Journal of
Systemics, Cybernetics and Informatics
HOME   |   CURRENT ISSUE   |   PAST ISSUES   |   RELATED PUBLICATIONS   |   SEARCH     CONTACT US
 



ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

Indexed by
DOAJ (Directory of Open Access Journals)Benefits of supplying DOAJ with metadata:
  • DOAJ's statistics show more than 900 000 page views and 300 000 unique visitors a month to DOAJ from all over the world.
  • Many aggregators, databases, libraries, publishers and search portals collect our free metadata and include it in their products. Examples are Scopus, Serial Solutions and EBSCO.
  • DOAJ is OAI compliant and once an article is in DOAJ, it is automatically harvestable.
  • DOAJ is OpenURL compliant and once an article is in DOAJ, it is automatically linkable.
  • Over 95% of the DOAJ Publisher community said that DOAJ is important for increasing their journal's visibility.
  • DOAJ is often cited as a source of quality, open access journals in research and scholarly publishing circles.
JSCI Supplies DOAJ with Meta Data
, Academic Journals Database, and Google Scholar


Listed in
Cabell Directory of Publishing Opportunities and in Ulrich’s Periodical Directory


Published by
The International Institute of Informatics and Cybernetics


Re-Published in
Academia.edu
(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Smart Cities: Challenges and Opportunities
Mohammad Ilyas
(pages: 1-6)

Bridging the Gap: Communicating to Increase the Visibility and Impact of Your Academic Work
Erin Ryan
(pages: 7-12)

Cross-Cultural Online Networking Based on Biomedical Engineering to Motivate Transdisciplinary Communication Skills
Shigehiro Hashimoto
(pages: 13-17)

Interdisciplinary Approaches to Learning Informatics
Masaaki Kunigami
(pages: 18-22)

The Impact of Artificial Intelligence and the Importance of Transdisciplinary Research
R. Cherinka, J. Prezzama, P. O'Leary
(pages: 23-28)

Emotional Communication as Complex Phenomenon in Musical Interpretation – Proposal for a Systemic Model That Promotes a Transdisciplinary Process of Self-Formation and Reflection Around Expressiveness as a Lived Experience
Fuensanta Fernández de Velazco, Eduardo Carpinteyro-Lara, Saúl Rodríguez-Luna
(pages: 29-33)

A Multi-Disciplinary Cybernetic Approach to Pedagogic Excellence
Russell Jay Hendel
(pages: 34-41)

The Ethics of Artificial Intelligence in the Era of Generative AI
Vassilka D. Kirova, Cyril S. Ku, Joseph R. Laracy, Thomas J. Marlowe
(pages: 42-50)

Trans-Disciplinary Communication: Context and Semantics
Maurício Vieira Kritz
(pages: 51-57)

A Brave New World: AI as a Nascent Regime?
Jasmin Cowin, Birgit Oberer, Cristo Leon
(pages: 58-66)

The Role of Art and Science – Relational Dynamics in Human Ecology
Giorgio Pizziolo, Rita Micarelli
(pages: 67-75)

Advancing Entrepreneurship Education: An Integrated Approach to Empowering Future Innovators
Birgit Oberer, Alptekin Erkollar
(pages: 76-81)

Harmonizing Horizons: The Symphony of Human-Machine Collaboration in the Age of AI
Birgit Oberer, Alptekin Erkollar
(pages: 82-86)

How Do Students Learn Artificial Intelligence in Interdisciplinary Field of Biomedical Engineering?
Shigehiro Hashimoto
(pages: 87-91)

What is ChatGPT and its Present and Future for Artificial Intelligence in Trans-Disciplinary Communications?
Richard Segall
(pages: 92-98)


 

Abstracts

 


ABSTRACT


Multimedial Refocalizations of Attention in Digital Learning: An Interdisciplinary Model

Erzsébet Dani


Some years ago I created a digital-learning-related teaching model for higher-education purposes and called it HY-DE model (to be described in detail below) as it was based on the HYper and DEep modes of attention.1 It was meant to respond to the new learning environment of the digital world, which called for innovative teaching models. The theoretical model started from the circumstance that the communicational and information-searching as well as learning habits of what I term the “bit generations” (generations Y and Z) have changed; that students of the digital world have attained extremely high stimulus threshold, a refined sense of the visual, and can be characterized by an emphatic presence of hyper attention. The model works with manipulating the phases of hyper and deep attention with the help of the digital environment: starting out from the hyper phase, attention is gradually steered towards the deep phase, where serious learning can take place.

The modeled process is multidisciplinary as it comprises several disciplines. The semantic networks of the individual disciplines (discipline [=a branch of science], discipline [=rules, regulation, rigor], and disciple [=pupil, follower, student]) are all there in the way the HY-DE model operates. They refer simultaneously to research area, regulation of research (inclusive of normative methodological rigor), and teaching, which introduces the student into the terminology and methodology of the given research area. The involved disciplines transgress their boundaries, though, exerting their combined effect through a division of labor as it were (Barry, Born, & Weszkalnys, 2008). Thus self-contained disciplines transcend their own constraints to attain HY-DE objectives in synergy, yielding a new pattern of learning and more effective teaching.

It is in the affinity and interface of the various independent disciplines, subdisciplines, and branches of learning where interdisciplinarity develops, in which the theory of the method is grounded. I availed myself of the research methodology, terminology, and relevant research results of psychology, cognitive psychology, brain research, philosophy, narratology, pedagogy, digital pedagogy, reading research, sociology, learning theory, educational assessment and measurement, digital literacy, and applied informatics. Some of these areas are interdisciplinary in themselves. Thus my model can be regarded as based on multi/interdiscilinarity, doubly or even several times over.

Full Text