This book explores Ambient Intelligence as applied to the classroom, while especially focusing on the use of personalized education to optimize the learning process. In the years to come, the dynamics of learning spaces in higher education will need to evolve and adapt to a constantly changing digital society, as learners and educators alike attune their learning competences and teaching skills. Ambient Intelligence is another way that Artificial Intelligence is being utilized in a plethora of real-world situations, amongst which classrooms and other learning spaces offer fitting settings and ideal environments for employing this assistive technology.
The book presents a complete and novel approach to deploying the Ambient Intelligent Classroom, based on three interrelated aspects ¿ the Social, the Technological and the Educational, ¿ in order to provide a rich three-dimensional learning environment.
This book is intended for education technologists and AI researchers, as well as for those tech-savvy readers interested in applying technology to the future of learning spaces. Educators in particular will find valuable insights and guidelines on how to shape the evolution of their own classroom.

Matthew Montebello is an associate professor at the Department of Arti¿cial In-telligence at the Faculty of ICT, University of Malta. Before joining the University in 1999 with a PhD in Computer Science he was already heavily involved in Educa-tion in secondary schools after graduating in 1990 at the University of Malta with a B.Ed.(Hons) degree. Having obtained an extensive teaching experience and having been involved with the introduction of computer labs through the Ministry of Edu-cation, he proceeded to follow the Computer Science domain when he pursued his post-graduate studies obtaining a Masters and a Doctorate at the Cardiff University in Wales in 1996 and 1998 respectively. Furthermore in 2009 and 2016 he also com-pleted an M.A. and an Ed.D. (Higher Education) specialising in the application of arti¿cial intelligence to e-learning. In 2017 18 he was offered a visiting academicstatus at the University of Illinois in Urbana-Champaign where he collaborated with the ComputerScience department and College of Education on numerous projectsand research initiatives. In May 2018 he was appointed Adjunct Professor at the University of Illinois, Urbana-Champaign

1 Introduction.- 1.1 Introduction.- 1.2 Teacher-Centred Pedagogy.- 1.3 Student-Centred and Re¿exive Methodologies.- 1.4 Learning Modalities and Affordances.- 1.5 Conclusion.- References.- 2 Ambient Intelligence.- 2.1 Introduction.- 2.2 Historical Background.- 2.2.1 Ubiquitous and Pervasive.- 2.2.2 Internet of Things.- 2.2.3 Smart and Calm Computing.- 2.3 Enabling Technologies.- 2.3.1 Techniques.- 2.3.2 Sensors.- 2.3.3 Setups.- 2.4 AmI in Action.- 2.4.1 Assisted Living.- 2.4.2 Transportation.- 2.4.3 Civic Environments.- 2.5 Case for the Classroom.- 2.5.1 Social Dimension.- 2.5.2 Technological Dimension.- 2.5.3 Educational Dimension.- 2.6 Conclusion.- References.- 3 Social Aspect.- 3.1 Introduction.- 3.2 Human Aspect of a Classroom.- 3.2.1 Multidimensionality.- 3.2.2 Simultaneity.- 3.2.3 Immediacy.- 3.2.4 Unpredictability.- 3.2.5 Publicness.- 3.2.6 History.- 3.3 Connectivism Learning Theory.- 3.4 Related Work .- 3.5 Implications to the AmI Classroom.- 3.6 Conclusion.- References.- 4 Technological Aspect.- 4.1 Introduction.- 4.2 Technology in Education.- 4.3 Adaptive Learning Theory.- 4.4 Related Work.- 4.4.1 The 'Intelligent Classroom'.- 4.4.2 iClass.- 4.4.3 ClassMATE.- 4.5 Implications to the AmI Classroom.- 4.5.1 Unobtrusive Hardware.- 4.5.2 Seamless Communication Infrastructure.- 4.5.3 Distributed Device Network.- 4.5.4 Intuitive User Interface.- 4.5.5 Dependable and Secure.- 4.5.6 Learner Pröle and the Educator.- 4.5.7 Compatibility and Scope.- 4.5.8 Fruitfulness and Role.- 4.5.9 Student Outcome and Clarity.- 4.6 Conclusion.- References.- 5 Educational Aspect.- 5.1 Introduction.- 5.2 Learning Models.- 5.2.1 New Learning Affordances.- 5.2.2 Modalities and Spaces within a School Environment.- 5.2.3 Merging Models.- 5.3 Personal Learning Environment.- 5.3.1 Personal Learning Network.- 5.3.2 Personal Learning Portfolio.- 5.3.3 Ambient Intelligent PLE.- 5.4 Related Work.- 5.4.1 Psychological Type Model.- 5.4.2 Learner Type Model.- 5.4.3 Experiential Type Model.- 5.4.4 Personality Type Model.- 5.4.5 Experiences Type Model.- 5.5 Implications to the AmI Classroom.- 5.6 Conclusion.- References.- 6 The Ambient Intelligent Classroom.- 6.1 Introduction.- 6.2 Background Rationale.- 6.2.1 Scenario Description.- 6.2.2 Virtual Space.- 6.2.3 Physical Space.- 6.2.4 Converging Technologies .- 6.3 Architectural Design.- 6.3.1 AmI-PLE.- 6.3.2 Smart Classroom.- 6.3.3 Combined Educational Environment.- 6.4 Implementation Details.- 6.4.1 Software Development.- 6.4.2 Classroom Setup.- 6.4.3 Interoperability Affairs.- 6.5 Empirical Testing.- 6.5.1 The Human Aspect.- 6.5.2 The Software Aspect.- 6.5.3 The Physical Aspect.- 6.6 Conclusion.- References.- 7 Future Directions.- 7.1 Introduction.- 7.2 Learning 4.0.- 7.2.1 Complete Automation.- 7.2.2 Global Knowledge.- 7.2.3 Assessment Repurposed.- 7.3 Evolving Educator.- 7.3.1 Digital Educator.- 7.3.2 Social Advocate.- 7.3.3 LifeLong Learner.- 7.4 Digital Learners.- 7.4.1 Technology Adopter.- 7.4.2 Social Player.- 7.4.3 New Skills Assessed.- 7.5 Education Environments.- 7.5.1 AI Enabled.- 7.5.2 Authenticating Sources.- 7.5.3 Holistic Skills.- 7.6 Conclusion.- References.- Glossary.- References.