TY - GEN
T1 - New Approaches in Assistive Technologies Applied to Engineering Education
AU - Artifice, Andreia
AU - Kadar, Manuella
AU - Sarraipa, João
AU - Jardim-Gonçalves, Ricardo
N1 - The authors acknowledge the European Commission for its support and partial funding and the partners of the research project from ERASMUS+: Higher Education— International Capacity Building—ACACIA—Project reference number—561754-EPP-1-2015-1-CO-EPKA2-CBHE-JP, (http://acacia.digital).
PY - 2019
Y1 - 2019
N2 - The evolution of technology, new learning theories and universal design made the learning process to become more flexible and adaptable. The 21st century society imposes a need for increased cognitive ability, thus students are required to have a combination of academic knowledge and transferable skills. Assistive technologies have been used not only with students with special needs but in an inclusive environment extending it to other students. Students are becoming more aware and sensitive to their own learning preferences and their own learning styles. However, the task of adapting current educational practices and spread information in student environment is still a challenge. This paper proposes new approaches to assistive technology design imposed by the evolution of technology. Students can now choose how to study, where to study and when to study. Underpinning this change, the paper explores how assistive technologies have evolved into learning technologies by taking into consideration the technological pedagogical content knowledge (TPACK) framework and proposing an extension, based on intelligent systems that combines means of bio signals assessment with emotional state evaluation for engineering students.
AB - The evolution of technology, new learning theories and universal design made the learning process to become more flexible and adaptable. The 21st century society imposes a need for increased cognitive ability, thus students are required to have a combination of academic knowledge and transferable skills. Assistive technologies have been used not only with students with special needs but in an inclusive environment extending it to other students. Students are becoming more aware and sensitive to their own learning preferences and their own learning styles. However, the task of adapting current educational practices and spread information in student environment is still a challenge. This paper proposes new approaches to assistive technology design imposed by the evolution of technology. Students can now choose how to study, where to study and when to study. Underpinning this change, the paper explores how assistive technologies have evolved into learning technologies by taking into consideration the technological pedagogical content knowledge (TPACK) framework and proposing an extension, based on intelligent systems that combines means of bio signals assessment with emotional state evaluation for engineering students.
KW - Assistive technologies
KW - Learning technologies
KW - TPACK
UR - http://www.scopus.com/inward/record.url?scp=85063043809&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-11935-5_9
DO - 10.1007/978-3-030-11935-5_9
M3 - Conference contribution
AN - SCOPUS:85063043809
SN - 978-3-030-11934-8
T3 - Advances in Intelligent Systems and Computing
SP - 86
EP - 96
BT - The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 - Volume 2
A2 - Auer, Michael E.
A2 - Tsiatsos, Thrasyvoulos
PB - Springer
CY - Cham
T2 - 21st International Conference on Interactive Collaborative Learning, ICL 2018
Y2 - 25 September 2018 through 28 September 2018
ER -