SMART CLASSROOM: CONVERGING SMART TECHNOLOGIES, NOVEL CONTENT AND 
       ADVANCED PEDAGOGIES FOR FUTURE OF EDUCATION 
                              
                              
                              
                              
                              
         Smart Classroom: Converging Smart Technologies, Novel Content and 
                Advanced Pedagogies for Future of Education 
        
        
        
                    Jungwoo Lee, Yongki Park, Myung Suk Cha 
                              
                              
                {jlee@yonsei.ac.kr, pykasd@gmail.com, dextercha@yonsei.ac.kr} 
                              
                              
                   Yonsei University, Graduate School of Information 
                              
        Engineering Research Park B187N, 50 Yonsei-ro, Seodaemun-gu, Seoul, 120-749, Republic of KOREA 
                              
                   Tel. 82-2-2123-8398                Fax. 82-2-2123-8308 
                              
                      
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        SMART CLASSROOM: CONVERGING SMART TECHNOLOGIES, NOVEL CONTENT AND 
        ADVANCED PEDAGOGIES FOR FUTURE OF EDUCATION 
                            ABSTRACT 
        Information and communications technology (ICT) is affecting every part of our society. Education is not 
        an exception in this trend, but its impact is found to be fragmented at best. The purpose of this study is to 
        conceptualize and develop the idea of smart classroom that integrates emerging information technologies 
        with novel content and newly advancing pedagogies. System requirements are elicited from popular but 
        advanced pedagogical cases and the system architecture is proposed based on the analyses of such 
        requirements. The analyses are focused around pedagogies under development, and future applications of 
        the proposed system are discussed at the end of this paper. 
         Keywords: Smart Learning, Smart Classroom, Smart Technologies, Smart Pedagogies, Future of Education 
                                
                       
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       SMART CLASSROOM: CONVERGING SMART TECHNOLOGIES, NOVEL CONTENT AND 
       ADVANCED PEDAGOGIES FOR FUTURE OF EDUCATION 
                          1. Introduction 
        The development of information and communications technology (ICT) is bringing new changes to the 
       every part of our society beyond technological advances themselves. More than half of the mobile 
       subscribers in South Korea are smartphone users who get information on the internet every day and build 
       and maintain social relations using their smartphones. The advancement of ICT is also influencing the 
       education sector (Kim, Lee, & Kim, 2011). 
        The emergence and growth of e-learning are probably the most prominent changes in the field of 
       education. With the progress of ubiquitous technologies and the advancement of instructional practices, e-
       learning is expanding its range of discussion into smart learning (Noh, Ju, & Jung, 2011). 
        However, despite the growth and evolution of e-learning, ICT has not yet brought remarkable changes in 
       the actual school settings. Although a variety of information and communication tools have been made 
       available in classrooms as a result of the development of ICT, the use of such tools remains discrete and 
       limited to the pre-existing instructional approaches rather than make innovative changes in teaching 
       practices.   
        Smart learning is a new paradigm emerging through the convergence of smart pedagogies, smart content 
       and smart information technologies. Smart pedagogies represent advanced pedagogies, and smart content 
       is being studied from diverse perspectives with the evolution of e-learning. In respect of information 
       technologies, there have been many conceptual variations of smart learning, such as e-learning, m-learning 
       and u-learning. 
        This study aims to define a new classroom environment that is created by the convergence of advanced 
       pedagogies, educational content getting smart, and information technologies and derive the classroom 
       system’s architecture and functionality from the analysis of scenario-based requirements. 
                         2. Literature Review 
        Our literature review for analysis of the smart classroom system’s requirements focused preferentially 
       on the development of pedagogies. In other words, the literature review was conducted with focus on smart 
       pedagogies—which are novel teaching and learning methods developed and promoted according to 
       changes in educational environment.   
       2.1 Learner-Centered Learning 
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       SMART CLASSROOM: CONVERGING SMART TECHNOLOGIES, NOVEL CONTENT AND 
       ADVANCED PEDAGOGIES FOR FUTURE OF EDUCATION 
        Until now, education has mainly relied on instructor-centered approaches in which knowledge is 
       delivered one-sidedly from instructors to learners. The face of education is changing with the development 
       and maturity of educational culture. No explanation of learner-centered learning would be complete 
       without a discussion of constructive learning. In constructive learning, teachers are encouraged to help 
       their students have a better understanding of given information and work out new things—or transform old 
       things—using such information. Therefore, constructive learning is learner-focused and learner-centered 
       learning in which individual learners are viewed as constructors of knowledge (Park, 2001). Constructive 
       learning should involve six different factors: a problem to be solved, a related case, a solution and relevant 
       information, a cognitive tool, a conversation and cooperative system for exchange and a social/contextual 
       support system (Noh et al., 2011) (Jonassen, 1997). 
        When organizing and conducting a class, the teacher should confirm how well the entire class is learning. 
       This is associated with the argument that instructors should consider learners’ points of view when 
       defining learning. Accordingly, attention should be paid to how the learning content is accepted from 
       learners’ perspective and how it should be applied. The dichotomous evaluation of “right” and “wrong” in 
       conventional learning is no longer helpful to learners who pursue a wide range of values. Therefore, 
       evaluations should be uncritically made between instructors and learners and the instructors should be able 
       to identify the quantity and quality of their students’ learning in a continuous manner (Park, 2001). 
        Consequently, the smart classroom system must be designed to enable bidirectional learning involving 
       organic communication between instructors and learners, not one-sided teaching. 
       2.2 Cooperative Learning 
        Cooperative learning is an instructional approach that has learners work together in small groups to 
       achieve shared learning goals (D. W. Johnson, 1988). This approach invites group members to get 
       outcomes by setting and working towards a common goal and stresses their collaborative evaluation of the 
       outcomes. Learners are all on an equal footing; great emphasis is placed on the responsibility of 
       individuals; and produced results should be beneficial to all members of the group who are encouraged to 
       take collective responsibility for the results. All this makes cooperative learning different from other 
       common instructional practices (David W. Johnson & Johnson, 1990). 
        Cooperative learning is also distinguished from collaborative learning. In cooperative learning, the 
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