area measurement by exploiting the plethora of tools and representation systems provided by the well-known educational software Cabri-Geometry II (Laborde, 1990). The analysis of the data shows that all these students truly exploited their collaborative experience during the former task and constructed various solution strategies when individually facing the second task, at the same time developing multiple perspectives of the aforementioned learning concepts.
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Kordaki, M. (2009). ‘MULTIPLES’: A Challenging Learning Framework for the Generation of Multiple Perspectives within e-Collaboration Settings. In: Daradoumis, T., Caballé, S., Marquès, J.M., Xhafa, F. (eds) Intelligent Collaborative e-Learning Systems and Applications. Studies in Computational Intelligence, vol 246. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-04001-6_3
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DOI: https://doi.org/10.1007/978-3-642-04001-6_3
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