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Innovative Collaborative Learning in Future Learning Environments

The Future Learning Environment (FLE) project at the University of Art and Design Helsinki focuses on researching and developing innovative approaches to collaborative learning using digital media. Our initiative aims to create a web platform for enhanced collaborative inquiry, shared knowledge, and knowledge building. The project integrates principles of problem-based learning, allowing users to engage in collective design processes and share expertise. Supported by various academic and industrial partners, FLE combines modern technologies and multimedia resources to transform learning experiences.

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Innovative Collaborative Learning in Future Learning Environments

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  1. FUTURE LEARNINGENVIRONMENTh t t p : / / f l e . u i a h . f i Teemu Leinonen teemu.leinonen@mlab.uiah.fi UIAH Media Lab, University of Art and Design Helsinki

  2. 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

  3. 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

  4. FLE Design Principles • Problem-based and inquiry learning • Collaborative building of knowledge • Collaborative design process • Sharing of expertise

  5. 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

  6. 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

  7. 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

  8. 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

  9. Technical Background

  10. 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)

  11. 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

  12. Modules Presentation

  13. FLE Modules • Virtual WebTop • Knowledge Building Module • Jam Session Module • Library • People • Administration

  14. The Virtual WebTop

  15. 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

  16. The Knowledge Building (KB) Module

  17. 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

  18. The Jam Session Module

  19. 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

  20. The Library

  21. 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

  22. The People

  23. The People • User-database, information entered by user • Defining user-groups: basic users, tutors and system administrators

  24. The Administration

  25. The Administration • Creating new, removing and editing courses • Uploading and removing course materials • Adding new users and tutors, removing and editing access rights

  26. 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)

  27. 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

  28. FLE and Progressive Inquiry

  29. Elements of Progressive Inquiry [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

  30. Creating Context • Anchoring central conceptual principles of the domain of knowledge • Establishing the learning community • Joint planning and setting up of goals

  31. Setting up Research Questions • Generating problems and questions to direct the inquiry • Studying is a problem solving process • Large initial questions get more defined in the process

  32. Constructing Working Theories • 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

  33. Critical Evaluation • 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

  34. Searching Deepening Knowledge • The questions and working theories direct the search for more information and answers

  35. Generating Subordinate Questions • Transformation of initial general and unspecific questions into more specific questions • Focusing inquiry to specific research questions

  36. Constructing New Working Theories • New theories built on own explanations and deepening scientific knowledge • Summaries of own and shared learning

  37. Shared Expertise • Relying on socially distributed cognitive resources • Diversity in expertise among course participants promotes knowledge advancement

  38. FLE and Design Process

  39. Design Process and Distributed Expertise [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

  40. Design Context • Anchoring

  41. Defining the Design Task • Generating

  42. Creating a Working Idea • Phenomena

  43. Critical Evaluation • Assessment

  44. Searching Deepening Knowledge • The questions and working theories direct the search for more information and answers

  45. Redefining Design Task • Transformation

  46. Developing New Working Ideas • New theories

  47. Shared Expertise • Relying on socially distributed cognitive resources • Diversity in expertise among course participants promotes knowledge advancement

  48. Knowledge-Building in Design Process [Seitamaa-Hakkarainen, 1998] Constraints Composition Space Construction Space

  49. Case: Prematurely Born Babies

  50. Collaborative Cloth-Design Project’s Organization 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.

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