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Pervasive Computing and Ambient Intelligence Development: An Educational Perspective

Pervasive Computing and Ambient Intelligence Development: An Educational Perspective

Vladimír Bureš, Pavel Cech
Copyright: © 2010 |Pages: 15
ISBN13: 9781615207534|ISBN10: 1615207538|ISBN13 Softcover: 9781616922672|EISBN13: 9781615207541
DOI: 10.4018/978-1-61520-753-4.ch016
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MLA

Bureš, Vladimír, and Pavel Cech. "Pervasive Computing and Ambient Intelligence Development: An Educational Perspective." Strategic Pervasive Computing Applications: Emerging Trends, edited by Varuna Godara, IGI Global, 2010, pp. 235-249. https://doi.org/10.4018/978-1-61520-753-4.ch016

APA

Bureš, V. & Cech, P. (2010). Pervasive Computing and Ambient Intelligence Development: An Educational Perspective. In V. Godara (Ed.), Strategic Pervasive Computing Applications: Emerging Trends (pp. 235-249). IGI Global. https://doi.org/10.4018/978-1-61520-753-4.ch016

Chicago

Bureš, Vladimír, and Pavel Cech. "Pervasive Computing and Ambient Intelligence Development: An Educational Perspective." In Strategic Pervasive Computing Applications: Emerging Trends, edited by Varuna Godara, 235-249. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-753-4.ch016

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Abstract

Ambient Intelligence (AmI) as an environment, where pervasive computing methods, tools, or products are taking place, is a concept envisioning information society in the future. AmI can be investigated from several points of view, whereas a technological perspective is the one most frequently presented. However, as the fragments of AmI vision are becoming reality, the educational perspective is of growing importance. Managerial workplace may be considered as a typical environment where pervasive, or ubiquitous, computing and AmI are being currently introduced. Hence, the proper education of future managers or IT specialists should aim at students’ ability to define requirements for the structure and behaviour of AmI from different viewpoints and from final users’ perspective namely. The problem is that AmI is a system with high level of complexity due to the need to unite many related aspects from different problem domains. Therefore, relevant tools and methods should be taught so that students can comprehend such a complexity. A brief description of the situation in the selected Czech university and results based on particular tools and methodological approaches are depicted in the following chapter.

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