Abstract
The performed analysis of innovative technology-based learning and teaching strategies for smart classrooms clearly shows that in the near future smart pedagogy will be actively deployed by leading academic institutions in the world for teaching of local and remote students in one class. The research project is focused on in-depth analysis of innovative learning strategies, including (1) learning-by-doing, (2) flipped classroom, (3) games-based learning, (4) adaptive teaching, (5) context-based learning, (6) collaborative learning, (7) learning analytics, (8) “bring your own device” (BYOD) strategy, (9) personal enquiry based learning, (10) crossover learning, (11) robotics-based learning, and other advanced technology-based approaches to teaching and learning. The obtained outcomes of this performed research, analysis, and testing of implemented smart pedagogy components undoubtedly prove that those learning and teaching strategies support identified “smartness” levels and smart features of smart classrooms such as (1) adaptivity, (2) sensing, (3) inferring, (4) anticipation, (5) self-learning, and (6) self-organization. The obtained student feedback undoubtedly demonstrates students’ strong interest in smart pedagogy – the approach that will be an essential topic of multiple research, design, and development projects in the next 5–10 years.
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Uskov, V.L., Bakken, J.P., Penumatsa, A., Heinemann, C., Rachakonda, R. (2018). Smart Pedagogy for Smart Universities. In: Uskov, V., Howlett, R., Jain, L. (eds) Smart Education and e-Learning 2017. SEEL 2017. Smart Innovation, Systems and Technologies, vol 75. Springer, Cham. https://doi.org/10.1007/978-3-319-59451-4_1
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DOI: https://doi.org/10.1007/978-3-319-59451-4_1
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