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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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


Meeting Learning Challenges in Product Design Education with and through Additive Manufacturing

William Lavatelli Kempton, Steinar Killi, Andrew Morrison


Digital fabrication tools have been available to design students for the past 20 years. Tools such as 3D printers have been used to Rapid Prototype design concepts and representations, within product development and to imitate conventional manufacturing techniques. In the last decade, there has been an increase in interest surrounding Additive Manufacturing and a shift from 3D printing as prototyping to making end-use artefacts.With much core research still located in engineering frameworks, this article addresses perspectives from practice-based, qualitative inquiry into Product Design pedagogy. It does so through attention to specialist skills training, critical study and interpretation of the computational, material and socio-economic contexts and conditions surrounding digital fabrication. The pedagogical view on Additive Manufacturing we present incorporates both technical and socially oriented conceptualisations of design. We have attempted this through what we term an Additive Experiential Learning Model in the context of Product Design education. In the model we elaborate on a set of related mindsets: Designing through the technology and designing with the technology. While the former focuses on AM as a tool for realizing product ideas, the latter seeks to exploit and develop knowledge on the premise of the technology. The approaches offer pedagogical avenues and inspirations for industry in quests to use Additive Manufacturing and 3D printing in novel, experiential and practice-based ways.

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