Holder_ Emerging trend: Internet of Everything/ Internet of things (IoE)

According to the NMC Horizon Report 2014 Higher Education Report (2014), the Internet of Everything
is one of the enabling merging technologies that is gathering to have a big future impact on education,
and according to Gartner (2013) the possible plateau for the Internet of Things is more than 10 years
away. For the purpose of this paper, I am using the term interchangeably, although there are slight
differences in the two. According to Qualcomm, the Internet of Everything is When smart things
everywhere are connected together. While Cisco defines the Internet of Everything (IoE) as bringing
together people, process, data, and things to make networked connections more relevant and valuable
than ever before turning information into actions that create new capabilities, richer experiences, and
unprecedented economic opportunity for businesses, individuals, and countries. According to Mala
Anand, Sr VP of Software and Service Platforms at Cisco, the Internet-of-Everything begins with the
Internet-of-Things. (Weissberger. The Viodi View). Therefore what we have are things connected (IoT):
machine-to-machine; machine-to-people and then people-to-people (i.e. social networking), which
would in turn make everything connected (IoE). The IoT focuses only on sensor networksmachines
communicating with other machines, and the data created as a result. As things add capabilities (such as
context-awareness, increased processing power, and energy independence), and as more people and
new information are connected, IoT becomes IoE, a network of networks where billions, or even
trillions, of connections create unprecedented opportunities and new risks. (Selinger, et al. CISCO. The
Internet of everything). The IOE is still in its emerging phase as the cross walk technology that would
allow connectivity across proprietary technology is evolving, and this is key for its implementation.

According to the newsletter Postscapes: Tracking the History of the Internet of Things, in its issue A
brief history of the internet of things, the term internet of things was first coined by Kevin Ashton
executive director of the Auto-ID Center in a presentation made at Procter & Gamble in 1999, about
linking the new idea of RFID in P&G's supply chain to the then-red-hot topic of the Internet. Again
according to Postscapes the term and idea became mainstream between 2003-2004 when it was
mentioned in main-stream US publications like The Guardian, Scientific American and the Boston Globe,
gravitating to book titles. The next step was the implementation of projects like Cooltown, Internet0,
and the Disappearing Computer.

It should be noted that while a specific technology might not be new, a new application of that
technology might be emerging, and the byproduct of that can be revolutionary. With regards to the IoE
although the plateau of productivity is still 10 years away, but there are strong signs of new applications
of existing technologies that is leading to this conjoining. An example of this is MOOCS, and data
application.

Taken from: Gartner. (2013). Gartner's 2013 Hype Cycle for Emerging Technologies Maps Out Evolving
Relationship Between Humans and Machines. http://www.gartner.com/newsroom/id/2575515

Relevance to Instructional Design

The IoE can and will have a significant positive impact on the instructional design industry. It will allow
for the networked connection of people, process, data, and thingswhich is becoming the basis for the
Internet of Learning Things. (Selinger, et al. CISCO. The Internet of everything). These impacts will
include the delivery of streamlined and personalized instruction for more value, the collection of data
for making better organizational and individual decisions, the reduction on expenditure on instructional
resources as content is now being created and delivered digitally , and the collection of data that can be
used to interpret a learners behaviors and activities, which in turn can be used to make the instructional
experience more rewarding and effective . Together all these can be used to target an individuals
needs, learning styles, and aspirations.

2013 Current state (without IoE)

2022 Potential with IoE

Physical classroom environment

Improved access to education by scaling professors and

highest-quality content to any device, anywhere

One-time instruction in a single location

Greater accessibility from scaling content and providing

recordable and replicable instruction anytime, at any
venue

Static, linear content with limited control

Improved quality of education by learning at your own

pace, focusing only on relevant content, and viewing
richer, interactive material

Accessible only during university and library

hours

Improved education from greater availability of

professors and content

Search for content (pull vs. push); costly

textbooks; designed for one-size-fits-all

Improved education from proactive content (push vs.

pull),Free content and ability to customize content and
curriculum

Ad hoc decision making

Data driven decision

Taken from: Bradley, Joseph et al. White Paper. Embracing the Internet of Everything To Capture Your
Share of $14.4 Trillion. More Relevant, Valuable Connections Will Improve Innovation, Productivity,
Efficiency & Customer Experience.
http://www.cisco.com/web/about/ac79/docs/innov/IoE_Economy.pdf. p. 11

An example of this is its entirety is MOOCS (massive open online courses). MOOCS is aimed at providing
international, large scale, interactive, open access courses via the internet. These courses are provided
through different universities from one interface. MOOCS provide spaces for new networks to develop
and grow, connecting people from all walks of life and giving education to those who do not have access
to high-quality content or instructors in their own locale. (Selinger, et al. CISCO. The Internet of
everything). MOOCS break down the walls among universities (machine to machine connectivity across
educational institutions), and between educational institutions as an entity, and possible students
(machine to machine connectivity from institution to persons). Also, students now have greater
autonomy in creating a personalized education path, as they can choose among differing programs in
several schools to obtain the education they want. This is strengthened by the opportunity to obtain
credit for MOOCS courses, an option that was previously not available.

As MOOCS develop over time, data sets can be generated which in turn will influence the delivery of
education and information. Datasets such as the content that students are studying, what methodology
is being used, how long they are studying, where they are located. This can even impact the creation of,
and delivery of student feedback and course evaluation techniques. More obviously a positive impact
can affect the delivery of services to the disabled, assist lecturers to improve on their weaknesses, and
adjust the weaknesses in the systematic delivery of the content. All the datasets would lead to the
improved delivery of content.

The datasets can be obtained through smart objects that know

information that can be passed along easily and instantly. Learners can annotate these smart objects
with instructions, tutorials, photographs, connections to other smart objects, and other contextual
information. (Selinger et al. 2013). MOOCS has not reached this stage as yet, but the possibility increases
with the evolution to the IoE.

IoE can even impact lifestyles as students become their own laboratory and learning experience. An
example of this can occur when they use their bodies and personal smart objects to monitor themselves
through embedded chips. The information supplied/ data generated can be used to adjust lifestyles. This
can increase the understanding of mathematics, biology, physics, and nutrition. Students can adjust
studying and learning patterns

In an interview with Paula Greene, Systems Librarian (Web) at NALIS, Trinidad and Tobago also stated
that the potential energy and processing synergies that can result from joining the capabilities of
different smart tools would increase.

This in turn would boost the ability of organizations and

individuals to obtain data/information for making decisions, and these decisions would transcend
education/training and instructional design opportunities. One example of this would be the ability to
push content from one device to another, or having groups of persons/lecturers/ students creating and
disseminating content across devices that are proprietary in hardware and/or software.

The

elimination of information barriers would be greatly reduced or eliminated with the full implementation
of the IoE.

It should be noted that while the potential for the IoE is widespread across place and limitless in
potential, currently that are restrictions in the international internet system that prevents its
implementation, which is why the plateau for implementation is 10 years. These include security, data
integrity and education policies. Security is an issue because the IoE assumes that data has be shared
across networks, organizations, countries, proprietary hardware and software, which allows the
potential for impinging or destroying individuals and organizations safety, privacy and security,
particularly for minors. For entities to use the IoE, safety and security must be ensured. Data integrity is
an essential component for the success of the IoE as its accuracy, authenticity, timeliness and
completeness must be trustworthy. The data must be what it purports to be. Education and other
policies are also an important component to IoE successful implementation since in minimizes the risk
for negative issues, reduces barriers integration, and allows for educators to easily adopt different IoE
measures.

Reflection:

Identifying a new trend or technology was very difficult since the lecturer added the condition that the
technology/ trend should not have been that it was not in existence prior to September 2013. This
complicated the selection process since although many of the research references dated 2014, they
referred to technology and or trends that were already in implementation the year before. This time
lag greatly influenced my decision on selecting the IoE since currently it is mostly in the

conceptualization phase, with a 10year time lap for implementation. The creation of the technology,
and/ or the connectivity within the technology is still developing.

In attempting to identify an emerging technology for this question, I was made aware of all the new
pieces of technology that were in different stages of implementation, and the possibilities for their
impacting the information technology and instructional design/ education industry. I had no idea of the
different types, categories, and time line for impacts that existed, so this assignment opened my
awareness of the possibilities of the advancement of technology and its possible impact on instructional
design and education/training.

My decision to select and continue with IoE concretized with an interview with Paula Greene, Systems
Librarian (Web) at NALIS, Trinidad and Tobago. This interview which was part of my research process
and opened my eyes to the possible impact on the delivery of library services to the public with IoE.
An example of which was the delivery of queries from the patron for information, and responding to
them to supply the information. There would be no/ little need for computer hardware as we currently
know it. Librarians could access and respond almost instantaneously to requests for information, say
through a watch, or a communications device on a shirt. They would not need to be at their desk or
located physically in library to delivery.

The IoE has limitless capabilities throughout the education industry of which a subset is instructional
design. The IoE can have a positive impact on the delivery of resources, make the processes and
procedures for obtaining information on the education industry more efficient, relevant and effective,
and can result in the creation of more innovative services and products, as well as making for the faster
mastery of skills and resources. The IoE connects people, data, things. The supply of web services and
products are evolving, and while the IoE is not implementable in this current time frame, the platform
necessary for this is developing.

References:

Bradley, Joseph; Barbier, Joel; Handler, Doug. White Paper. Embracing the Internet of Everything To
Capture Your Share of $14.4 Trillion. More Relevant, Valuable Connections Will Improve
Innovation, Productivity, Efficiency & Customer Experience.
http://www.cisco.com/web/about/ac79/docs/innov/IoE_Economy.pdf

Educause Review. Connecting the Dots: New Technology-Based Models for Postsecondary Learning.
(2013). https://www.educause.edu/ero/article/connecting-dots-new-technology-basedmodels-postsecondary-learning

Gartner Inc. ( 2013) Gartners Hype Cycle for Emerging Technologies Maps Out Evolving Relationship
Between Humans and Machines. Simmens. (Internet of things) The missing link. (2014).
https://www.youtube.com/watch?v=qx8YAzZwWGU

Postscapes: Tracking the History of the Internet of Things. A brief history of the internet of things.
http://postscapes.com/internet-of-things-history

Selinger, Michelle; Sepulveda, Ana; Buchan, Jim. (2013). CISCO. Education and the Internet of .
Everything. How Ubiquitous Connectedness Can Help Transform Pedagogy.
http://www.cisco.com/web/strategy/docs/education/education_internet.pdf

University of Virgina Health System. University of Virginia Health System Selects M*Modals Speech
Understanding. http://mmodal.com/press-releases/university-of-virginia-health-system-selectsmmodals-speech-understanding/
Weissberger, Alan. Are the Internet of Things (IoT) & Internet of Everything (IoE) the Same Thing? The
Viodi View. http://viodi.com/2014/05/23/are-the-internet-of-things-iot-internet-of-everythingiot-the-same-thing.

Amplify Education. (2013). Amplify. A guide to personalized learning environments.

https://www.amplify.com/assets/pdf/personalized-learning-environment-guide.pdf

US Department of Education. http://www.ed.gov/oii-news/competency-based-learning-or-personalizedlearning

Today. (2014) Internet of Things. May 2014