Journal of
Systemics, Cybernetics and Informatics
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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.

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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


Education 5.0: Using the Design Thinking Process – An Interdisciplinary View
Birgit Oberer, Alptekin Erkollar
(pages: 1-17)

Impact of Artificial Intelligence on Smart Cities
Mohammad Ilyas
(pages: 18-39)

A Multi-Disciplinary Cybernetic Approach to Pedagogic Excellence
Russell Jay Hendel
(pages: 40-63)

Data Management Sharing Plan: Fostering Effective Trans-Disciplinary Communication in Collaborative Research
Cristo Ernesto Yáñez León, James Lipuma
(pages: 64-79)

From Disunity to Synergy: Transdisciplinarity in HR Trends
Olga Bernikova, Daria Frolova
(pages: 80-92)

The Impact of Artificial Intelligence on the Future Business World
Hebah Y. AlQato
(pages: 93-104)

Wi-Fi and the Wisdom Exchange: The Role of Lived Experience in the Age of AI
Teresa H. Langness
(pages: 105-113)

Older Adult Online Learning during COVID-19 in Taiwan: Based on Teachers' Perspective
Ya-Hui Lee, Yi-Fen Wang, Hsien-Ta Cha
(pages: 114-129)

Data Visualization of Budgeting Assumptions: An Illustrative Case of Trans-disciplinary Applied Knowledge
Carol E. Cuthbert, Noel J. Pears, Karen Bradshaw
(pages: 130-149)

The Importance of Defining Cybersecurity from a Transdisciplinary Approach
Bilquis Ferdousi
(pages: 150-164)

ChatGPT, Metaverses and the Future of Transdisciplinary Communication
Jasmin (Bey) Cowin
(pages: 165-178)

Trans-Disciplinary Communication for Policy Making: A Reflective Activity Study
Cristo Leon
(pages: 179-192)

Trans-Disciplinary Communication in Collaborative Co-Design for Knowledge Sharing
James Lipuma, Cristo Leon
(pages: 193-210)

Digital Games in Education: An Interdisciplinary View
Birgit Oberer, Alptekin Erkollar
(pages: 211-230)

Disciplinary Inbreeding or Disciplinary Integration?
Nagib Callaos
(pages: 231-281)


 

Abstracts

 


ABSTRACT


A Transdisciplinary Approach to Differentiated Instruction

Russell Jay Hendel


Differentiated instruction (DI) improves student performance and student satisfaction especially when preliminary instructor training is provided. However, the DI literature is overwhelming, excessively challenging many instructors to create a DI for multiple learning styles. This paper employs a transdisciplinary approach to address this gap between theory and challenging operational implementation. #1) The discipline of architecture introduced the approach of universal design, advocating that new buildings be initially built to allow universal access; this contrasts with the prior method of attempting to comply with regulations after building completion, which is often costly and wasteful. #2) The discipline of neuro-psychology identifies higher cognitive brain function with (performance) executive function which in turn is simply implemented using a multiple-modality approach. This suggests that pedagogic emphasis should be given to initial universal instruction addressing several modalities in contrast to one current DI approach requiring a costly continual monitoring and evaluation of individual student learning styles. This multiple modality approach, derived from neuropsychology is consistent with a wide variety of learning theories. #3) The discipline of industrial psychology emphasizes goal-setting, the skillful breaking up of a complex task into component tasks each of which is clearly defined, achievable timely, but challenging. #4) Goal setting coupled with the self-efficacy approach introduced by the discipline of social psychology, with an emphasis on perceptions of the self as a key motivating factor in learning, advocate that use of software technology, with numerically differentiated difficulty levels, allowing each student to both self-assess and self-improve with their own actions (self-regulation) The transdisciplinary approach advocates numerous innovations for DI which it is hoped that other researchers and instructors will pursue.

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