Technology based learning system in Internet of Things (IoT) education

In this decade, Internet of Things (IoT) technologies are motivating nations for digital transformation. This transformation is part of Fourth industrial revolution (Industry 4.0). Several challenges are obstacle in the digitalization, one of them is talent in this field. There are not many available automation or control labs equipped with advance automation technologies in the educational institutions. To produce more force for IoT, engineering intuitions need to improve their curriculum and engineering lab facilities. In this paper, a technology-based learning system is proposed for learning IoT. The design of this system purposely developed for control lab for undergraduates and postgraduate students. This system offers a low-cost development using industrial standard controller, which is suitable for industrial and enterprise applications prototyping. Three modules are prepared to train the students; 1) Introduction to IoT & Industry 4.0, 2) controller programming, configuration and machine to machine (M2M) communication and 3) design and development of web and mobile applications. All students implemented and tested the industrial standard IoT application in the end of Session. The design and implementation result shows the learning experience of students has been improved and motivates the institutions to apply this low-cost system to fulfil the future talent demand in this field

Internet de las Cosas y educación: una revisión sistemática de literatura

A Internet das Coisas (IoT ou Internet of Things) tem se revelado uma tecnologia potencialmente disruptiva em vários campos da atividade humana, o que inclui os processos educacionais. O processamento de dados produzidos e armazenados por objetos cotidianos e sensores e processados na web pode potencializar a análise pedagógica do professor e conferir maior liberdade para intervir nos percursos formativos dos alunos. Contudo, as pesquisas relacionando IoT e educação são incipientes, não conferindo uma visão clara sobre como concretizar este potencial. Este artigo apresenta uma revisão sistemática da literatura para melhor evidenciar as possibilidades de conexão entre IoT e Educação, recolhendo produções e analisando o conteúdo das mesmas e agrupando-as por ano e país de publicação, contexto e nível educacional, foco dos estudos, tecnologias adotadas, aspectos metodológicos, aspectos teóricos e desenvolvimento de competências proporcionado por tais tecnologias. Constatou-se que a maioria das pesquisas foca em aspectos técnicos e utilitários da IoT, mas existem propostas com referencial teórico-metodológico de caráter pedagógico. Os resultados apontam para a necessidade de aprofundamento da interligação entre Internet das Coisas e Educação, indicam possibilidades de pesquisas futuras e a quais áreas esse aprofundamento deve atender, possibilitando a utilização desse potencial tecnológico para a promoção de novas abordagens na área de ensino e aprendizagem.The Internet of Things has unveiled to be a potentially disruptive technology in different fields of human activity which includes educational processes. The processing of data produced and stored by everyday objects captured and processed on the web can potentiate the educator´s pedagogical analyses and in terms provide them with more freedom to intervene in the formative resources of the students. Despite all the research related to IoT and education it is in initial stages and does not provide a clear vision of developing such potential. This article introduces a systematic literature review to better show the possibilities of connection between IoT, and education by gathering data and analyzing the content of it, clustering it by year, and country of publication, context and education level, study focus, adopted technologies, methodological, and theorical aspects, and development of competencies by such technologies. Most research was focused on technical and useful aspects of IoT, however there are proposals with theorical and methodological frames of reference with a pedagogical character. These results show the need to go beyond the interconnection between IoT and education, and also the possibilities of future research and the areas that should be looked into as to making it possible to use that technological potential for the promotion of new approaches in the teaching and learning areas.El Internet de las Cosas ha revelado ser una tecnología potencialmente disruptiva en varios campos de las actividades humanas, la cual incluye procesos educacionales. El procesamiento de datos producidos y almacenados por objetos cotidianos, captados y procesados en las redes puede potencializar el análisis pedagógico del maestro y otorgarle mayor libertad para intervenir en los recursos formativos de los alumnos. Aun con todas las investigaciones relacionadas al internet de las cosas, y la educación, estas son incipientes, y no proporcionan una visión clara sobre como concretizar ese potencial. Este articulo presenta una revisión sistemática de literatura para evidenciar de mejor manera las posibilidades de conexión entre el internet de las cosas y la educación, recogiendo producciones, y analizando el contenido de las mismas, agrupándolas por año y país de publicación, contexto y nivel educacional, enfoque de estudios, tecnologías adoptadas, aspectos metodológicos, aspectos teóricos, y desenvolvimiento de competencias proporcionado por dichas tecnologías. Se Constató que la mayoría de las investigaciones fuese en aspectos técnicos y útiles del internet de las cosas, sin embargo, existen propuestas con referencias teórico - metodológicas de carácter pedagógico. Estos resultados apuntan a la necesidad de profundización de la interconexión entre el internet de las cosas y la educación, y se indican las posibilidades de investigaciones futuras y cuales áreas deben atender esa profundización a manera de posibilitar el uso de ese potencial tecnológico para la promoción de nuevos abordajes en el área de enseñanza y aprendizaje.info:eu-repo/semantics/publishedVersio

Estudio de vigilancia científica sobre los factores claves en el desarrollo de dispositivos de IoT para aplicaciones en educación

La educación se considera un factor determinante en el desarrollo de las comunidades y en la mejora de la calidad de vida de la población. Durante la última década, los avances tecnológicos, en particular en el campo del Internet de las Cosas (IoT), han revolucionado las metodologías educativas en todos los niveles. Sin embargo, la pandemia de COVID-19 ha presentado desafíos significativos para la educación virtual. A pesar de estos avances, existe una escasez de estudios que evalúen la producción científica utilizando indicadores bibliométricos en este contexto. Por esta razón, este estudio se centró en la vigilancia científica de los factores de desarrollo de dispositivos IoT relacionados con la educación. Para lograr este objetivo, se evaluó la producción científica relacionada con los ’factores de desarrollo de IoT en educación’ utilizando indicadores bibliométricos durante el período 2013-2022. El alcance de esta investigación es descriptivo, y se basa en un enfoque cualitativo. Se llevó a cabo un proceso de revisión sistemática utilizando la metodología PRISMA y se utilizó la herramienta biblioshiny de RStudio. La selección de artículos se realizó en función de las palabras clave ’IoT’, ’educación’ y ’análisis sistemático’. Los resultados del análisis revelan una tendencia creciente en la producción de artículos relacionados con el tema desde 2013 hasta 2022. La revista más destacada en este contexto es ’Advances in Intelligent Systems and Computing’, que ha publicado tres artículos relevantes. Además, el artículo más citado a nivel mundial es el de Al-emran M. en 2020, titulado ’Stud Comput Intell’, con un total de 78 citas. Los autores que han realizado las mayores contribuciones a este campo son Klinger T. y Madritsch C. En cuanto a la contribución por países en la producción científica, China lidera con un total de 7 artículos, y se observan colaboraciones entre países, destacándose Kenya y Malasia. Se concluye que de las nueve tecnologías identificadas en el análisis, IoT se emplea en los 24 documentos, seguido por la nube e inteligencia artificial con 11 y 9 respectivamente. Sin embargo, la tecnología preferida para las comunicaciones es el wifi, y la elegida por varios investigadores para la adquisición de datos son los sistemas embebidos.Education is considered a determining factor in the development of communities and the improvement of the quality of life of the population. Over the past decade, technological advancements, particularly in the field of the Internet of Things (IoT), have revolutionized educational methodologies at all levels. However, the COVID-19 pandemic has presented significant challenges for virtual education. Despite these advancements, there is a shortage of studies that assess scientific production using bibliometric indicators in this context. For this reason, this study focused on the scientific surveillance of factors related to the development of IoT devices in education. To achieve this goal, scientific production related to ’factors of IoT development in education’ was evaluated using bibliometric indicators during the period 2013-2022. The scope of this research is descriptive and is based on a qualitative approach. A systematic review process was conducted using the PRISMA methodology, and the biblioshiny tool from R Studio was used. Article selection was based on the keywords ’IoT,’ ’education,’ and ’systematic analysis.’ The results of the analysis reveal a growing trend in the production of articles related to the topic from 2013 to 2022. The most prominent journal in this context is ’Advances in Intelligent Systems and Computing,’ which has published three relevant articles. Additionally, the most globally cited article is Al-emran M.’s in 2020, titled ’Stud Comput Intell,’ with a total of 78 citations. The authors who have made the most significant contributions to this field are Klinger T. and Madritsch C. Regarding the contribution by countries in scientific production, China leads with a total of 7 articles, and collaborations between countries are evident, with Kenya and Malaysia standing out. It is concluded that, among the nine technologies identified in the analysis, IoT is used in 24 documents, followed by cloud and artificial intelligence with 11 and 9, respectively. However, the preferred technology for communications is wifi, and the one chosen by several researchers for data acquisition is embedded system

Artificial Intelligence in Medicine and Healthcare: applications, availability and societal impact

This report reviews and classifies the current and near-future applications of Artificial Intelligence (AI) in Medicine and Healthcare according to their ethical and societal impact and the availability level of the various technological implementations. It provides conceptual foundations for well-informed policy-oriented work, research, and forward-looking activities that address the opportunities and challenges created in the field of AI in Medicine and Healthcare. This report is aimed for policy developers, but it also makes contributions that are of interest for researchers studying the impact and the future of AI on Healthcare, for scientific and technological stakeholders in this field and for the general public. This report is based on an analysis of the state of the art of research and technology, including software, personal monitoring devices, genetic tests and editing tools, personalized digital models, online platforms, augmented reality devices, and surgical and companion robotics. From this analysis, it is presented the concept of “extended personalized medicine”, and it is explored the public perception of medical AI systems, and how they show, simultaneously, extraordinary opportunities and drawbacks. In addition, this report addresses the transformation of the roles of doctors and patients in an age of ubiquitous information and identifies three main paradigms in AI-supported Medicine: “fake-based”, “patient-generated”, and “scientifically tailored” views. This Report presents: - An updated overview of the many aspects related to the social impact of Artificial Intelligence and its applications in Medicine and Health. A new ‘Technology Availability Scale’ is defined to evaluate and compare their current status. - Recent examples of the growing social concerns and debates in the general press, social media and other web-bases sources. - A ‘Visual Overview of AI and AI-mediated technologies in Medicine and Healthcare’, in which two figures show, respectively, a (newly proposed) classification according to their ethical and social impact, and the most relevant ethical and social aspects considered for such classification. Some key questions, controversies, significant, and conflicting issues are outlined for each aspect. - A ‘Structured Overview’, with a sorted list of technologies and their implementations, including perspectives, conflicting views and potential pitfalls, and a corresponding, extensive list of references. - A conclusive set of policy challenges, namely the need of informed citizens, key aspects (of AI and AI-mediated technologies in Medicine and Healthcare) to evaluate, and some recommendations towards a European leadership in this sector. - We finally relate our study with an update on the use of AI technologies to fight the SARS-CoV-2 virus and COVID-19 pandemic disease.JRC.A.5-Scientific Developmen

Artificial Intelligence in Medicine and Healthcare: applications, availability and societal impact

Comisión Europea. Joint Research Centre. Serie: JRC Science for Police ReportThis report reviews and classifies the current and near-future applications of Artificial Intelligence (AI) in Medicine and Healthcare according to their ethical and societal impact and the availability level of the various technological implementations. It provides conceptual foundations for well-informed policy-oriented work, research, and forward-looking activities that address the opportunities and challenges created in the field of AI in Medicine and Healthcare. This report is aimed for policy developers, but it also makes contributions that are of interest for researchers studying the impact and the future of AI on Healthcare, for scientific and technological stakeholders in this field and for the general public.This report is based on an analysis of the state of the art of research and technology, including software, personal monitoring devices, genetic tests and editing tools, personalized digital models, online platforms, augmented reality devices, and surgical and companion robotics. From this analysis, it is presented the concept of “extended personalized medicine”, and it is explored the public perception of medical AI systems, and how they show, simultaneously, extraordinary opportunities and drawbacks. In addition, this report addresses the transformation of the roles of doctors and patients in an age of ubiquitous information and identifies three main paradigms in AI-supported Medicine: “fake-based”, “patient-generated”, and “scientifically tailored” views.This Report presents:- An updated overview of the many aspects related to the social impact of Artificial Intelligence and its applications in Medicine and Health. A new ‘Technology Availability Scale’ is defined to evaluate and compare their current status.- Recent examples of the growing social concerns and debates in the general press, social media and other web-bases sources.- A ‘Visual Overview of AI and AI-mediated technologies in Medicine and Healthcare’, in which two figures show, respeComisión Europea. Joint Research Centr

NMC horizon report: 2014 K-12 edition

The internationally recognized NMC Horizon Report series and regional NMC Technology Outlooks are part of the NMC Horizon Project, a comprehensive research venture established in 2002 that identifies and describes key trends, significant challenges, and emerging technologies likely to have a large impact over the coming five years in education around the globe. This volume, the NMC Horizon Report > 2014 K-12 Edition will examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry within the environment of pre-college education. The NMC Horizon Report > 2014 K-12 Edition is the sixth in the K-12 series of reports and is produced by the NMC in collaboration with the Consortium for School Networking (CoSN), and made possible via the support of HP. View the work that produced the report at k12.wiki.nmc.org

ATHENA Research Book, Volume 2

ATHENA European University is an association of nine higher education institutions with the mission of promoting excellence in research and innovation by enabling international cooperation. The acronym ATHENA stands for Association of Advanced Technologies in Higher Education. Partner institutions are from France, Germany, Greece, Italy, Lithuania, Portugal and Slovenia: University of Orléans, University of Siegen, Hellenic Mediterranean University, Niccolò Cusano University, Vilnius Gediminas Technical University, Polytechnic Institute of Porto and University of Maribor. In 2022, two institutions joined the alliance: the Maria Curie-Skłodowska University from Poland and the University of Vigo from Spain. Also in 2022, an institution from Austria joined the alliance as an associate member: Carinthia University of Applied Sciences. This research book presents a selection of the research activities of ATHENA University's partners. It contains an overview of the research activities of individual members, a selection of the most important bibliographic works of members, peer-reviewed student theses, a descriptive list of ATHENA lectures and reports from individual working sections of the ATHENA project. The ATHENA Research Book provides a platform that encourages collaborative and interdisciplinary research projects by advanced and early career researchers

Playing with Virtual Reality: Early Adopters of Commercial Immersive Technology

This dissertation examines early adopters of mass-marketed Virtual Reality (VR), as well as other immersive technologies, and the playful processes by which they incorporate the devices into their lives within New York City. Starting in 2016, relatively inexpensive head-mounted displays (HMDs) began to be manufactured and distributed by leaders in the game and information technology industries. However, even before these releases, developers and content creators were testing the devices through “development kits.” These de facto early adopters, who are distinctly commercially-oriented, acted as a launching point for the dissertation to scrutinize how, why and in what ways digital technologies spread to the wider public. Taking a multimethod approach that combines semi-structured interviews, two years of participant observation, media discourse analysis and autoethnography, the dissertation details a moment in the diffusion of an innovation and how publicity, social forces and industry influence adoption. This includes studying the media ecosystem which promotes and sustains VR, the role of New York City in framing opportunities and barriers for new users, and a description of meetups as important communities where devotees congregate. With Game Studies as a backdrop for analysis, the dissertation posits that the blurry relationship between labor and play held by most enthusiasts sustains the process of VR adoption. Their “playbor” colors not only the rhetoric and the focus of meetups, but also the activities, designs, and, most importantly, the financial and personal expenditures they put forth. Ultimately, play shapes the system of production by which adopters of commercial VR are introduced to the technology and, eventually, weave it into their lives. Situating play at the center of this system highlights that the assimilation of digital media is in part an embodied and irrational experience. It also suggests new models by which future innovations will spread to the public