Advances in technology in recent years have changed the learning behaviors of learners and reshaped teaching methods and learning environments. The purpose of this paper is to overview a foundational framework and provide models for the planning and implementation of smart learning environments. Introduction is focused on analysis of emerging industries and new types of jobs that are requiring future personnel to be well equipped to meet the need of the expansion requirements of these industries and keep up with their development needs. Gartner's 2015 Hype Cycle for Emerging Technologies identifies the computing innovations such as Internet of Things, Advanced Analytics, Machine Learning, Wearables etc. that organizations should monitor. Learners and students, being the future drivers of these industries, are the main human resource to fulfill the vacancies of these work forces. Constant improvements in and re-evaluation of the curriculum taught to the learners have to be done regularly to keep the learners up-to-date in fulfilling the requirements of these industries and corporations. Universities benefit from these thinking "out of the box practices" by equipping students with work force experience that involves more hands on task with real life infrastructures. Section 2 looks at future Internet domain landscape that comprises a great diversity of technology related topics involved in the implementation of Smart Learning Environments. The purpose of section 3 is to overview a foundational framework and major considerations for the planning and implementation of smart learning environments, behind which is the convergence of advances and developments in social constructivism, psychology, and technology. Section 4 introduces the smart learning models, which are developed to reflect the dynamic knowledge conversion processes in technology enabled smart learning environments. The last section presents a case study of a learning scenario entitled "Monitoring the environmental parameters in a Smart City" as an illustration of experimental learning on Internet of Things, which proofs the power of FORGE (forging online education through FIRE) FP7 project methodology and infrastructure for building remote labs and delivering them to students.

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Information and communication technologies (ICT) offer an easier access to and a multiperspective view of cultural heritage artifacts and may also enrich and improve cultural heritage education through the adoption of innovative learning/teaching methods. This paper examines the different practices and opportunities for digitization of cultural artifacts with historical significance and describes the work on a pilot project concerning the development of elearning materials in the Thracian cultural and historical heritage. The proposed method presents an approach based on a combination of 2D and 3D technologies to facilitate the overall process of digitization of individual objects. This approach not only provides greater opportunities for presenting the Thracian heritage but also new perspectives for studying it – students, scientists, PhD students will have the opportunity to work with the materials without having access to them.