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supporting it, is called “jamming”. Also the idea of archiving the results of the study work and to make them then available for other study groups makes FLE very different from the CSILE, which was primary designed to be a system used in a classroom. Another difference is related to the Web. From the very beginning FLE has been web-based system, and has taken in use all the advantages the flexible platform is offering, whereas the original CSILE was a client-server system.
415:
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516:, the ubiquitous open source web server system. FLE4 was not intended to be a new system, but instead a re-implementation of the most important element of the previous system in a very user-friendly technology. Two sets of scaffolds are available in FLE4: Knowledge Building with its 5 knowledge types and
370:
Fle-Tools was described to be: (1) www-based service for computer supported collaborative learning (CSCL); (2) on-line learning community and teamwork environment; (3) collection of server-based applications and databases and (4) cross-platform for end users (www-browser in Linux, Mac, Win PC, WebTV,
280:
The objective was to study alternative approaches of using information and communication technologies (ICT) in teaching and learning, and to design alternative learning practices and tools. At that time, the strong e-learning movement was seen to promote rather naĂŻve conception of human learning. The
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is the interface that scaffolds members of a group to collaboratively construct and improve digital artifacts such as pictures, text, audio and videos. Key features of this include the ability of a user to upload the artifact, assign sharing permission and finally the graphical representation of the
488:
and
Department of Computer Science of the University of Murcia in Spain. Testing of different software in schools was coordinated by Helsinki City Education Department and pedagogical research was carried out by researcher from University of Helsinki, University of Amsterdam, University of Salerno,
449:
The tools of Fle2 were personal WebTops and
Knowledge Building. Th Fle2 did not have Jam Session or Library tools of the earlier Fle-Tools. In the Fle2 WebTop there were two new features compared to the earlier Fle-Tools: (1) "yellow notes" made it possible to add notes to other people WebTops when
260:
The knowledge types guides pupils to think adequate and important things related to the process, and this way helps them to write more substantial notes to the discussion forum. As an aid for users to follow the knowledge building discourse, users may take different views to the knowledge building
328:
However, there are also many differences between the two software. For instance, already in the early design specifications of FLE there was the idea of shared artefacts that are collaboratively constructed alongside the knowledge building activities. In FLE vocabulary the activity, and the tool
264:
The
Knowledge Building tool contains two default knowledge type sets: (1) Progressive Inquiry, and (2) Design Thinking. Depending on the selected knowledge types set, users get guidelines and a checklist on how to write their notes to the discussion forum. Each knowledge type is also color-coded
236:
An important feature of the
Knowledge Building tool is the knowledge type sets that are scaffolding and structuring the discussions. For instance, for a progressive inquiry learning teachers may use knowledge type set designed for this purpose. Progressive Inquiry knowledge type set contains the
492:
In the ITCOLE project there were several parallel software development projects. At first Fle3 was developed in Media Lab in
Helsinki as a user interface and interaction demonstration for the main software development taking place in Fraunhofer and based on their BSCW system. The University of
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The researchers of the FLE project brought to the discussion more advanced conceptions of learning, such as participation metaphor and knowledge creation metaphor . However, the objective of the FLE project was not only to bring new theoretical approaches to the discussion, but also to design
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During the course of the project Fle3 was found user friendly, accessible, and technically reliable for a wider use. This way it ended up to be not only a UI and interaction prototype but also software of its own. Finally Fle3 became one of the main results of the ITCOLE project.
406:, who was a key partner in the Future Learning Environment project, decided to draw back from the project and started to develop their own product based on Fle-Tools. This resulted as a breakdown of the original Future Learning Environment research and development project.
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In 2002 the design and development team in
Helsinki realized that BSCW was not the right platform for developing the FLE software. The main reason for giving up the development of Fle2 on top of the BSCW was the fact that BSCW was not an Open Source / Free Software.
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The next generation FLE software was developed during the years 1999–2001. Because of the collapse of the original Future
Learning Environment project consortium in 1999 the research and design partners felt that they must continue the FLE development on their own.
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shows how the e-learning and
Learning Management Systems (LMS), with course-centred outlook and focus on delivery of learning content, was, and is probably still, the mainstream approach to use of ICT in education. Although in mid-2000 the growing popularity of
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The new software was named Fle2 and released online for free downloading in April 2001. Fle2 was based on the design of Fle-Tools, but this time the software development and programming was carried-out in Media Lab
Helsinki. The Fle2 was built on top of the
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Murcia's main task was to develop the synchronous communications tools, which were then integrated experimentally to BSCW and Fle3. The software based on BSCW was named at first
Synergeia and later BSCL (Basic Support for Collaborative Learning).
277:, Helsinki, Finland. Fle3 software is based on the Future Learning Environment concept promoting learning process, which differs from traditional teacher and didactic-based teaching by emphasising students active role in a learning process.
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In 2013, a map view was added, providing an automatically generated 2D view of the discussion in which users can both view and post. While FLE4 is not under active development (2015), occasional updates and bug fixes are released.
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and the consideration how they could be used in teaching and learning has led the mainstream research and development community of virtual learning to re-consider the existing e-learning paradigms.
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Fle3 is designed to support learner and group centered work that concentrates on creating and developing expressions of knowledge (i.e. knowledge artefacts). Fle3 supports study groups to implement
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Knowledge Building: Asynchronous conferencing system with 'Categories of Inquiry' and different searching capabilities (by date, person, category of inquiry, users own notes, answers to own notes);
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the interface that scaffolds students' knowledge building (and associated) discourse. Knowledge Building tool provides Knowledge Types to scaffold and structure the process.
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Fle3 is the third and the latest version of FLE software. The first version of Fle3 was released on February 15, 2002. The latest version 1.5 was released in April 2005.
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The first prototype server with FLE software was set up in 1998 and announced in early 1999. The software was named to be Fle-Tools. The software was designed in
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Fle3 user interface is translated to more than 20 languages including most of the European languages and Chinese. Fle3 is used in more than 70 countries.
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acquisition metaphor of learning, which emphasizes learning as a process where students are supplied with pieces of knowledge, was getting stronger.
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325:. In the design of FLE software, Bereiter's and Scardamalia's Computer-Supported Intentional Learning Environment (CSILE) was used as a reference.
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the interface that scaffolds students' storing, organizing and sharing their own knowledge resources including documents, files, links and notes.
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NordUnet 2 program. The partners of the project were Media Lab in Helsinki, Department of Communication, Journalism and Computer Science of
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Fle3 was largely developed in the Innovative Technology for Collaborative Learning and Knowledge Building (ITCOLE) project, funded by the
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In the late 1990s the research, development and design team members of the first FLE project were greatly influenced by the work of
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The ITCOLE project was coordinated by the Media Lab in Helsinki. The technical development partners included the developers of
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There are also interfaces that scaffold teachers and administrators to manage users and analyze student/project activity.
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Development of Fle3 software was started in 1998 in a Future Learning Environment research and development project in
257:. Every time a pupil is posting something to the discussion, she must choose what knowledge type her note represents.
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Jam Session: Asynchronous multi-user environment for collaborative design, writing, software development, etc.;
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nvironment. The number 3 in the name refers to the number of times the software has been built from scratch.
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The core component of FLE3, the scaffolded knowledge-building discussion board, was re-created as a simple
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learning practices and technology based on the theories. The results of this work culminated in the
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discussion by sorting the notes as a discussion thread, by writer, by knowledge type, or by date.
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566:"Future Learning Environment - Innovative Methods and Applications for Collaborative Learning"
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visiting them, and (2) chat with whiteboard for chatting and drawing with other users online.
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Fle3 provides various tab-accessed screens affording functionality considered important for
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Leinonen, Teemu; Kligyte, Giedre; Toikkanen, Tarmo; Pietarila, Janne; Dean, Philip (2003).
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in the Information Society Technologies (IST) framework's 'School of Tomorrow' program.
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399:. The results form the pilots were published in scientific conferences and journals.
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Administration: Tools for administer users, groups, courses and course materials.
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University of Rome La Sapienza, University of Athens and University of Utrecht.
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WebTop: Personal open desk top in the web to store and share digital materials;
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Fle-Tools was developed in a Future Learning Environment project funded by
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Library: Adaptive medium to publish and browse multimedia course materials
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in Helsinki but programmed by a Finnish company called NSD Consulting Oy.
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There has been no noticeable development in the Fle3 project since 2006.
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in Denmark, and Department of Psychology of the University of Helsinki.
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Tutkiva oppiminen : älykkään toiminnan rajat ja niiden ylittäminen
343:- the National Technology Agency of Finland. The project partners were
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In 1999 Fle-Tools was tested in several university course at the
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Centre for Research on Networked Learning and Knowledge Building
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Nokia Communicator, etc.). The tools of Fle3-Tools were:
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692:"Future Learning Environment R&D Project 1998-1999"
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665:"Fle3 is a Learning Environment! - Fle3 CSCL Software"
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Learning with Collaborative Software - A guide to Fle3
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766:"Fle4 | Fle4 – Knowledge Building for the rest of us"
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in an inquiry learning process, for example the
638:. Helsinki: University of Art and Design Helsinki.
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83:
70:
60:
44:
30:
593:. Lonka, Kirsti., Lipponen, Lasse. Porvoo: WSOY.
418:Fle2 (2001) Knowledge Building - Add note view.
482:BSCW – Basic Support for Cooperative Work
426:In 2000 the Fle2 project got funding from the
8:
16:
182:The abbreviation FLE comes from the words
15:
542:"COMPUTER SUPPORT FOR KNOWLEDGE BUILDING"
440:BSCW - Basic Support for Cooperative Work
402:In the end of 1999, The Finnish operator
289:learning model and in the Fle3 software.
265:making them fast to recognize and learn.
127:computer supported collaborative learning
294:history of virtual learning environments
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355:in the Department of Psychology of the
721:"Fle2 - Future Learning Environment 2"
397:University of Art and Design Helsinki
349:University of Art and Design Helsinki
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792:Free and open-source software portal
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363:, and Finnish educational publisher
225:versioning history of the artifact.
17:Fle3 - Future Learning Environment
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237:following five knowledge types:
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745:"Wordpress Pugins And Softwares"
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114:-based learning environment or
808:Free learning support software
1:
698:. 2013-02-13. Archived from
520:with its 6 knowledge types.
116:virtual learning environment
813:Learning management systems
428:Nordic Council of Ministers
839:
589:Hakkarainen, Kai. (1999).
518:de Bono's Six Hat Thinking
442:software developed by the
172:GNU General Public Licence
466:Fle3 (2001) Jamming tool.
251:Evaluation of the Process
118:. More precisely Fle3 is
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40:
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138:creative problem solving
321:, and their concept of
216:Fle3 Knowledge Building
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393:University of Helsinki
357:University of Helsinki
247:Scientific Explanation
77:Collaborative software
51:1.5 / April 2005
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309:Fle-Tools (1998–1999)
158:product, written in
475:European Commission
432:Roskilde University
319:Marlene Scardamalia
287:progressive inquiry
232:Knowledge type sets
204:progressive inquiry
170:released under the
146:progressive inquiry
100:http://fle3.uiah.fi
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486:Fraunhofer Society
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444:Fraunhofer Society
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323:Knowledge building
178:Origin of the name
134:knowledge building
222:Fle3 Jamming tool
142:scientific method
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769:. Retrieved
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728:. Retrieved
725:fle2.uiah.fi
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704:. Retrieved
700:the original
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669:fle3.uiah.fi
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570:mlab.taik.fi
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546:mlab.uiah.fi
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446:in Germany.
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79:for learning
32:Developer(s)
164:open-source
802:Categories
771:2019-08-07
730:2019-08-07
706:2019-08-07
696:archive.is
674:2019-08-07
600:9510231401
575:2019-08-07
551:2019-08-07
528:References
365:SanomaWSOY
198:Components
162:. Fle3 is
154:Fle3 is a
61:Written in
514:WordPress
345:Media Lab
334:Media Lab
275:Media Lab
36:Fle3 Team
823:Pedagogy
818:Learning
609:58294599
395:and the
190:earning
148:method.
129:(CSCL).
123:software
347:of the
269:History
255:Summary
239:Problem
174:(GPL).
96:Website
85:License
750:10 May
642:
607:
597:
510:plugin
404:Sonera
361:Sonera
186:uture
160:Python
120:server
65:Python
636:(PDF)
341:Tekes
303:wikis
299:blogs
110:is a
752:2017
640:ISBN
605:OCLC
595:ISBN
317:and
301:and
292:The
253:and
166:and
156:Zope
140:and
125:for
108:Fle3
72:Type
512:in
484:in
112:Web
90:GPL
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Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
