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The Ambient Intelligent Classroom Beyond the Indispensable Educator / by Montebello, Matthew

Table of Contents: “…1 Introduction -- 1.1 Introduction -- 1.2 Teacher-Centred Pedagogy -- 1.3 Student-Centred and Reflexive Methodologies -- 1.4 Learning Modalities and Affordances -- 1.5 Conclusion -- References -- 2 Ambient Intelligence -- 2.1 Introduction -- 2.2 Historical Background -- 2.2.1 Ubiquitous and Pervasive -- 2.2.2 Internet of Things -- 2.2.3 Smart and Calm Computing -- 2.3 Enabling Technologies -- 2.3.1 Techniques -- 2.3.2 Sensors -- 2.3.3 Setups -- 2.4 AmI in Action -- 2.4.1 Assisted Living -- 2.4.2 Transportation -- 2.4.3 Civic Environments -- 2.5 Case for the Classroom -- 2.5.1 Social Dimension -- 2.5.2 Technological Dimension -- 2.5.3 Educational Dimension -- 2.6 Conclusion -- References -- 3 Social Aspect -- 3.1 Introduction -- 3.2 Human Aspect of a Classroom -- 3.2.1 Multidimensionality -- 3.2.2 Simultaneity -- 3.2.3 Immediacy -- 3.2.4 Unpredictability -- 3.2.5 Publicness -- 3.2.6 History -- 3.3 Connectivism Learning Theory -- 3.4 Related Work -- 3.5 Implications to the AmI Classroom -- 3.6 Conclusion -- References -- 4 Technological Aspect -- 4.1 Introduction -- 4.2 Technology in Education -- 4.3 Adaptive Learning Theory -- 4.4 Related Work -- 4.4.1 The 'Intelligent Classroom' -- 4.4.2 iClass -- 4.4.3 ClassMATE -- 4.5 Implications to the AmI Classroom -- 4.5.1 Unobtrusive Hardware -- 4.5.2 Seamless Communication Infrastructure -- 4.5.3 Distributed Device Network -- 4.5.4 Intuitive User Interface -- 4.5.5 Dependable and Secure -- 4.5.6 Learner Profile and the Educator -- 4.5.7 Compatibility and Scope -- 4.5.8 Fruitfulness and Role -- 4.5.9 Student Outcome and Clarity -- 4.6 Conclusion -- References -- 5 Educational Aspect -- 5.1 Introduction -- 5.2 Learning Models -- 5.2.1 New Learning Affordances -- 5.2.2 Modalities and Spaces within a School Environment -- 5.2.3 Merging Models -- 5.3 Personal Learning Environment -- 5.3.1 Personal Learning Network -- 5.3.2 Personal Learning Portfolio -- 5.3.3 Ambient Intelligent PLE -- 5.4 Related Work -- 5.4.1 Psychological Type Model -- 5.4.2 Learner Type Model -- 5.4.3 Experiential Type Model -- 5.4.4 Personality Type Model -- 5.4.5 Experiences Type Model -- 5.5 Implications to the AmI Classroom -- 5.6 Conclusion -- References -- 6 The Ambient Intelligent Classroom -- 6.1 Introduction -- 6.2 Background Rationale -- 6.2.1 Scenario Description -- 6.2.2 Virtual Space -- 6.2.3 Physical Space -- 6.2.4 Converging Technologies -- 6.3 Architectural Design -- 6.3.1 AmI-PLE -- 6.3.2 Smart Classroom -- 6.3.3 Combined Educational Environment -- 6.4 Implementation Details -- 6.4.1 Software Development -- 6.4.2 Classroom Setup -- 6.4.3 Interoperability Affairs -- 6.5 Empirical Testing -- 6.5.1 The Human Aspect -- 6.5.2 The Software Aspect -- 6.5.3 The Physical Aspect -- 6.6 Conclusion -- References -- 7 Future Directions -- 7.1 Introduction -- 7.2 Learning 4.0 -- 7.2.1 Complete Automation -- 7.2.2 Global Knowledge -- 7.2.3 Assessment Repurposed -- 7.3 Evolving Educator -- 7.3.1 Digital Educator -- 7.3.2 Social Advocate -- 7.3.3 LifeLong Learner -- 7.4 Digital Learners -- 7.4.1 Technology Adopter -- 7.4.2 Social Player -- 7.4.3 New Skills Assessed -- 7.5 Education Environments -- 7.5.1 AI Enabled -- 7.5.2 Authenticating Sources -- 7.5.3 Holistic Skills -- 7.6 Conclusion -- References -- Glossary -- References.…”
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