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F UTURE L EARNING E NVIRONMENT h t t p : / / f l e . u i a h . f i. Teemu Leinonen [email protected] UIAH Media Lab, University of Art and Design Helsinki. Future Learning Environment R&D Project. Research Partners UIAH Media Lab, University of Art and Design, Helsinki, Finland

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F uture l earning e nvironment h t t p f l e u i a h f i
FUTURE LEARNINGENVIRONMENTh t t p : / / f l e . u i a h . f i

Teemu Leinonen

[email protected]

UIAH Media Lab, University of Art and Design Helsinki


Future learning environment r d project
Future Learning Environment R&D Project

Research Partners

  • UIAH Media Lab, University of Art and Design, Helsinki, Finland

  • Applied Cognitive Science Research Group, Dept. of Psychology, University of Helsinki, Finland

  • Media Education Centre, University of Helsinki, Finland

  • Savonlinna Dept. of Teacher Education, University of Joensuu, Finland

    Industrial Partners

  • Sonera Ltd (Telecom Finland)

  • Grey Interactive Ltd

  • WSOY Publishing Ltd

  • Apple Computer Finland

    Financing

  • TEKES (Finnish Technology Development Centre)

  • Finnish Ministry of Education

  • Industrial & Research Partners


The aims of the fle project
The Aims of the FLE-Project

  • To research and develop innovative ways of using new media in the field of collaborative learning

  • To develop a www platform supporting collaborative learning and thinking

  • To build new ways of sharing educational www based multimedia material


Fle design principles
FLE Design Principles

  • Problem-based and inquiry learning

  • Collaborative building of knowledge

  • Collaborative design process

  • Sharing of expertise


Problem based and inquiry learning
Problem-Based and Inquiry Learning

  • Shared knowledge advancement by members of a course

  • Questions and problems guide the process of progressive inquiry

  • New knowledge is constructed through solving problems of explanation and understanding


Collaborative building of knowledge
Collaborative Building of Knowledge

  • Questions and explanations derived from users’ own understanding and scientific information

  • Tools for working with knowledge objects like explanations, theories, hypothesis, and interpretations

  • Tools for monitoring the learning process


Collaborative design process
Collaborative Design Process

  • Engaging users to generate new design ideas

  • Collaboratively work to further develop their ideas

  • Tools for sharing conceptual and visual design ideas


Sharing of expertise
Sharing of Expertise

  • Creating a learning community with shared goals

  • Support for expert-like processing of information

  • Multiple modules for representing user’s various fields of expertise

  • Tools for monitoring advancement of comprehension in scientific and design inquiry



What is fle server software
What is FLE Server Software?

  • WWW-platform on the Internet for Computer-Supported Collaborative Learning (CSCL)

  • FLE-software can be accessed through Internet (TCP/IP) with any HTML 3.2 compliant browser e.g. Netscape Navigator 3 (or later)


Technical background1
Technical Background

  • A Client/server system using www browsers, a www server, application

  • Server and a persistent storage (e.g. database)

  • Programmed in an object oriented language called Python

  • Scalable to a large number of concurrent users and transactions

  • Freely available for non-commercial educational use, commercial use licenses available for a fee

  • Available as pre-compiled self-containing installations for multiple platforms (1st quarter/2000)

  • Most of the source code available for modification under a request



Fle modules
FLE Modules

  • Virtual WebTop

  • Knowledge Building Module

  • Jam Session Module

  • Library

  • People

  • Administration



The virtual webtop1
The Virtual WebTop

  • A personal desktop in the environment

  • To store and share digital materials with fellow users

  • Access to evaluation tools

  • Access to thinking tools

  • Viewing and sending personal short messages



The Knowledge Building (KB) Module

  • Shared space for discussion and conferencing

  • The discussion is constructed around the “Deep Principles” of the field

  • Messages posted to the database labeled with a “Category of Inquiry” reflecting a step in inquiry

  • Categories of scientific and design inquiry are default sets, other sets can be defined by course administrator



The jam session module1
The Jam Session Module

  • Experimentation with representation of ideas, concepts and sketches

  • Collaborative construction of digital artifacts

  • Storing different versions of objects being developed

  • Representing the elaboration process graphically



The library1
The Library

  • Shared documents in various formats: text, graphics, audio, video, multimedia, or www-links

  • Space to publish and browse multimedia learning materials

  • Allows tutor to select relevant parts for course material



The people1
The People

  • User-database, information entered by user

  • Defining user-groups: basic users, tutors and system administrators



The administration1
The Administration

  • Creating new, removing and editing courses

  • Uploading and removing course materials

  • Adding new users and tutors, removing and editing access rights


History milestones
History & Milestones

  • Background work for FLE project at UIAH Media Lab is carried out (9/97)

  • FLE-project received funding from Tekes, OPM and industrial partners, such as Sonera, Apple Finland and Grey Interactive (2/98)

  • FLE project is started at UIAH Media lab in co-operation with industrial partners and Dept of Psychology and Dept. of Media Education, University of Helsinki

  • Development of the FLE software prototype (v.1.0) is started in close cooperation with the industrial partners (4/98)


  • FLE software (v.1.0) goes into limited testing at university level cases

  • FLE software (v.1.0) evaluated by Dept. of Psychology and Dept. of Media Education, University of Helsinki (9/98)

  • First learning evaluation results are presented at international conferences during 1999

  • FLE software (v.2.0) development is started to make the software freely available for educational use in the future (6/99)

  • Development on a new freely available software code for FLE Modules started at UIAH Media Lab with the cooperation of GMD, Germany



Elements of Progressive Inquiry level cases

[Hakkarainen 1998]

Constructing Working Theories

Setting up Research Questions

Critical Evaluation

Creating the Context

Distributed Expertise

Developing New Working Theories

Searching Deepening Knowledge

Generating Subordinate Questions


Creating context
Creating Context level cases

  • Anchoring central conceptual principles of the domain of knowledge

  • Establishing the learning community

  • Joint planning and setting up of goals


Setting up research questions
Setting up Research Questions level cases

  • Generating problems and questions to direct the inquiry

  • Studying is a problem solving process

  • Large initial questions get more defined in the process


Constructing working theories
Constructing Working Theories level cases

  • Phenomena are explained with existing background knowledge

  • Creates a culture for writing about own thinking and reasoning

  • Intended to make gaps in own knowledge and understanding more explicit


Critical evaluation
Critical Evaluation level cases

  • Assessment of the strengths and weaknesses of different explanations and approaches

  • Helps the learning community to direct and regulate joint cognitive efforts

  • Evaluation of what knowledge and skills are needed in the inquiry process


Searching deepening knowledge
Searching Deepening Knowledge level cases

  • The questions and working theories direct the search for more information and answers


Generating subordinate questions
Generating Subordinate Questions level cases

  • Transformation of initial general and unspecific questions into more specific questions

  • Focusing inquiry to specific research questions


Constructing new working theories
Constructing New Working Theories level cases

  • New theories built on own explanations and deepening scientific knowledge

  • Summaries of own and shared learning


Shared expertise
Shared Expertise level cases

  • Relying on socially distributed cognitive resources

  • Diversity in expertise among course participants promotes knowledge advancement



Design Process and Distributed Expertise level cases

[Seitamaa-Hakkarainen, 1998]

Defining the Design Task

Creating a Working Idea

Critical Evaluation

Design Context

Distributed Expertise

Searching Deepening Knowledge

Developing New Working Ideas

Redefining the Design Task


Design context
Design Context level cases

  • Anchoring


Defining the design task
Defining the Design Task level cases

  • Generating


Creating a working idea
Creating a Working Idea level cases

  • Phenomena


Critical evaluation1
Critical Evaluation level cases

  • Assessment


Searching deepening knowledge1
Searching Deepening Knowledge level cases

  • The questions and working theories direct the search for more information and answers


Redefining design task
Redefining Design Task level cases

  • Transformation


Developing new working ideas
Developing New Working Ideas level cases

  • New theories


Shared expertise1
Shared Expertise level cases

  • Relying on socially distributed cognitive resources

  • Diversity in expertise among course participants promotes knowledge advancement


Knowledge-Building in Design Process level cases

[Seitamaa-Hakkarainen, 1998]

Constraints

Composition Space

Construction Space



Collaborative cloth design project s organization
Collaborative Cloth-Design Project’s Organization level cases

Co-ordinating teachers:

  • FLE-teacher Pirita Seitamaa-Hakkarainen, Course Organizatior Päivi Aikasalo, Visual Art Teacher Tarja Salo

    Students:

  • 34 first-year textile students

    Partners:

  • The Association of The Friends of The University Children’s Hospital in Finland & Helsinki University Hospital (Department of Prematurely Born Babies) & Nanso co.


Design process consists of four basic stages
Design Process Consists of Four Basic Stages: level cases

  • Knowledge building and visual design

  • Prototype making

  • Testing of prototype in hospital

  • Production procedure design






Conclusions

Conclusions level cases


Empirical conclusions
Empirical Conclusions level cases

  • Encouraging empirical evidence for implementation of progressive inquiry

  • Support for explication and externalization of conceptions and thinking

  • Sharing of understanding and learning


Pedagogical conclusions
Pedagogical Conclusions level cases

  • Emphasis on the need to produce arguments and discuss research findings from sciences

  • Importance of establishing a learning community with authentic goal

  • Tutor’s participation important for introducing scaffolds for collaboration


Project future
Project Future level cases

  • Current Tekes funded project will continue till the end of 1999 after which all the findings and results will be freely available from the project web site

  • The software development will continue on two separate tracks as independent, but collaborating projects

  • Sonera will offer a commercial version of their own www based learning software based on some of the ideas in FLE -project


  • UIAH Media Lab, Dept. of Psychology and other academic parties will continue to develop the pedagogical and cognitive underpinnings of the FLE framework

  • UIAH Media Lab in collaboration with academic partners will develop and release

  • an open source second generation FLE software free for non-commercial educational use

  • The second generation FLE software will be tested and evaluated in various schools and universities throughout Europe


F uture l earning e nvironment w w w f l e u i a h f i
F parties will continue to develop the pedagogical and cognitive underpinnings of the FLE frameworkUTURE LEARNINGENVIRONMENTw w w . f l e . u i a h . f i

Etunimi Sukunimi

[email protected]

UIAH Media Lab, University of Art and Design Helsinki


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