Toward Deployment of Architecture Incorporated with IoT for Supporting Work-Based Learning and Training: On the Threshold of a Revolution
Internet of Things (IoT) is an emerging technology expected to transform the way we live, work, and learn. Devices enabled with IoT could be deployed in order to sense conditions from across contexts and settings. Alternatively, such devices could be embedded into wearable accessories.
Even though IoT is in its early stage of development, organizations recognize its potential applicability and therefore incorporate it in their efforts to improve word-based learning and training. Practically, organizations can exploit IoT for supporting personalized and adaptive training. Accordingly, we propose a deployment process aiming to support four scenarios focused on work-based and enhanced by IoT. Specifically, we illustrate our suggestion through a process including a discovery of requirements, followed by a corresponded design and development efforts aspiring on an architecture optimized for corporate learning and training that is empowered by IoT.
We foresee that this architecture will provide employees with exciting opportunities to exploit valuable data in order to react to and refine an ongoing process that produces personal, meaningful, and in-context learning experience. We believe that our efforts to deploy such architecture provide new, flexible, and efficient opportunities for exercising innovative approaches for practicing work-based learning and training.
KeywordsInternet of Things Work-based learning Design process Computer architecture Use-cases
- Alexander, I., & Beus-Dukic, L. (2009). Discovering requirements: How to specify products and services. Chichester: Wiley.Google Scholar
- Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges. Creating Complex Interventions in Classroom Settings of the Learning Sciences, 2(2), 141–178.Google Scholar
- Brown, A., & Green, T. (2016). Issues and trends in instructional technology: Increased use of Mobile technologies and digital content to provide untethered access to training and learning opportunities. Educational media and technology yearbook, 15–26. https://doi.org/10.1007/978-3-319-45001-8_2.
- Cheng, H. C., & Liao, W. W. (2012). Establishing a lifelong learning environment using IOT and learning analytics. In Advanced Communication Technology (ICACT), 2012 14th international conference on, pp. 1178–1183. IEEE.Google Scholar
- Collins, A. (1992). Toward a design science of education (pp. 15–22). Berlin and Heidelberg: Springer.Google Scholar
- Fenn, J. (2007). Understanding Gartner’s hype cycles, 5 July 2007.Google Scholar
- Hoadley, C. (2002). Creating context: Design-based research in creating and understanding CSCL. In G. Stahl (Ed.), Computer support for collaborative learning 2002 (pp. 453–462). Mahwah: Lawrence Erlbaum.Google Scholar
- Horizon report. (2017). Retrieved from http://cdn.nmc.org/media/2017-nmc-horizon-report-he-EN.pdf. Accessed 1 Feb 2018.
- Karmakar, A., & Nath, A. (2014). E-learning methodologies, strategies and tools to implement lifetime education anywhere anytime. International Journal of Innovative Research in Advanced Engineering (IJIRAE), 1(4), 193–201.Google Scholar
- Kohen-Vacs, D. (2016). A design and development approach for deploying web and Mobile applications to support collaborative seamless learning activities. Doctoral dissertation: Linnaeus University Press.Google Scholar
- Laru, J. (2012). Scaffolding learning activities with collaborative scripts and mobile devices. PhD dissertation, Faculty of Education, University of Oulu, Finland.Google Scholar
- Liotta, A. (2012). Farewell to deterministic networks. Communications and Vehicular Technology in the Benelux (SCVT), 2012 IEEE 19th Symposium on. pp. 1–4. IEEE.Google Scholar
- Mayer, P., Schroeder, A., & Koch, N. (2008). A model-driven approach to service orchestration. Services Computing, 2008. SCC'08. IEEE international conference on. Vol. 2, pp. 533–536. IEEE.Google Scholar
- Milrad, M., Wong, L. H., Sharples, M., Hwang, G. J., Looi, C. K., & Ogata, H. (2013). Seamless learning: An international perspective on next-generation technology-enhanced learning. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 95–108). New York: Routledge.Google Scholar
- Misuraca, G., & Colombo, C. (2016). ICT-enabled social innovation in support of public sector reform: The potential of integrated approaches to social services delivery to promote social investment policies in Europe. In Proceedings of the 9th international conference on theory and practice of electronic governance (ICEGOV2016) (pp. 163–172). Montevideo/New York: ACM.CrossRefGoogle Scholar
- Sharples, M., Arnedillo-Sánchez, I., Milrad, M., & Vavoula, G. (2014). Mobile learning. Cambridge Handbook of the Learning Sciences, 1513–1573.Google Scholar
- Zezschwitz, E., Buschek, D., Hösl, A., Palleis, H., Scheider, H., Stockinger, T., Stusak, S., Tausch, S., Butz, A., & Hussmann, H. (2015). Human computer interaction in the internet of things era. In Technical Report LMU-MI-2015-.2.Google Scholar