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Smart Innovation, Systems and Technologies 144
Vladimir L. Uskov
Robert J. Howlett
Lakhmi C. Jain Editors
Smart Education
and e-Learning
2019
123
Smart Innovation, Systems and Technologies
Volume 144
Series Editors
Robert J. Howlett, Bournemouth University and KES International,
Shoreham-by-sea, UK
Lakhmi C. Jain, Faculty of Engineering and Information Technology,
Centre for Artificial Intelligence, University of Technology Sydney,
Sydney, NSW, Australia
The Smart Innovation, Systems and Technologies book series encompasses the
topics of knowledge, intelligence, innovation and sustainability. The aim of the
series is to make available a platform for the publication of books on all aspects of
single and multi-disciplinary research on these themes in order to make the latest
results available in a readily-accessible form. Volumes on interdisciplinary research
combining two or more of these areas is particularly sought.
The series covers systems and paradigms that employ knowledge and intelligence
in a broad sense. Its scope is systems having embedded knowledge and intelligence,
which may be applied to the solution of world problems in industry, the environment
and the community. It also focusses on the knowledge-transfer methodologies and
innovation strategies employed to make this happen effectively. The combination of
intelligent systems tools and a broad range of applications introduces a need for a
synergy of disciplines from science, technology, business and the humanities. The
series will include conference proceedings, edited collections, monographs, hand-
books, reference books, and other relevant types of book in areas of science and
technology where smart systems and technologies can offer innovative solutions.
High quality content is an essential feature for all book proposals accepted for the
series. It is expected that editors of all accepted volumes will ensure that
contributions are subjected to an appropriate level of reviewing process and adhere
to KES quality principles.
** Indexing: The books of this series are submitted to ISI Proceedings,
EI-Compendex, SCOPUS, Google Scholar and Springerlink **
More information about this series at http://www.springer.com/series/8767

Vladimir L. Uskov Robert J. Howlett
• •
Lakhmi C. Jain
Editors
Smart Education
and e-Learning 2019
123
Editors
Vladimir L. Uskov Robert J. Howlett
Department of Computer Science Bournemouth University and KES
and Information Systems International Research
Bradley University Shoreham-by-sea, UK
Peoria, IL, USA
Lakhmi C. Jain
Faculty of Engineering and
Information Technology
Centre for Artificial Intelligence
University of Technology Sydney
Sydney, NSW, Australia
Liverpool Hope University
Liverpool, UK
KES International
Shoreham-by-sea, UK
University of Canberra
Canberra, Australia
ISSN 2190-3018 ISSN 2190-3026 (electronic)

Smart Innovation, Systems and Technologies
ISBN 978-981-13-8259-8 ISBN 978-981-13-8260-4 (eBook)
https://doi.org/10.1007/978-981-13-8260-4
© Springer Nature Singapore Pte Ltd. 2019
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part
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Preface
Smart education, smart e-Learning, and smart universities are emerging and rapidly
growing areas. They have the potential to transform existing teaching strategies,
learning environments, and educational activities and technology in a classroom.
Smart education and e-Learning are focused at enabling instructors to develop new
ways of achieving excellence in teaching in highly technological smart classrooms
and smart universities, and providing students with new opportunities to maximize
their success and select the best options for their education, location, learning style,
and mode of learning content delivery.
From June 2014, the enthusiastic and visionary scholars, faculty, Ph.D. students,
administrators, and practitioners from all over the world have an excellent oppor-
tunity for a highly efficient and productive professional meeting—the annual
international conference on Smart Education and Smart e-Learning (SEEL).
The KES International professional association initiated SEEL conference as a
major international forum for the presentation of innovative ideas, approaches,
technologies, systems, findings, and outcomes of research and design and devel-
opment projects in the emerging areas of smart education, smart e-Learning, smart
pedagogy, smart analytics, applications of smart technology and smart systems in
education and e-Learning, smart classrooms, smart universities, and knowledge-
based smart society.
The inaugural international KES conference on Smart Technology-based
Education and Training (STET) was held at Chania, Crete, Greece, during June
18–20, 2014. The 2nd international KES conference on Smart Education and Smart
e-Learning took place in Sorrento, Italy, during June 17–19, 2015, the 3rd
KES SEEL conference—in Puerto de la Cruz, Tenerife, Spain, during June 15–17,
2016, the 4th KES SEEL conference—in Vilamoura, Portugal, during June 21–23,
2017, and the 5th KES SEEL conference—in Gold Coast, Australia, during June
20–22, 2018.
The main topics of the SEEL international conference are grouped into several
clusters and include but are not limited to:
v
vi Preface
• Smart Education (SmE cluster): conceptual frameworks for smart education;

smart university; smart campus; smart classroom; smart learning environments;
stakeholders of smart university; mathematical modeling of smart university;
academic or institutional analytics; university-wide smart systems for teaching,
learning, research, management, safety, security; research projects, best prac-
tices and case studies on smart education; partnerships, national and interna-
tional initiatives and projects on smart education; economics of smart education;
• Smart Pedagogy (SmP cluster): innovative smart teaching and learning tech-
nologies; learning-by-doing; active learning; experiential learning, game-based
learning and gamification of learning; collaborative learning; analytics-based
learning; flipped classroom; crowdsourcing-based learning; project-based
learning; adaptive learning; badging-based learning; productive failure-based
learning; smart learning analytics; research projects, best practices and case
studies on smart pedagogy; smart curriculum and courseware design and
development; smart assessment and testing; smart university’s student/learner
modeling; faculty modeling, faculty development and instructor’s skills for
smart education; university-wide smart systems for teaching and learning;
learning management systems; smart blended, distance, online and open edu-
cation; partnerships, national and international initiatives and projects on smart
pedagogy;
• Smart e-Learning (SmL cluster): smart e-Learning: concepts, strategies, and
approaches; Massive Open Online Courses (MOOC); Small Personal Online
Courses (SPOC); assessment and testing in smart e-Learning; serious
game-based smart e-Learning; smart collaborative e-Learning; adaptive
e-Learning; smart e-Learning environments; courseware and open education
repositories for smart e-Learning; smart e-Learning pedagogy, teaching and
learning; smart e-learner modeling; smart e-Learning management, academic
analytics, and quality assurance; faculty development and instructor’s skills for
smart e-Learning; research, design and development projects, best practices and
case studies on smart e-Learning; standards and policies in smart e-Learning;
social, cultural, and ethical dimensions of smart e-Learning; economics of smart
e-Learning;
• Smart Technology, Software and Hardware Systems for Smart Education
and e-Learning (SmT cluster): smart technology-enhanced teaching and
learning; adaptation, sensing, inferring, self-learning, anticipation and
self-organization of smart learning environments; Internet of things (IoT), cloud
computing, RFID, ambient intelligence, and mobile wireless sensor networks
applications in smart classrooms and smart universities; smartphones and smart
devices in education; educational applications of smart technology and smart
systems; mobility, security, access and control in smart learning environments;
smart gamification; smart multimedia; smart mobility;
• “From Smart Education to Smart Society” Continuum (SmS cluster): smart
school; applications of smart toys and games in education; smart university;
smart campus; economics of smart universities; smart university’s management
and administration; smart office; smart company; smart house; smart living;
Preface vii
smart health care; smart wealth; smart lifelong learning; smart city; national and
international initiatives and projects; smart society.
• “Smart University as a Hub for Students” Engagement into Virtual
Business and Entrepreneurship (SmB cluster): entrepreneurship and inno-
vation at university: student role and engagement; student engagement with
virtual businesses and virtual companies; virtual teams and virtual team working
(technology, models, ethics); university curricula for entrepreneurship and
innovation (core and supplemental courses); new student goal—start his/her
own business (instead of getting a job in a company); students and start-up
companies (approaches, models, best practices, and case studies).
One of the advantages of the SEEL conference is that it is organized in conjunction
with several other Smart Digital Futures (SDF) high-quality conferences, including
Agents and Multi-agent Systems—Technologies and Applications (AMSTA),
Intelligent Decision Technologies (IDT), Intelligent Interactive Multimedia
Systems and Services (IIMSS), Innovation in Medicine and Healthcare (IMH), and
Smart Transportation Systems (STS). This provides the SEEL conference partici-
pants with unique opportunities to attend also AMSTA, IDT, IIMSS, IMH, and STS
conferences’ presentations, meet, and collaborate with subject matter experts in
those “smart” areas—fields that are conceptually close to smart education.
This book contains the contributions to be presented at the 6th international KES
conference on Smart Education and e-Learning (SEEL-2019), which will take place
at St. Julian’s, Malta, during June 17–19, 2019. It contains 55 high-quality
peer-reviewed papers that are grouped into several interconnected parts: Part I—
Smart Education, Part II—Smart e-Learning, Part III—Smart Pedagogy, Part IV—
Smart Education: Systems and Technology, Part V—Smart Education: Case
Studies and Research, Part VI—Students with Disabilities and Smart
Education/University, and Part VII—Mathematical Modelling of Smart Education
and Economics of Smart University.
We would like to thank many scholars—members of the SEEL-2019
International Program Committee—who dedicated many efforts and time to make
the SEEL international conference a great success, namely Prof. Kyota Aoki
(Utsunomiya University, Japan), Prof. Luis Anido-Rifon (University of Vigo,
Spain), Dr. Farshad Badie (Aalborg University, Denmark), Prof. Jeffrey P. Bakken
(Bradley University, USA), Dr. Elena Barbera (Universitat Oberta de Catalunya,
Spain), Prof. Madhumita Bhattacharya (New Paradigm Solutions Ltd., New
Zealand), Prof. Claudio Brito (Science and Education Research Council, Portugal),
Prof. Dumitru Burdescu (University of Craiova, Romania), Prof. Nunzio Casalino
(Guglielmo Marconi University and LUISS Business School, Italy), Prof. Michele
Cole (Robert Morris University, USA), Prof. Steven Coombs (Hamden Bin
Mohammed Smart University, UAE), Prof. Robertas Damasevicius (Kaunas
University of Technology, Lithuania), Dr. Yousef Daradkeh (Prince Sattam Bin
Abdulaziz University, Saudi Arabia), Dr. Jean-Pierre Gerval (ISEN, France), Dr.
Foteini Grivokostopoulou (University of Patras, Greece), Dr. Karsten Henke
viii Preface
(Ilmenau University of Technology, Germany), Prof. Maung Htay (Radford

University, USA), Assoc. Prof. Shiroh Itai (Tsukuba Gakuin University, Japan),
Prof. Alexander Ivannikov (Russian Academy of Sciences, Russia), Assoc.
Prof. Hiroko Kanoh (Yamagata University, Japan), Dr. Aleksandra Klasnja-
Milicevic (University of Novi Sad, Serbia), Prof. Andrew Nafalski (University of
South Australia, Australia), Prof. Khine Moe Nwe (University of Computer Studies
Yangon, Myanmar), Prof. Toshio Okamoto (Kyoto College of Graduates Institute,
Japan), Dr. Isidoros Perikos (University of Patras, Greece), Prof. Ekaterina
Prasolova-Forland (Norwegian University of Science and Technology, Norway),
Dr. Valeri Pougatchev (Voronezh State Technical University, Russia), Assoc.
Prof. Danguole Rutkauskiene (Kaunas University of Technology), Prof. Demetrios
Sampson (University of Piraeus, Greece), Asst. Prof. Masaru Sanuki (University of
Tsukuba, Japan), Prof. Adriana Burlea Schiopoiu (University of Craiova,
Romania), Prof. Natalia A. Serdyukova (Plekhanov Russian University of
Economics, Russia), Prof. Cristi Spulbar (University of Craiova, Romania), Assoc.
Prof. Ruxandra Stoean (University of Craiova, Romania), Prof. Masanori Takagi
(Iwate Prefectural University, Japan), Prof. Wenhuar Tarng (National Tsing Hua
University, Taiwan), Dr. Gara Miranda (Valladares University of La Laguna,
Tenerife, Spain), Prof. Dr. Toyohide Watanabe (Nagoya University, Japan),
Prof. Heinz-Dietrich Wuttke (Ilmenau University of Technology, Germany),
Asst. Prof. Stelios Xinogalos (University of Macedonia, Greece), Prof. Yoshiyuki
Yabuuchi (Shimonoseki City University, Japan), and Prof. Larissa Zaitseva (Riga
Technical University, Latvia).
We also are indebted to international collaborating organizations that made the
SEEL international conference possible, specifically KES International (UK),
InterLabs Research Institute, Bradley University (USA), Institut Superieur de
l’Electronique et du Numerique ISEN-Brest (France), Multimedia Apps D&R
Center, University of Craiova (Romania), Science and Education Research Council
(COPEC), and World Council on System Engineering and Information Technology
(WCSEIT).
It is our sincere hope that this book will serve as a useful source of valuable
collection of knowledge from various research, design and development projects,
useful information about current best practices and case studies, and provide a
baseline for further progress and inspiration for research projects and advanced
developments in smart education and smart e-Learning areas.
Peoria, IL, USA Prof. Vladimir L. Uskov, Ph.D.

Shoreham-by-sea, UK Prof. Robert J. Howlett, Ph.D.
Sydney, Australia Prof. Lakhmi C. Jain, Ph.D.
June 2019
Contents
Part I Smart Education

1 Smart University: A Validation of “Smartness Features—Main
Components” Matrix by Real-World Examples and Best
Practices from Universities Worldwide . . . . . . . . . . . . . . . . . . . . . . 3
Vladimir L. Uskov, Jeffrey P. Bakken, Kaustubh Gayke, Divya Jose,
Maria F. Uskova and Suma Sri Devaguptapu
2 Quantitative Follow-Up of MOOC Students Using Big Data
Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Jean-Pierre Gerval and Matthieu Saumard
3 Classification of University Students Attending Computing
Classes Using a Self-assessment Questionnaire . . . . . . . . . . . . . . . . 29
Tadanari Taniguchi, Yukiko Maruyama, Daisaku Kurita
and Makoto Tanaka
4 Smart Education in an Interconnected World: Virtual,
Collaborative, Project-Based Courses to Teach Global Software
Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Daniel Moritz Marutschke, Victor Kryssanov,
Hapugahage Thilak Chaminda and Patricia Brockmann
5 Smarter Education: Leveraging Stakeholder Inputs to Develop
Work Ready Curricula . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Jessica Borg, Christina M. Scott-Young and Michelle Turner
Part II Smart e-Learning

6 Teaching Culture and Literature of German-Speaking
Countries with the Support of Virtual Learning Environment
in Reflection and Self-reflection of Students of Management
of Tourism—A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Blanka Klímová and Ilona Semrádová
ix
x Contents
7 Sampling and Analyzing Statistical Data to Predict the

Performance of MOOC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Lubov S. Lisitsyna and Svyatoslav A. Oreshin
8 The Development of Classroom Research Skills of Online Lessons
Usage of a Google Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Chaiwat Waree
9 Interculturality in Blended Learning: Challenges of Electronic
Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Marcel Pikhart
10 Machine Learning Approach of Predicting Learning Outcomes
of MOOCs to Increase Its Performance . . . . . . . . . . . . . . . . . . . . . 107
Lubov S. Lisitsyna and Svyatoslav A. Oreshin
11 A Development of Instructional Games for Education Students . . . 117
Chaiwat Waree
12 The Methodology of Development of Electronic Educational
Resources for Learning of General Scientific Disciplines
in Non-native Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Marina V. Lapenok, Anna M. Lozinskaya, Lidia G. Shestakova,
Ludmila V. Voronina, Petr V. Zuev and Olga M. Patrusheva
13 Visualization of Learning Activities in Classroom Blended
with e-Learning System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Kai Li
14 Dosage Effects of CAI on Literacy Skills . . . . . . . . . . . . . . . . . . . . 149
Haya Shamir, Kathryn Feehan, David Pocklington and Erik Yoder
15 Construction of a Socio-affective Profile Model of Students
in a Virtual Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . 159
Carla Barvinski, Gislaine Ferreira, Leticia Machado, Magali Longhi
and Patricia Behar
16 Smart e-Learning in the Preparation of Novice Pop Vocalists
in the University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Svetlana A. Konovalova, Nataliya G. Tagiltseva, Lada V. Matveeva,
Anastasiya I. Suetina, Oksana A. Ovsyannikova
and Sergey I. Mokrousov
17 Communication with Students in Smart e-Learning System
Using LMS Moodle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Leonid L. Khoroshko, Maxim A. Vikulin, Vladimir M. Kvashnin
and Olga S. Kostykova
Contents xi
Part III Smart Pedagogy

18 Smart Learning Objects for Online and Blended Learning
Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Danguole Rutkauskiene, Daina Gudoniene, Reda Bartkute
and Greta Volodzkaite
19 Using Ontology Engineering to Design an Artificial Intelligence
Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Tatiana Albertovna Gavrilova and Liudmila Kokoulina
20 Development and Implementation of BIPV Courseware
for Higher Education and Professionals . . . . . . . . . . . . . . . . . . . . . 209
Momir Tabakovic, Hubert Fechner, Joost van Leeuwen,
Eelke Bontekoe, Wilfried van Sark, Atse Louwen, Sofia Arancon,
Ingrid Weiss, George Georghiou, George Makrides,
Maria Hadjipanayi, Eliza Loucaidou and Monica Ioannidou
21 An Engineering Educational Program Using “Twin Rotor MIMO
System” Laboratory Platform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Sergey Vrazhevsky, Artem Kremlev and Alexey Margun
22 Competency-Based Approach Teaching Software Engineering . . . . 231
Larissa Zaitseva and Boriss Misnevs
23 Randomized Controlled Trial of Kindergarten Students Using
Literacy Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Haya Shamir, Erik Yoder, Kathryn Feehan and David Pocklington
Part IV Smart Education: Systems and Technology

24 Mandatory Matching Between Microelectronics Industry and
Higher Education in Engineering Toward a Digital Society . . . . . . 255
Olivier Bonnaud
25 An Approach to Educational Data Mining Model Accuracy
Improvement Using Histogram Discretization and Combining
Classifiers into an Ensemble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
Gabrijela Dimić, Dejan Rančić, Olivera Pronić-Rančić
and Danijela Milošević
26 Performance Evaluation for Four Types of Machine Learning
Algorithms Using Educational Open Data . . . . . . . . . . . . . . . . . . . 281
Yuki Terawaki, Teruhiko Unoki, Toshiyasu Kato
and Yasushi Kodama
27 Moving from Hardcopy to Online Submission with a Learning
Analytics Enriched Rubric—LAe-R: Students’ Perspective . . . . . . 291
Besma Allagui
xii Contents
28 Use of Mobile Devices—A Survey Study . . . . . . . . . . . . . . . . . . . . . 303

Petra Poulová, Blanka Klímová and Daniela Pulkrábková
29 SEMOGRAPH Information System as a Platform
for Network-Based Linguistic Research: A Case Study
of Verbal Behavior of Social Network Users . . . . . . . . . . . . . . . . . . 313
Dmitriy Baranov, Konstantin Belousov, Elena Erofeeva
and Yuliya Leshchenko
30 Mobile Application as Appropriate Support for the Retention
of New English Words and Phrases in English-Language
Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325
Blanka Klímová
31 Route Navigation System—An App-Based Learning Tool for Bus
Drivers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335
Hannes Walz and Gudrun Görlitz
32 Information Technology and Teaching Culture: Application
in Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343
Thu Thi Hong Nguyen and Tri Minh Nguyen
33 Overview of Recommendation Systems . . . . . . . . . . . . . . . . . . . . . 357
Selma Benkessirat, Narhimène Boustia and Nachida Rezoug
Part V Smart Education: Case Studies and Research

34 Upgrading How Technology Is Taught in Undergraduate
Education, a Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375
Heather N. Yates, Sreemala Das Majumder and Mark H. Pruitt
35 Teaching Entrepreneurship and Innovation to University
Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
Geoffrey A. Wright
36 Some Aspects of Students’ Professional Competence Formation
on the Basis of Implementation of Interdisciplinary Links . . . . . . . 399
Natalya Prokofyeva, Sabina Katalnikova and Viktorija Boltunova
37 Reflection of Students’ Language Needs Analysis
in the e-Course—Comparative Study . . . . . . . . . . . . . . . . . . . . . . . 409
Miloslava Cerna and Petra Poulova
38 Investigation into Parents’ Impressions of Computer
Programming with Comparisons Before and After a
Programming Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
Yukiko Maruyama
Contents xiii
39 The Impact of Feedback on the Structuring Process of Study

Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433
Natalya Prokofyeva, Marina Uhanova, Oksana Zavjalova
and Viktorija Boltunova
Part VI Students with Disabilities and Smart Education/University

40 Analysis and Classification of University Centers for Students
with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
Jeffrey P. Bakken, Nivee Varidireddy and Vladimir L. Uskov
41 Augmented Reality as a Higher Education Form for Students
with Delimited Ability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 461
Eva Pajorová and Ladislav Hluchý
42 Smart University: Software/Hardware Systems for College
Students with Severe Motion/Mobility Issues . . . . . . . . . . . . . . . . . 471
Jeffrey P. Bakken, Nivee Varidireddy and Vladimir L. Uskov
43 Design Guidelines for Serious Games Targeted to People
with Autism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 489
Stavros Tsikinas and Stelios Xinogalos
44 Making Your Classroom Smart: Universal Design for Learning
and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501
Carrie Anna Courtad
45 Text-to-Voice and Voice-to-Text Software Systems and Students
with Disabilities: A Research Synthesis . . . . . . . . . . . . . . . . . . . . . . 511
Jeffrey P. Bakken, Vladimir L. Uskov and Nivee Varidireddy
Part VII Mathematical Modelling of Smart Education

and Economics of Smart University
46 Testing as a Feedback in a Smart University and as a Component
of the Identification of Smart Systems . . . . . . . . . . . . . . . . . . . . . . 527
Natalia A. Serdyukova, Vladimir I. Serdyukov
and Sergey S. Neustroev
47 Smart University Development Evaluation Models . . . . . . . . . . . . . 539
Lyudmila V. Glukhova, Svetlana D. Syrotyuk, Anna A. Sherstobitova
and Svetlana V. Pavlova
48 Modeling of Scientific Intercultural Communication
of the Teaching Staff at Smart University . . . . . . . . . . . . . . . . . . . . 551
Svetlana A. Gudkova, Tatiana S. Yakusheva, Anna A. Sherstobitova
and Valentina I. Burenina
xiv Contents
49 Modeling Smart Learning Processes Based on Educational Data

Mining Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 561
Yana S. Mitrofanova, Anna A. Sherstobitova and Olga A. Filippova
50 Modeling the Assessment of Definition of a Smart University
Infrastructure Development Level . . . . . . . . . . . . . . . . . . . . . . . . . 573
Yana S. Mitrofanova, Anna A. Sherstobitova and Olga A. Filippova
51 Smart University: Assessment Models for Resources
and Economic Potential . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 583
Leyla F. Berdnikova, Anna A. Sherstobitova, Olga V. Schnaider,
Natalia O. Mikhalenok and Olga E. Medvedeva
52 Identification of Key Factors for a Development of Smart
Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 595
Lyudmila V. Glukhova, Svetlana D. Syrotyuk, Anna A. Sherstobitova
and Svetlana A. Gudkova
53 Application of Multivariate Statistical Methods for Assessment
of Educational Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 609
Olga A. Kuznetsova, Sabina S. Palferova and Anna A. Sherstobitova
54 Modeling, Selection, and Teaching Staff Training at Higher
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 619
Svetlana A. Gudkova, Tatiana S. Yakusheva, Anna A. Sherstobitova
and Valentina I. Burenina
55 The Remote Process Support for Collaborative Work . . . . . . . . . . 631
Anna A. Sherstobitova, Lyudmila V. Glukhova, Irina G. Sergeeva
and Natalya Y. Tihanova
Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 643
About the Editors
Prof. Dr. Vladimir L. Uskov is a Professor of Computer Science and Information

Systems and Director of the InterLabs Research Institute at Bradley University. He
obtained his Ph.D. and M.Sc. in Computer Science from Moscow Aviation Institute
—Technical University, Russia. He has previously worked at the University of
Cincinnati and Michigan State University (USA), Moscow State Technical
University and Moscow Aviation Institute—Technical University (Russia), and
various other universities in Japan, Italy, Germany, the Netherlands and France. His
current research is focused on engineering of software/hardware systems and tools
for Smart University, Smart Education, Smart Classroom and design of innovative
teaching and learning strategies for highly technological Smart Pedagogy. He has
published 3 textbooks, 5 chapter books and more than 330 papers in international
journals and conference proceedings. e-mail: uskov@bradley.edu
Prof. Dr. Robert J. Howlett is the Executive Chair of KES International, a

non-profit organization that facilitates knowledge transfer and the dissemination of
research results in areas including Intelligent Systems, Sustainability, and Knowledge
Transfer. He is a Visiting Professor at Bournemouth University in the UK. His
technical expertise is in the use of intelligent systems to solve industrial problems. He
has been successful in applying artificial intelligence, machine learning and related
technologies to sustainability and renewable energy systems; condition monitoring,
diagnostic tools and systems; and automotive electronics and engine management
systems. His current research work is focussed on the use of smart microgrids to
achieve reduced energy costs and lower carbon emissions in areas such as housing
and protected horticulture. e-mail: rjhowlett@kesinternational.org
Prof. Dr. Lakhmi C. Jain is currently serving at the Faculty of Engineering and
Information Technology, University of Technology, Sydney, Australia, University
of Canberra, Australia and Liverpool Hope University, UK. A Fellow of the
Institution of Engineers, Australia, Professor Jain founded KES International in
order to provide the professional community with enhanced opportunities for
publication, knowledge exchange, cooperation and teambuilding. Bringing together
xv
xvi About the Editors
over 5,000 researchers from universities and companies worldwide, KES facilitates
international cooperation and generates synergies in teaching and research. Further,
it regularly provides networking opportunities for the professional community
through one of the largest conferences of its kind. Professor Jain’s main interests lie
in artificial intelligence paradigms and their applications to complex systems,
security, e-education, e-healthcare, unmanned aerial vehicles and intelligent agents.
e-mail: jainlakhmi@gmail.com
Part I
Smart Education
Chapter 1
Smart University: A Validation
of “Smartness Features—Main
Components” Matrix by Real-World
Examples and Best Practices
from Universities Worldwide
Vladimir L. Uskov, Jeffrey P. Bakken, Kaustubh Gayke, Divya Jose,

Maria F. Uskova and Suma Sri Devaguptapu
Abstract A smart university may have numerous components of a traditional uni-

versity; however, it must have multiple additional “smart” components to implement,
maintain and actively use distinctive “smartness” features such as adaptation, sens-
ing, inferring, self-learning, anticipation, and self-optimization. This paper presents
the outcomes of an ongoing research project at the InterLabs Research Institute,
Bradley University (Peoria, IL, U.S.A.) aimed to validate the proposed “Smartness
Features—Main Components” matrix for a smart university by finding relevant real-
world examples and best practices from universities worldwide. This matrix con-
tains relations between smart university’s smart features and main components—s-
mart software and hardware systems, smart technologies, smart pedagogy, and smart
classrooms—those that go well beyond the ones in a traditional university. More than
300 various pertinent examples have been identified and analyzed by our research
team to support the proposed matrix; 36 selected examples are briefly presented in
this paper. Research outcomes unambiguously prove the correctness of the proposed
“Smartness Features—Main Components” matrix for a smart university.
Keywords Smart university · Smart features · Smart university components ·

Matrix · Real-world examples · Best practices
V. L. Uskov (B) · K. Gayke · D. Jose · S. S. Devaguptapu

Department of Computer Science and Information Systems, and InterLabs Research Institute,
Bradley University, Peoria, IL, USA
e-mail: uskov@fsmail.bradley.edu
J. P. Bakken
The Graduate School, Bradley University, Peoria, IL, USA
e-mail: jbakken@fsmail.bradley.edu
M. F. Uskova
Midstate College, Peoria, IL, USA
e-mail: muskova@midstate.edu
© Springer Nature Singapore Pte Ltd. 2019 3

V. L. Uskov et al. (eds.), Smart Education and e-Learning 2019,
Smart Innovation, Systems and Technologies 144,
https://doi.org/10.1007/978-981-13-8260-4_1
4 V. L. Uskov et al.
1.1 Introduction
The smart university (SmU) concept and several related concepts, such as smart
education, smart e-learning, smart campus, smart classroom (SmC), and smart ped-
agogy have been introduced just several years ago; currently they are in a permanent
and active evolution, design, development, testing, and improvement [1–5]. Leading
academic intuitions all over the world are actively investigating ways to transform a
traditional university into a smart university with a goal to adapt to changing soci-
ety and economy, optimize its main business functions, structure, resources, and
minimize risks.
In general, SmU may have numerous components of a traditional university. How-
ever, it must have multiple additional “smart” components in order to implement and
actively use “smartness” features such as adaptation, sensing, inferring, self-learning,
anticipation, and self-optimization [6–10].
The main distinctive components of SmU include but are not limited to [7–10]:
(1) smart software systems, for example, audio/video systems to record all in-
classroom activities and communications in SmC, smart learning analytics sys-
tems, Web-lecturing systems, collaborative Web-based audio/video one-to-one
and many-to-many communication systems, systems to replay automatically
recorded in-classroom activities and lectures for post-class review (by both local
and remote students), text-to-voice synthesis systems, speech/voice recognition
systems, intelligent cyberphysical systems (for safety and security), various
smart software agents, power/light/HVAC consumption monitoring system(s),
automatic translation systems, and other software systems;
(2) smart hardware systems and equipment, including SMART boards and/or
interactive whiteboards, smart pointing devices, panoramic video cameras,
controlled and self-activated microphones and speakers, smart card readers,
biometric-based access control devices, robotic controllers and actuators, and
other devices;
(3) smart technologies, such as Internet-of-Things technology, cloud computing
technology, Web-lecturing technology, smart agents technology, augmented and
virtual reality technology, smart data visualization technology, wireless (mobile)
sensor networking technology, radio frequency identification (RFID) technol-
ogy, location awareness technologies (indoor and outdoor), sensor technology
(motion, temperature, light, humidity, etc.), ambient intelligence technology,
and other technologies;
(4) smart pedagogy, including learning-by-doing (or, active learning, or expe-
riential learning), collaborative learning, learning analytics-based learning,
crowdsourcing-based learning (or, student-generated learning content based
learning), flipped classroom, serious games and gamification-based learning,
project-based learning, smart robots based learning, and other types of innova-
tive teaching strategies and learning approaches; and
1 Smart University: A Validation of “Smartness Features … 5
(5) stakeholders of SmU, such as students (local, online), lifelong learners

(retirees) in open education, students with disabilities, faculty, professional staff,
administrators, alumni, etc.
1.2 Our Previous Work and Project Goal
1.2.1 Smart University: Distinctive Smartness Features
Our vision of SmU is based on the idea that SmU—as a smart system—should
implement and demonstrate significant maturity at various distinctive smart fea-
tures, including (1) adaptation, (2) sensing, (3) inferring (logical reasoning), (4)
self-learning (self-description, self-analysis), (5) anticipation (awareness), and (6)
self-organization, and self-optimization [6–10].
SmU “adaptation” smartness feature, deals with SmU’s ability to automati-
cally modify its teaching/learning strategies, administrative, safety, technological,
and other characteristics, infrastructure, network, systems, etc. to better operate and
perform its main business functions such as teaching, training, e-learning, safety,
management, maintenance, control, etc. For example, SmU smart features should
provide an easy adaptation to (a) innovative pedagogies such as learning-by-doing,
flipped classrooms, analytics-based learning, crowdsourcing-based learning, etc., (b)
various types of learning content delivery such as face-to-face, online, blended, flex-
ible, etc., and c) different types of courses such as traditional face-to-face courses,
totally (or, 100%) online courses, massive open online courses (MOOC), small pri-
vate online courses (SPOC), blended courses (with both face-to-face and online
learning components), open courses for lifelong learners, semester-long and short
courses, and other types of courses.
SmU “sensing” smartness feature, deals with SmU’s ability to automatically
use various sensors and monitoring/control devices (robots) to identify, recognize,
understand and/or become aware of various events, processes, objects, phenomenon,
etc. that may have impact (positive or negative) on SmU’s operation, infrastructure,
or well-being of its components—students, faculty, staff, software and hardware sys-
tems, computer network, etc. For example, biometrics readers at SmU should unmis-
takably identify SmU’s registered students, faculty and professional staff before they
enter SmCs or labs.
SmU “inferring” (or, logical reasoning) smartness feature, deals with SmU’s
ability to automatically make logical conclusion(s) on the basis of raw data, processed
information, observations, evidence, assumptions, and/or established/implemented
rules. For example, Local Action Services (LAS) smart campus-wide systems should
be able to analyze raw data from multiple sensors and make corresponding logical
conclusions such as activate actuators or close/lock doors in all campus buildings
and/or labs due to time of the day or any unexpected events on campus, turn off
lights, send warning SMS and/or email to SmU stakeholders, and activate/use high
volume speakers on campus and in university buildings for audio messages.
SmU “self-learning (self-exploration, self-assessment, self-analysis, self-
discovery, self-description)” smartness feature, deals with SmU’s ability to auto-
matically obtain, acquire or formulate new or modify existing knowledge, experience,
or behavior to improve its operation, business functions, performance, effectiveness,
etc. For example, SmU administration should be able to self-learn from outcomes
(or, obtained experience) (a) anonymous Opinion Mining Systems (OMS) used by
students, faculty and professional staff to inform administration about their concerns
or issues on campus and proposals for possible improvements, (b) different types
of innovative classes and programs of study—flexible, blended, online, MOOCs,
SPOCs, (c) active use of innovative software/hardware systems—smart boards, smart
pens, Web-lecturing systems, class activities’ recording and replay systems, smart
video cameras, smart agents, etc.
SmU “anticipation (awareness)” smartness feature, deals with SmU’s intel-
ligence and predictive analytics software systems’ ability to automatically collect
raw data, process it in real time and predict what is going to happen, and how to
address a specific event. For example, the SmU safety system should be able to
anticipate, recognize, send a warning message to SmU stakeholders about identified
event/phenomenon, and act accordingly in case of various unexpected events such
as snow days, electricity outage, or safety-related emergency.
SmU “self-organization (self-optimization, reconfiguration, restructuring,
and self-recovery)” smartness feature, deals with SmU’s ability to automatically
change its internal structure (components), self-regenerate and self-sustain in a pur-
poseful (nonrandom) manner under appropriate conditions but without an external
agent/entity. (A note: Self-protection, self-matchmaking, and self-healing are a part
of self-organization). For example, SmC’s control system should be able to auto-
matically reconfigure SmC’s software and hardware systems, equipment, devices,
sensors, actuators, light, and tune SmC’s main functions, and performance parame-
ters in accordance with a profile of current faculty in that SmC.
1.2.2 Smart University: “Smartness Features—Main

Components” Matrix
We proposed the conceptual model of SmU and the “Smartness Features—Main

Components” matrix of SmU (Matrix) [7]. It shows that there should be clear rela-
tions between a) SmU main components (software, hardware, technologies, class-
rooms, pedagogy, stakeholders, etc.) and b) SmU smart features, including (1) adap-
tation, (2) sensing, (3) inferring (logical reasoning), (4) self-learning, (5) anticipation
(awareness), and (6) self-organization. Although the Matrix, presented in [7], pro-
vides general information about types (or, classes) of smart systems, technologies
and pedagogies to be used by SmU, due to limited space in that publication it does
not provide readers with specific real-world examples and best practices from uni-
versities worldwide for each component of proposed Matrix.
1.2.3 Project Goal
The goal of the ongoing multi-aspect research project at the InterLabs Research Insti-
tute, Bradley University (Peoria, IL, U.S.A.) is to validate the proposed “Smartness
Features—Main Components” matrix of SmU by identification of specific working
real-world examples and best practices from various universities and colleges world-
wide. The premise is that if we are able to identify corresponding examples for all
cells in that Matrix, then this is a clear validation that the proposed Matrix is correct.
1.3 Research Project Outcomes
Our research team identified and systematically analyzed more than 300 real-world
relevant examples and best practices from universities worldwide validate the pro-
posed Matrix. 36 selected examples (or, only about 12% of identified examples)
are briefly described below. (A note: Due to limited space of this paper, we present
research outcomes with only one example per each cell in the validated Matrix
(Table 1.1); however, the additional identified examples are available upon written
request).
1.3.1 Smart Software Systems to Support SmU Smartness

Features: Examples from Universities and Colleges
Worldwide
Adaptation to various types of students who speak different languages. Tsinghua

University (China) and Kyoto University (Japan) deployed automatic language trans-
lation system for The Open Smart Classrooms. In this case, two classrooms located
in Tsinghua University and Kyoto University, respectively, are connected through
the Internet. The live video is shared in both classrooms. The original presentation
is in English, and translated presentations (in Chinese and Japanese languages) are
showed synchronously in both classes at the same time [11].
Sensing and inferring data about student academic performance. Purdue Uni-
versity (U.S.A.) developed and actively uses the Course Signals software system for
sensing of student academic performance in a course and inferring of those data.
It detects early warning signs and provides intervention to students who may not
be performing to the best of their abilities before they reach a critical point [12].
Table 1.1 Smart university: “Smartness Features—Main Components” matrix with examples
SmU main Adaptation Sensing Inferring Self- Anticipation Self-
components learning optimization
Smart [11] [12] [13] [14] [15] [16]
software
systems
Smart [17] [18] [19] [20] [21] [22]
hardware
systems
Smart [23] [24] [25] [26] [27] [28]
technology
Smart [29] [30] [31] [32] [33] [34]
classrooms
Smart [35] [36] [37] [38] [39] [40]
pedagogy
Stakeholders [41–43] [44] [45] [46] [47] [48]
(students,
faculty,
administra-
tors)
Rio Salado College (U.S.A.) implemented a subject progress tracking system for
students—the Rio Progress and Course Engagement [13].
Assessment of learning materials, teaching, and learning. Griffith University
(Australia) developed and uses an online mobile polling solution—jPoll—for staff
and students. It is similar to other Students Response Systems (like Clickers) but
uses the students’ own web-enabled device, typically a mobile phone. jPoll allows
instructors to pose questions in class and get immediate responses from students in
order to assess quality of learning materials, teaching, and learning. The jPoll tool
allows students to offer their opinion, rate the value of something or indicate the level
of agreement or disagreement, anonymously [14].
Anticipation of specific event or activity. Arizona State University (U.S.A.) uses
Splunk software that anticipates potential payroll fraud; it helps to detect and prevent
payroll fraud, and reduce the impact of phishing by tracking phishing transactions
[15].
Organization of learning communities and optimization of learning. Vander-
bilt University (U.S.A.) uses the Top Hat classroom response system, available for
free to all faculty, staff, and students. Using Top Hat, instructors can pose polling
questions and ask all their students to respond using their phones or laptops. Top Hat
quickly collects and visualizes student responses, giving instructors a snapshot of stu-
dent learning they can use to inform class discussion, and, therefore, adjust/optimize
learning [16].
1.3.2 Smart Hardware Systems to Support SmU Smartness

Features: Examples from Universities and Colleges
Worldwide
Adaptation to new teaching and learning styles. University of Sussex (England)

uses interactive whiteboards (or, smart boards) which can connect to projectors and
computers so that the users can use fingers on the board, use digital pens to annotate,
save data and create digital files of anything that is on the whiteboard [17].
Sensing and inferring data about faculty and/or students. Peking Univer-
sity (China) installed a high tech camera for face scanning (sensing) and recog-
nition (inferring). Students, faculty, and staff can use those cameras to have their
face scanned instead of ID cards [18]. University of Illinois at Springfield (U.S.A.)
implemented the Web-based Student Attendance Tracking system. Faculty, who are
interested in taking student attendance in on-campus classes, can log into that sys-
tem. In this case, students should swipe their iCards in a card reader to log his/her
attendance for that on-campus class session [19].
Assessment of security of university computer network. The Information Tech-
nology office at the University of Pittsburg (U.S.A.) proactively monitors the Univer-
sity’s network to identify potential security threats and quickly respond to security
issues. It uses the National Institute of Standards and Technology’s Cybersecurity
Framework to more effectively classify risks and set strategic security priorities [20].
Anticipation of occupant comfort change in university buildings. Texas A&M
University (U.S.A.) developed the Energy Management System (EMS) to achieve
an optimal level of Heating, Ventilation, and Air Conditioning (HVAC) control and
occupant comfort while minimizing energy use [21].
Optimization of learning environment. The learning environment at Hamdan
Bin Mohammed Smart University (HBMSU) in Dubai, United Arab Emirates has
been equipped with state-of the-art lighting controlled by a cloud-based technology.
The system enables faculty and staff to control and personalize light settings using a
smartphone app, while students can be guided to rooms using lighting-based indoor
positioning technology [22].
1.3.3 Smart Technology to Support SmU Smartness Features:

Examples from Universities and Colleges Worldwide
Adaptation to advanced networking due to security threats. University of Illinois

at Urbana Champaign (U.S.A.) provides students, faculty, professional staff and
administration with VPN (Virtual Private Network) technology that allows the users
off campus to securely connect to the campus network and obtain a campus network
connection. This allows the registered users to access services that usually are limited
to campus IP space [23].
Sensing and inferring data. RFID and wireless technologies are used at King
Abdulaziz University (Saudi Arabia) for student attendance management purposes
[24]. Auburn University (U.S.A.) is using a cloud-based parking management system.
It helps university to streamline and automate the process of managing, selling and
enforcing parking, complete with license plate recognition (LPR) technology, real-
time data access and syncing, and electronic permitting, payments, citations, and
appeals [25].
Self-learning by universities based on the available public virtual lab.
Columbia University (U.S.A.) launched the RLab, the country’s first ever publicly
funded virtual and augmented reality (VR/AR) technology lab [26]. Universities can
actively use the RLab in cases when a real lab environment could be very expensive
or using real materials/chemicals/equipment could be dangerous. As a result, univer-
sities can learn about the related risks and expenses, and possible saving of money
due to the use of public virtual labs instead of actual labs.
Anticipation of temperature and/or occupancy change in classroom. Kenyon
College (U.S.A.) implemented wireless, battery-free energy management technol-
ogy. In Kenyon, rooms are equipped with smart thermostats, occupancy sensors and
window sensors that automate HVAC in the rooms [27].
Optimization of learning environment and learning process. The Center for
Human-Applied Reasoning and the Internet of Things (CHARIOT) at the University
of Southern California (U.S.A.) developed cognitive modeling methods tracked by
cameras with sensors to obtain data on student learning and understanding, and use
that “to optimize and personalize learning for all students” [28].
1.3.4 Smart Classrooms to Support SmU Smartness Features:

Adaptation to smart equipment for teaching. Clarion University of Pennsylva-

nia (U.S.A.) offers many teaching opportunities with an up to date instructor com-
puter, multimedia display, and network connections. Most of the classrooms are
equipped with a smart podium, LCD projector and screen, document camera, and
room audio/speakers [29].
Sensing and inferring data about students and faculty. University of Illinois
at Springfield (U.S.A.) uses the Audience Response System (ARS). Unlike asking
students to raise their hands in response to a question, with an ARS system, faculty
can receive immediate data from students in a classroom data (student feedback).
The hardware consists of two components: the receiver and the audience’s clickers.
Questions are displayed on a screen and the audience responds by entering their
answers using the clicker [30].
At Tsinghua University (China), a registered faculty must be recognized before
entering and use of SmC facilities. By combining face recognition and speaker ver-
ification technologies, the SmC can automatically identify a registered faculty. The
system uses the teacher’s identification information to load the proper voice model
into the speech recognition module, if the teacher has trained the model in advance.
This improves voice recognition accuracy during the lecture as well [31].
Analysis of students in a big lecture hall. At the University of British Columbia
(Canada), “… amongst the new facilities are lecture theaters designed to put an end
to the days of students seeing lectures as a time to catch up on sleep!” [32]. There are
large screens at the front of the room, connected to a live camera, which zooms in on
whoever is speaking at the time—whether it is the lecturer, a guest speaker, or one of
the students. Each seat has a button, which students press to indicate that they want
to ask a question or contribute to a discussion, and a microphone, to ensure everyone
can make themselves heard. The idea is to make the space, which may hold up to
260 students, feel smaller and more intimate—as well as holding students’ attention
for longer [32].
Awareness in a smart classroom. SmC at the Arizona State University (U.S.A.)
facilitates collaborative learning among college students. Students in such an envi-
ronment form small groups to solve a specific problem or develop a group project. In
a SmC, each student has a situation-aware Personal Digital Assistant (PDA). PDAs
dynamically form mobile ad hoc networks for group meetings. Each PDA monitors
its situation (location of PDA, noise, light, and mobility) and uses situations to trigger
communication activity among the students and the instructor for group discussion
and automatic distribution of presentation materials [33].
Self-organization of learning communities. Many universities are now using
online software to make course materials available free of charge, not just for their
own students, but for anyone with access to the Internet. For example, La Trobe
University in Australia uses iTunes U to upload talks and lectures given by university
faculty. These can then be downloaded and listened to by anyone who’s interested.
“There are multiple benefits: making information available to a wider audience,
giving prospective students a ‘taster’ of courses at the university, and encouraging
staff to become more adept at using modern technology, … and the ‘enthusiasm’
generated among students and within the wider academic community” [34].
1.3.5 Smart Pedagogies to Support SmU Smartness Features:

Adaptation to innovative types of pedagogy. Boston University (U.S.A.) provides

faculty with support to use innovative technology-based pedagogies in teaching,
including (1) blended learning, (2) case-based learning, (3) discussion-based teach-
ing & learning, (4) experiential learning, (5) the flipped classroom, (6) interactive
lecturing, and (7) project-based learning [35].
Sensing and inferring data about students. Faculty at Bradley University
(U.S.A.) developed and use learning analytics (LA) based smart pedagogy. It is
based on active use of data about student academic performance in course assign-
ments such as tests, in-classroom discussions and brainstorming sessions, homework

assignments, labs, midterms, course projects, and final exams. A total of 79.83% of
surveyed undergraduate and graduate students had a positive opinion about LA-based
pedagogy, including 54.38% of “I like it very much” and 25.45% of “I somewhat
like it” types of answers [36].
The University of Wollongong (Australia) implemented the Social Networks
Adapting Pedagogical Practice initiative (SNAPP). It is based on the concept that
collaborative learning is important to promote student understanding. SNAPP ana-
lyzes conversations in online student discussion forums to generate and visualize in
real time the identified patterns and relationships as social network diagrams [37].
College self-analysis in terms of types of classes to offer. After an extensive self-
analysis and in order to attract more nontraditional students (i.e., learners who cannot
regularly attend face-to-face classes), the Midstate College (U.S.A.) decided to offer
five different types of classes, including: “…(1) an on-campus class (it is taught in a
physical classroom); (2) an eLearning class (it is taught at a distance and delivered
asynchronously using the Internet); (3) a flex class (it is taught both on-campus
and through eLearning). Flex classes offer personalized learning where students can
choose each week whether they want to attend on-campus, via eLearning, or both;
(4) an eLearning Class with an On-campus Component (it is a course taught at a
distance and delivered asynchronously using the Internet, but contains an on-campus
requirement such as a mock interview, a faculty lecture or session, or a proctored
assignment). The student in this course may be asked to meet face-to-face with the
instructor, proctor, or employer to complete assignments, assessments, etc.; (5) an
Arranged Class with an eLearning Component (it is a class taught at a distance and
delivered asynchronously using the Internet but with the option to meet face-to-face
as the student’s academic progress dictates)…” [38].
Anticipation of certain student skills. The University of Essex (England) uses
active learning in their pre-registration Nursing degree program. Student nurses
have to be assessed in various scenarios in the Nursing Skills Lab—an interactive
educational space—in which simulations of both medical emergencies and routine
procedures can be played out in a safe environment. The simulations are recorded
for both student self-reflection and instructor feedback purposes [39].
Optimization of teaching with various components of smart pedagogy.
Instructors, who teach classes in highly technological SmC, should be able to effec-
tively use a set of innovative smart pedagogies for a quality teaching in SmC. Faculty
at Bradley University (U.S.A.) explored multiple components of smart pedagogy;
the obtained student average scores for selected components of smart pedagogy
are as follows: (1) crowdsourcing-based learning (2.69 out of 3.00, where 3.00 is
the highest score of pedagogy’s popularity among students), (2) learning-by-doing
(2.63), (3) learning analytics-based teaching (2.37), (4) flipped classroom (2.30), (5)
collaborative learning (2.18), and (6) gamification of learning (2.12) [40].
1.3.6 SmU Smartness Features to Support Various Types

of Stakeholders: Examples from Universities
and Colleges Worldwide
Adaptation to different types of students, including students with disabilities.

The Student Disability Services at the Massachusetts Institute of Technology—MIT
(U.S.A.) makes every reasonable effort to provide appropriate accommodations and
assistance to students with disabilities. The objective is to ensure that MIT students
receive equal access to all institute programs and services, including students with
(a) learning disabilities, (b) hearing impairments, (c) visual impairments, (d) physi-
cal/motion disabilities, and (e) speech impairments [41]. Particularly, MIT provides
students with disabilities with (1) screen reading software systems such as JAWS,
VoiceOver for Mac, Emacspeak for Linux, NVDA [42]; (2) speech recognition soft-
ware systems such as Dragon, Utter Command for Dragon Naturally Speaking Pro,
Windows Speech Recognition, Mac Dictation [42]; (3) text scanning and Optical
Character Recognition (OCR) software systems such as Kurzweil 1000 and 3000,
Omnipage [42]; (4) magnification and low-vision devices such Amigo, Acrobat LCD
Magnifier, Candy 5 HD II Magnifier [43]; (5) math support devices such as Orion
Tl-36X Talking Scientific Calculator [43]; (6) various types of ergonomic and alter-
native keyboards and mice, and (7) motion recognition systems such as SmartNav
and Camera Mouse [43].
Sensing and inferring data about learning—learning analytics. The Univer-
sity of Edinburgh (Scotland) has a wide range of activities in the field of learning
analytics. Activities in learning analytics include University leaders, researchers, and
practitioners from support, research, and academic units of the University collabo-
rating on a variety of projects funded through both internal and external sources.
The components of learning analytics include but are not limited to (1) learning
analytics report card, (2) virtual learning environments (VLE) analytics, (3) massive
open online course analytics, (4) video analytics, (5) flipped classroom analytics, (6)
multimodal data of self-regulated learning, or (7) learning beyond LMS, and other
types of analytics [44].
The University of New England (Australia) implemented the Automated Wellness
Engine (AWE)—the early alert system that analyzes student data from multiple
different systems each evening. The following morning, the AWE system updates
the Student Support Team dashboard with identification of students who may need
assistance [45].
Self-assessment for experienced online faculty. The State University of New
York (U.S.A.) actively uses the online teaching self-assessment survey for experi-
enced online faculty. It turns theory into practice by assisting the experienced online
instructors to self-assess themselves on specific indicators of teaching presence from
the Community of Inquiry (COI) model and the development of an online class com-
munity in the design of their own online courses and how they teach them. Faculty
are asked to self-assess themselves on 20 specific indicators, the survey generates
a report giving the instructor a numerical score for each indicator that corresponds
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undurable basis of Classical, 132, 198;
column, and arch, 166, 184, 204, 214, 236, 260n., 345;
dimension and direction, cultural relation, 169n., 177, 184, 205,
224;
symbolism in Chinese, 190, 196;
imitation and ornament, becoming and become, 194-198, 202;
history of techniques and ideas, 195;
of Civilization period, 197;
stage of Russian, 201;
Classical, feeble development of style, 204;
pseudomorphic Late-Classical, basilica, 209, 212, 214;
Arabian, dome type, 208, 210-212;
Western façade and visage, 224;
cathedral and infinite space, forest character, 198-200, 224, 396;
Arabian in Italy, 235;
place of Renaissance, 235;
Michelangelo and Baroque, 277;
and cultural morale, 345;
contemporary cultural epochs, table ii.
See also Art; Baroque; Egyptian Culture; Doric; Gothic;
Romanesque
Archytas, irrational numbers and fate, 65n.;
and higher powers, 66;
contemporaries, 78, 90, 112, table i;
and metaphysics, 366
Arezzo, school of art, 268
Aristarchus of Samos, and Eastern thought, 9;
and heliocentric system, 68, 69, 139
Aristogiton, statue, 269n.
Aristophanes, and burlesque, 30, 320n.
Aristotle, ahistoric consciousness, 9;
entelechy, 15;
contemporaries, 17, table i;
and philosophy of being, 49n.;
mechanistic world-conception, 99, 392;
and deity, 124, 313;
tabulation of categories, 125;
as collector, 136n.;
as Plato’s opposite, 159;
on tragedy, 203, 318, 320, 321, 351;
on body and soul, 259;
on Zeuxis, 284;
and inward life, 317;
and philanthropy, 351;
and Civilization, 352;
and diet, 361;
culmination of Classical philosophy, 365, 366;
and mathematics, 366;
on atoms, 386;
as atheist, 409;
condemnation, 411
Arithmetic, Kant’s error, 6n.;
and time, 125, 126.
See also Mathematics
Army, Roman notion, 335
Arnold of Villanova, and chemistry, 384n.
Art and arts, irrational polar idea, 20;
as sport, 35;
and future of Western Culture, 40;
as mathematical expression, 57, 58, 61, 62, 70;
Arabian, relation to algebra, 72;
and vision, 96;
causal and destiny sides, 127, 128;
Western, and “memory,” 132n.;
mortality, 167;
religious character of early periods, 185;
lack of early Chinese survivals, 190n.;
as expression-language, 191;
and witnesses, 191;
imitation and ornament, 191-194;
their opposition, becoming and become, 194-196;
typism, 193;
so-called, of Civilization, copyists, 197, 293-295;
meaning of style, 200, 201;
forms and cultural spirituality, 214-216;
as symbolic expression of Culture, 219, 259;
expression-methods of wordless, 219n.;
sense-impression and classification, 220, 221;
historical boundaries, organism, 221;
species within a Culture, no rebirths, 222-224;
early period architecture as mother, 224;
Western philosophical association, 229;
secularization of Western, 230;
dominance of Western music, 231;
outward forms and cultural meaning, 238;
and popularity, 242;
space and philosophy, 243;
cultural basis of composition, 243;
symptom of decline, striving, 291, 292;
trained instinct and minor artists, 292, 293;
cultural association with morale, 344;
contemporary cultural epochs, table ii.
See also Imitation; Ornament; Science; Style; arts by name
Aryan hero-tales, contemporaries, table i
Asklepios, as Christian title, 408n.
Astrology, cultural attitude, 132, 147
Astronomy, Classical Culture and, 9;
heliocentric system, 68, 139;
dimensional figures, 83;
cultural significance, 330-332
Ataraxia, Stoic ideal, 343, 347, 352, 361
Atheism, and “God”, 312n.;
as definite phenomenon, position, 408, 409;
cultural basis of structure, 409;
and toleration, 410, 411
Athene, as goddess, 268
Athens, and Paris, 27;
culture city, 32;
as religious, 358
Athtar, temples, 210
Atlantis, and voyages of Northmen, 332n.
Atmosphere, in painting, 287
Atomic theories, Boscovich’s, 314n.;
cultural basis, 384-387, 419;
disintegration hypotheses, 423
Augustan Age, Atticism, 28n.
Augustine, Saint, and time, 124, 140;
and Jesus, 347;
contemporaries, table i
Augustus, as epoch, 140;
statue, 295
Aurelian, favourite god, 406;
contemporaries, table iii
Avalon, and Valhalla, 401
Avesta. See Zend Avesta
Aviation, Leonardo’s interest, 279
Avicenna, on light, 381;
Axum, empire, and world-history, 16, 208, 209n., 223
Baader, Franz X. von, and dualism, 307

Baal, shrines as basilicas, 209n.;
cults, 406, 407;
Baalbek, basilica, 209n.;
Sun Temple as pseudomorphic, 210
Babylon, and time, 9, 15;
geographical science, 10;
place in history, 17;
autumnal city, 79
Baccio della Porta. See Bartolommeo
Bach, John Sebastian, contemporaries, 27, 112, 417, table ii;
as analysist, 62;
contemporary mathematic, 78;
fugue, 230;
and dominance of music, 231;
and popularity, 243;
pure music, 283;
ease, 292;
ethical passion, 355;
God-feeling, 394
Bachofen, Johann J., Classical ideology, 28;
on stone, 188
Backgrounds, in Renaissance art, 237;
in Western painting, 239;
in Western gardening, 240.
See also Depth-experience
Bacon, Francis, Shakespeare controversy, 135n.
Bacon, Roger, world-conception, 99;
and mechanical necessity, 392;
Bähr, Georg, architecture, 285
Baghdad, autumnal city, 79;
contemporary cities, 112;
philosophy of school, 248, 306, 307;
contemporaries of school, table i
Ballade, origin, 229
Bamberg Cathedral, sculpture, 235
Barbarossa, symbolism, 403
Baroque, mathematic, 58, 77;
musical association, 87, 228n., 230;
as stage of style, 202;
sculpture as allegory, 219n.;
origin, 236;
depth-experience in painting, 239;
in gardening, 240;
portraits, 265;
Michelangelo’s relation, 277;
philosophy, reason and will, 308;
soul, 313, 314;
contemporaries, table ii.
See also Art
Bartolommeo, Fra (Baccio della Porta), and line, 280;
dynamic God-feeling, 394
Basilica, as pseudomorphic type, 209, 210;
and Western cathedral, 211, 224;
contemporaries, table ii
Basilica of Maxentius (Constantine), Arabian influences, 212
Basra School, philosophy, 248, 306;
Basso continuo. See Thoroughbass.
Baths of Caracalla, Syrian workmen, 211, 212
Battista of Urbino, portrait, 279
Baudelaire, Pierre Charles, sensuousness, 35;
autumnal accent, 241;
and the decadent, 292
Bayle, Pierre, and imperialism, 150
Bayreuth. See Wagner
Beauty, transience, cultural basis, 194;
as Classical rôle, 317
Become, Civilization as, 31, 46;
philosophers, 49n.;
explained, relationships, 53;
and learning, 56;
and extension, 56;
and mathematical number, 70, 95;
relation to nature and history, 94-98, 102, 103;
and symbolism, 101;
and causality and destiny, 119;
and problem of time, 122;
and mortality, 167;
in art, 194.
See also Becoming; Causality; Nature; Space
Becoming, and history, 25, 94-98, 102, 103;
philosophers, 49n.;
explained, relationships, 53;
intuition, 56;
and direction, 56;
and chronological number, 70;
relation to nature and destiny and causality, 119, 138, 139;
and mathematics, 125, 126;
in art, 194.
See also Become; Destiny; History; Time
Beech, as symbol, 396
Beethoven, Ludwig van, contemporary mathematic, 78, 90;
and pure reason, 120;
and imagination, 220;
orchestration, 231;
inwardness, “brown” music, 251, 252, 252n.;
music as confession, 264;
period, 284;
straining, 291;
Bell, as Western symbol, 134n.
Bellini, Giovanni, and portrait, 272, 273
Benares, autumnal city, 99
Benedetto da Maiano, and ornament, 238;
and portrait, 272
Bentham, Jeremy, and imperialism, 150;
and economic ascendency, 367;
Berengar of Tours, controversy, 185
Berkeley, George, on mathematics and faith, 78n.
Berlin, megalopolitanism, 33;
as irreligious, 79, 358
Berlioz, Hector, contemporaries, table ii
Bernard of Clairvaux, Saint, contemporaries, 400, table i
Bernini, Giovanni Lorenzo, architecture, 87, 231, 244, 245;
Bernward, Saint, as architect, 107n., 206
Berry, Duke of, Books of Hours, 239
Beyle, Henri. See Stendhal
Bible, and periodic history, 18;
as Arabian symbol, 248.
See also Christianity
Biedermeyer, contemporaries, table ii
Binchois, Égide, music, 230
Binomial theorem, discovery, 75
Biography, and portraiture, 12;
Cultures and, 13, 14;
and character, 316;
and Western tragedy, 318.
See also Portraiture
Biology, and preordained life-duration, 108;
in politics, 156;
as weakest science, 157;
and Civilization, 360
Bismarck, Fürst von, wars and cultural rhythm, 110n.;
and destiny, 145;
morale, 349
Bizet, Georges, “brown” music, 252
Blood, Leonardo’s discovery of circulation, 278
Blue, symbolism, 245, 246
Boccaccio, Giovanni, and Homer, 268n.
Body, as symbol of Classical Culture, 174;
and geometrical systems, 176n.;
in Arabian philosophy, 248;
and soul, Classical expression, 259-261.
See also Sculpture; Spirit
Böcklin, Arnold, act and portrait, 271n.;
painting, 289, 290
Boehme, Jakob, contemporaries, table i
Bogomils, iconoclasts, 383
Bohr, Niels, and mass, 385, 419
Boltzmann, Ludwig, on probability, 380n.
Boniface, Saint, as missionary, 360
Book, and cult-building, 197n.
Books of Hours, Berry’s, 239
Books of Numa, burning, 411
Boomerang, and mathematical instinct, 58
Borgias, Hellenic sorriness, 273
Boscovich, Ruggiero Giuseppe, and physics, 314n., 415
Botticelli, Sandro, Dutch influence, 236;
goldsmith, 237;
and portrait, 271, 272
Boucher, François, and body, 271
Boulle, André C., Chippendale’s ascendency, 150n.
Bourbons, analogy, 39
Boyle, Robert, and element, 384
Brahmanism, transvaluation, 352;
Buddhist interpretation of Karma, 357;
contemporaries of Brahmanas, table i.
See also Indian Culture
Brain, and soul, 367
Bramante, Donato d’Angnolo, plan of St. Peter’s, 184
Brancacci Chapel, 237, 279
Brass musical instruments, colour expression, 252n.
Bronze, and Classical expression, 253;
patina, 253;
Michelangelo and, 276
Brothers of Sincerity, on light, 381;
Brown, symbolism of studio, 250, 288;
Leonardo and, 280
Bruckner, Anton, end-art, 223;
“brown” music, 252
Bruges, loss of prestige, 33;
as religious, 358
Brunelleschi, Filippo, linear perspective, 240;
and antique, 275n.;
architecture, 313
Bruno, Giordano, world, 56;
martyrdom, 68;
and vision, 96;
esoteric, 326;
astronomy, 331;
Brutus, M. Junius, character, 5
Buckle, Henry T., and evolution, 371
Buddhism, and Civilization, end-phenomenon, materialism, 32, 352,
356, 357, 359, 409;
and state, 138;
Nirvana, 178, 357, 361;
morale, 341, 347;
scientific basis of ideas, 353;
moral philosophy, 355;
as peasant religion, 356n.;
and Christianity, 357;
and contemporaries, 357, 358, 361, table i;
and diet, 361.
See also Religion
Burckhardt, Jacob, Classical ideology, 28;
on Renaissance, 234
Buridan, Jean, Occamist, 381
Burlesque, Classical, 30, 320
Busts, Classical, as portraits, 269, 272
Buxtehude, Dietrich, organ works, 220
Byron, George, Lord, and Civilization, 110
Byzantinism, as Civilization, 106;
and portraiture, 130n.;
style, 206;
Acanthus motive, 215;
allegorical painting, 219n.;
contemporaries, tables ii, iii.
See also Arabian Culture
Byzantium, tenement houses, 34n.
Cabeo, Nicolaus, theory of magnetism, 414

Caccias, character, 229
Cæsar, C. Julius, analogies, 4, 38;
and newspaper, 5;
and democracy, 5;
conquest of Gaul, 36n.;
practicality, 38;
and calendar and duration, 133;
and economic organization, 138;
and destiny, 139;
bust, 272;
morale, 349;
Divus Julius, 407;
Cæsarism, and money, 36;
contemporary periods, table iii
Calchas, cult, 185
Calculus, and Classical astronomy, 69;
limit-idea, 86;
Newtonian and Leibnizian, 126n.;
and religion, 170;
as Jesuit style, 412;
basis threatened, 419.
See also Mathematics
Calderon de la Barca, Pedro, plays as confession, 264
Calendar, Cæsar’s, 133
Caliphate, Diocletian’s government, 72, 212;
deification of caliph, 405
Callicles, ethic, 351
Calvin, John, predestination and evolution, 140n., 141;
and Western morale, 348;
variety of religion, 394;
Can Grande, statue, 272
Cannæ, as climax, 36
Canning, George, and imperialism, 149n.
Cantata, and orchestra, 230
Canzoni, character, 229
Caracalla, and citizenship and army, 335, 407
Carcassonne, restoration, 254n.
Cardano, Girolamo, and numbers, 75
Care, and distance, 12;
cultural attitude, relation to state, 136, 137;
and maternity, 267
Carissimi, Giacomo, music, pictorial character, 230, 283
Carneades, and mechanical necessity, 393
Carstens, Armus J., naturalism, 212
Carthage. See Punic Wars
Carthaginians, and geography, 10n., 333
Castle, and cathedral, 195, 229
Catacombs, art, 137n., 224
Categories, tabulation, 125
Catharine of Siena, Saint, and Gothic, 235
Cathedral, as ornament, 195;
and castle, 229;
forest-character, 396;
contemporaries, table ii.
See also Gothic; Romanesque
Cato, M. Porcius, Stoicism and income, 33
Cauchy, Augustin Louis, notation, 77;
mathematic problem, 85;
and infinitesimal calculus, 86;
mathematical position, 90;
goal of analysis, 418;
Causality, history and Kantian, 7;
and historiography, 28;
and number, 56;
and pure phenomenon, 111n.;
and destiny and history, limited domain, 117-121, 151, 156-159;
and space and time, 119, 120, 142;
and principle, 121;
and grace, 141;
and reason, 308;
and Civilization, 360;
and destiny in natural science, 379;
and mechanical necessity, 392-394.
See also Become; Destiny; Nature; Space
Cavern, as symbol, 200, 209, 215, 224
Celtic art, as Arabian, 215
Centre of time, and history, 103
Ceres, materiality, 403
Cervantes, Miguel de, tragic method, 319
Ceylon, Mahavansa, 12
Cézanne, Paul, landscapes, 289;
striving, 292
Chæronea, issue at battle, 35
Chalcedon, Council of, and Godhead, 209, 249
Chaldeans, astronomy, Classical reaction, 147
Chamber-music, as summit of Western art, 231
Chan-Kwo period, contemporaries, table iii
Character, and person, 259;
and will, Western ego, 314, 335;
Cultures and study, 316;
gesture as Classical substitute, 316;
in Western tragedy, Classical contrast, 317-326.
See also Morale; Soul
Chardin, Jean B. S., and French tradition, 289
Chares, Helios and gigantomachia, 291
Charity. See Compassion
Charlemagne, analogies, 4, 38;
Charles XII of Sweden, analogy, 4
Chartres Cathedral, sculpture, 235, 261
Chemistry, thoughtless hypotheses, 156n.;
no Classical, 383;
Western so-called, 384;
as Arabian system, 384, 393;
new essence, entropy, 426.
See also Natural science
Cheops, dynasty, 58n.
Chephren, dynasty, 58n.;
tomb-pyramid, 196, 203
Chian, contemporaries, table iii
Children, Western portraiture, 266-268. See also Motherland.
Chinese Culture, historic feeling, 14;
imperialism, 37;
philosophers, 42, 45;
time-measurement, 134n.;
'ancestral worship, 135n.;
and care, 136;
attitude toward state, 137;
economic organization, 138;
destiny-idea, landscape as prime symbol, 190, 196, 203;
lack of early art survivals, 190n.;
and tutelage, 213;
music, 228;
gardening, 240;
bronzes, patina, 253n.;
portraiture, 260, 262;
Civilization, 295;
soul, perspective as expression, 310n.;
passive morale, 315, 341, 347;
and discovery, 333, 336;
political epochs, table iii.
See also Cultures
Chippendale, Thomas, position, 150n.
Chivalry, southern type, 233n.
Chorus, in art-history, 191;
in Classical tragedy, 324
Chosroes-Nushirvan, art of period, 203
Chóu Li, on Chóu dynasty, 137
Chóu Period, and care, 137;
Christianity, comparisons, 4;
Eastern, and historical-periods, 22n.;
and poor Stoics, 33n.;
as Arabian, 72, 402;
Mary-cult, Madonna in art, 136, 267, 268;
destiny in Western, 140;
architectural expression of early, 208-211;
colour and gold as symbols, 247-250;
in Western art, spiritual space, 279;
dualism in early, 306;
“passion”, 320n.;
Eastern, and home, 335;
Western transformation of morale, 344, 347, 348;
and Buddhism, 357;
of Fathers and Crusades, 357n.;
missionarism, 360;
God-man problem as alchemistic, 383;
and mechanical necessity, miracles, 392, 393;
elements of Western, 399-401;
foreign gods as titles, 408n.
See also Religion
Chronology, relation of Classical Culture, 9, 10;
as number, 97, 153n.;
and the when, 126;
and archæology, 134.
See also History
Chrysippus, and Stoicism, 33, 358;
and corporeality, 177
Chuang-tsü, practical philosophy, 45
Chun-Chiu Period, contemporaries, table iii
Cicero, M. Tullius, analogy, 4
Cimabue, Giovanni, and nature, 192;
and Byzantine art, 238;
and Francis of Assisi, 249n.;
and portraiture, 273
Cimarosa, Domenico, ease, 292
Cistercians, soul, 360
Citizenship, Classical concept, 334. See also Politics
Civilization, defined, as destiny of a Culture, 31-34, 106, 252, 353,
354;
and the “become”, 31, 46;
and megalopolitanism, 32, 35;
money as symbol, 34-36;
and economic motives, 35;
imperialism, 36;
destiny of Western, 37, 38;
and scepticism, 46, 409;
Alexander-idea, 150;
English basis of Western, 151, 371;
Western, effect on history, 151;
so-called art, 197, 293-295;
style histories, 207;
Western painting, plein-air, 251, 288, 289;
and gigantomachia, 291;
Manet and Wagner, 293;
transvaluation of values, striving, 351, 353;
Nihilism and inward finishedness, 352;
manifestations, 353, 354;
problematic and plebeian morale, 354, 355;
and irreligion, 358;
diatribe as phenomenon, 359;
and biological philosophies, philosophical essence, 361, 367;
natural science, 417;
contemporary spiritual epochs, table i;
contemporary art epochs, table ii;
contemporary political epochs, table iii.
See also Cultures
Clarke, Samuel, and imperialism, 150
Classical Culture, philosophy, culmination, 3, 45;
ahistoric basis, 8-10, 12n., 97, 103, 131-135, 254, 255, 264, 363;
and chronology, 9, 10n.;
and geography, 10n.;
religious expression, bodied pantheon, later monotheistic
tendencies, 10, 11, 13, 187, 312, 397, 398, 402-408;
and mortality, funeral customs, 13, 134;
portraiture, 13, 130, 264, 265, 269, 272;
and archæology, 14;
and measurement of time, 15;
mathematic, 15, 63-65, 69, 77, 83, 84, 90;
contemporary Western periods, 26;
Western views, ideology, 27-31, 76, 81, 237, 238, 243, 254, 270,
323;
“Classical” and “antike”, 28n.;
civilization, Rome, Stoicism, 32-34, 36, 44, 294, 352;
cosmology, astronomy, 63, 68, 69, 147, 330;
cultural significance of mathematic, 65-67, 70;
and algebra, 71;
surviving forms under Arabian Culture, 72, 73, 208;
opposition to Western soul, 78;
and space, 81-84, 88, 175n.;
“smallness”, 83;
relation to proportion and function, 84, 85;
popularity, 85, 254, 326-328;
and destiny-idea, dramatic illustration, 129, 130, 143, 146, 147,
317-326, 424;
care and sex attitude, family and home, 136, 266-268, 334-337;
attitude toward state, 137, 147;
and economic organization, 138;
actualization of the corporeal only, sculpture, 176-178, 225, 259-
261;
soul, attributes, 183, 304, 305;
architectural expression, 184, 198, 224;
weak style, 203;
art-work and sense-organ, 220;
and music, 223, 227;
and form and content, 242;
and composition, 243;
colour, 245-247;
nature idea, statics, 263, 382-384, 392;
and discovery, 278;
painting, 287;
will-less-ness, 309, 310;
lack of character, gesture as substitute, 316;
art and time of day, 325;
morale, ethic of attitude, 341, 342, 347, 351;
and “action”, 342n.;
cult and dogma, 401, 410;
and strange gods, 404;
scientific periods, 424;
spiritual epochs, table i;
art epochs, table ii;
political epochs, table iii.
See also Art; Cultures; Renaissance; Science
Classicism, and dying Culture, 108;
defined, 197;
period in style, 207
Claude Lorrain, landscape as space, 184;
“singing” picture, 219;
and ruins, 254;
colour, 246, 288;
period, 283;
landscape as portrait, 287
Cleanliness, cultural attitude, 260
Cleisthenes, contemporaries, table iii
Cleomenes III, contemporaries, table iii
Cleon, and economic organization, 138
Clepsydra, Plato’s, 15
Clock, and historic consciousness, 14;
religious aspect, 15n.;
cultural attitude, 131, 134
Clouds, in paintings, 239
Cluniac reform, and architecture, 185
Clytæmnestra, and Helen, 268
Cnidian Aphrodite, 108, 268
Cnossos art, 224n., 293;

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Smart Education and e Learning 2019

Smart Education and e Learning 2016 1st Edition

e Learning e Education and Online Training 5th EAI

e Learning e Education and Online Training Shuai Liu

Foundations and Trends in Smart Learning Proceedings of

Ludic, Co-design and Tools Supporting Smart Learning

Proceedings of International Conference on Artificial

Statistics for Management and Economics 11th Edition G

Energetic nanomaterials : synthesis, characterization,

More information about this series at http://www.springer.com/series/8767

ISSN 2190-3018 ISSN 2190-3026 (electronic)

• Smart Education (SmE cluster): conceptual frameworks for smart education;

(Ilmenau University of Technology, Germany), Prof. Maung Htay (Radford

Peoria, IL, USA Prof. Vladimir L. Uskov, Ph.D.

Part I Smart Education

Part II Smart e-Learning

7 Sampling and Analyzing Statistical Data to Predict the

Part III Smart Pedagogy

Part IV Smart Education: Systems and Technology

28 Use of Mobile Devices—A Survey Study . . . . . . . . . . . . . . . . . . . . . 303

Part V Smart Education: Case Studies and Research

39 The Impact of Feedback on the Structuring Process of Study

Part VI Students with Disabilities and Smart Education/University

Part VII Mathematical Modelling of Smart Education

49 Modeling Smart Learning Processes Based on Educational Data

Prof. Dr. Vladimir L. Uskov is a Professor of Computer Science and Information

Prof. Dr. Robert J. Howlett is the Executive Chair of KES International, a

Vladimir L. Uskov, Jeffrey P. Bakken, Kaustubh Gayke, Divya Jose,

Abstract A smart university may have numerous components of a traditional uni-

Keywords Smart university · Smart features · Smart university components ·

V. L. Uskov (B) · K. Gayke · D. Jose · S. S. Devaguptapu

© Springer Nature Singapore Pte Ltd. 2019 3

(5) stakeholders of SmU, such as students (local, online), lifelong learners

1.2 Our Previous Work and Project Goal

1.2.1 Smart University: Distinctive Smartness Features

1.2.2 Smart University: “Smartness Features—Main

We proposed the conceptual model of SmU and the “Smartness Features—Main

1.2.3 Project Goal

1.3 Research Project Outcomes

1.3.1 Smart Software Systems to Support SmU Smartness

Adaptation to various types of students who speak different languages. Tsinghua

1.3.2 Smart Hardware Systems to Support SmU Smartness

Adaptation to new teaching and learning styles. University of Sussex (England)

1.3.3 Smart Technology to Support SmU Smartness Features:

Adaptation to advanced networking due to security threats. University of Illinois

1.3.4 Smart Classrooms to Support SmU Smartness Features:

Adaptation to smart equipment for teaching. Clarion University of Pennsylva-

1.3.5 Smart Pedagogies to Support SmU Smartness Features:

Adaptation to innovative types of pedagogy. Boston University (U.S.A.) provides

ments such as tests, in-classroom discussions and brainstorming sessions, homework

1.3.6 SmU Smartness Features to Support Various Types

Adaptation to different types of students, including students with disabilities.

Baader, Franz X. von, and dualism, 307

Cabeo, Nicolaus, theory of magnetism, 414

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