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


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


Using Interdisciplinary and Active Research to Encourage Higher Resolution Research and Prototyping in Design

Adream Blair-Early, Frankie Flood


University art and design programs are branching out and creating interdisciplinary programs and research centers that connect design students and faculty across various disciplines such as business, engineering, architecture, information studies, health sciences and education.

A human-centered, problem-based approach to design research looks to position industry and academic leaders to work alongside students, community leaders, artists and non-profits to develop creative and innovative solutions to the challenges facing contemporary society. But product design benefits even more from practices that engage users throughout the entire design process, often called participatory design. Participatory design process utilizes user feedback throughout the design process to spur innovation and improve design quality.

It is possible in the classroom to engage in participatory design and participatory prototyping through the use of inexpensive 3D printers and laser cutters as well as traditional hand tools, requiring only mastery of a few simple techniques and technology readily available on laptop computers. The class research being presented was conceived as part of a new interdisciplinary classroom research space call the Digital Craft Research Lab (DCRL) housed within the department of Art and Design. Courses taught within the DCRL offer students, researchers and faculty continual access to both low resolution and high-resolution prototyping machinery and materials.

This paper looks at the role of action and participatory research in a design course that created printed hand innovations in collaboration with a nine-year-old female user. Students were asked to work on modeling new designs as well as capturing the progress in a final open source book and models.

This paper asks the question can the use of classroom collaboration, action research and work spaces encourage creativity, innovation, and critical thinking in student and professional designers?

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