Indoor localization is an enabling technology for pervasive and mobile computing applications. Although different technologies have been proposed for indoor localization, Wi-Fi fingerprinting is one of the most used techniques due to the pervasiveness of Wi-Fi technology. Most Wi-Fi fingerprinting localization methods presented in the literature are discriminative methods. We present a generative method for indoor localization based on Wi-Fi fingerprinting. The Received Signal Strength Indicator received from a Wireless Access Point is modeled by a hidden Markov model. Unlike other algorithms, the use of a hidden Markov model allows ours to take advantage of the temporal autocorrelation present in the Wi-Fi signal. The algorithm estimates the user’s location based on the hidden Markov model, which models the signal and the forward algorithm to determine the likelihood of a given time series of Received Signal Strength Indicators. The proposed method was compared with four other well-known Machine Learning algorithms through extensive experimentation with data collected in real scenarios. The proposed method obtained competitive results in most scenarios tested and was the best method in 17 of 60 experiments performed.

Disruptive technology has become an integral part of our lives, and it has brought about a significant transformation in the way we interact, communicate, and share information, also in the field of education. Innovation in technology needs to be based on ethics and values of the intended result. As the use of disruptive technology continues to grow, so does the need to understand and consider ethical and value dimensions. How can disruptive technology be developed and used in an ethical way for learning and teaching? What are the values the development and implementation of disruptive technology for education should take into account? How to measure and evaluate values and ethical dimensions of disruptive technology for educational purposes? Are some of the important questions to address. This workshop paper presents a method for eliciting values and ethical dimensions of learning scenarios with disruptive technologies in vocational and higher education settings and illustrates its implementation in the context of the Horizon Europe e-DIPLOMA project. The workshop method, combining value cards and learning scenarios with disruptive technologies, was implemented in seven different countries. The preliminary results of the workshops are presented. The method has the potential to draw peoples’ attention to prospective value concerns and ethical aspects necessary for understanding and acknowledging the consequence of implementing disruptive technologies in education.