The Internet of Things (IoT) is overwhelming education due to the expansion of smart connected devices. This offers an open gate for knowledge access and ubiquitous learning. However, many challenges remain with regard to educational system policies, at university in particular. A consistent and harmonious platform, that could bring together the different aspects of learning/teaching with the smartness of things, to offer a better learning/educational experience, has not yet been reached. The aim of this paper is to illustrate the different components of the Internet of Everything (IoE) educational ecosystem that should be taken into consideration before generating the learning/teaching processes. We propose the concept of Educational Cyber Physical System as a key element for monitoring the educational environment. We also give some examples illustrating the implementation of such processes.

University is faced with the growing challenge posed by information technology. The various learning resources supported by this latter in a connected environment have to be provided to learners according to their performances and backgrounds in the right place at the right time. In our work, we are interested in investigating key Research Questions about the next generation of university (University 4.0) relying on both the Autonomic Computing perspectives and Industry 4.0 fundamentals. The aim of our research is to build Educational Cyber Physical Systems (ECPS) where learning and teaching could occur in both virtual and physical connected spaces. In this paper, we deliver our vision of what is a University 4.0 and propose a generic layered architecture of Educational Cyber Physical System, as a key element to shape the new generation of education. The provided architecture is operational in different levels of granularity.

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MOOCs (Massive Open Online Courses), a new form of learning, are characterized by a large scale of subscription. Thus, appropriate assessment strategies should be implemented to support massive data flows. In this paper, we are interested in studying the Peer Assessment in MOOCs based on Inquiry Based Learning (IBL), iMOOCs. Our contribution is a continuation of our previous research work. In fact, IBL allows the learner to be involved in the analysis of a given problem, related to practical facts and the search for possible solutions. To do this, we have implemented ontological models in order to ensure interoperability at the semantic level. Our scenario and models are validated through integration in the developed platform SMOOPLE (Semantic Massive Open Online Personal / Pervasive Learning Environment).

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