History
Development of Fle3 software was started in 1998 in a Future Learning Environment (http://fle.uiah.fi) research and development project in Media Lab, 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.
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 naïve conception of human learning. The acquisition metaphor of learning, which emphasizes learning as a process where students are supplied with pieces of knowledge (Sfard 1998), was getting stronger.
The researchers of the FLE project brought to the discussion more advanced conceptions of learning, such as participation metaphor (Sfard 1998) and knowledge creation metaphor (Paavola et al. 2002). However, the objective of the FLE project was not only to bring new theoretical approaches to the discussion, but also to design learning practices and technology based on the theories. The results of this work culminated in the progressive inquiry learning model (Hakkarainen et al. 2001; Muukkonen et al. 1999; 2005) and in the Fle3 software (http://fle3.uiah.fi).
The history of virtual learning environments 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 blogs and wikis 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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