Resources
- Identity Use Cases & Scenarios.
- FIDIS Deliverables.
- Identity of Identity.
- Interoperability.
- Profiling.
- D7.2: Descriptive analysis and inventory of profiling practices.
- D7.3: Report on Actual and Possible Profiling Techniques in the Field of Ambient Intelligence.
- D7.4: Implications of profiling practices on democracy.
- D7.6 Workshop on AmI, Profiling and RFID.
- D7.7: RFID, Profiling, and AmI.
- D7.8: Workshop on Ambient Law.
- D7.9: A Vision of Ambient Law.
- D7.10: Multidisciplinary literature selection, with Wiki discussion forum on Profiling, AmI, RFID, Biometrics and Identity.
- D7.11: Kick-off Workshop on biometric behavioural profiling and Transparency Enhancing Technologies.
- Forensic Implications.
- HighTechID.
- Privacy and legal-social content.
- Mobility and Identity.
- Other.
- IDIS Journal.
- FIDIS Interactive.
- Press & Events.
- In-House Journal.
- Booklets
- Identity in a Networked World.
- Identity R/Evolution.
D7.7: RFID, Profiling, and AmI
Case-study: Usage of RFID Technology in Educational Settings
Denis Royer (JWG)
Besides the many applications of RFID technology in logistics and other related fields, end-user scenarios for educational settings (e.g. museums and exhibitions) are also possible usage scenarios. By adding RFID tags* and RFID readers* to the exhibits, new possibilities with regard to interactive presentation and augmented experience for the visitors arise. Until today, over a hundred museums worldwide are experimenting with ubiquitous technologies (RFID, WiFI, etc) in their exhibitions (Hsi, Fait, 2005).
From the technological perspective, a RFID enhanced educational environment is presented in Figure 4: At the start of his / her museum visit, the visitor gets a RFID token (e.g. as a card or embedded into a personal information device). Furthermore, he or she enrols herself/himself, by storing a user profile into the museums RFID infrastructure. This profile can contain personal information, such as personal interests or the user’s age (Fleck et al., 2002; Hsi, Fait , 2005). When passing an exhibit, the user can use the RFID tag* to acquire personalised information about the individual exhibit or trigger the interactive part of an exhibit, when getting into its proximity.
Depending on the individual context of the visitor and the stored profile, personalised information is delivered onto an information kiosk, being attached directly to the exhibit, or onto the user’s personal information device. Additionally, the system can track the visitor by taking photos and delivering additional resources. After the museum visit, these can be accessed on a personalised webpage on the Internet (Hsi, Fait, 2005).
Figure : Possible usage scenario for RFID technology in educational settings.
Furthermore, the exhibitors get the opportunity to track the behaviour of their visitors, in order to enhance the exhibition or in order to gather information about the success of the installed exhibits. However, on the one hand this approach is very promising for both parties (visitor, exhibitor), delivering information that could not be gathered by a static exhibition – On the other hand, the requirements towards usability and privacy protection need to be addressed. Especially with regard to the perceived risk of RFID technology, users might not want to use this kind of technology to be tracked when visiting a museum (Hsi, Fait, 2005).
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