RE: [Fle3-users] What does it use "jamming" for?

[César Hernández Rosete]

Dear Teemu,

Thank you, we have little to experience with FLE only two pilot course: 1.
collaborative
learning :) and 2. CRM.

The first course we work little with FLE (and little work as team), but the
second course was much better. We think that it's necessary to work more and
This way, we will improve the technique.

We are doing a benchmark between tools of learning, We believe that if we
join some Free tools, we'll be able to give better results.


César.


-----Mensaje original-----
De: address@hidden
[mailto:address@hidden nombre de
Teemu Leinonen
Enviado el: Viernes, 29 de Agosto de 2003 07:13 a.m.
Para: address@hidden
Asunto: Re: [Fle3-users] What does it use "jamming" for?


Hello César,

It's good that you challenge us to explain how the different tools of
Fle3 can be used in collaborative learning.

Jamming is not a map or concept map too. Jamming is a tool for
collaborative construction of digital artefacts - as we call it. This
means that a study group can take some digital artefact (text, picture,
audio, video, software) under jamming and work on developing the
artefact together.

The terms jamming and jam session comes from jazz music. In jazz music,
jam session is an unrehearsed or improvised session of creating music.
In a jam session a group of musicians starts to play some theme and then
they vary it. The point is that, simultaneously when playing the song,
they also compose and develop it further.

Actually, I assume (yes I am not a musicology) that before people
started to write music in notes, all music played in groups use to be
jamming. I would also claim, that still most of the music played around
the world is done in "jam sessions". Musicians are free to vary the song
played, although everybody is playing the same song.

Also graphic artist and designers talk about jamming when they design
and  create graphics and visual elements together. The jam session of
graphic artists can be carried out e.g. with a white board and a marker
pens.

When I was working for a while in the department of mathematics, I
noticed that also mathematician were jamming with a white board and
marker pens in the coffee room of the department by solving mathematical
problems together. Everybody got an access to the problem, and got a
right to make modifications to the mathematical operation presented in
there. For non mathematician of the department (like me) the coffee
breaks were pretty boring. No conversation or chatting, just staring at
the white board and once in a while doing some changes to the formulas
in there. Real jamming! :-)

The idea of jamming tool in Fle3 comes from the above practices of
creative group work.

In practice, with Fle3, a group of students can for instance start a jam
session to design a poster presenting their study results and finding of
their work carried out with the Knowledge Building tool. They can
pick-up the most important findings from the Knowledge Building, include
pictures and make a presentation. The Jamming tool offers all
participants an access to the file under development, possibility to
make your own version of it (continue with your version) and comment the
artefacts (annotate). In the Fle3 web site we write about the Jamming tool:

"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."

So far, we do not have a lot of empirical evidence on using of Jamming
in real education setting. I have been using Jamming in one
collaborative project where we are designing motor cycle helmet for
women in India. The designers come from India, US and Finland. In some
schools in Finland Jamming have been tested in primary school biology,
so that students have collaboratively "build" the human body by adding
different organs to a picture of human skeleton.

I hope this long explanation of Jamming will help you to plan activities
using the tool with your own study group. Please, share your experiences
with others in this mailing list, too.

Best regards,

        - Teemu

César Hernández Rosete wrote:
> Dear list,
>
> I continue using FLE and Colaborative Learning. I don't understand the
> option "jamming". In your Documentation: "Fle3 User Manual" and "How do I
> use Fle3 in my study course?" just learn to use jamming but you don't say:
> How to apply it in the collaborative learning?.
>
> Jamming is Map tool?. I don't believe it. Novak said that the components
of
> a conceptual map are: Concept, proposition and connection. For the
> collaborative learning I have only used "Knowledge Building."
>
> Please help me.
>
>
> Thank you.
>
>
> César.

____________________________
Teemu Leinonen
http://www.uiah.fi/~tleinone/
Office: + 358 9 756 30 296
GSM: +358 50 351 6796
Media Lab, UIAH Helsinki
http://www.mlab.uiah.fi
Future Learning Environment 3
http://fle3.uiah.fi



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