O slideshow foi denunciado.
Utilizamos seu perfil e dados de atividades no LinkedIn para personalizar e exibir anúncios mais relevantes. Altere suas preferências de anúncios quando desejar.

Conceptualization of hypersituation as result of IoT in Education

Conceptualization of hypersituation presented at the 5th conference on Smart Learning Ecosystems and Regional Development.

With the emergence of new technologies and their use in different areas, new experiences emerge. In the context of the use of IoT in educational contexts, the potential of hypersituation has been considered by several authors as the greatest potential of these technologies for this field of study. However, despite several references to this fact, this term still lacks further conceptualization and the drawing of guidelines to achieve it. Thus, this paper aims to present an interpretation and definition of the term hypersituation indicating potentials, challenges, and ways to achieve it.

  • Seja o primeiro a comentar

  • Seja a primeira pessoa a gostar disto

Conceptualization of hypersituation as result of IoT in Education

  1. 1. Conceptualization of hypersituation as result of IoT in Education Filipe T. Moreira – filipertmoreira@ua.pt Mário Vairinhos – mariov@ua.pt Fernando Ramos – fernando.ramos@ua.pt
  2. 2. Introduction We are experiencing a moment where the amount of data, knowledge, and technological devices are changing the mindset of institutions in their teaching and learning processes. [1]
  3. 3. Introduction With this data we can create new possibilities to generate new knowledge about different areas.
  4. 4. Introduction In this framework, some studies and reports have shown some potential uses of IoT technologies in education.
  5. 5. Introduction There is a potentiality that seems to have gained greater preponderance: Hypersituation
  6. 6. Hypersituation "The ability to amplify access to knowledge of a device user's current location. This is where a mobile device and/or sensor can correlate with personal and diverse information to augment and deepen one's understanding of the surrounding physical world. The learner can both consume and create."[4]
  7. 7. Hypersituation and Hipersituated Experience Hypersituated experience may contribute on a large scale to the emergence of new pedagogical situations and contexts
  8. 8. Hypersituation
  9. 9. Hypersituation Hypersituation Hyperreality Add new layers to reality through technology Use technology to access new layers of reality. http://hyper-reality.co/
  10. 10. Hypersituation -> How to achieve
  11. 11. Hypersituation -> Potentialities • Classroom may become an "open" space; • Real data; • Possibility to have a deeper understanding of the world.
  12. 12. Hypersituation -> Challenges • The difficulty of creating these hypersituated environments, since it will be necessary to combine a set of technologies and to develop a platform that allows the user (especially students) the possibility of accessing data and information in an easy and targeted way. • Training teachers; • Methodology • Safety.
  13. 13. Final remarks However, despite the consensus that seems to exist in the scientific community about hypersituation being the great potential of IoT for education[3–8], there is a need for empirical studies that attest to this idea.
  14. 14. References 1. Marquez, J., Villanueva, J., Solarte, Z., Garcia, A.: IoT in Education: Integration of Objects with Virtual Academic Communities. In: Rocha, Á., Correia, A.M., Adeli, H., Reis, L.P., and Mendonça Teixeira, M. (eds.) New Advances in Information Systems and Technologies. pp. 201–212. Springer International Publishing, Cham (2016). 2. Ramlowat, D.D., Pattanayak, B.K.: Exploring the internet of things (IoT) in education: A review. In: Advances in Intelligent Systems and Computing. pp. 245–255. Springer Verlag (2019). https://doi.org/10.1007/978-981- 13-3338-5_23. 3. Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A.: Horizon Report: 2015 Higher Education Edition. (2015). https://doi.org/ISBN 978-0-9906415-8-2. 4. Hancock, M.: Ubiquitous Everything and Then Some, https://er.educause.edu/articles/2014/9/ubiquitous-everything-and-then-some, last accessed 2019/09/02. 5. Moreira, F.T., Vairinhos, M., Ramos, F.: Internet of Things in education: A tool for science learning. In: Iberian Conference on Information Systems and Technologies, CISTI (2018). https://doi.org/10.23919/CISTI.2018.8399234. 6. Moreira, F.T., Varirinhos, M., Ramos, F.: Enhancing Learnings with Internet of Things: PAprICa project. 2019 14th Iber. Conf. Inf. Syst. Technol. (2019). https://doi.org/10.23919/CISTI.2019.8760610. 7. Kloos, C.D., Munoz-Merino, P.J., Alario-Hoyos, C., Estevez-Ayres, I., Ibanez, M.B., Crespo-Garcia, R.M.: The hybridization factor of technology in education, http://search.ebscohost.com/login.aspx?direct=true&db=edseee&AN=edseee.8363465&site=eds-live, (2018). https://doi.org/10.1109/EDUCON.2018.8363465. 8. Bachir, S., Gallon, L., Abenia, A., Aniorte, P., Exposito, E.: Towards autonomic educational cyber physical systems. In: Proceedings - 2019 IEEE SmartWorld, Ubiquitous Intelligence and Computing, Advanced and Trusted Computing, Scalable Computing and Communications, Internet of People and Smart City Innovation, SmartWorld/UIC/ATC/SCALCOM/IOP/SCI 2019. pp. 1198–1204. Institute of Electrical and Electronics Engineers Inc. (2019). 9. Eco, U.: Travels in Hyperreality. Picador, London (1987). 10. Baofu, P.: The Future of Post-Human Mass Media A Preface to a New Theory of Communication. Cambridge Scholars Publishing, Newcastle (2009). 11. Smith John, B., Weiss Stephen, F.: Hypertext. Commun. ACM. 31, 816–819 (1988). https://doi.org/10.1145/48511.48512.
  15. 15. • Filipe T. Moreira – filipertmoreira@ua.pt • Mário Vairinhos – mariov@ua.pt • Fernando Ramos – fernando.ramos@ua.pt Thank you!