000			06230nam a22004335c 4500
988			_aSpringer_Robotics_2019
999			_c115359 _d115359 _x1
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003			ES-MaUEC
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008			190619s2019 gw a o |||| 0|eng d
020			_a9783030218829
024	7		_a10.1007/978-3-030-21882-9 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aLB1028.43 _b2019 EB
100	1		_aMontebello, Matthew, _eautor _9671770 _d1966-
245	1	4	_aThe ambient intelligent classroom : _bbeyond the indispensable educator _cby Matthew Montebello
250			_aFirst edition
264		1	_aCham _bSpringer International Publishing _c2019
300			_a1 recurso en línea (XXV, 145 páginas) _b36 ilustraciones, 25 ilustraciones a color
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_atext file _bPDF
490	0		_aStudies in Computational Intelligence _x1860-949X _v840
490	0		_aIntelligent Technologies and Robotics (Springer-42732)
505	0		_a1 Introduction -- 1.1 Introduction -- 1.2 Teacher-Centred Pedagogy -- 1.3 Student-Centred and Reflexive Methodologies -- 1.4 Learning Modalities and Affordances -- 1.5 Conclusion -- References -- 2 Ambient Intelligence -- 2.1 Introduction -- 2.2 Historical Background -- 2.2.1 Ubiquitous and Pervasive -- 2.2.2 Internet of Things -- 2.2.3 Smart and Calm Computing -- 2.3 Enabling Technologies -- 2.3.1 Techniques -- 2.3.2 Sensors -- 2.3.3 Setups -- 2.4 AmI in Action -- 2.4.1 Assisted Living -- 2.4.2 Transportation -- 2.4.3 Civic Environments -- 2.5 Case for the Classroom -- 2.5.1 Social Dimension -- 2.5.2 Technological Dimension -- 2.5.3 Educational Dimension -- 2.6 Conclusion -- References -- 3 Social Aspect -- 3.1 Introduction -- 3.2 Human Aspect of a Classroom -- 3.2.1 Multidimensionality -- 3.2.2 Simultaneity -- 3.2.3 Immediacy -- 3.2.4 Unpredictability -- 3.2.5 Publicness -- 3.2.6 History -- 3.3 Connectivism Learning Theory -- 3.4 Related Work -- 3.5 Implications to the AmI Classroom -- 3.6 Conclusion -- References -- 4 Technological Aspect -- 4.1 Introduction -- 4.2 Technology in Education -- 4.3 Adaptive Learning Theory -- 4.4 Related Work -- 4.4.1 The 'Intelligent Classroom' -- 4.4.2 iClass -- 4.4.3 ClassMATE -- 4.5 Implications to the AmI Classroom -- 4.5.1 Unobtrusive Hardware -- 4.5.2 Seamless Communication Infrastructure -- 4.5.3 Distributed Device Network -- 4.5.4 Intuitive User Interface -- 4.5.5 Dependable and Secure -- 4.5.6 Learner Profile and the Educator -- 4.5.7 Compatibility and Scope -- 4.5.8 Fruitfulness and Role -- 4.5.9 Student Outcome and Clarity -- 4.6 Conclusion -- References -- 5 Educational Aspect -- 5.1 Introduction -- 5.2 Learning Models -- 5.2.1 New Learning Affordances -- 5.2.2 Modalities and Spaces within a School Environment -- 5.2.3 Merging Models -- 5.3 Personal Learning Environment -- 5.3.1 Personal Learning Network -- 5.3.2 Personal Learning Portfolio -- 5.3.3 Ambient Intelligent PLE -- 5.4 Related Work -- 5.4.1 Psychological Type Model -- 5.4.2 Learner Type Model -- 5.4.3 Experiential Type Model -- 5.4.4 Personality Type Model -- 5.4.5 Experiences Type Model -- 5.5 Implications to the AmI Classroom -- 5.6 Conclusion -- References -- 6 The Ambient Intelligent Classroom -- 6.1 Introduction -- 6.2 Background Rationale -- 6.2.1 Scenario Description -- 6.2.2 Virtual Space -- 6.2.3 Physical Space -- 6.2.4 Converging Technologies -- 6.3 Architectural Design -- 6.3.1 AmI-PLE -- 6.3.2 Smart Classroom -- 6.3.3 Combined Educational Environment -- 6.4 Implementation Details -- 6.4.1 Software Development -- 6.4.2 Classroom Setup -- 6.4.3 Interoperability Affairs -- 6.5 Empirical Testing -- 6.5.1 The Human Aspect -- 6.5.2 The Software Aspect -- 6.5.3 The Physical Aspect -- 6.6 Conclusion -- References -- 7 Future Directions -- 7.1 Introduction -- 7.2 Learning 4.0 -- 7.2.1 Complete Automation -- 7.2.2 Global Knowledge -- 7.2.3 Assessment Repurposed -- 7.3 Evolving Educator -- 7.3.1 Digital Educator -- 7.3.2 Social Advocate -- 7.3.3 LifeLong Learner -- 7.4 Digital Learners -- 7.4.1 Technology Adopter -- 7.4.2 Social Player -- 7.4.3 New Skills Assessed -- 7.5 Education Environments -- 7.5.1 AI Enabled -- 7.5.2 Authenticating Sources -- 7.5.3 Holistic Skills -- 7.6 Conclusion -- References -- Glossary -- References.
520	3		_aThis book explores Ambient Intelligence as applied to the classroom, while especially focusing on the use of personalized education to optimize the learning process. In the years to come, the dynamics of learning spaces in higher education will need to evolve and adapt to a constantly changing digital society, as learners and educators alike attune their learning competences and teaching skills. Ambient Intelligence is another way that Artificial Intelligence is being utilized in a plethora of real-world situations, amongst which classrooms and other learning spaces offer fitting settings and ideal environments for employing this assistive technology. The book presents a complete and novel approach to deploying the Ambient Intelligent Classroom, based on three interrelated aspects - the Social, the Technological and the Educational, - in order to provide a rich three-dimensional learning environment. This book is intended for education technologists and AI researchers, as well as for those tech-savvy readers interested in applying technology to the future of learning spaces. Educators in particular will find valuable insights and guidelines on how to shape the evolution of their own classroom.
650		7	_2embne _aInnovaciones educativas _9158536
650		7	_2embne _aTecnología educativa _9140923
650		7	_2embne _9166390 _aInteligencia ambiental
776	0	8	_iPrinted edition: _z9783030218812
776	0	8	_iPrinted edition: _z9783030218836
776	0	8	_iPrinted edition: _z9783030218843
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-030-21882-9 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_aSI _cm _dz _feng _ggw _h0 _b12/2019 _eel _zSI