Internet of things: Difference between revisions

The educational technology and digital learning wiki
Jump to navigation Jump to search
mNo edit summary
Line 5: Line 5:
The '''Internet of things''' refers to an ubiquitous network society in which a lot of objects are "connected". These objects are sometimes referred to as "Blogjects" or "Spimes"
The '''Internet of things''' refers to an ubiquitous network society in which a lot of objects are "connected". These objects are sometimes referred to as "Blogjects" or "Spimes"


* {{quotationbox|The Internet of Things (IoT) is being touted as "the next technological revolution" and one that will be "the most potentially disruptive " we will see in our lifetime , surpassed only by the World Wide Web and universal mobile connectivity (Feki et al. 2013: 24) . It involves real - world, physical objects with embedded computational and networking capabilities communicating and interacting with one another, with other computing devices , as well as with users on the global Internet. With the advent and growth of the IoT, homes, workplaces, and educational instituti ons – even entire cities and countries – are becoming increasingly "smart "and interconnected, which promises to substantially enhance or change the ways in which we live, play, work, and learn.
In this call for papers for an [http://csusap.csu.edu.au/~malee/cfp/TLT_Wearables&IoT_SpecialIssueCFP.pdf IEEE Transactions on Learning Technologies] (May 2015, Special issue), Mark J.W. Lee states:
{{quotationbox|The Internet of Things (IoT) is being touted as "the next technological revolution" and one that will be "the most potentially disruptive " we will see in our lifetime , surpassed only by the World Wide Web and universal mobile connectivity (Feki et al. 2013: 24) . It involves real - world, physical objects with embedded computational and networking capabilities communicating and interacting with one another, with other computing devices , as well as with users on the global Internet. With the advent and growth of the IoT, homes, workplaces, and educational instituti ons – even entire cities and countries – are becoming increasingly "smart "and interconnected, which promises to substantially enhance or change the ways in which we live, play, work, and learn.


Amid the rise of the IoT, we have also been witnessing advanc es in wearable computing and electronic technologies that have made possible the creation of the " Internet of Me" (Spicer and Cederström, 2015). Such technologies have now enter ed the mainstream (Starner, 2014) and products powered by them are becoming increasingly available on the mass market , with consumer-level devices like smart glasses (e.g., Google Glass, Microsoft HoloLens), smart watches (e.g., Apple Watch), smart clothes, fitness bands/activity trackers (e.g., Fitbit, Nike+ FuelBand) , and head-mounted cameras (e.g., GoPro) regularly do minating the technology news headlines of late. These technologies and devices along with others still being developed are able to augment human cognition, behavior, and interactions in powerful ways that were previously inconceivable.
Amid the rise of the IoT, we have also been witnessing advanc es in wearable computing and electronic technologies that have made possible the creation of the " Internet of Me" (Spicer and Cederström, 2015). Such technologies have now enter ed the mainstream (Starner, 2014) and products powered by them are becoming increasingly available on the mass market , with consumer-level devices like smart glasses (e.g., Google Glass, Microsoft HoloLens), smart watches (e.g., Apple Watch), smart clothes, fitness bands/activity trackers (e.g., Fitbit, Nike+ FuelBand) , and head-mounted cameras (e.g., GoPro) regularly do minating the technology news headlines of late. These technologies and devices along with others still being developed are able to augment human cognition, behavior, and interactions in powerful ways that were previously inconceivable.
It is clear that wearable technologies and the IoT hold much potential for and have many possible applications in education and training (Lee, 2015, Selinger et al, 2013). While they have garnered considerable attention and interest in this sector (Johnson), however, there continues to be a dearth of real scholarship surrounding their use for learning, teaching, and assessment, the majority of published work to date consisting largely of anecdotal reports or being focused primarily on the technology.
}}
}}
([http://csusap.csu.edu.au/~malee/cfp/TLT_Wearables&IoT_SpecialIssueCFP.pdf CFP for an IEEE Special issue by Mark J.W. Lee], May 2015)


* {{quotation | Object hyperlinking is a neologism that refers to extending the Internet to objects and locations in the real world, creating an Internet of things. The current Internet does not extend beyond the electronic world. Object hyperlinking aims to extend the internet to the real world by attaching tags with URLs to [[tangible computing|tangible objects]] or locations. These tags can then be read by a wireless mobile device and information about objects and locations retrieved and displayed. ( [http://en.wikipedia.org/wiki/An_internet_of_things Wikipedia}} - Object hyperlinking], retrieved 18:54, 24 July 2006 (MEST) )
* {{quotation | Object hyperlinking is a neologism that refers to extending the Internet to objects and locations in the real world, creating an Internet of things. The current Internet does not extend beyond the electronic world. Object hyperlinking aims to extend the internet to the real world by attaching tags with URLs to [[tangible computing|tangible objects]] or locations. These tags can then be read by a wireless mobile device and information about objects and locations retrieved and displayed. ( [http://en.wikipedia.org/wiki/An_internet_of_things Wikipedia}} - Object hyperlinking], retrieved 18:54, 24 July 2006 (MEST) )

Revision as of 10:07, 18 May 2015

Draft

Definitions

The Internet of things refers to an ubiquitous network society in which a lot of objects are "connected". These objects are sometimes referred to as "Blogjects" or "Spimes"

In this call for papers for an IEEE Transactions on Learning Technologies (May 2015, Special issue), Mark J.W. Lee states:

The Internet of Things (IoT) is being touted as "the next technological revolution" and one that will be "the most potentially disruptive " we will see in our lifetime , surpassed only by the World Wide Web and universal mobile connectivity (Feki et al. 2013: 24) . It involves real - world, physical objects with embedded computational and networking capabilities communicating and interacting with one another, with other computing devices , as well as with users on the global Internet. With the advent and growth of the IoT, homes, workplaces, and educational instituti ons – even entire cities and countries – are becoming increasingly "smart "and interconnected, which promises to substantially enhance or change the ways in which we live, play, work, and learn.

Amid the rise of the IoT, we have also been witnessing advanc es in wearable computing and electronic technologies that have made possible the creation of the " Internet of Me" (Spicer and Cederström, 2015). Such technologies have now enter ed the mainstream (Starner, 2014) and products powered by them are becoming increasingly available on the mass market , with consumer-level devices like smart glasses (e.g., Google Glass, Microsoft HoloLens), smart watches (e.g., Apple Watch), smart clothes, fitness bands/activity trackers (e.g., Fitbit, Nike+ FuelBand) , and head-mounted cameras (e.g., GoPro) regularly do minating the technology news headlines of late. These technologies and devices along with others still being developed are able to augment human cognition, behavior, and interactions in powerful ways that were previously inconceivable.

It is clear that wearable technologies and the IoT hold much potential for and have many possible applications in education and training (Lee, 2015, Selinger et al, 2013). While they have garnered considerable attention and interest in this sector (Johnson), however, there continues to be a dearth of real scholarship surrounding their use for learning, teaching, and assessment, the majority of published work to date consisting largely of anecdotal reports or being focused primarily on the technology.
  • “Object hyperlinking is a neologism that refers to extending the Internet to objects and locations in the real world, creating an Internet of things. The current Internet does not extend beyond the electronic world. Object hyperlinking aims to extend the internet to the real world by attaching tags with URLs to tangible objects or locations. These tags can then be read by a wireless mobile device and information about objects and locations retrieved and displayed. ( Wikipedia” - Object hyperlinking, retrieved 18:54, 24 July 2006 (MEST) )
  • “[...] the next step in "always on" communications, in which new technologies like RFID and smart computing promise a world of networked and interconnected devices that provide relevant content and information whatever the location of the user. Everything from tires to toothbrushes will be in communications range, heralding the dawn of a new era, one in which today's Internet (of data and people) gives way to tomorrow's Internet of Things. [...] It seems that we are standing on the brink of a new computing and communication era, one that will radically transform our corporate, community, and personal spheres. With continuing developments in miniaturization and declining costs, it is becoming not only technologically possible but also economically feasible to make everyday objects smarter, and to connect the world of people with the world of things.” ( Flyer for the ITU Internet Reports 2005: The Internet of Things )

See also: Ubiquitous learning, tangible computing

Links

Bibliography

  • Greenfield, Adam (2006). Everyware: The Dawning Age of Ubiquitous Computing, New Riders Press. ISBN 0321384016
  • Feki, M. A.; F. Kawsar, M. Boussard, and L. Trappeniers,"The Internet of Things: The next technological revolution,"Computer,vol.46, no. 2, pp. 24–25, Feb. 2013.
  • Lee, V. R. Ed., Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning E nvironments . New York, NY: Routledge, 2015.
  • Meloan, Steve (2003). Toward a Global "Internet of Things, Sun Developer Network page, "
  • Spicer, A. & C. Cederström, "You 've heard of the Internet of Things, now behold the Internet of Me ," The Conversation , Jan. 2015. Available: http://theconv ersation.com/youve-heard-of-the-internet-of-things-now-behold-the-internet-of-me-36379
  • Starner, T. "How wearables worked their way into the mainstream," Pervasive Comput. , vol. 13, no. 4, pp. 10–15, Oct.–Dec. 2014.
  • Sterling, Bruce (2006), The Internet of Things, ITConversations, HTML/PodCast

Acknowledgements

Most of the little bibliography stems from a CFP on Wearable Technologies and the Internet of Things in Education and Training, May 2015.

Retrieved from "https://edutechwiki.unige.ch/mediawiki/index.php?title=Internet_of_things&oldid=55733"