The Emergent Technological and Theoretical Paradigms in Education: The Interrelations of Cloud Computing (CC), Connectivism and Internet of Things (IoT)

doi:10.12700/aph.12.6.2015.6.10

Cited by 14 publications

(5 citation statements)

References 18 publications

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“…They have incorporated mobile learning by providing one tablet device to each student thus coming up with an effective solution to the unused tablets. Moreover, [44] addresses the different avenues that needs to be looked upon to institutionalize IoT systems. It introduces the relationship between IoT, cloud computing and emerging learning theory as "connectivism."…”

Section: Recent Studies Around Iot Technologies Have Been Focusedmentioning

confidence: 99%

Trends and Challenges of Internet-of-Things in the Educational Domain

Zainuddin

Bhattacharjee

Kalliat

et al. 2021

Malaysian J. Sci. Adv. Tech.

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The advancements in the field of information technology in recent years have been very influential in affecting all domains that can utilize the power of data analysis for making decisions. Such domains that have been seeing new ideas implemented in their conventional methods are that of education and training. The advent of Internet of Things (IoT) has made monitoring and tracking of data very efficient. Data can come from a variety of sources, from wearables to smart class objects. To unlock the true potential from this technology, educators are urged to introduce IoT in their curriculum to help speed up the process. In this study, the various studies in the fields of wearables in education, vocational training, medicinal training, Green IoT and Smart City are reviewed. The implementations of Machine Learning (ML) in IoT are also explored, proving its viability in tasks such as bunching and classification. However, even with the abundant studies in the fields of IoT and education, its successful implementations are relatively scarce, thus bottlenecking current research.

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Section: Recent Studies Around Iot Technologies Have Been Focusedmentioning

confidence: 99%

Trends and Challenges of Internet-of-Things in the Educational Domain

Zainuddin

Bhattacharjee

Kalliat

et al. 2021

Malaysian J. Sci. Adv. Tech.

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“…As mentioned earlier, this enables the personalised occupational activity of Operators 4.0 to be modelled, who, in their implementation of achievements, determine the support of navigation strategies and of the dynamic management of the operational requirements, of their learning and improvement of competencies and of the reconfiguration of the technological environment 4.0 for the variety required according to the designated worker. In order to answer these questions, it is considered as a conceptual framework to manage the variety in the navigation strategies, learning support, and systematisation of lessons learnt in the connectivist paradigm [104], which will be presented with KETs.…”

Section: Law Of Requisite Varietymentioning

confidence: 99%

Life Cycle Engineering 4.0: A Proposal to Conceive Manufacturing Systems for Industry 4.0 Centred on the Human Factor (DfHFinI4.0)

et al. 2020

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Engineering 4.0 environments are characterised by the digitisation, virtualisation, and connectivity of products, processes, and facilities composed of reconfigurable and adaptive socio-technical cyber-physical manufacturing systems (SCMS), in which Operator 4.0 works in real time in VUCA (volatile, uncertain, complex and ambiguous) contexts and markets. This situation gives rise to the interest in developing a framework for the conception of SCMS that allows the integration of the human factor, management, training, and development of the competencies of Operator 4.0 as fundamental aspects of the aforementioned system. The present paper is focused on answering how to conceive the adaptive manufacturing systems of Industry 4.0 through the operation, growth, and development of human talent in VUCA contexts. With this objective, exploratory research is carried, out whose contribution is specified in a framework called Design for the Human Factor in Industry 4.0 (DfHFinI4.0). From among the conceptual frameworks employed therein, the connectivist paradigm, Ashby’s law of requisite variety and Vigotsky’s activity theory are taken into consideration, in order to enable the affective-cognitive and timeless integration of the human factor within the SCMS. DfHFinI4.0 can be integrated into the life cycle engineering of the enterprise reference architectures, thereby obtaining manufacturing systems for Industry 4.0 focused on the human factor. The suggested framework is illustrated as a case study for the Purdue Enterprise Reference Architecture (PERA) methodology, which transforms it into PERA 4.0.

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“…In the realm of the metaverse, it is crucial to create education-specific hardware and software, highlighting the significance of collaboration among educators, researchers, designers, and developers to offer unified guidance. Sarıtaş (2015) suggests that educational institutions should implement a comprehensive plan that includes curriculum creation, teacher training, educational philosophy, data security, legal and political elements, and resource and infrastructure change. This holistic approach is vital for effectively tackling the numerous challenges linked with metaverse-driven education.…”

mentioning

confidence: 99%

“…The researchers give a brief review of metaverse technology in the context of schooling, characterizing it as an internet-based communication platform that enables interaction between teachers and students (Sarıtaş, 2015;Rospigliosi, 2022). Three-dimensional representations of both educators and students are used to increase immersion and create a sense of presence in this virtualclassroom setting.…”

mentioning

confidence: 99%

Assessing the Utilization Level of Metaverse

Alali,

Wardat

2024

International Journal of Distance Education Technologies

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The integration of metaverse technology within the educational domain is progressing swiftly, owing to its advanced technological features. This technology has the ability to captivate learners and empower teachers by offering unique learning opportunities and capabilities. Hence, the present study sought to identify the extent of Metaverse technology utilization in primary-level mathematics instruction, as perceived by both supervisors and teachers of Gifted Students. The study employed a descriptive survey method and utilized a questionnaire as the primary research tool. The study's results indicated that teachers of gifted students acknowledged and utilized Metaverse technology to a significant extent in the context of teaching mathematics at the primary level Perspectives of Supervisors and Teachers themselves. This suggests that Metaverse technology has been effectively integrated into their instructional practices, enabling them to provide enhanced learning experiences for their students.

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The Emergent Technological and Theoretical Paradigms in Education: The Interrelations of Cloud Computing (CC), Connectivism and Internet of Things (IoT)

Cited by 14 publications

References 18 publications

Trends and Challenges of Internet-of-Things in the Educational Domain

Trends and Challenges of Internet-of-Things in the Educational Domain

Life Cycle Engineering 4.0: A Proposal to Conceive Manufacturing Systems for Industry 4.0 Centred on the Human Factor (DfHFinI4.0)

Assessing the Utilization Level of Metaverse

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