Internet of Things (Iot) - Smart Agriculture Education at the University of Queensland

Bryceson, Kim P.; Borrero, Armando Navas; Gunasekera, Kutila

doi:10.21125/edulearn.2016.0762

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…In 2016, Bryceson et al (2016a) described the development of an IoT multisensory mesh network on The University of Queensland's 1100ha rural campus in SE Queensland, which was set up for agricultural and environmental biophysical data collection in the managed landscape, primarily for educational purposes. A multifaceted web-based interface to the real time streaming IoT data, and problem based learning modules using the data (Figure 1) have also been developed to produce more engaging and active learning based teaching tools.…”

Section: Internet Of Things (Iot) and Data Dashboardsmentioning

confidence: 99%

Disruptive Technologies supporting Agricultural Education

Bryceson

2019

5th International Conference on Higher Education Advances (HEAd'19)

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This paper looks at a number of different technologies that are being used currently in agricultural education at the University of Queensland (UQ), Australia through the lens of ‘disruption’ as a positive force. The paper will describe a number of tools and systems that have been developed, tested and implemented to engage students and provide an interesting, educative interactive experience at UQ. These tools include Internet of Things multisensory mesh networks and associated Data Dashboard developments for biophysical monitoring, Drone technology design and build for agricultural management and Augmented Reality simulations. These tools have all added engagement of, and value to, students.

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Section: Internet Of Things (Iot) and Data Dashboardsmentioning

confidence: 99%

Disruptive Technologies supporting Agricultural Education

Bryceson

2019

5th International Conference on Higher Education Advances (HEAd'19)

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“…A potential solution -or at least part of a potential solution to these problems in the agrifood sector are a combination of: (i) the use of technology for developing smart agricultural practices, and; (ii) the use of technology as a student engagement and teaching tool (Bryceson et al 2016). We believe this to be the case because technology is all pervasive in the business world today and is a strong focus of domestic and international deliberations in the agrifood industry (Australian Farm Institute 2016; Gasiorowski-Denis 2017).…”

Section: Introductionmentioning

confidence: 99%

Internet of Things (IoT), PBL and 3D Holographic modelling for smart agricultural education at The University of Queensland

Bryceson,

Borrero,

Vasuian

2024

APUBS

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The project described in this paper builds on exciting technological developments in real time biophysical data gathering that are currently happening at The University of Queensland (UQ)’s regional campus (UQGatton ~1000ha of prime agricultural land ~85km SW of Brisbane in SE Queensland), via the Internet of Things (IoT) UQ Smart Campus Project. This paper will describe the development of multifaceted web-based interfaces, problem based learning modules, and 3D modelling using the real time streaming data acquired through the Internet of Things (IoT) technology of the UQGatton Smart Campus Initiative. The idea is to produce innovative teaching and assessment modules for multiple different courses in the UQ Science Faculty, and across 2 Campuses separated by 85kms of highway. The paper describes the technology involved, the challenges and workarounds and a number of examples of using the data collected for problem-based learning modules. Some discussion is included on what these technologies could provide for further Teaching & Learning developments in the “E” space being trialed with partners UQ ITS, Microsoft and Telstra/Readify.

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“…Most universities have a range of disciplines that deal with SF issues. As an example, the University of Queensland (Australia) developed the Technology Enhanced Learning Project that is based on the IoT system [3]. The second group consists of students of the Computer Science and Electrical Engineering departments and IT specialists, who are interested in gaining additional knowledge to implement projects in the newly emerged and large SF market segment.…”

Section: Introductionmentioning

confidence: 99%

“…New knowledge degrades rapidly without practical skills. However, creation of full scale training grounds can involve large financial costs [3].…”

Section: Introductionmentioning

confidence: 99%

Internet of things for farmers: educational issues

Medvedev

Molodyakov

2019

Engineering for Rural Development

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Efforts of many countries aimed at the development of the Internet of Things in agriculture can give little effect because of limited knowledge and practical skills, which are necessary for farmers to make decisions on investment into the technologies of Smart agriculture. Development of IoT educational programs is faced with challenging issues. Ageing: only 6 % of farmers in Europe are younger than 35 years. Distance: the vast majority of farmers have no opportunity to attend courses at the universities within weeks. Complexity: IoT in agriculture represents the multidisciplinary field in education including earth sciences, measurement and control technologies, telecommunication systems and data processing. Financing: the "must have" practical skills will help IoT users break a psychological barrier, however, creation of training grounds can involve big financial costs. The answer to these contradictory requirements is curriculum development based on the analysis of IoT business models and specialist models. The result of the work is the proposed set of problem oriented and audience oriented courses in the form of distance learning. Each course with duration of 20 hours contains lectures, practical training and a test. Lectures are devoted to relevant problems of IoT. For the practical training each trainee uses his/her own smartphone to convert it into the IoT device. With the help of step-by-step instruction a user can register his IoT device in the cloud service and switch on transmission of the smartphone movement or light sensor data for processing in a cloud. Data processing results can be viewed as feedback to smartphone and via web application. Successful implementation of the course tasks is confirmed by the graduation certificate. Regional adaptation and government support of farmers and training organizers are necessary for widespread introduction of courses.

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Internet of Things (Iot) - Smart Agriculture Education at the University of Queensland

Cited by 6 publications

References 2 publications

Disruptive Technologies supporting Agricultural Education

Disruptive Technologies supporting Agricultural Education

Internet of Things (IoT), PBL and 3D Holographic modelling for smart agricultural education at The University of Queensland

Internet of things for farmers: educational issues

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