A conceptual framework for designing smart learning environments

Abstract

The paper deals with the design of Smart Learning Environments (SLEs). Over and above that, it's about the interconnection between SLEs and the internet of things. With the question of how an interdisciplinary approach can contribute to the design of SLEs together with the disciplines of education, computer science and architecture the study empirically applies data collected in 2016. The empirical research was initiated by consolidating the findings from transdisciplinary analyses of the literature in a hypothetical model for designing SLEs. This model pooled success factors from different spheres of influence and served as a tool for empirical research. A triangulation was used for facilitating a model-validation in the context of 7 expert interviews, 7 questionnaires as well as a workshop with training experts. The data analysis resulted in the development of a holistic, socio-technical framework.

Collaborative augmentation and simplification of text (CoAST): pedagogical applications of natural language processing in digital learning environments

“…Our framework conceptualises design-based interventions, such as CoAST, as socio-technical ensembles that mediate and enhance the pedagogical relationships between teachers, students, and texts. Through considerations of human-machine complementarity within these pedagogical relationships, the article introduces novel theoretical and practical trajectories into ongoing discussions and developments of digital learning environments to enhance literacy, collaboration, and engagement (Freigang et al, 2018;Okan, 2008). Specifically, it places questions of human-machine complementarity and pedagogical content knowledge at the centre of digital learning environment design, with digital algorithms, languages, and processes being considered powerful agencies within dynamic assemblages of human and nonhuman elements.…”

“…Digital learning spaces now occupy a significant trajectory of research into learning environments. Work in this field has widely described digital learning environments as offering significant opportunities for more immersive (Bacca, 2014), mobile (Baran, 2014), blended (Casquero et al, 2016), asynchronous (Walker and Fraser, 2005), collaborative (Ho et al, 2011), adaptive (Freigang et al, 2018) and environmentally-distributed (Rousell, 2019) teaching and learning experiences. The widespread shift toward digital and blended learning environments has specifically transformed the landscape of higher education over the last two decades, with the digitisation, decentralisation, and massification of the university often leading to increased automation and instrumentalisation of educational provision (Peters & Besley, 2013).…”

“…In some cases, the educational relationships between students and teachers in higher education are now mediated almost entirely through digital environments, including environments which are increasingly embedded with artificial intelligence and 'smart learning environment' technologies. This introduction of AI and smart interfaces into higher education is opening up new questions and sub-fields of inquiry within the broader field of learning environments research (Freigang et al, 2018;Song & Wang, 2020). These emerging technologies have demonstrated the capacity both to mobilise and instrumentalise learning in complex and unpredictable ways, while also demanding new technological literacies of both teachers and students (Oliver, 2011).…”

El desarrollo del pensamiento lógico en alumnos jóvenes a través del aprendizaje basado en proyectos.

“…al., 2019;Tsvetanova-Churukova, 2012;Shigapova, 2015). The scholars see the significance of project-based activity for the development of logical thinking: a) in the organization of analytical-synthetic activities related to the research skills of singling out problems, their factors and causes; b) in the use of ICT or "smart environments" (Freigang, Schlenker, & Köhler, 2018;Soemer, 2016), multisensory technologies (Vi, Ablart, Gatti et al, 2017), which should be adapted to the age characteristics of junior school children. Thus, the problem of the development of logical thinking in junior pupils affects many aspects.…”

THE ATTRIBUTES OF FUTURE SOCIAL LEARNING BUILT ENVIRONMENTS TOWARDS 21st CENTURY EDUCATION IN TERTIARY EDUCATION

“…In considering upcoming education trend disciplines, current learners and graduates shall be developed to face the challenges towards Industrial Revolution 4.0 and academic revolutions (Mohayidin et al, 2014). Imperatively, the extensive consumption of the Information and Communication Technology (ICT) and rapid developments in technologies such as artificial intelligence (AI), digitalisation, automation, big data, data sciences, robotics and Internet of Things (IoT), coining the term of Industry 4.0 (Freigang et al, 2018;Ministry of Higher Education, 2018;Puncreobutr, 2016). Therefore, the emerging technological breakthrough emphasises the urge to redesign an ideal and compatible academic learning space and has been a crucial debate topic among academician across the globe (Ibrahim, Fadzil, & Saruwono, 2013;Nenonen, 2015;Yap, Neo, & Neo, 2016).…”