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


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(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


Transdisciplinary Communication as a Meta-Framework of Digital Education
Rusudan Makhachashvili, Ivan Semenist
(pages: 1-6)

Multidisciplinary Learning Using Online Networking in Biomedical Engineering
Shigehiro Hashimoto
(pages: 7-12)

Augmented Intelligence for Advancing Healthcare
Mohammad Ilyas
(pages: 13-19)

A Transdisciplinary Approach to Refereeal
Russell Jay Hendel
(pages: 20-25)

The Impact of Convictions on Interlocking Systems
Teresa Henkle Langness
(pages: 26-33)

Collaborative Convergence: Finding the Language for Trans-Disciplinary Communication to Occur
Cristo Leon, James Lipuma
(pages: 34-37)

Bridging the Gap Between the World of Education and the World of Business via Standards to Develop Competences of the Future at Universities
Paweł Poszytek
(pages: 38-42)

Multidisciplinary Learning for Multifaceted Thinking in Globalized Society
Shigehiro Hashimoto
(pages: 43-48)

From Spirituality to Technontology in Education
Florent Pasquier
(pages: 49-52)

Differentiated Learning and Digital Game Based Learning: The KIDEDU Project
Eleni Tsami
(pages: 53-57)

Emerging Role of Artificial Intelligence
Mohammad Ilyas
(pages: 58-65)

Practicing Transdisciplinarity and Trans-Domain Approaches in Education: Theory of and Communication in Values and Knowledge Education (VaKE)
Jean-Luc Patry
(pages: 66-71)

Reflexive Practice for Inter and Trans Disciplinary Research in the Third Millennium
Maria Grazia Albanesi
(pages: 72-76)


 

Abstracts

 


ABSTRACT


A University's Developmental Framework: Creating, Implementing, and Evaluating a K-12 Teacher Cybersecurity Micro-Credential Course

Bekir Mugayitoglu, Mike Borowczak, Andrea C. Burrows


At present, there is limited understanding of cybersecurity micro-credentials and their impact on K-12 teachers. This work evaluates a university’s development of a computing-based learning and teaching environment for K-12 teachers, focusing on a set of cybersecurity micro-credential modules that we encapsulate within micro-credential professional development (PD) opportunities. This ongoing work consists of two pilot studies (Pilot 1 and Pilot 2) over an academic year (2020–2021) that engaged 21 K-12 teachers. The research questions explore the benefits and challenges of the cybersecurity micro-credential PD. The authors developed two modules for Pilot 1: Introduction to Cybersecurity (Module 0) and the Confidentiality, Integrity, and Availability (CIA) Triad (Module 1). There were nine K-12 teachers enrolled in the Pilot 1 course, with five participating in all aspects of the pilot study. The authors developed three more modules for Pilot 2: Abstraction (Module 2), Modularity (Module 3), and Least Privilege (Module 4). The authors utilized quantitative and qualitative data collection via four methods: 1) Assessment and lesson plan scores (quantitative); 2) thirteen semi-structured interviews (qualitative); 3) two bi-weekly progress reports (qualitative) and 4) two focus groups (qualitative). They assessed teachers' knowledge gains in specific cybersecurity and computing. The authors coded interview question answers, focus group notes, and biweekly progress report summaries and grouped them into major themes by searching descriptive words. This research study showcases innovative tools (i.e., micro-credential modules) for teaching cybersecurity.

Lastly, the authors describe a method to deliver cybersecurity content through a micro-credential based on virtual PD for K–12 teachers. The main limitation in this work is the small sample size.

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