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== Definition == | == Definition == | ||
Revision as of 18:00, 10 May 2007
Definition
Fle3 (Future Learning Environment) is a web-based computer supported collaborative learning (CSCL) environment. is designed to support learner and group centered work that concentrates on creating and developing expressions of knowledge (i.e. knowledge artefacts) and design.
An example of an instructional design model supported by Fle is writing-to-learn
Features
(copy/paste from the fle3 homepage)
Fle3 WebTops can be used by teachers and students to store different items (documents, files, links, knowledge building notes) related to their studies, organize them to folders and share them with others. WebTop also includes shared "course folder" for each course. The same shared "course folder" is available in the Knowledge Building and Jamming tools as well. The items in the WebTops can be called learning objects - if you wish.
With Fle3 Knowledge Building tool groups may carry out knowledge building dialogues, theory building and debates by storing their thoughts into a shared database. In the Knowledge Building study group may use Knowledge Types to scaffold and structure their dialogues. The Knowledge Type sets are fully editable and one may export and import them from one Fle3 to another. Fle3 comes with two default Knowledge Type sets: (1) Progressive Inquiry, and (2) Design Thinking.
Fle3 Jamming tool is a shared space for collaborative construction of digital artefacts (pictures, text, audio, video). A study group may work together with some digital artefacts by simply uploading and downloading files. Versions are tracked automatically and different versions are displayed graphically. Jamming can be used for many kind of collaborative work requiring versioning.
Implementation
Fle3 is a Zope product, written in Python. Zope and Fle3 run on almost all Operating Systems (GNU/Linux, MacOS X, *BSD, etc.) and Microsoft Windows.
Links
- Fle information
- Related
- LeMill Web community for finding, authoring and sharing learning resources. (see also http://lemill.org/trac/)