Middleware-based software architecture for interactions in the smart learning environment

Traditional classrooms involve the use of face-to-face and a whiteboard or projector, but the inabilities to micro manage the environment between the teaching staff and the student calls for a need for a smart interactive learning environment. The aim of this work is to develop evidence and experiments for an architecture for a smart learning environment. This paper discusses the design and implementation of integrating haptic technologies into the architecture of a smart learning environment by designing components of service oriented software middleware that defines a common gesture framework. The study utilised a software test-bed to confirm the feasibility of the architectural design based on the proposed framework. The results indicated that the new structural design allows multiple haptic and gesture peripherals to share a common protocol, as well as, facilitate individual devices to work and exist as stand-alone entities within the ambient setting to enhance collaborative learning

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Digital Dissemination Platform of Transportation Engineering Education Materials Founded in Adoption Research

INE/AUTC 14.0

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

A Survey of Smart Classroom Literature

Recently, there has been a substantial amount of research on smart classrooms, encompassing a number of areas, including Information and Communication Technology, Machine Learning, Sensor Networks, Cloud Computing, and Hardware. Smart classroom research has been quickly implemented to enhance education systems, resulting in higher engagement and empowerment of students, educators, and administrators. Despite decades of using emerging technology to improve teaching practices, critics often point out that methods miss adequate theoretical and technical foundations. As a result, there have been a number of conflicting reviews on different perspectives of smart classrooms. For a realistic smart classroom approach, a piecemeal implementation is insufficient. This survey contributes to the current literature by presenting a comprehensive analysis of various disciplines using a standard terminology and taxonomy. This multi-field study reveals new research possibilities and problems that must be tackled in order to integrate interdisciplinary works in a synergic manner. Our analysis shows that smart classroom is a rapidly developing research area that complements a number of emerging technologies. Moreover, this paper also describes the co-occurrence network of technological keywords using VOSviewer for an in-depth analysis

Secure Cloud SDN Educational Management with Internet + Learning Management System

The education management model refers to the system and processes that colleges and universities use to manage and oversee their academic programs and operations. However, with the advent of digital technologies, there has been a growing trend towards the Internet+ college education management model, which integrates digital technologies into all aspects of college education management. This model includes the use of online learning platforms and tools, such as learning management systems (LMS), to deliver courses and manage student progress. It also includes the use of digital technologies for administrative tasks such as admissions, enrolment, and financial aid. However, the educational management model is subjected to the challenge of security for educational data management. Hence, this paper constructed a secure framework model of the Ethereum SDN Cloud Architecture (ESDNarc). The ESDNarc model uses the Software-defined Network (SDN) for the decentralized management of the network, secure transactions, and improved efficiency. The ESDNarch model incorporates the SDN with the cryptography scheme the secure the data. The constructed model uses the double-hashing Elliptical Curve Cryptography (DHECC) for the data stored in the Ethereum blockchain. The performance of the constructed model is evaluated with the KDD data set. Simulation analysis stated that ESDNarch significantly increases the data security in the cloud model for the attacks in the network

A Pedagogy for Original Synners

Part of the Volume on Digital Young, Innovation, and the UnexpectedThis essay begins by speculating about the learning environment of the class of 2020. It takes place entirely in a virtual world, populated by simulated avatars, managed through the pedagogy of gaming. Based on this projected version of a future-now-in-formation, the authors consider the implications of the current paradigm shift that is happening at the edges of institutions of higher education. From the development of programs in multimedia literacy to the focus on the creation of hybrid learning spaces (that combine the use of virtual worlds, social networking applications, and classroom activities), the scene of learning as well as the subjects of education are changing. The figure of the Original Synner is a projection of the student-of-the-future whose foundational literacy is grounded in their ability to synthesize information from multiple information streams

Building Tomorrow's Primary Schools Today: Using Future Studies to Anticipate How Increased Techonology Use in Education Might Effect Current Primary School Design

Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends