Journal of
Systemics, Cybernetics and Informatics

ISSN: 1690-4524 (Online)

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Editorial Advisory Board's Chair
William Lesso

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)





The Charrette Design Model Provides a Means to Promote Collaborative Design in Higher Education

Webber Steven B.

Higher education is typically compartmentalized by field and expertise level leading to a lack of collaboration across disciplines and reduced interaction among students of the same discipline that possess varying levels of expertise. The divisions between disciplines and expertise levels can be perforated through the use of a concentrated, short-term design problem called a charrette. The charrette is commonly used in architecture and interior design, and applications in other disciplines are possible. The use of the charrette in an educational context provides design students the opportunity to collaborate in teams where members have varying levels of expertise and consult with experts in allied disciplines in preparation for a profession that will expect the same.

In the context of a competitive charrette, this study examines the effectiveness of forming teams of design students that possess a diversity of expertise. This study also looks at the effectiveness of integrating input from professional experts in design-allied disciplines (urban planning, architecture, mechanical and electrical engineering) and a design-scenario-specific discipline (medicine) into the students’ design process. Using a chi-square test of goodness-of-fit, it is possible to determine student preferences in terms of the team configurations as well as their preferences on the experts.

In this charrette context, the students indicated that the cross-expertise student team make-up had a positive effect for both the more experienced students and the less experienced students. Overall, the students placed high value on the input from experts in design-allied fields for the charrette. They also perceived a preference of input from external experts that had an immediate and practical implication to their design process. This article will also show student work examples as additional evidence of the successful cross-expertise collaboration among the design students and evidence of the integration of information from the experts into the design results.

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