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Intelligent User
Interfaces
ICS2208
vanessa.camilleri@um.edu.mt
Dr Vanessa Camilleri
Department of AI,
University of Malta
Topic 6: Overview
• Smart Learning Environments (SLE) & IoT
• EDI in Learning Spaces
• Class Activity
• Models for SLE (class based learning)
• SLE for Higher Education
2
What is a smart learning environment?
• Smart learning environments (SLEs) are physical
spaces enhanced with digital and context-speci
fi
c
components (sensors and actuators, for instance)
that facilitate better and faster learning. This allows
for hybrid learning approaches that switch between
formal and informal settings, independent and
class learning, varying learning times and places,
and analog and digital learning formats
• Human Centred Design
• Learning and Work Methods
• Learning and Corporate Culture
• Smart IT Infrastructure
• Digital and Physical Equipment
• Workplace Architecture
Human Centred Design
• User Needs
• User Modelling
• User Context
• User Environment
Learning and Work Methods
• Training in media and information
• Explore different learning environments and
scenarios
• Design Thinking
• Personalised learning
• Just in time learning
Learning and Corporate
Culture
• Culture of Schools / Learning institutions
• Individual Responsibilities
• Trust & Feedback
Smart IT Infrastructure
• Digital agent / assistant
• Knowledge in the cloud and presented to the users
• Universal accessibility
• Dynamic learning
• Facilitated connectivity
• Sensor embedding
• Automation of activities leading to improved environment
Digital and Physical
Equipment
• A combination of well designed furniture and
• Technology Devices
• Digital Resources and Software applications
Workplace Architecture
• Design for
• appeal,
• comfort and
• multi functionality
Smart Learning Spaces
using EDI
• Smart learning spaces are educational environments
that leverage technology to enhance learning
experiences. They are designed to be adaptive and
responsive to the needs of all learners, promoting
engagement, collaboration, and personalised learning
• Technology; Universal Design - design with inclusion
• Design; Accessible,
fl
exible, diverse perspectives
• Pedagogy; equitable and inclusive learning
environments
Designing Inclusive
Learning Spaces
• Universal Design Learning Principles (UDL)
• Ensure Physical Accessibility
• Incorporate Technology Thoughtfully
• Foster a Positive and Inclusive Classroom Culture
• Adapt Curriculum and Instructional Strategies
• Provide Professional Development
• Evaluate and Re
fl
ect
Concepts of EDI in AI
Interface Design
• Equity in AI
• Addressing bias, fairness metrics, algorithmic fairness
• Diversity in AI
• Inclusive data, diverse development teams, global perspectives
• Inclusion in AI
• Proactive involvement, inclusive design processes, monitoring and
evaluation
• Governance in AI
• Compliance with laws and regulations, ethical frameworks
AI to Design Learning
Spaces that are EDI
• Personalisation of Learning Experiences
• Enhanced Accessibility
• Interactive and Engaging Learning Environments
• Continuous Assessment and Feedback
• Support for Educators
• Inclusive Design and Cultural Relevance
Class Activity
• Split into two groups
• Group A: Identify a possible smart learning scenario and discuss
the context and users. Identify the steps needed to set up a smart
learning environment to improve the learning experience in an
EDI framework. How will you measure this?
• Group B: Identify a possible smart learning scenario and discuss
the challenges which will need to be overcome to address this
scenario. Think about AI, EDI and the challenges/dif
fi
culties in
implementing it. You can also mention aspects related to the
design as well as the user experience and the dif
fi
culties that
might be encountered when setting this scenario in practice.
What solutions would you propose?
SLE Models
• The centralised model - where the environment carries an
active role in adapting to and shaping users’ behaviour
• Intelligent tutoring systems
• Learning Analytics (PLE)
• The distributed model - where independent intelligent
objects provide dynamic behaviour in a static environment.
• Ambient Intelligence
• Pervasive Computing
SLE Models
• Centralised vs Distributed - behaviour in the
environment as a whole vs. Augmenting the
environment with smart components.
• Both models can be blended
• But both models have a
fl
aw: smart environment
does not necessarily lead to smart learning
• Both models do not learn from the learners
(obtaining tacit knowledge and re-using it)
SLE Models -
research directions
• Design ways in which dynamic interactions are
created between the environment, the users
(learners) and the objects that are created within
that environment.
• Focus more on the user and learner experience -
by providing an online repository which an agent
can go through and provide a user with a pertinent
list of readings is not going to build a smart
learning environment. It’s what the user is going to
do that will de
fi
ne smartness.
The Smart Classroom
• … as smart learning spaces
• Inductive towards creativity and innovation
• Facilitating collaboration
• Facilitate sharing and exchange of ideas in a
fl
exible setting
The Smart Classroom
• Architectural Design and Ergonomic Structure
• Functional integration of Technology
• Innovative Pedagogical Methodology
Principles of Smart
Classroom
• Flexible Arrangement
• Adaptability
• Comfort
• Multiplicity
• Connectivity
• Personalisation
• Order
• Openness
• Safety/Security
The Smart Campus
• Learning spaces across campuses to be:
• Flexible
• Recon
fi
gured
• Bold
• Creative
• Supporting and
• Enterprising
The Smart Campus

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ICS2208 Lecture6 Notes for SL spaces.pdf

  • 1. Intelligent User Interfaces ICS2208 vanessa.camilleri@um.edu.mt Dr Vanessa Camilleri Department of AI, University of Malta
  • 2. Topic 6: Overview • Smart Learning Environments (SLE) & IoT • EDI in Learning Spaces • Class Activity • Models for SLE (class based learning) • SLE for Higher Education 2
  • 3. What is a smart learning environment? • Smart learning environments (SLEs) are physical spaces enhanced with digital and context-speci fi c components (sensors and actuators, for instance) that facilitate better and faster learning. This allows for hybrid learning approaches that switch between formal and informal settings, independent and class learning, varying learning times and places, and analog and digital learning formats
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  • 6. • Human Centred Design • Learning and Work Methods • Learning and Corporate Culture • Smart IT Infrastructure • Digital and Physical Equipment • Workplace Architecture
  • 7. Human Centred Design • User Needs • User Modelling • User Context • User Environment
  • 8. Learning and Work Methods • Training in media and information • Explore different learning environments and scenarios • Design Thinking • Personalised learning • Just in time learning
  • 9. Learning and Corporate Culture • Culture of Schools / Learning institutions • Individual Responsibilities • Trust & Feedback
  • 10. Smart IT Infrastructure • Digital agent / assistant • Knowledge in the cloud and presented to the users • Universal accessibility • Dynamic learning • Facilitated connectivity • Sensor embedding • Automation of activities leading to improved environment
  • 11. Digital and Physical Equipment • A combination of well designed furniture and • Technology Devices • Digital Resources and Software applications
  • 12. Workplace Architecture • Design for • appeal, • comfort and • multi functionality
  • 13. Smart Learning Spaces using EDI • Smart learning spaces are educational environments that leverage technology to enhance learning experiences. They are designed to be adaptive and responsive to the needs of all learners, promoting engagement, collaboration, and personalised learning • Technology; Universal Design - design with inclusion • Design; Accessible, fl exible, diverse perspectives • Pedagogy; equitable and inclusive learning environments
  • 14. Designing Inclusive Learning Spaces • Universal Design Learning Principles (UDL) • Ensure Physical Accessibility • Incorporate Technology Thoughtfully • Foster a Positive and Inclusive Classroom Culture • Adapt Curriculum and Instructional Strategies • Provide Professional Development • Evaluate and Re fl ect
  • 15. Concepts of EDI in AI Interface Design • Equity in AI • Addressing bias, fairness metrics, algorithmic fairness • Diversity in AI • Inclusive data, diverse development teams, global perspectives • Inclusion in AI • Proactive involvement, inclusive design processes, monitoring and evaluation • Governance in AI • Compliance with laws and regulations, ethical frameworks
  • 16. AI to Design Learning Spaces that are EDI • Personalisation of Learning Experiences • Enhanced Accessibility • Interactive and Engaging Learning Environments • Continuous Assessment and Feedback • Support for Educators • Inclusive Design and Cultural Relevance
  • 17. Class Activity • Split into two groups • Group A: Identify a possible smart learning scenario and discuss the context and users. Identify the steps needed to set up a smart learning environment to improve the learning experience in an EDI framework. How will you measure this? • Group B: Identify a possible smart learning scenario and discuss the challenges which will need to be overcome to address this scenario. Think about AI, EDI and the challenges/dif fi culties in implementing it. You can also mention aspects related to the design as well as the user experience and the dif fi culties that might be encountered when setting this scenario in practice. What solutions would you propose?
  • 18. SLE Models • The centralised model - where the environment carries an active role in adapting to and shaping users’ behaviour • Intelligent tutoring systems • Learning Analytics (PLE) • The distributed model - where independent intelligent objects provide dynamic behaviour in a static environment. • Ambient Intelligence • Pervasive Computing
  • 19. SLE Models • Centralised vs Distributed - behaviour in the environment as a whole vs. Augmenting the environment with smart components. • Both models can be blended • But both models have a fl aw: smart environment does not necessarily lead to smart learning • Both models do not learn from the learners (obtaining tacit knowledge and re-using it)
  • 20. SLE Models - research directions • Design ways in which dynamic interactions are created between the environment, the users (learners) and the objects that are created within that environment. • Focus more on the user and learner experience - by providing an online repository which an agent can go through and provide a user with a pertinent list of readings is not going to build a smart learning environment. It’s what the user is going to do that will de fi ne smartness.
  • 21. The Smart Classroom • … as smart learning spaces • Inductive towards creativity and innovation • Facilitating collaboration • Facilitate sharing and exchange of ideas in a fl exible setting
  • 22. The Smart Classroom • Architectural Design and Ergonomic Structure • Functional integration of Technology • Innovative Pedagogical Methodology
  • 23. Principles of Smart Classroom • Flexible Arrangement • Adaptability • Comfort • Multiplicity • Connectivity • Personalisation • Order • Openness • Safety/Security
  • 24. The Smart Campus • Learning spaces across campuses to be: • Flexible • Recon fi gured • Bold • Creative • Supporting and • Enterprising