Research issues in IoT for education
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The document discusses the potential of the Internet of Things (IoT) in education, highlighting its benefits for students, professors, and administrators by enabling personalized learning, improved engagement, and efficient resource management. However, it also notes challenges such as a lack of interest from educational actors, economic constraints, and privacy concerns. Additionally, the document outlines various IoT devices and technologies, including wearables and augmented reality, while emphasizing the need for further research in these areas.
Research issues in IoT for education
- 1. 25/10/2017 Research issues in IoT for Education Pr. Radouane Mrabet mrabet@um5s.net.ma ENSIAS, Mohammed V University in Rabat CloudTech’17, October 25th, 2017
- 2. 25/10/2017 IoT in brief A global infrastructure for the information society, enabling advanced services by interconnecting (physical and virtual) things based on existing and evolving interoperable information and communication technologies. Rec. ITU-T Y.2060 (06/2012) Note 1: Through the exploitation of identification, data capture, processing and communication capabilities, the IoT makes full use of things to offer services to all kinds of applications, whilst ensuring that security and privacy requirements are fulfilled. Note 2: From a broader perspective, the IoT can be perceived as a vision with technological and societal implications
- 3. 25/10/2017 IoT in brief Thing: With regard to the Internet of things, this is an object of the physical world (physical things) or the information world (virtual things), which is capable of being identified and integrated into communication networks. Device: With regard to the Internet of things, this is a piece of equipment with the mandatory capabilities of communication and the optional capabilities of sensing, actuation, data capture, data storage and data processing.
- 4. 25/10/2017 The new dimension introduced in IoT
- 6. 25/10/2017 IoT is transverse IoT may be used in several domains
- 8. 25/10/2017 IoT is transverse Source : https://31663966digitalinnovation.wordpress.com /2016/05/08/3-the-internet-of-things-iot/
- 9. 25/10/2017 IoT is transverse Source : http://dx.doi.org/10.1016/j.future.2013.01.010
- 10. 25/10/2017 What about IoT for Education? Education is not a priority. • Economic and financial reasons • Education is a Human and Social Science • Lack of interest from the education actors Why:
- 12. 25/10/2017 Education is a Human and Social Science Pedagogy Psychology Linguistic Sociology
- 13. 25/10/2017 Lack of interest from the education actors
- 14. 25/10/2017 Survey of 315 CIO and IT managers worldwide (2017) Source : https://content.extremenetworks.com/extreme-networks-blog/internet-of-things-is-soaring-into-classrooms
- 15. 25/10/2017 Survey of 315 CIO and IT managers worldwide (2017) Source : https://content.extremenetworks.com/extreme-networks-blog/internet-of-things-is-soaring-into-classrooms
- 16. 25/10/2017 Survey of 315 CIO and IT managers worldwide (2017) Source : https://content.extremenetworks.com/extreme-networks-blog/internet-of-things-is-soaring-into-classrooms
- 17. 25/10/2017 Examples of IoT devices for schools IoT Camera Student ID Card School bus tracking Interactive whiteboard Attendance trackingSmart podium IoT Pen Multitouch table
- 18. 25/10/2017 Education main actors Student pupil scholar learner apprentice Professor teacher instructor tutor lecturer educator faculty member Administrator rector vice chancellor principal dean - provost academic affairs director
- 19. 25/10/2017 What are the potential benefits of IoT in education? Student • Adaptive / personalized learning • Just in time learning • It refers to making learning available when needed by the student, and at the time that the student needs the information or knowledge. He can also have a personal assistant to help him to use the various contents. • Increases student engagement • Better students outcomes
- 20. 25/10/2017 What are the potential benefits of IoT in education? Professor • Better tools to explain subjects and theories • Help professor to run educational activities in various educational scenarios • Better professor engagement • Reduce administrative procedures (e.g. attendance tracking) • Better tools for measuring students performance and achievements • Better tools to elaborate experiments (e.g. improve STEM teaching)
- 21. 25/10/2017 What are the potential benefits of IoT in education? Administrator • Smart buildings and a better management of equipment and resources (HVAC, light, locks, displays, …) • Provides a safer learning environment • Enrich LMS content • Lowering costs of STEM labs
- 22. 25/10/2017 IoT for students to learn IoT allow the creation of context-aware ubiquitous learning environments known also as “smart learning”
- 23. 25/10/2017 IoT for students to learn Context-aware ubiquitous learning environment • Detects and takes into account the real-world contexts and multiple personal factors (e.g., learning needs, preferences, … ) ; • Adapts learning content for individual students ; • Provides personalized feedback or guidance ; • Interacts with students via multiple channels: mobile devices, wearable devices, or other ubiquitous computing devices embedded in everyday objects.
- 24. 25/10/2017 IoT for students to learn First challenging research issue is to design generic frameworks of context-aware ubiquitous learning environments dealing with the IoT emerging technologies.
- 25. 25/10/2017 IoT for students to learn Second challenging research issue is pedagogical. Smart learning needs to reconsider existing pedagogical theories, such as constructivism, motivational theory, the technology acceptance model, cognitive load theory, etc. It’s also a good opportunity for researchers to develop new strategies for helping students more efficiently to gain knowledge and solve problems
- 26. 25/10/2017 IoT for students to learn Researchers are trying to find answers to the following questions: • Can students’ engagement be generated and maintained in a such environment? • Is this type of environment enhance collaboration and communication among students? • Is this type of environment improve the quality of learning?
- 28. 25/10/2017 IoT for professors to teach A context-aware ubiquitous learning environment, is capable to record every detail of the students’ learning activities. It provides a good opportunity for professors to acquire valuable and detailed information via analyzing the recorded data.
- 29. 25/10/2017 IoT for professors to teach Researchers have to deal with three main issues: 1)How to capture the data related to students’ learning activities? 2)Which tools need to be created to help professors to analyze these data? 3)How long-term observations and analysis of learning behaviors can be used to know more about the social impacts of these new educational technologies?
- 30. 25/10/2017 IoT for professors to teach When applied to education, analytics and data mining are referred to as learning analytics and educational data mining.
- 31. 25/10/2017 Learning analytics Help the three main actors of the education system : professor, student and administrator. Important research issue
- 33. 25/10/2017 IoT for professors to assess students achievements Assessment of students in context-aware ubiquitous learning environments has two opposite facets: 1- creation of new innovative ways to assess students achievements ; 2- giving new cheating tools for students. Theses two facets are two main research trends.
- 34. 25/10/2017 IoT for professors to assess students achievements 1- creation of new innovative ways to assess students achievements Researchers need to find new ways for professors to take advantage of the potential of IoT technologies to enhance classroom assessment. Or, to reinforce the traditional approaches of assessment and strengthen inquiry-based learning.
- 35. 25/10/2017 IoT for professors to assess students achievements 2- giving new cheating tools for students Device built on biometric systems such as facial recognition may offer ways to ensure honesty in exams. Routers could be enabled for exam-standard security in designated ‘Examination Zones’. “Security issues”
- 37. 25/10/2017 IoT for professors to teach Affective computing is the study and development of systems and devices that can recognize, interpret, process, and simulate human affects. It is an interdisciplinary field spanning computer science, psychology, and cognitive science.
- 38. 25/10/2017 IoT for professors to teach Affect can significantly influence learning. Thus, understanding a student's affect throughout the learning process is crucial for understanding motivation. With the advance of affective computing technology, professors are able to objectively identify and measure a student's affective status during the entire learning process in a real-time manner, and then he is able to understand the interrelationship between emotion, motivation and learning performance.
- 39. 25/10/2017 IoT for professors to teach Research issues: affective computing and education
- 41. 25/10/2017 IoT for administrators to manage At the entrance of a school/classroom, student attendance is automatically tracked. Inside the school, airflow, air quality, temperature and humidity are constantly monitored and optimized in every possible learning space. Outside of the school, buses are tracked and activities running in different spaces used for learning (Zoo, museum, …)
- 42. 25/10/2017 IoT for administrators to manage Smart identity cards with biometric features for all public school students to improve service delivery (Nigeria). Biometric clocking device to improve teacher attendance in real- time (South-Africa)
- 43. 25/10/2017 IoT for administrators to manage Research results found in the context of “smart cities” and “smart homes” can be adapted to the education institutions
- 46. 25/10/2017 Wearables technologies • Wearable technologies can incorporate a wide variety of sensors for measuring: – mechanical information (position, displacement, acceleration, force), – acoustic information (volume, pitch, frequency), – biological information (heart rate, temperature, neural activity, respiration rate), – optical information (refraction, light wave frequency, brightness, luminance), – environmental information (temperature, humidity).
- 47. 25/10/2017 Wearables devices • Wearable devices may recognise, adapt and react to their owner, their location and the activity being performed. • Wearable digital devices may incorporate wireless connectivity for the purposes of seamlessly accessing, interacting with and exchanging contextually relevant information.
- 48. 25/10/2017 Affordances of wearables technologies To harness the pedagogical opportunities of wearable technologies it is crucial for professors to develop an understanding of their potentials, or ‘affordances’.
- 49. 25/10/2017 Affordances of wearables technologies • In situ contextual information : the ability to provide in situ contextual information. This could include “giving the student the ability to search for additional background information, or using links to the real world to trigger augmented events”. • Recording of information : Students could “record not only class sessions, but could also use wearable technologies out in the field to show what they are doing, either as individuals or as a group. WT can be used, for instance, to automatically scan (record) and index notes taken in class.
- 50. 25/10/2017 Affordances of wearables technologies • Simulation : It could enable students to “experience riskier scenarios and perhaps fail at them, without suffering real world consequences”. Example simulation scenarios included surgical procedures, providing a working engine of any size, enlarging and manipulating very small objects (such as molecules), ... • Communication : It includes the opportunity to integrate communication streams into the daily work routines of study and participatory learning. For example students could “work together in the field, on study tours of institutions, on work placement, and in focused study activities/projects”.
- 51. 25/10/2017 Affordances of wearables technologies • In situ guidance: This extends upon the provision of contextual information to provide “real time guidance” of a process. • Feedback : the ability of wearable technologies to provide discreet and contextualized feedback. For instance, teachers could “receive instant feedback during lectures from students via “local chat”, enabling the flow of the class to continue without question interruptions, but still providing students with answers to their questions”.
- 52. 25/10/2017 Issues relating to the use of wearable technologies • Privacy • Cost • Distraction • Technical problems • Cheating • Overreliance on wearable technology • Technology before pedagogy
- 54. 25/10/2017 Some research issues • How to determine what can and should be measured with wearables in order to support the learning process? • How to develop measures that are relatively light touch, because if it is too much effort students will not provide enough data to the smart learning system? • How best to develop systems which enable students/professors to engage with the data to ensure maximum learning/teachning benefit? • How to address legal and ethical issues when combining student’s data from multiple data sets?
- 56. 25/10/2017 Mixed Reality Continuum • Its a spectrum which covers all possible variations and compositions of real and virtual objects. On the spectrum, beginning from far-left, is the real world where nothing is computer generated. The most-right point on the spectrum, is the virtual environment where everything is computer generated.
- 57. 25/10/2017 Augmented reality Augmented reality brings aspect of the virtual world into the real world. AR users remain in the real world while experiencing enhanced virtually created visuals, aurals, and feelings. AR does this by layering virtual information and/or graphics on top of a user’s view of a real world scene.
- 58. 25/10/2017 Types of AR technologies Handheld mobile devices such as mobile phones or tablets
- 59. 25/10/2017 Types of AR technologies Wearable AR (glasses) AR glasses permit to display 3D objects and information in front of the user, and manipulate them using gesture or voice.
- 60. 25/10/2017 Types of AR technologies Spatial AR permit to display an augmentation directly in a space or on an object. It’s based on many technologies such as projective displays or holograms.
- 61. 25/10/2017 Virtual reality A medium composed of interactive computer simulations that sense the participant's position and actions and replace or augment the feedback to one or more senses, giving the feeling of being mentally immersed or present in the simulation.
- 62. 25/10/2017 Types of VR technologies Desktop VR displays is a computer that has the ability to generate stereoscopic display, often combined with other devices such as mouse and camera, to track the user movement.
- 63. 25/10/2017 Types of VR technologies Head Mounted Devices They are adapted to individual users, they adapt the image by tracking the user’ head or eyes.
- 64. 25/10/2017 Types of VR technologies Workbench Operates by projecting a 3D image onto a table surface that is viewed by a group of users. Using stereoscopic glasses users observe a 3D image displayed above the tabletop
- 65. 25/10/2017 Types of VR technologies Immersive room / cave It is a small surround- screen projection space in which audio and visual media are projected in order to present users with a walk-in feeling, as if they are in a certain geographical or historical space.
- 66. 25/10/2017 AR/VR technologie for education
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- 78. 25/10/2017 Learning benefits from AR/VR • Makes students highly motivated, they enjoy learning, they retain lessons and understand spatial structures ; • AR/VR is a good tool to promote collaboration between peers and encouraging discussion and interaction among them ;
- 79. 25/10/2017 Learning benefits from AR/VR • AR/VR permits learning situations that are : – too expensive to implement in reality ; – Dangerous (chemical or radioactive experiences) – where the internal structure is important to help understanding (the internal functioning of a machine) ; – where phenomena are not normally visible to the eye: macroscopic and microscopic (eg, astronomical events and molecular motions); – Where phenomena are very fast or very slow (e.g. explosions and drift of continents); – in which to explain abstract and / or complex concepts (magnetic fields) ;
- 80. 25/10/2017 Limitations • The use of AR/VR systems can pose a problem for lesson administration and monitoring students' progress ; • Some systems are beyond the scope of most school budgets • Social isolation of the students who are not aware of their real surrounding environment (handheld device) ; • Difficulties of the professors to redefine the objectives of “on the shelf” AR/VR systems ; • Other limitations : Health issues (VR), technological issues, distraction issues
- 81. 25/10/2017 Research issues • Are these technologies good enough to improve the learning of students or are they simply “gadgets - toys” ? • Which is the best AR/VR for education ? And in which learning situation or scenario ? • How to simplify the usage of these technologies for students and professors who are not techies. • How to enrich the school LMS with students data coming from AR/VR technologies ? • …
- 82. 25/10/2017 Other research issues Architecture of Internet of Learning-Things IA (chatbot, pedagogical agent) Serious games and gamification Web of objects Learning Management Systems 3D holographic and telepresence interfaces
- 83. 25/10/2017 My convictions for the future of education in the world for the next two decades • It is difficult to predict the future knowing that the hallmarks of the modern world are uncertainty and complexity. • Schools and universities will remain the main places for education and learning ; • Face-to-face education will still be the preeminent type of training mainly for primary and secondary levels ; • Technology will play an important role in the future but not as disruptive as you can imagine ; • Quality of pedagogical contents and privacy will be the main problems facing all education actors.
- 84. 25/10/2017 My team work • Future Smart Classroom – Future Smart School – Ayoub Assaid – Houda El Koubaiti • AR/VR in education – Houda El Koubaiti • Assessment with IoT devices • Gaming and gamification with IoT devices
- 85. 25/10/2017 Thank you Pr. Radouane Mrabet https://twitter.com/radouane_mrabet http://ma.linkedin.com/in/radouanemrabet/