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


On-Line E-Portfolios in Higher Education - A Multidisciplinary Approach

Suzanne K. Lunsford, William Slattery


The Science Teaching for Ohio’s New Economy (STONE) and Partners in Earth System Science (PIES) professional development programs are long term, collaborative experiences for in-service k-12 teachers. The summer and academic year components of both programs are designed to increase the integrated science content, pedagogical knowledge and technological abilities of teams of K-12 teachers in high need Ohio school districts. Teachers selected for participation are from schools serving a population of students who are approximately 63% economically disadvantaged. Each of the programs are composed of three distinct phases. These are Phase I Summer field and lab experiences, Phase II on-line internet experiences where the E-portfolios are developed and implemented and Phase III academic year web conferences to continue the development of the E-portfolios, assess students learning gains in content and discuss future plans. The participating teachers serve as catalysts and mentors to other teachers in their schools and districts, driving curriculum change within their school buildings and school districts. The development of E-portfolios are a critical element of both the STONE and PIES programs. During the academic year, Participants of both the STONE and PIES programs meet in an online setting to develop and share classroom activities, strategies to assess student learning in inquiry-based activities and share plans to continue their activities in the future.

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