Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


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Editorial Advisory Board's Chair
William Lesso

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

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No Warranty Express or Implied: Why Do We Have So Many Problems With the Computer Systems That Pervade Our Lives?
John W. Coffey
(pages: 1-6)

Can You Hear Me Now? An Innovative Approach to Assess and Build Connections with Online Learner’s
Tina M. Serafini, Risa Blair
(pages: 7-11)

End-to-end Security with Translation
Kevin E. Foltz
(pages: 12-17)

(Assistive) Technology at the Point of Instruction: Barriers and Possibilities
Lorayne Robertson
(pages: 18-24)

Supplementing Multiple Modalities and Universal Design in Learning with Goal-Setting
Russell Jay Hendel
(pages: 25-30)

Experts Informing Experts
Robert Hammond
(pages: 31-35)

Internet of Things – A New Epistemic Object
Rolf Dornberger, Terry Inglese, Safak Korkut
(pages: 36-44)

An Experiment in Interdisciplinary STEM Education: Insights from the Catholic Intellectual Tradition
Fr. Joseph R. Laracy, Thomas Marlowe, Fr. Gerald J. Buonopane
(pages: 45-53)

Big History Understanding of Complexity, Informatics and Cybernetics
John L. Motloch
(pages: 54-60)

Flourishing Organizations
Maria Jakubik
(pages: 61-72)

Pros & Cons of Smart ICT in Some Governmental Applications
Dusan Soltes
(pages: 73-75)

Information Exchange in Vehicles Ad-Hock Networks
Tomas Zelinka
(pages: 76-80)

Living in a Digital World: Improving Skills to Meet the Challenges of Digital Transformation Through Authentic and Game-Based Learning
Margit Scholl, Frauke Fuhrmann
(pages: 81-86)

Psychotherapy via the Internet as a Novel Tool for Clinical Use
Ulrich Sprick
(pages: 87-94)

Technology Intercepts for Cyber Security Applied to Critical Infrastructures
Mario La Manna
(pages: 95-100)

“And Then a Miracle Occurs …” – Engaging the Challenge of Operationalizing Theories of Success in Digital Transformation
Michael Von Kutzschenbach
(pages: 101-105)

Multidisciplinary Learning Extends Communication Skill, and Helps Cross Cultural Understandings: Biomedical Engineering
Shigehiro Hashimoto
(pages: 106-112)

Integrating Teaching, Research and Problem Solving: An Experience in Progress in the Mucuri Valley Region (Brazil)
Leônidas Conceição Barroso
(pages: 113-118)

Meeting Learning Challenges in Product Design Education with and through Additive Manufacturing
William Lavatelli Kempton, Steinar Killi, Andrew Morrison
(pages: 119-129)

Creating and Using Symbolic Mental Structures via Piaget’s Constructivism and Popper’s Three Worlds View with Falsifiability to Achieve Critical Thinking by Students in the Physical Sciences
Matthew E. Edwards
(pages: 130-134)

Creativity in Higher Education: Comparative Genetic Analyses on the Dopaminergic System in Relation to Creativity, Addiction, Schizophrenia in Humans and Non-Human Primates
Bernard Wallner, Sonja Windhager, Katrin Schaefer, Martin Fieder
(pages: 135-142)


 

Abstracts

 


ABSTRACT


The HY-DE Model: An Interdisciplinary Attempt to Deal with the Phenomenon of Hyperattention

Erzsebet Dani


As academics, as parents, as members of generation X, we cannot afford to ignore that the young generations that have been socialized in information society (generations Y and Z that I call “bit generations”) diverge from their seniors not only in lifestyle and mentality, but they also follow new paths as regards cognitive (and thus learning) processes. International research indicates that the accelerating development of digital devices results in changing habits of information consumption in a matter of a few years. The above changes, perceptible in information society, set me thinking, which, in turn, led me to devising a method based on what I call the HY-DE model. (1)

The method I developed invites those who are interested, into the realm of teaching methodology. It is meant to deal with a logical but problematic, nevertheless not at all useless development of digital-world multitasking: hyperattention. The HY-DE-model method I constructed and wish to deploy as a corrective in the fashion described below is meant to tame and harness this phenomenon so that deep attention, which hyperattention suppresses in the electronic learning process, could again be liberated from the prison-house of hyperattention. But the latter, rather than diminishing or even discarding it, should also be regarded as a necessary tool if its positive aspect is recognized and even trained and cultivated as hyperattention is also necessary in coping with an overwhelming flood of information. Thus, in general, the HY-DE-model approach, with all the difference it represents, falls in line with the widespread research that engages the problematic of teaching and education in knowledge-based information society, trying to exploit the possibilities offered by a ceaselessly changing technical environment and put them to the service of effective learning and knowledge.

(1) “HY-DE” is a term that I constructed from the first syllables of hyper and deep attention.

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