Re: [Fle3-users] Teaching Java with Fle3

[Giedre Kligyte]

Hello,

It is great to hear about the way you used Fle3 in your course - from your
description it seems to be exactly the kind of learning process that we
would like people to carry out and that Fle3 was designed for (I am from the
Fle3 development team).

Short answer to your previous question - the theoretical context for Fle3 is
CSCL (Computer Supported Collaborative Learning) research field and the main
inspiration is Carl Bereiter's and Marlene Scardamalia's work (we should
thank them for the term Knowledge Building!), maybe Teemu could answer more
about the theoretical framework? Activity theory is one of the analysis
tools that we were using in our research too.

If you would like to share your experience with other people working in CSCL
field, you can post the Java course description to www.euro-cscl.org website
Idea Bank. You need to register before you can post it, but I think it would
be a very valuable contribution to the CSCL community.

Best regards,
Giedre

On 4.10.2003 23:21, "David Le Blanc" <address@hidden> wrote:

> I teach an online introductory Java programming course to secondary students
> (http://ILearnITOnline.com). I am using Fle3 for the first time this year to
> support our learning activities. Fle3 seems the perfect tool to support
> learning the Java language in a distributed environment. Java is an Object
> Oriented Programming (OOP) language that often involves extending or altering
> existing objects (code). The Jamming component of Fle3 allows learners to post
> and see the Java objects developed by their classmates. I generally post a
> very basic Java object that incorporates the current coding constructs under
> study. I post a screen shot image of the program¹s output and its java source
> file that when clicked shows the raw source code in the browser window. The
> learners then can choose to extend my initial code or one that has been posted
> by one of their classmates. This is a real advantage over traditional
> practices as the work of every learner in the course is made visible to
> everyone. The annotation feature of Jamming encourages peer feedback and
> questions directed at learners rather than just to the course instructor. I
> had some initial fears that the Jamming tool would encourage too much
> competition resulting in weaker learners feeling inadequate or overwhelmed. I
> was delighted to see that instead the learners have truly adopting
> collaborative approaches when engaged in Jamming sessions.
> 
> 
> 
> David Le Blanc
> 
> http://mySandbox.net <http://mySandbox.net>
> 
> http://TogetherApart.com <http://TogetherApart.com>
> 
> <http://forums.delphiforums.com/mrleblanc/>
> 
> 
> 
> 
> 
> 
> 
> 
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