Multiple-Perspectives Learning Principle

From the social constructivist perspective, learners are based in multiple contexts. Spiro et al. (1991) stress the need for different contexts and different resources in order to construct knowledge. This is because complex concepts are ill-structured and therefore require multiple representations. Learners can be supported in connecting relevant knowledge via a variety of representations and

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opportunities to interact with the concepts being studied (Spiro et al., 1991). This leads the learner to construct meaningful relationships through being exposed to different perspectives, in which mobile learning activities can provide the platform. Hannafin & Land (1997) support this argument by stating that “constructing personal meaning by relating new knowledge to exciting conceptions and understandings; technology promotes access to resources and tools that facilitate construction” (p.170). Earlier, Jonassen (1991) postulated that one of the aims of social constructivist is the promotion of multiple perspectives on reality within the learning environment through available tools.

Different views of people can be received through use of various resources. Existing knowledge serves as a point of reference or as foundation for new knowledge to be built on (Dunlap & Grabinger, 1996). Hence there could be a space for relevant information to trigger reflections about any given content. One would expect that information does not come from only one source in a social constructivist learning environment, but rather from different sources and even through different media. This means that multi-perspective learning activities are represented through different types of medium, for example, content is represented differently through text or visual means. Multi-perspective learning activities can be designed by presenting information in a variety of ways to encourage learners to view the knowledge base from multiple viewpoints and find their own connections and explanations (Dabbagh, 2005).

Furthermore, Jonassen (1994) and Lefoe (1998) assert that design of learning activities needs to provide learning experiences which encourage students to look beyond their own perspectives. This is because in order to develop one’s view, there is a need to compare with alternatives. Multiple perspectives can be deployed through encounters with a text or also through discussion with others. Concepts exist within a web of meaning which is mediated by individuals’ cultures (Vyotsky, 1962), thus, different points of view from different cultures can help learners to make meaning. Cobb (1994) stresses that it is important “to consider what various perspectives might have to offer relative to the problems or issues at hand” (p.18). Through exposure to multiple points of view when understanding or judging issues, learners are able to rearrange information to

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construct new knowledge (Duffy & Cunningham, 1996 and Dabbagh, 2005). They can also acquire flexible and meaningful knowledge structures though this process. Being exposed to different perspectives based on different cultural contexts involves engagement in the process of learning.

Lin et al. (1999) call for learning designers to “use a design that build(s) the opportunity for learners to compare reflection with the multiple perspectives of others” (p.59) in creating learning activities. Furthermore the authenticity element needs to be part of the design of multi-perspective learning activities. Duffy & Jonassen (1991) believe that real world problems through multiple viewpoints can be explored by students. This is because it is only when students have authentic problems in the form of real-world issues that they can construct understanding and improves their ability to solve problems. According to Hannafin & Land (1997) learning activities require “the processes of exploring, inquiring, and constructing representations and/or artefacts” (p.169) while “understanding involves continually modifying, updating, and assimilating new existing knowledge” (p.169). Dabbagh (2005) proposes that multi-perspective learning activities be designed through presenting information in a variety of ways. The goal of promoting multiple perspectives is to generate disagreement within discourse so that learners are aware that there are multiple perspectives on issues especially for real world situations (Dabbagh, 2005). This entails students becoming engaged in exploring other perspectives in order to achieve a meaningful resolution to the issue, and new meaning can be generated through this process.

In multi-perspective learning principle, feedback is also essential. Feedback can be delivered through various mechanisms including verbal responses, visual representations and sensory-tactile feedback. It is also believed that the opportunity to test assumptions and to receive feedback is critical to the learning process (Land & Hannafin, 1996). For example the Languages Development and Hypermedia Research Group (1992) report from their project Bubble Dialogue on the need to allow learners to manipulate their thoughts and ideas through unstructured internal and external feedback dialogues, in order to encourage sharing of viewpoints and perspectives amongst users.

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Therefore, there are two main ways of delivering multi-perspective learning principle proposed in this study. The first is through multiple media or multi medium representation. The other is multiple discussions through different opinions from different people in other words multiple voices of students. These are the main aspects of the design of multi-perspective activities to support HE students’ learning through the use of the mobile phone applications. The goal is to generate activities that promote awareness of multiple perspectives on an issue set in real-world context and to construct new meaning in the context of their exposure to other perspectives.