ABSTRACTS PROCEEDINGS

Of the special track

RESEARCH, EDUCATION, and TRAN-DISCIPLINARY
COMMUNICATION: RETDC 2022

Their virtual presentations were held in the context of

The 13th International Multi-Conference on Complexity, Informatics
and Cybernetics: IMCIC 2022©, March 8 - 11, 2022

The 25th World Multi-Conference on

Systemics, Cybernetics and Informatics: WMSCI 2021©
July 18 - 21, 2021

Editors:
Dr. Nagib Callaos
International Institute of Informatics and Systemic (IIIS), USA
Dr. Jeremy Horne
President-emeritus of the Southwest Area Division, American Association for the Advancement
of Science (AAAS), USA

Chairs of the Organizing Committee:

Professor Belkis Sánchez
International Institute of Informatics and Cybernetics (IIIC), USA
Professor Andrés Tremante
Florida International University, US
 Table of Contents
of the
Abstracts Accepted For Their Virtual Presentations at The Special Track
Research, Education, and Tran-Disciplinary Communication: RETDC 2022

Held in the context of

th
The 13 International Multi-Conference on Complexity, Informatics
and Cybernetics: IMCIC 2022©, March 8 - 11, 2022

Table of Content (p. 1)

Foreword (p. 4)

Ali Baykal, Bahcesehir University, Turkey "Transdisciplinary Paradigm in Instructional

System Design” (p. 9)

Liliana Zisu, Military Technical Academy "Ferdinand I", Romania "Transdisciplinary

Education in the Fourth Industrial Revolution” (p. 10)

Ekaterini Nikolarea, University of the Aegean, Greece, "Trans-disciplinary

Communication in Higher Education: A case study at a Greek University" (p. 11)

Daniel Dasig JR, De La Salle University Dasmarinas, Philippines, “Praxis for Advancing
Transformational and Participatory Management in Education (PATPaMED): Model
in Addressing Transitional Challenges in Education" (p. 12)

Reynaldo Garnace, Leyte Normal University, Philippines, "Mainstreaming of Children with

Special Needs at the Sped Schools: Views, Practices, and Problems" (p. 13)

Kariyawasam Sittarage Nilushika Prasangani, Sabaragamuwa University of Sri Lanka,

"Motivating L2 learners to Learn English via a Motivation Programme” (p. 14)

Przemyslaw Falkowski-Gilski, Gdansk University of Technology, Poland, "On Education

and Communication in the Interdisciplinary Field of Space and Satellite
Technologies" (p. 15)

Judy Goldenberg, Talpiot Academic College and MOFET Institute, Israel and Doron Niv,
M.A. The MOFET Institute, Israel, "Can virtual platforms replace face-to-face
assessment of candidates for admission to professional training?" (p. 16)

1
Adrian Adascalitei, Technical University "Gh. Asachi" from Iasi, Rwanda, "Blended
Teaching and Learning Used to Run Electrical and Computer Engineering Education
Programs in Technical University "Gh. Asachi" from Iasi, Romania" (p. 17)

Annalisa Vio, Ministery of Education, Italy. "From digital technology in teachers education
to PON projects in schools" (p. 18)

Dirk De Bruyn, Deakin University, Australia, "From Screen Tests to Selfies: A Generational
Shift" (p. 20)

Mabel Vazquez-Briseno, Universidad Autonoma de Baja California, Mexico.

"Communicating Internet of things projects with non-technical stakeholders" (p. 21)

Roy Carrhill. UCL Institute of Education, United Kingdom. “The importance a more
comprehensive set of factors for implementing social programmes in developing
countries” (p. 22)
Daniela Hasa. University of Tirana, Faculty of Foreign Languages, Albania, "Building a
bridge of communication and collaboration for an effective pre-service English
teachers' training" (p. 23)

Tony De Souza-Daw, Affiliation: Melbourne Polytechnic, Australia, "Revisiting Higher

Education Business Models and Academic Performance Metrics" (p. 23)

Dulce Mourato, Higher Institute of Advanced Technologies - ISTEC, Portugal, "Women in

ICT Engineering Courses: Problem Based Learning to Encourage their
Empowerment" (p. 25)

Shawyun Teay, South East Asia Association for Institutional Research, Thailand,
"Institutional, Collegial & Programmatic Strategic & Operational Action Plans
Analysis, Development & Alignment: Trans-disciplinary Communication Framework"
(p. 25)

Meenakshi M. Dr. Ambedkar Institute of Technology Bangalore, India, "Learning,

Training and E-Learning" (p. 27)

Jorge Franco, Institute of Advanced Studies of the University of Sao Paulo, Brazil, "A
Transdisciplinary Education Trajectory Based on Integrating Cultural Hybridization
And Digital Transformation Processes Supported by Web3D Computer Graphics
Programming" (p. 28)

2
Alexander G. Yushchenko, National Technical University – «Kharkiv Polytechnic
Institute», Ukraine, "An Investigation of the Ultra-Modern Psychotropic Weapons Of
Mass Destruction" (p. 29)

Alexander G. Yushchenko, National Technical University – «Kharkiv Polytechnic

Institute», Ukraine. "Homological Creative Processes Theory: Technical and
Humanitarian Applications" (p. 30)

Mariam Orkodashvili. Georgian American University (GAU_, Georgia. "Research on on-

line education: pandemic challenges" (p. 31)

Jose Honorio Glanzmann. Instituto Federal De Educação, Ciência E Tecnologia Do Sudeste

De Minas Gerais - IFSudesteMG, Brazil, "MTS2Dance - Assistive Technology for
Wheelchair Dance Teaching" (p. 32)

Liliana Zisu, Military Technical Academy Ferdinand I of Bucharest, Romania, "Power of

Research” (p. 33)

Zorislav Šojat, Ruđer Bošković Institute, Zagreb, Croatia, "Towards Intelligent

Cooperation of Human Technosphere and Planet's Nature" (p. 34)

Vinod Kumar Verma, Sant Longowal Institute of Engineering & Technology, (SLIET),
Punjab, India, "Trans-Disciplinary Communication Focused Opinions and Reviews
on the Secure Internet of Things " (p. 35)

Yu-Mei Wang, The University of Alabama at Birmingham, USA. “Infusing

Interdependence into Online Peer Critique” (p. 36)

3
 FOREWORD

Nagib Callaos
International Institute of Informatics and Systemics (IIID, www.iiis.org)

The main purpose of this special issue that includes peer reviewed by two opposite methods
(double-blind and non-blind), but re-written FOR Trans-disciplinary Communication, may be
resumed in the following quotes of Two Noble Laureates in Physics and Abraham Loeb, chair
of the astronomy department at Harvard University

"If you can't explain it simply, you don't understand it well enough."
(Attributed to) Albert Einstein1 [Italics and emphasis added]

“I couldn't do it. I couldn't reduce it to the freshman level. That means

we really don't understand it." Richard Feynman2 [Italics and emphasis
added]

“[T]he traditional boundaries among disciplines should be blurred since

innovation often blossoms along these boundaries. Universities should
consider a new organizational structure that moves away from the existing
system of departments and enables a continuum of expertise across the
arts, humanities and sciences.”…….. “Students should be encouraged to
take courses in multiple disciplines and organically weave them into new
research patterns.”.......“For too long universities have been engaged in a
monologue ... It is time for us to engage once again in a dialogue with
society.”3 [Italics and emphasis added]

1
Since this is one of the several expressive forms with which this idea is attributed to Albert Einstein, we may infer
that he repeated the essence of the idea at different occasions and in different contexts.
2
Richard Feynman is earned the Albert Einstein Award in 1954 and the Nobel Prize in Physics, in 1965, the same
year he published the book referenced by Leonid Perlovsky. He is a known physicist with huge achievements in his
life. He is known for the Feynman diagrams, Feynman point, Feynman–Kac formula, Wheeler–Feynman absorber
theory, Feynman sprinkler, Feynman Long Division Puzzles, Hellmann, Feynman theorem, Feynman slash notation,
Feynman parameterization, Sticky bead argument, One-electron universe, Quantum cellular automata, One-electron
universe, Quantum cellular automata, etc. Feynman is also a well known effective teacher, and ―was once asked by a
Caltech faculty member (David Goodstein) to explain why spin 1/2 particles obey Fermi-Dirac statistics. He gauged
his audience perfectly and said, ―I’ll prepare a freshman lecture on it.” But a few days later he returned and said,
“You know, I couldn’t do it. I couldn’t reduce it to the freshman level. That means we really don’t understand it.‖
(Feynman, 1963) [Italics and emphasis added]
3
The Scientific American affirms that ―Abraham Loeb is chair of the astronomy department at Harvard University,
founding director of Harvard's Black Hole Initiative and director of the Institute for Theory and Computation at the
Harvard-Smithsonian Center for Astrophysics. He also chairs the advisory board for the Breakthrough Starshot
project.‖ (Loeb, 2018)

4
If the Noble Laureates in Physics Albert Einstein and Richard Feynman are not wrong then the
authors who made their oral presentation FOR Trans-Disciplinary Communication, as it was
required from them, then increased their understanding regarding the disciplinary or inter-
disciplinary research they orally communicated via virtual presentation FOR Trans-Disciplinary
Communication, which was required from them in the formal acceptance of their abstracts,
included in this proceedings.

On the Other hand, if Abraham Loeb (chair of the astronomy department at Harvard University,
founding director of Harvard's Black Hole Initiative and director of the Institute for Theory and
Computation at the Harvard-Smithsonian Center for Astrophysics) is not wrong then the authors
of this special issue added common good to, at least, the Academic Word, and potential to
Society al Larger.

All authors of the abstracts in these proceedings received in the call for presentations and in the
acceptance of their respective abstracts the meaning of Trans-disciplinary Communication, at
least as used for this special track and its respective abstracts proceedings. Consequently all of
them received the following description of the notion of ―Trans-disciplinary Communication.

They were alerted that ―Tran-Disciplinarity‖ has had few definitions, meanings, and senses,
depending on the objective of the write and/or the context in which the word is being used. In the
case of this The Special Track on Research, Education, and Tran-Disciplinary Communication:
RETDC 2022, we made them notice that

1. ―Trans-disciplinary‖ is adjective and the substantive is ―communication‖/ Consequently, the

purpose is to provide a meaning related to the notion of ―communication‖, ―Human
Communication‖
2. We are trying to identify a most general meaning, for which the etymological meaning has
been the recommended one to start with.

In any case, the following meaning is the one used by the International Institute of Informatics
and Systemics (IIIS)

Etymologically, ―trans‖ is a
―word-forming element meaning "across, beyond, through, on the other side of, to go
beyond," from Latin trans (prep.)‖across, over, beyond," (Online Etymological
Dictionary)

Consequently, trans-disciplinary communication would mean to communicate 1) "across‖,

―through‖ disciplines and/or 2) ―beyond‖, ―on the other side‖ of, disciplines, i.e. ―to go beyond‖

5
disciplines. In the first meaning, Inter-disciplinary Communication relates academics and in its
second sense, it relates Academy and Society.

It is important to notice that Trans-Disciplinary Communication is different than Trans-

Disciplinary Field. For example, Mathematics, Operations Research (Mathematical
Optimization), Informatics, etc. are trans-disciplinary fields, because they can be applied to most,
if not all, disciplines. But, mathematical or computing languages are not effective for Trans-
Disciplinary Communication. The below figure 1 visualizes the meaning given above.

Figure 1

If the papers to be published had already been peer-reviewed by peer from the same disciplinary
or interdisciplinary field and, consequently, had been accepted for publication, then they would
require no more of the usual review.

If intellectual rigor4 is to achieve an objective (e.g., originality) while being restricted by 1) a

disciplinary or inter-disciplinary semiotic systems and 2) the corresponding methodology; then
an article already accepted by the respective disciplinary or inter-disciplinary peers, then to re-
write for trans-disciplinary communication require to increase its intellectual rigor because it
need to achieve another objective (understandability in other disciplines) and to also be restricted
by other semiotic system as it is the case of a Natural Language.

Natural Language is what is common to all disciplinarians and inter-disciplinarians. This is why
natural language is what is more effective in a more comprehensive trans-disciplinary
communication. This means that multi-disciplinary communication of an article, already
accepted by peers in its disciplinary or inter-disciplinary field, require more intellectual rigor
than that required for its disciplinary or inter-disciplinary communication5.

4
More details regarding the notion of ―Intellectual Rigor‖ are included in (Callaos & Marlowe, 2020); (Callaos N. ,
The Notion of Intellectual Rigor: A Systemic/Cybernetic Approach, 2020); and (Callaos N. , The Notion of
Intellectual Rigor: A Systemic/Cybernetic Approach, 2020)
5
More details on Inter-Disciplinary Communication may be found at (Callaos & Horne, Interdisciplinary
Communication, 2013)

6
 ―Trans-disciplinary Communication‖ should have the rigor of the corresponding disciplinary,
inter-, or trans-disciplinary field of knowledge plus the rigor required for meeting other
objective(s) (e.g. reaching other readers) while adding more restrictions (those related to the new
semiotic system that should be used in order to meet the additional objectives.

As we informed above, in several previous articles we concluded and applied the following
notion of Intellectual rigor6:

To achieve intellectual and/or pragmatic objectives, while being restricted to the semiotic system
and methodology of the required (intra-, inter-, or trans-disciplinary) field of knowledge.
Consequently, it is evident that if an article or a book proved (according to the writers peers) to
have the required intellectual rigor, then to translate from one or more disciplinary semiotic
system to another semiotic system (known to the readers) then it would be more rigorous as long
as it is still meeting the required initial rigor plus the rigor related to the new potential readers
which represent another objective and more restrictions related to the new semiotic system and
the new communicational methodology which usually require analogical thinking (not just
logical) and/or, possibly, metaphorical expressive ways. All of these should be achieved
subjected to the rigor required by the corresponding field of knowledge, be it intra-, inter-, or
trans-disciplinary one(s).

Let us cite a very specific example. Education in the trans-disciplinary field of Mathematics
requires additional rigor because while having to meet the mathematical rigor, it has to meet the
rigor of communicating with the students, using an additional semiotic sys and the additional
methodology required in the educational process. This means: not less rigor in mathematics but
more rigor in expressing the same rigor but via other semiotic systems (which their own
syntactic, semantic and pragmatic restrictions) in order to be effective in meeting the additional
objective of, at least, being understood by the students.

Another example might be found in communicating in plain English with a toddler who is
starting to speak and to understand. The communicator need to think more and more effectively
than in communication with an adult who speaks the same language.

Another example has been presented by Sonja Ehret (2021). She referred to the intergenerational
dialogue between grandparents and grandchildren. This require more thinking and intellectual
effort on both sides, because their mental contexts are different so they have to find a way of
translating from one content to another and vice versa. This trans-generational communication,
effectively raised by Dr. Sonja Ehret is another example of the additional intellectual effort that
should be made in order to communicate between contexts, even in the same semiotic systems.

6
We are extending it a little bit here. More detailed articles were referenced above in footnote 2.

7
Let alone if you have to translate between two different semiotic systems the disciplinary ones
and the natural language semiotic system along between different mental contexts. This brings to
mind the phrase attributed to Einstein: “You do not really understand something unless you can
explain it to your grandmother”; which is the other version of "If you can't explain it simply,
you don't understand it well enough. Since there are different versions of this phrase, attributed
to Albert Einstein, it may be concluded that he reiterated it in different contexts.

8
 Abstracts accepted for Virtual Presentations at
The Special Track on
Research, Education, and Tran-Disciplinary Communication: RETDC 2022

Prof. Ali Baykal, Bahcesehir University, Turkey

"Transdisciplinary Paradigm in Instructional System Design"

Is there any talent or skill independent of medium or content? This presentation is based on the
assumption that the answer is ―no‖. It is not easy to find a skill in practice independent of
content, even in psychomotor domain. There must be a "road" to walk; a water reservoir to
"swim", a floor on which to stand still. Affective qualities or attitudes are also interlocked with a
kind of material. There must be someone to love… something to care for, a topic to be interested
in… an event to be angry about. In the cognitive domain no aptitude can be defined and
measured without a subject-matter. No problem can be solved without being formulated in terms
of some subject matter. Even "intelligence", which is one of the most abstract abilities, can only
be measured within a frame-work of a verbal, numerical or visual content. All of the cognitive
domain educational objectives can be operationalized relevant to a school subject. From primary
education to graduate education, the names of the courses, programs and professions are
identified with the disciplines: Mathematics, Physics, Philosophy, Arts, Humanities, etc.
However, in the information society that has emerged in the knowledge economy environment in
the last 6 decades intra-disciplinary (mono-disciplinary) paradigm of education has left its place
to interdisciplinary approaches. STEM, CLIL and myriad of other interdisciplinary curricula
replaced the sparkling intra-disciplinary curricula developed by PSSC, Chem-Study, SCIS, etc.
in the post-Sputnik era. Curricular fusion reigned supreme over curricular fission no matter how
irresistible it had been. In particular, the educational science itself discovered its own diversity,
just like the fish the last to discover the water. When learning-teaching processes are described as
systems, most people can understand this as "good education" possesses "system" characteristics.
However, ―good‖ education is also a system, and so is ―bad‖ education… To put the other way
around succinctly all educational interventions, display system characteristics, good or bad
wouldn't matter… Science education is a system, and so is religious education… Both distance
education and face-to-face education have system characteristics. There is no education that is
not a system. Refinement of outmoded elements and contraction of continuously expanding
information into a viable curriculum is an essential educational task with high priority.
Apparently, since such educational design projects in education are multidimensional in nature
educators need help from the disciplines of other domains. To optimize the use of experiential
knowledge of immense educational practice a systematic approach is required. Systems approach
in transdisciplinary mode provides such an opportunity. This challenging task can be carried out
within different modes of disciplinary contexts. Four disciplinary perspectives can be compared
and contrasted in terms of major structural components of instructional systems. The structural
components of any instructional system are the objectives, physical setting, social setting,

9
instructional methods, educational media, and the instructor. At the intersection points of the
rows representing the curricular elements, and of the columns signifying the disciplinary modes
hypothetical features of plausible practices can be plotted. Also, intra-disciplinary curriculum,
core curriculum, and spiral curriculum paradigms are to be considered during the critical analysis
of major interdisciplinary approaches. Effective use of dynamic properties systems of have been
referred all along the discourse. Initial values of heuristic judgments have been supplied from the
references to support the arguments. Concepts that are borrowed from ―system thinking‖ precede
guiding principles for education. They are not false dichotomies. They specifically involve
inevitable bipolar characteristics of instructional system. These are not false dichotomies but
conjugate qualities. Those who are responsible to design the curriculum can integrate knowledge
from different scientific and nonscientific sources purposely, plainly, and methodically.

Mrs. Liliana Zisu, Military Technical Academy "Ferdinand I", Romania

"Transdisciplinary Education in the Fourth Industrial Revolution"

Although the first three industrial revolutions the world went through changed the economy and
drastically changed human society, the fourth revolution is fundamentally different from its
predecessors, being defined by cyber-physical systems, IoT (Internet of Things), cloud and AI
(Artificial Intelligence).

The tools with which the fourth industrial revolution is working are the automation of production
and the interconnection of its processes with the help of an integrated system of equipment,
machines, employees, mobile devices and IT systems.

The creation of "smart factory" instead of traditional factories is done by going through 4 stages:
digitization, mobility, automation and computerization of the factory.

The new technologies promise to bring radical and irreversible changes to the global economy,
with consequences that will affect not only the low-skilled and low-income, but also a significant
part of the middle class, especially among the middle-skilled and high level of routine.
Thus, the main economic effect of the revolution will be a very large discrepancy between low-
skilled and highly-skilled employees, which will lead to rising unemployment and economic
inequality. Jobs that pay high salaries will only be for a small number of employees with very
high qualifications and complex skills, which many of the current graduates of educational
institutions do not have.

The first step in preparing employees for this wave of change is a profound reform of the way we
approach education. It is estimated that 65% of children now starting their schooling will occupy

10
positions that do not currently exist, and the current system does not provide them with the skills
needed to succeed in the new economic context.

To overcome the challenges posed by the Fourth Revolution, the transdisciplinary model is best
suited. Transdisciplinary demands a special state of mind and conscience, free from prejudice. Its
objective is to obtain an overview, the finality of transdisciplinary being the understanding of the
world, from the perspective of the unity of knowledge. In this way, transdisciplinary opens the
door to innovation, preparing them more fully for life and for the reality they will discover,
appreciate and transform in the future.

In the new dynamic and interconnected global economy, graduates need strong communication
and social skills, as well as the development of critical-analytical and problem-solving skills.
Among the areas in which the number of available jobs will increase are those where solid
knowledge of mathematics, computer science and science (STEM) is required, analysis of a high
volume of data and those that involve a lot of creativity.

At the same time, education systems should create programs that focus on applying the concepts
learned by students in real situations and not on theory or grading.

Dr. Ekaterini Nikolarea, University of the Aegean, Greece

"Trans-disciplinary Communication in Higher Education: A case study at a Greek
University"

This presentation will be a meta-cognitive description of an ESP7 teaching class at a Greek

University, when Greek university students had to come in terms with existing asymmetries in
English and Greek terms and their use in the English and Greek scientific discourses.This
presentation will also show how both the teacher and the students - through the Socratic
Midwifery (Maieutics) method8 they used – achieved an active trans-disciplinary communication
expressed as follows:

On the one hand, the students became aware and acquired knowledge of how to deal with
linguistic, scientific and socio-cultural asymmetries between the global (English) and local
(Greek) discourses, as in rendering the oneEnglish term ―process” (n) into two different Greek
terms: (1) διαδικαζία (as in mental process) and (2) επεξεργαζία (as in data or food process) [a
case of inter-scientificity9].

7
ESP: English for Specific Purposes
8
The Socratic Midwifery (Maieutics) method is that of questioning and answering.
Inter-scientificityin an inter-linguisticcommunication – that is, a communication between two different linguistic
9

systems) - is a skill that is acquired by a non-Englishstudent or researcherwhocan distinguish between various

11
On the other hand, the teacher, being challenged by the students, had to re-think over and recall
the fiveexisting English equivalences of the oneGreek term ―λειτουργία‖; that is, (1) function
(in the general sense); (2) operation (in the Computer Science sense); (3) (Divine) Liturgy (in the
Orthodox Christian Tradition); (4) Mass (in the Catholic Church Tradition) [a religious and
cultural difference]; and (5) Liturgy [in terms of 5th-century Athens – a historical and socio-
cultural aspect] [a case of reverseinter-scientificity10].

Thus, as the presenter will claim thatTrans-disciplinary Communication in Higher Education

that requires students and teachers to move back and forth between two, at least, different
linguistic and socio-cultural systems and scientific discourses can be not only―across‖ and
―beyond‖ disciplines (an epistemological issue)but also―across‖ and ―beyond‖ languages and
cultures (an ontological issue), when inter-linguistictranslation and cultural mediation take
place consciously or unconsciously. The interconnectedness between epistemology and ontology
in this kind of communication will be briefly discussed.

Dr. Daniel Dasig JR, De La Salle University Dasmarinas, Philippines

“Praxis for Advancing Transformational and Participatory Management in Education
(PATPaMED): Model in Addressing Transitional Challenges in Education"

The ramifications of Education 4.0 have posed numerous challenges in the field of educational
leadership and management particularly in transitioning to fully online education during the
pandemic. This paper introduces the Praxis for Advancing Transformational and Participatory
Management in Education (PATPaMED) as a model for identifying, designing, and addressing
transitional challenges of educational institutions in the digital transformation and COVID-19
pandemic era. The researcher forwarded the idea that educational institutions need to accelerate
and champion transformative leadership and participatory management paradigm to attain a
successful and holistic distance learning environment. The PATPaMED model underscores the
need to model fully online teaching and learning environment by establishing empowered
stakeholders, thereby developing a participatory management paradigm, and adopting
educational technologies that facilitate transitional processes, methods, and digital services for
education leaders, learning facilitators, and learners. Seriously confronted with the COVID-19
pandemic, it has unmasked educational capabilities and capacities to transition to fully online
learning as a pedagogical approach. The proposed model also provides a schema to interface

meaningsof a terminological entity in English and can render it and use its equivalenceaccurately in his/her own
mother tongue (e.g. Greek, Spanish, Russian, Japanese, Arabic etc.).
10
Reverse inter-scientificityin a reverseinter-linguisticcommunication is a skill that is acquired by a non-
Englishstudent or researcher who can distinguish between various meaningsof aterminological entity in his/her own
mother tongue(e.g. Greek, Spanish, Russian, Japanese, Arabic etc.) and can render it and use its equivalence
accurately in English.

12
leadership, management, program development, learning resource generation and management,
stakeholder management, risk management, and balanced scorecard. Similarly, it helps education
leaders towards reflective, facultative, and innovative leadership and participatory management
in facing transitional challenges in the digital transformation journey. The model has been
piloted in higher education institutions offering blended learning modality before the COVID-19
pandemic and transitioned to fully online learning modality during the onslaught of COVID-19.
Accordingly, the PATPaMED model helped education leaders and executives to interface
effectively and efficiently all design features of online courses, learning resources, and
empowered university stakeholders by facilitating participative, cooperation, and empowered
personnel. Stakeholders built commitment and developed initiatives within their work teams.
This article provides a template for educational institutions to accelerate an Education 4.0
infrastructure and empower stakeholders to meet the changing demands of the education
industry.

Dr. Reynaldo Garnace, Leyte Normal University, Philippines

"Mainstreaming of Children with Special Needs at the Sped Schools: Views, Practices, and
Problems"

This study aimed to look into the views, practices and problems of stakeholders on the
implementation of the mainstreaming program in 6 SPED schools in Leyte and Tacloban City
Divisions of DepEd.

Complete enumeration was utilized in choosing the respondents except the regular-student
respondents who were selected using simple random sampling.

The respondents were five (5) administrators, twenty-eight (28) SpEd teachers, thirty-seven (37)
regular education teachers, sixty-seven (67) mainstreamed children with special needs (CSNs),
two hundred (200) regular pupils, and sixty-seven (67) parents of the mainstreamed CSNs.

Using survey questionnaire and in-depth interview guide data revealed that, all respondent
groups had positive views on the mainstreaming program except for the regular pupils who were
in-doubt of the program. For the administrators and SpEd teachers, the program promoted better
understanding of the attitudes and needs of CSNs. Respondents reported that teaching pupils to
understand and accept human differences was one of the best practices the mainstreaming
program has ever promoted.

It was also revealed that the four groups of respondents (SpEd Teachers, regular Teachers,
Administrators and Parents) perceived all the fifteen pre-identified practices in the
implementation of mainstreaming program for CSN as generally implemented. Also, they

13
considered lack of training relevant to SPED was the major problem they encountered in the
program.

The views of all respondent groups about the mainstreaming program per se did not differ. They
were all favorable except that of regular pupils.
The respondents‘ perception regarding the level of implementation of the mainstreaming
program for CSNs did not differ from each other. However, using the Kruskal Wallis ANOVA
Test it was found out that in five (5) of the indicators of the actual practices observed in the
implementation of the program, the groups differed significantly in their opinion especially on
the indicator that Friendships between non-disabled and disabled pupils are encouraged.

Based on the results it is concluded that the mainstreaming program has been well-implemented
and accepted by stakeholders.

Dr. Kariyawasam Sittarage Nilushika Prasangani, Sabaragamuwa University of Sri Lanka

"Motivating L2 learners to Learn English via a Motivation Programme"

Motivation is a key factor of English language learning. Anyhow, teachers encounter certain
problems once they try to motivate their students for English learning. In fact, this study provides
an exciting opportunity to advance the knowledge of improving the L2 motivation of the L2
learners. The major objective of the current study is to examine the possibility of increasing the
L2 motivation by strengthening the ideal L2 self via a motivation programme based on Dornyei‘
s L2 Motivational Self System and Magid and Chan Motivational Programmes. The voluntary
motivation programme was conducted among 139 Sri Lankan undergraduates. All the
undergraduates participated voluntary and they were given the chance to leave the programme at
any time. The motivation programme was designed including two main sessions. Session one
was an interactive session with the role models and session two was dedicated to create a
Possible Self Tree and action plan. The role models were selected from the alumni and they were
from different professions. The motivation was examined in two times by utilising a
questionnaire survey (pre-test and post-test). SPSS Paired Sample T Test was used to analyse
the data of pre and post motivation programme. The findings revealed the significant
improvement of ideal L2 self after the motivation programme with the large effect size. Further,
the findings indicated the possibility of strengthening L2 learners‘ future vision and goals via a
motivation programme. This programme might be an innovative and challenging effort for the
L2 teachers. Further, the positive findings guarantee the possibility of motivating the L2 learners
by enhancing the vision of their ideal L2 self. These findings have important implications in
English education for developing similar motivation programmes in L2 contexts to increase the
L2 motivation of the L2 learners.
Key words: L2 Motivational Self System, Ideal L2 self, L2 motivation

14
 Dr. Przemyslaw Falkowski-Gilski, Gdansk University of Technology, Poland
"On Education and Communication in the Interdisciplinary Field of Space and Satellite
Technologies"

Currently, there is a growing demand for the most up-to-date academic courses that will fulfil the
needs of modern-day society. Each university candidate has to make choices and judgements
carefully, in order to best meet the demands and expectations of the ICT market. This fact
becomes particularly important when educating individuals with different backgrounds and
skills. Efficient communication, especially in an interdisciplinary field such as space sciences
and related technology, becomes very demanding. This paper describes a case study carried out
on a group of candidates and graduates from different editions of Space and Satellite
Technologies, an interdisciplinary M.Sc. course carried out at universities from the Tricity region
in Northern Poland. The education process itself is carried out in cooperation with both national
and international business partners, as well as the Polish Space Agency based in Gdansk. The
paper provides both qualitative and quantitative data, considering the whole group and particular
individuals.

The Faculty of Electronics, Telecommunications and Informatics, at Gdansk University of

Technology, recruits students for the specialty called: Information and Telecommunications
Technologies in Space and Satellite Engineering. Other specialties include: Mechanical and
Mechatronic Technologies in Space Engineering, Marine Satellite and Space Systems, and Space
and Satellite Applications in Security Systems. Recently, a new international edition has been
launched, with specialty: Engineering and Management of Space Systems. This joint initiative is
the answer to the development of a new innovative industry sector related with space exploration
and utilization technologies. This development can be observed by the vast introduction of
numerous companies and other parties related to the space sector in Poland, particularly in the
Pomerania Region and Tricity itself, and all around the world. These include both well-
recognized international corporations, as well as local companies offering various services,
related with satellite communications, satellite navigation, Earth observation, mobile
technologies, and of course spatial data processing and digital maps.

15
 Dr. Judy Goldenberg, Talpiot Academic College and MOFET Institute, Israel
Doron Niv, M.A. The MOFET Institute, Israel
"Can virtual platforms replace face-to-face assessment of candidates for admission to
professional training?"

Clear assessment processes and criteria for admission to professional training programs are
crucial to ensuring that the graduates will be high-quality. Worldwide studies have shown that
most entrance criteria for academic studies is based solely on cognitive ability such as
matriculation scores, GPA, or psychometric entrance exams. However, there is growing
recognition that for certain professions, selection processes must also assess the personal and
professional suitability of candidates. Innovative screening systems address the candidates'
personality, tendencies, behaviors, values, motivations, expectations, and interpersonal abilities.
These are often measured in assessment centers, which include interactive group dynamics
exercises, semi-structured interpersonal interviews, peer ratings, and personality questionnaires.
Such measures are personal face-to-face tools requiring the interaction of several candidates in a
group situation or the interpersonal interaction of the candidate with interviewers.

One such profession for which it is generally agreed that there is a necessity to measure
suitability by testing personality measures is the field of teaching. In 2015, a selection system for
teacher education studies known as MESILA, was created and employed measuring personality
traits through interpersonal alternative prediction measures. For several years, candidates were
rated on their suitability as teachers based on the full day assessment of four independent
evaluators, as well as scores on peer evaluations - all based on face to face interactions.

The outbreak of COVID-19 in March 2020 brought about lockdowns, quarantines, and social
distancing, all of which prevented personal and group admission procedures. The assessment
system for teacher-education applicants was adapted to the new reality, and applicants were
tested using ZOOM technology.

The present study describes the transition to virtual online testing and examines the impact of
this change, comparing the online test scores with the scores obtained from face-to-face testing
conducted in previous years. The scores in both test modes were compared as well as subjective
ratings by both the candidates and the evaluators.

Findings show similar statistical results from both methods, with a slight difference in the means
and variance of the candidates, for which higher mean scores were found for face-to-face testing.
It appears that the lack of face-to-face interaction and the cancellation of the interpersonal group
dynamic tests led the evaluators to be less confident of their evaluations and more conservative
in their judgements, shying away from giving extreme scores.

16
While the candidates reported that remote assessment provided fewer opportunities to express
themselves, both candidates and evaluators were satisfied with the administration and
convenience of the assessment day. Evaluators‘ feedback showed that despite the lack of face-to-
face interactions, the remote testing succeeded in providing adequate information. Two thirds of
the evaluators stated that in their opinion it is also possible to create tests to measure group
dynamics by remote testing.

It appears that the ability to assess candidates and rate their suitability to teaching is related to the
measures employed, the questions asked, and the evaluations of experienced evaluators and is
not significantly influenced by the testing modes, which showed similar scores. It will be
interesting to study the predictive validity of both types of testing in the future to compare the
effect of virtual remote testing on prediction of teacher effectiveness.

Prof. Adrian Adascalitei, Technical University "Gh. Asachi" from Iasi, Rwanda
"Blended Teaching and Learning Used to Run Electrical and Computer Engineering
Education Programs in Technical University "Gh. Asachi" from Iasi, Romania"

The presentation is related to how to prepare STEM teachers and students to use blended
learning environments; BTL course components and activities for electrical and computer
engineering education; and an example of application of educational objectives of Bloom and
Anderson & Krathwohl taxonomy. In fact the paper is a Synthesis and a continuation of previous
papers most of these papers are available on the internet being Open Source.

In the mentioned articles we also analyzed and discussed the use of virtual and remote
laboratories in the training of future engineers.

Very recently the European Union explored three basic propositions that are found to be
indispensable in the Future of Digital and Online Learning in Higher Education: (1) providing
access to accessible digital technology; (2) developing digital skills and competences; (3)
implementing a digital learning culture.
Instructional model with a blended-learning approach provides more individualized instruction
than traditional face-to-face tuition. It enables learners to accommodate the space/time demands
of other interests, as students can carry on other everyday activities without having to adapt to
strict space/time constraints In this paper, we have reviewed the recent and programmatic
documents of: the European Society for Engineering Education (SEFI), the International Society
for Engineering Education (IGIP), the Institution of Electrical and Electronics Engineers (IEEE),
the International Association of Online Engineering (IAOE), and the American Society for
Engineering Education (ASEE) to identify the specific pedagogical characteristics used in the
BTL process.

17
The cooperation between our universities began in 2017 and have resulted in the publication of a
number of articles. Both Students and Professors will use the BTL Methods. The integration of
online laboratories (both Virtual and Remote) in the engineering training process, the use of
Virtual Learning Environments (VLE), the inclusion of Open Educational Resources (OER) are
the strategies used in this project.

Prof. Annalisa Vio, Ministery of Education, Italy

"From digital technology in teachers education to PON projects in schools"

Digital education is an important part of Italian teachers education, expressly established by

Ministry of Education in the national program for new teachers and in-service teachers.
Firstly a specific obliged digital workshop - Laboratorio Digitale per Neoassunti - is planned for
the first year of new teacher (neoassunti). The program combines both theoretical, good practices
examples and practical training.

For in-service teachers Scuola Digitale is the national project dedicated to digital technology
education, which comprehends 35 actions dedicated to teachers, students, schools.

During the teacher careers it is also possible to join PON (National Operational Program). One of
theme is focused on technology and teacher training environments upgrading in particular. ,
Moreover there are also the opportunity for teacher with refresher courses. From the most
interesting ones two examples: the webinar of ITD and the mooc platform www.eduopen.org
The Istituto per le Tecnologie Didattiche‘s mission is to perform research studies and technology
transfer activities focusing on ICT as a resource for teaching/learning processes; innovative
approaches to the design, management and assessment of learning environments.

The new Mooc platform www.eduopen.org is born in 2017 and presents free courses from Italian
University dedicated in particular to teacher education, and focus on Universal Design for
Learning.

From these training courses and acquired methodology I would like to present the experience of
my school KleeBarabino of Genova, where I conducted as Expert Teacher the PON
―ComunicArte: il bello della nostra città. Dall‘informazione alla comunicazione: un Toolbox per
raccontare il bello della nostra città‖ (―ComunicArt: the beauty of our city. From information to
comunication: a toolbox to tell the beauty of our city‖).

This experience was a good example of Universal Design for Learning, since it was able to
combine different subjects with a digital technology and effective group interaction. The

18
program starts from teacher digital education and the building of design inclusive lessons for
students with difficulties. Every lesson was planned, precisely described, and shared online with
the partecipants. The lessons were not only based on digital technology as instrument for
knowledge and express creativity, but connected to real life and history of the city of Genoa.
After introductory lessons focus on comunication strategies with digital technology, other
lessons took place at open air with a guided tour in Genoa historical center when students could
used digital technology as video, photography, smartphone to caught images and little history of
the visit. In the following appointments there was the reworking of the material with work group
and peer to peer methodology, thanks also to sharing material and creative solution with special
digital software. All students could partecipate with no differences about classes, age, or school
level. Peer to peer, problem solving and learning by doing was very appreciate methods of
working.

In general the Pon experience was considered so advantageous for the capacity to combined
digital technology in a learning project which included different subjects together with a
personal, creative experience of the students.

This research represents a first glance of Italian teacher digital education program connected
with the Pon experiences of schools, but the results emerged in the finale report of the national
expert evaluator of pon projects were interesting and stimulating for a deeper investigation and a
fruitful discussion in international researches comparison.

References

Indire, GPU Gestione del Programma 2014-2020. (2019). http://pon20142020.indire.it/portale/

Istituto Tecnologie Didattiche, Essediquadro. (2019). https://sd2.itd.cnr.it/ Liceo Artistico Statale ―KleeBarabino‖,
Relazione finale del valutatore su PON 10.1.1A-FSEPON-LI-2017-19 Inclusione sociale.pdf. (2019).
https://docplayer.it/163316760-Liceo-artistico-statale-klee-barabino.html
Ministero dell‘Istruzione, Formazione Docenti. (2019). https://www.miur.gov.it/corsi-di-formazione-per-docenti
Ministero dell‘Istruzione, Piano Nazionale Scuola Digitale. (2019).
https://www.istruzione.it/scuola_digitale/index.shtml
Università di Perugia, Competenze digitali per lo sviluppo delle abilità socio-emotive per l‘inclusione. (2019).
https://learn.eduopen.org/eduopenv2/course_details.php?courseid=393
\

19
 Dr. Dirk De Bruyn, Deakin University, Australia
"From Screen Tests to Selfies: A generational Shift"

To what extent have attention spans shifted since the 1960s? What is the imapct of the pop-song
on our bodies? What are the differences in presentations of the self in analog and digital media?

The second year Unit ―Experimental Screens‖ had a window in 2021 to present its content on
site in a studio setting after a year of online delivery due to Covid based lockdowns. The
emphasis of the unit focused on historic shifts in innovative story-telling in two phases, historic
and contemporary approaches and the shift from analogue to digital moving image production. A
theoretical framework was provided by Vilem Flusser‘s thinking on the technical image and the
freedom of the migrant, and Marshall McLuhan‘s four laws of media and the evolution of an
acoustic space.

In a studio setting of 15 students, each student had used of a digital camera. Examples of Andy
Warhol‘s Screen tests were shown and discussed.

Each student in turn, was asked to sit on a lit chair and asked to look at a recording camera on a
tripod in front of them for 2 minutes 45 seconds (100ft of 16mm film at 24fps and the length of
Warhol‘s celebrated Screen Tests). This experience was then repeated, this time with the favorite
piece of music playing during the 2‘45‖ period. Those 14 students not being recorded were asked
to film intermittently elements that caught their attention in the room.

This different footage was then examined by the group and a discussion ensued comparing the
technology available in Warhol‘s 1960s ―Factory‖ to the digital now/ its shifting impact on the
body/ how such images are now read/ how time is experienced with music and with silence/ the
difference of this experience to an online Zoom meeting of aggregate talking heads/ the
contemporary function of the selfie/ the impact of such different Covid framed settings on
student mental health.

Flusser, Vilém (2011), Into the Universe of Technical Images, trans. N.A.Roth,
Minneapolis–London: University of Minnesota Press.

Flusser, Vilém & Kronenberg, Kenneth (trans.), & Finger, Anke K (ed.) (2003). The
freedom of the migrant: objections to nationalism. University of Illinois Press.

McLuhan, Marshall 1977 ―Laws of the Media," Et cetera, June 1977, pp. 1973-179,

20
 Dr. Mabel Vazquez-Briseno, Universidad Autonoma de Baja California, Mexico
"Communicating Internet of things projects with non-technical stakeholders"

Internet of things (IoT) is a wide concept that involves several areas. IoT has been defined by the
ITU (International telecommunications Union) as a global infrastructure for the information
society, enabling advanced services by interconnecting (physical and virtual) things based on
existing and evolving interoperable information and communication technologies (ICT).

IoT is based on a three layers architecture:

a. Perception Layer: is based on technologies for devices recognition and data gathering, it
includes all related information and communication between sensors and mobile devices.
b. Network Layer: defines communication protocols and technologies for the transmission
of captured information in perception layer.
c. Application Layer: is based on end-user requirements for application areas, in this case
focused on health prevention.

In other words, IoT includes software as mobile applications, distributed systems, and hardware
like physical devices, vehicles, buildings, and other items embedded with electronics, sensors
and actuators. Network connectivity and communication protocols are also required to enable
these objects to collect and exchange data.

IoT applications and systems can be implemented in many fields, some of them require
interaction with non-technical users and stakeholders. Since there are many technologies
involved, it represents sometimes a challenge to extract requirements from users. Experience
about this was obtained developing IoT projects in two main non-technical areas:

1. Health: An IoT platform to prevent childhood obesity was developed. For this project
many interactions with physicians, educators and children were required. It was
necessary to stablish a new vocabulary to explain complex IoT concepts to this group.
Privacy was one big issue among the community.
2. Natural zones protection. A project to protect beach-nesting birds using IoT was
developed. It required interaction with biologists and NGO-members to define the
boundaries of the project. Many concepts were difficult to explain, particularly related to
the use of sensors.

The intention of this work is to describe the main challenges presented when extracting
requirements from non-technical stakeholders of projects that require interconnection of physical
and virtual objects using wireless communication and sensors. It also describes the practices that
were more effective when communicating technical issues and provides results from an

21
evaluation questionnaire applied to identify concepts that are more difficult to understand. A
main contribution is to provide future guidelines to engineers and other ICT professionals when
communicating with non-technical partners.

Prof. Roy Carrhill. UCL Institute of Education, United Kingdom

“The importance a more comprehensive set of factors for implementing social programmes in
developing countries”

This presentation examines the factors affecting the successful implementation of Social Sector
Plans in developing countries. It is unique in that, although there have been several books and
very many articles on the theme of obstacles to implementing programmes in developing
countries in several sectors, nearly all of them focus on only a few possible factors or reasons
and all of them only compare and consider a handful of countries.

This presentation examines comparable data on the success or otherwise of the implementation
of Educational Sector Programmes from 28 countries, based on Country Level Evaluation
reports commissioned by the Global Partnership for Education. It follows on from the widely
regarded UNICEF model of the factors affecting nutrition at different levels:

 global and national characteristics drawn from the WOrld Bank databank;
 availability of donor and government funding including discussions of akikd modalities
and issues of reparation;
 Ministerial level issues such as the number of Ministries concerned and decisions/
policies about for example decentralisation;
 importance of Status reports in order to provide realistic evidence about what has and has
not worked and what before planning;
 how issues of conflict should and could be taken into account in modifying the planning
and assessing the risks;
 quality of country and donor stakeholder monitoring and reporting capacities and their
influences on the programme; and
 district and school level issues such as availability of buildings, personnel and crucial
resources such as fuel and transport.

This extensive suite of data is then compared with two measures of achievements in order to
identify not only which are the factors that should be considered by any planner, but which
among them are the most important. This more grounded analysis provides realistic policy and
research conclusions, in particular questioning the importance of investing substantial resources
and time in developing the plan.

22
 Dr. Daniela Hasa. University of Tirana, Faculty of Foreign Languages, Albania
"Building a bridge of communication and collaboration for an effective pre-service English
teachers' training"

Learning and enhancing the skills do not start and end within a formal setting of instructions and
learning. It is a continuous process that requires the involvement of several stakeholders for the
desired outcomes to be reached. Pre-service teachers, who have limited class experience
particularly, are in a greater need to participate in teacher's education programmes that expose
them to various pedagogical methodologies and more opportunities with practice teaching.

The Albanian context and legal framework require that pre-service teachers attend one year of
compulsory internship prior to a formal examination for obtaining the license to work as
teachers, who are considered as being part of a legally regulated profession. In this context, a
need was identified for a greater collaboration between the main actors involved in this process.
The interaction between the relevant actors could either take place through some Professional
Development modules, which could be formally delivered under the national framework of PD
or through a mixed mode of training sessions, either face to face or via webinars for the novice
teachers to be provided with the opportunity to meet and discuss with all the relevant
stakeholders involved during their one-year internship process.

The aim of this paper is to provide a model, which demonstrates the efficiency of the
collaboration among the key institutional involved actors, and it seeks to explore other possible
ways of intensifying further a newly established bridge of communication and cooperation. It
intends to establish a sustainable system where pre-service teachers are provided with the
necessary information and equipped with the necessary skills, prior to starting their internship.
Finally, some suggestions and recommendations will be made on how to improve this newly
established model so that it best serves its purpose, reaching out to novice teachers' needs.

Key words: Continuous Professional Development, in-service training, internship, collaborative

learning and working

Dr. Tony De Souza-Daw, Affiliation: Melbourne Polytechnic, Australia

"Revisiting Higher Education Business Models and Academic Performance Metrics"

Performance metrics for academics in higher education have been changing and becoming more
refined; focusing on income generation such as grants, high impact publications or the
completion of a higher degree by research that the government awards funding. Government
funding is often restrictive and highly competitive. Definitions of research-active started to
dictate workload models and allocations of teaching duties. The updated TEQSA threshold

23
standard now requires at least one supervisor of a higher degree by research student to be
research active.

However, the entry of private higher education providers into the education sector created many
challenges. Private higher education providers in many cases do not receive government funding
and focus on popular degrees. This allows for a highly profitable institution. Although, it
represents a significant shift between a higher education that strives for research objectives to a
sole focus on educating the massive for a profit.

Performance metrics, the employment modern awards, enterprise agreements currently do not
reflect a teaching-only (intensive) institute. Restricting employers to classifications with inherent
duties and payscale that are simply not reflective of an employee's value or worth.

There are no doubt funding models, workloads need to be more flexible for higher degree
educators for non-traditional higher education providers. Workload models should also have
minimum time to develop a subject and to maintain professional update information on a degree.
This can easily differ from departments and services such as information technologies.

This paper examines the disparity between duties, expectation and limitation of employment, the
education minimum standards and makes recommendations of how they can co-exist better. One
subject model discussed, is based on the Harvey-Normal Franchise model, full-time staff become
business owners of a degree enabling them to share in the profit in a franchise-education model.
In this model, the traditional head of school would be a part of the central franchiser but a course
coordinator in charge of a degree becomes a business owner. Lecturers can either be a lecturer as
with the traditional structure or co-directors (business partners) with shared responsibilities of
recruiting students and generate income from grants and external consulting. The Australian
TEQSA threshold institution enables this type of franchise with separate accreditation for the
institute and the degrees. The institute becomes the franchiser and the degree offering business is
the franchisee.

In the traditional model, the only way a lecturer is promoted to a Director position (unless
through natural progression, requiring restructuring or resignation) is through their research,
setting up a business entity selling their research product or service and it typically requires mass
investment. Applying the Harvey-Normal model to academia involves making departments that
run under a central brand but as an independent business entity. Each degree (or set of degrees) is
run by a different business which is a franchise of the larger business equivalent to these days
university institute. This enables a successful department to have a larger stake in its profit but a
larger risk for poorer performing teaching departments. Departments with limited student
population would take a larger risk of not seeing a profitable return.

24
The Harvey-Normal style of multiple franchises under one roof has potential. An
underperforming campus could easily be turned into a multiple franchise education facility using
this model.

Prof. Dulce Mourato, Higher Institute of Advanced Technologies - ISTEC, Portugal

"Women in ICT Engineering Courses: Problem Based Learning to Encourage their
Empowerment"

The disparity in numbers was evident and could not be ignored in terms of research: twelve
students‘ women, included in a class with a total of 126 students‘ men, attended the last year of
Computer and Multimedia Engineering Degree courses, at Higher Institute of Advanced
Technologies (ISTEC) in Lisbon, Portugal, in the academic year 2020/21.

The general objective of this study was to realize, through the different proposals of research
themes, developed by all students in their practical project - final dissertation (in order to achieve
certification of their degrees) configured the reflection of what happens in society in general,
referring to a gender set of stereotypes, which obstructs knowledge, stagnates or delays the
ability to respond with new solutions for all, so common in these cutting-edge technological
areas, and how to change the underlying mentality of women students and reconfigure positive
impact on their action, mentality and on their technological practice in future proposals or jobs.

To better describe what happened this research uses a case study that aims to demonstrate why
Women in ICT are so few and how the use of Problem Based Learning (PBL) could help to
understand why it happens. PBL was used to simplify research themes, based on real
technological contexts and if those research themes made a difference in a gender point of view.
Faced with so little female academic representation in this particular area, as a woman
researcher, it was an imperative goal recognize how and why, this occur so frequently, but also
prove a simple theory: if PBL could be adapted for each person and may be adjust in individual,
social and professional terms, regardless of gender. Another challenge was to realize the biases
and stereotypes perception and which these factors were reflected in the lack of gender equality
and identity, and promote incentives for women empowerment in technologies world.

Dr. Shawyun Teay, South East Asia Association for Institutional Research, Thailand
"Institutional, Collegial & Programmatic Strategic & Operational Action Plans Analysis,
Development & Alignment: Trans-disciplinary Communication Framework"

Most HEIs across countries in different continents have aspirations of successful accreditations
by national or international agencies to lend credence and credibility to their educational
products & services offerings. These aspirations are underscored by assessors‘ performance

25
evaluations per the accreditation standards, criteria & protocols culminating in accreditation
reports of commendations, suggestions, or recommendations. Often overlooked and potential
issues are resulting action plans developed in piecemeal modes by programs that might not relate
to the strategic & operation objectives of programs for Organization Performance Management
(OPM) thereby weakening the fullest beneficial actions. At a higher level, these piecemeal
actions might not be aligned to the college's higher level's strategic & operational objectives,
thereby affecting a coherent and consistent strategic direction of all programs within the college.
At the institutional level, this is compounded by the issue of non-alignment from programmatic
to collegial to institutional levels thereby affecting the overall institution strategic direction and
holistic performance management. This, in effect, reveals a lack of communications of
leadership & people across the institution-colleges-programs, that are diverse in terms of
disciplines & specializations to arrive at a commonly aligned understanding of the policies,
protocols & practices that are the foundation of performance in the same strategic direction.

To address inherent issues of strategic & operational alignment of an institution with multi-
disciplinary collegial & programmatic OPM, this paper proposes an Analysis, Development &
Alignment (ADA) Framework to analyze, develop and align the Vision, Mission, Goals &
Values (VMGV), SMART Objectives, and Strategic & Operational Action Plans across the
Institution, Colleges & Programs (ICP). This is a representative trans-disciplinary framework for
common coordinated and aligned communications using documented policies, protocols, and
practices that provides a ―common language‖ to ensure common understanding, acceptance, and
implementation. Within this generic 5-Levels-ADA framework is the integrated application of
(1) Quality Discipline tool of Plan, Do, Check & Act (PDCA), (2) Strategic Management
Discipline in developing the Strategic & Operational Plans guided by the Vision, Mission, Goals
& Values (VMGV) and SMART Objectives of the organization, (3) Organization Performance
Excellence Discipline of Approach, Deployment, Learning & Integration (ADLI) of MBNQA.
This is supplemented by the fundamental 5 Ws & 1 H (What, Why, Who, Where, When & How)
rationalizing model for the Positioning Framework of VMGV & SMART for analysis,
development, and alignment of strategic & operational action plans across multi-disciplinary
programs & colleges. All these showcase the transdisciplinary application of generic
organization or business management fundamentals & tools as a common language to attain and
achieve the multi-disciplinary education aspirations of institutions. This highlights a common
trans-disciplinary communication platform for common, consistent & coherent understanding by
education leaders across multi-disciplines in institutions to align the institution-colleges-
programs for successful OPM (Teay 2022, 2021, 2021 & 2019). It is expected that this 5-Levels-
ADA Framework can better benefit the ICP towards a more aligned strategic direction, better
resources management & allocations, minimizing duplications of systems & mechanisms across
the different colleges & programs, if the generic institution systems are developed and in place to
be perused by the colleges and programs through a common trans-disciplinary framework. This

26
will allow the programs to focus on their main roles towards the stakeholders of their teaching,
learning & research.

Dr. Meenakshi M. Dr. Ambedkar Institute of Technology Bangalore, India

"Learning, Training and E-Learning"

Education and training forms one of the largest sectors of the economy in most countries. The
importance of education is to learn; learning is a process of acquiring knowledge or skills
through study, practice, or being taught. Any anomaly that happens in the world will always
leave its impact on education, which has been witnessed by the pandemic of COVID 19. The
outbreak of this dangerous virus across the globe has forced educational institutions to shut down
to control the spread of this virus.

This happening necessitated the teaching professionals to think alternative methods of teaching
like web-based learning or e-Learning or online learning. Thus, present scenario of learning has
stepped into the digital world, in which faculty and students are virtually connected. E-Learning
is quite simple to understand and implement. E-Learning proved to be the best in all sectors,
especially in education during the lockdown. Essential components of this learning methodology
are desktop, laptop, or smartphones and the internet. However, now the quality of education and
excellent infrastructures like, computers and modern IT tools are in massive demand and
universities and colleges are changing their teaching models with the use of intellectual capital.
Thus, an unexpected shift from face-to-face learning to online learning, there are some
difficulties faced by students and lecturers. Moreover, most of the higher education institutions
in rural areas have significant issues with technological infrastructure; thus, the standard of
online education may be a critical issue that needs essential focus. The need for online education
methodologies are as follows:

Modern teaching methodologies like cooperation and collaboration in sharing experiences

related to best practices in teaching and learning has great influence at globally as well as at the
national level. New learning and teaching approaches that utilize ICT and digital technologies
have enhanced students‘ skills in producing digital artifacts, critically questioning online
materials, and using ethical digital practices, the need of the hour.

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 Prof. Jorge Franco, Institute of Advanced Studies of the University of Sao Paulo, Brazil
"A Transdisciplinary Education Trajectory Based on Integrating Cultural Hybridization And
Digital Transformation Processes Supported by Web3D Computer Graphics Programming"

Within an intensification of cultural hybridization (Canclini, 2005) and digital transformation

(Brooks and McCormack, 2020) processes, educators at all levels need to (re)learn and stimulate
students‘ lifelong education, permanently, with support of acquiring and applying
transdisciplinary knowledge in way integrated with developing digital skills. In this work, it is
explained a trajectory of implementing an integrated educative and cultural hybridization and
digital transformation process supported by applying Web3D-based open source technologies
referent to 3D computer graphics programming and information visualization techniques.
Web3D resources, as the Extensible 3D (X3D) language/format (Web3D Consortium, 2021),
have been enhanced in combination with the digital transformation processes based on carrying
out and applying the spatial computing concept and tools (Guedez, 2021), which includes the
development and use of spatial web technologies confluence (Diamandis, 2018; Lenrosen4,
2018) in the building of 3D digital objects and computing interfaces with virtual reality (VR)
features -3DVR-, such as provided by the X3dom platform (X3dom org, 2022). This work
strategy has used the mentioned accessible Web3D-based technologies through experimental
participatory learning and teaching computing practices processes referent to applying 3D
computer graphics programming techniques for building 3DVR spaces integrated with utilizing
scientific concepts from a k-12 education curriculum (Franco, 2020, 2021). These educational
transdisciplinary information production and 3DVR content visualization processes have been
also utilized for researching and sharing knowledge related to cultural and technological
hybridism beyond K-12 education levels (Franco, 2018). From middle 2021, it has been
extended an investigation referent to cultural and artistic hybridization processes related to Afro-
Brazilian resistance to colonial ways of driving life in the Americas. The colonial factor has
affected Brazilian black community education among other problems, such as colonial
violence—extermination and appropriation of bodies, minds, and ancestral knowledge (Silva;
Souza, 2022). But, it has been identified a relation between African ancestral knowledge,
referent to the sacred geometry and mathematics utilized in the processes of building the
Egyptian Pyramids (Ancient-Geometry, 2021), and digital 3D computer graphics libraries related
to web-based languages, as the X3D one. The accessibility to 3D computer graphics libraries
features have allowed an attempt to expand the black community resistance to the digital
territory, by exploring educative computational practices of coding literacy within an
intersectional way (Franco, 2020). The trajectory for achieving that has led to investigating and
Afro-American painter and professor, Jacob Lawrence‘s life and artwork pathway (Smithsonian
American Art Museum, 2022). It includes researching two Afro-Brazilian visual artists, activists
and professors lives and artworks, Rubem Valentim (Mendes Wood, 2022) and Abdias
Nascimento (Ipeafro, 2022). They have in common the fact that their school days did not offer
deepen opportunities for them knowing about African, Afro-American and Afro-Brazilian

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ancestral knowledge. However, the access to their artwork and trajectories, through digital
resources, have brought about extending the hybrid cultural, scientific, technological and artistic
knowledge and legacy they implemented. For instance, we have developed symbolic 3DVR
hybrid interfaces, addressing sacred geometry features related to an intersection of Amerindian,
European and Afro-Brazilian cultures, through programming and reusing algorithms referent to
X3D language geometries in the blogs ‗Interactive History 3D‘ and ‗Creating for Poetic of Space
and Time‘ (Professor Virtual 3D, 2021). Such lifelong learning trajectory has been a way of
sharing knowledge with other educators, students and general public, through a course ‗Spectacle
Project in Augmented and Virtual Reality‘ at ‗Diadema Cultural Space‘ (2021). It has brought
about reflecting on how Web3D standard technologies have been powerful for inspiring and
sustaining the acquisition and application of transdisciplinar knowledge, and stimulating
complex thinking, digital, visual and spatial literacies.

Prof. Alexander G. Yushchenko, National Technical University – «Kharkiv Polytechnic

Institute», Ukraine
"An Investigation of the Ultra-Modern Psychotropic Weapons of Mass Destruction"

From the point of view of sociocybernetics, the author analyzes the threats to state security
caused by the globalization of the international information space and the info- psychological
aggression of Russia. It is emphasized that the harmful effects in the processes of mass
communication can be carried out not only at the technical level of data transmission and
processing but also through the hostile content of information that subdues the cognitive abilities
of public consciousness. With the internationalization of virtual information space, arises the
possibility of developing a new class of psychotropic weapons, whose mass destruction factor
consists in spreading specially designed dangerous psycho-viruses. The Russian trolls‘ impact on
electoral processes in the USA, Europe, and Ukraine turned out to be the most dangerous for the
Euro-Atlantic civilization. Infection is spread through commenting on socially significant
problem topics discussed in forums, blogs, Internet publications, YouTube videos, as well as
through agents in mass media: journalists, experts, and politicians. Trolling is mainly aimed at
destroying the positive image of leaders of the adversary countries, as well as putting forward
socially dangerous destructive ideas that undermine the synergistic union of the states and the
defensive alliances. The manipulative effect on mass consciousness is multiplied by the
application of artificial intelligence methods. Among the socially dangerous info-communication
technologies that we have noted in the media, we should point out ―information shock‖ and
―Pavlovian conditioning‖ as well as the initialization of destructive radical movements through
social networks Thus, modern civilization has faced new threats of psycho-viral contamination
of public consciousness, which in its disastrous social and political consequences can be
considered as a weapon of mass destruction, requiring the development of protection methods
based on the ethical compromise between the democratic values and the needs of mental defense.

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The urgency of the development of means and methods for the safety of social communication -
Communication Safety, which should be based on the study of the cognitive mechanisms of
public consciousness using AI methods, has been substantiated.

The goal of the investigation is DEVELOPMENT OF PROTECTION METHODS FROM NEW

PSYCHOTROPIC WEAPONS OF MASS DESTRUCTION

Prof. Alexander G. Yushchenko, National Technical University – «Kharkiv Polytechnic

Institute», Ukraine
"Homological Creative Processes Theory: Technical and Humanitarian Applications"

This summarizing report presents the results of a twenty-year development of multi-science

Creative Process Theory based on evolutionary mega- synthesis. The key point of the theory is
the thesis of homology of all known creative processes whether they take place in the material,
mental or virtual reality. We here mathematically illustrate the homology through the
formulation of an operator formed by coordinated interaction of operators for rotational synthesis
and selection of information structures at various levels of the organization of being. Based on
the detailed analysis of these known creative processes it is possible to make a conclusion about
their homology, which gives us the opportunity to postulate the ―Creative Process Operator‖: C =
R + S. Under the ―Creative Process Operator‖ we mean some universal creative rule of obtaining
new information at some level of organization; here: C (Creative) – the Creative Process
Operator; R (Rotations) – the Rotational Synthesis of informational structures; S (Selection) –
the Selection of informational structures (based on the principle of harmony and beauty).

We then describe the technical and humanitarian applications of the theory. The former includes
interpretation of the Earth via Geo-Solaris concept, like a planet embraced by the evolving living
substance as an intuitively thinking brain; and scientific foundations of either bio-ethics: gene
ethics and meme ethics.

The technical applications are illustrated with creative neural networks synthesizing original
artistic images. Simulation of creative processes with neural networks is of great value either for
academic studies or for practical applications. In our case, such simulation is based on the theory
of homology of creative processes, which postulates the existence of a universal operator that is
implemented in a neural network architecture.

The following neural networks have been developed and researched: Art Image Synthesis,
Artistic Images of Chrysanthemums, Logo Synthesis, Synthesis of Logos with the Elements of
Modelling of the Interaction of Consciousness and Subconscious, a Creative Generative Neural
Network for Fine Art Synthesis from recognized images. Thus, built in accordance with the

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Homological Creative Theory of neural networks, testify that it can be considered as the
scientific basis of Computational Creativity.

Prof. Mariam Orkodashvili. Georgian American University (GAU_, Georgia

"Research on on-line education: pandemic challenges"

The presentation looks into three major challenges that higher education institutions are facing as
a result of on-line instruction during the pandemic period. These issues are: 1) quality of
education; 2) criteria of university rankings, and 3) validity of credentials, such as exam results,
diplomas and degrees conferred by universities. Besides, access to education through on-line
classes has also engendered debates and dubious interpretations.

The changing education platform throughout 2020 - 2022 due to Covid-19 restrictions has
created both challenges and opportunities for higher education across countries. Therefore, the
presentation looks at this current and fast-changing issue in terms of reconsidering quality of
education, validity of assessments and credentials.

The quality of on-line instruction has become questionable, especially regarding examinations,
tests and various types of assessments that are conducted on-line. This in its turn, has put the
validity of credentials, degrees and diplomas under scrutiny in certain contexts. Especially, if we
consider that quality of education is closely associated with global rankings, it acquires high
stakes feature and makes on-line instruction debatable.

Tied on to the above issue, conferring degrees and credentials as a result of questionable
assessments has put the validity of these credentials as well.

Regarding access to education through on-line classes, in certain aspects, it has been even felt
that the pace at which education institutions managed to switch from face-to-face to on-line style
of instruction has served as an indicator of success, and hence high quality and better access, of
any specific institution. This adaptability has been perceived as a kind of quality-indicator across
education institutions.

On the one hand, it could be argued that introducing on-line classes across the world has created
opportunities for students to join the courses at their desirable universities from different
countries and from different parts of the world. The easy access to electronic resources and study
materials, to video recordings of classes or to live on-line streaming of lectures has facilitated the
spread of education all over the world. This in itself has given rise to the possibilities of students
to obtain certificates, diplomas, credits, degrees and qualifications based on on-line assessments
and evaluations.

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However, on the other hand, the on-line access to education requires certain IT equipment and
the availability of the internet, which is not always provided in economically disadvantaged parts
of the world. This fact puts number of students at a disadvantage relative to others.

Therefore, Covid-19 adjustments have had double-sided effects on education institutions.

The presentation analyses, reflections, perceptions and attitudes of students, parents and
academics towards the above-raised issues expressed through on-line platforms, indicated in on-
line interviews and questionnaires.

Prof. Jose Honorio Glanzmann. Instituto Federal De Educação, Ciência E Tecnologia Do

Sudeste De Minas Gerais - IFSudesteMG, Brazil
"MTS2Dance - Assistive Technology for Wheelchair Dance Teaching"

Dance teaching and choreographic production for both walking and wheelchair users requires
special skills, time and dedication from students, dancers, teachers and choreographers. Learning
to dance, in general, contributes to the development of motor coordination, balance, flexibility,
socialization, body awareness, spatial notion, laterality, body and facial expressions, in addition
to helping the dancer's motor, cognitive and social development. The pedagogical practice
commonly follows the traditional teaching model, in which students learn by imitating
movements. Information and Communication Technologies (ICT), such as the use of audio and
video media and social networks, can aid the teaching-learning process of dance and
choreographic production, but their use alone is not a guarantee of success. The role of
choreographers, teachers and dancers is essential for a fine dance performance. With the goal of
providing support to the dancers, we present the Motion Tracking System to Dance
(MTS2Dance) which is a software that uses assistive technology (AT) with body movement
tracking features applied to dance teaching. The tracking can be performed from a pre-recorded
video or in real time, and the x, y and z coordinates of a part of the body are calculated for each
video frame at a given moment of the choreography. It consists in a method in the Computer
Vision field called Human Pose Estimation that represents the postural orientation of a person in
a graphic format. The use of images corresponding to the dance movements facilitates the
student's understanding of their performance and facilitates the identification of errors in a
choreography created by the teacher. For the error analysis process, initially, the system records
the choreography performed by the teacher on video that will be considered reference. The
teacher's video is processed and his body movements are tracked and stored. The same is
performed for each student performance. Based on the coordinates of the teacher's and the
student's movements, the software carries out the comparison and identifies distortions, if any.
The program stores the dance history of the students, who can track their progress and correct

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their mistakes, perfecting their movements. The system has a calibration module that adjusts
height and limb length differences between teacher and students. MTS2Dance was developed
using the Python programming language with the OpenCV and Mediapipe libraries. With
MTS2Dance, 33 points on the human body are automatically tracked. In the case of wheelchair
dancers, it is possible to select only the points referring to the trunk, head and upper limbs. In
addition to the possibilities in the dance teaching-learning process, the software also aims to
improve the performance of dancers in wheelchair dance sport competitions. The wheelchair
dance sport modality was born in Europe, derived from ballroom dancing. In this sport, pairs of
participating dancers compete in two categories. The first one is Combi, which involves a person
without a disability (defined as a walker) and a person with a disability who uses a wheelchair
(defined as a wheelchair user). The second category is the Duo, formed by two wheelchair users
dancing together. The use of MTS2Dance allows the choreographer to have one more tool to
help improve the dancers' movements. Another functionality presented by MTS2Dance is the
responsive image generation feature (choreographysm). This resource allows the dancers to
interact with the scenic space, through the generation of images related to the movements
performed during live performances.

Mrs. Liliana Zisu, Military Technical Academy Ferdinand I of Bucharest, Romania

"Power of Research”

Research is a systematic investigation regarding a particular concern or problem using scientific

methods.

Although the purpose of research is to understand and improve the world, one of the reasons for
opening the way to scientific research is the power given by the discovery of scientific truth,
which can be used for either constructive or destructive purposes.

Surprisingly, not only the results of military research endanger humanity but also those that
launched the Fourth Industrial Revolution, whose main direction is the fusion of technologies
with the blurring of the boundaries between the physical, digital and biological spheres.
Although the Fourth Industrial Revolution has the potential to increase incomes and raise the
living standards of people around the Globe, it comes with the threat that man as we know him
will no longer exist and will be replaced by genetically and technological improved man.

In order for research to retain its character of improving the lives of all people, its results must be
analyzed by an international forum and allowed only those that bring benefits to humanity and
especially to all citizens of any country regardless of its level of development.

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Although we are at the beginning of the Fourth Industrial Revolution, it is assumed that it will
improve the lives of people at the top of the socioeconomic scale, a phenomenon that will lead to
a growing and disastrous economic division between poor and rich populations, new
technologies being used by those have access to more financial and technical resources.
There is a concern about most research results, either they are not published or the published
ones are false. The ones that are not published are not only true but also have a big impact on the
surrounding reality and offer them to those who have the supremacy in that field and most of the
false ones come from research that generates hypotheses with low or very low chances before the
study. A major problem is the evaluation of these hypotheses in order to establish the truth in any
research question.

As research and its results means power, legislation (a mandatory ethical code) is needed to
allow only constructive power to be fully manifested.

Prof. Zorislav Šojat, Ruđer Bošković Institute, Zagreb, Croatia

"Towards Intelligent Cooperation of Human Technosphere and Planet's Nature"

Modern day over-developments in technological consumerism, as it can be seen, lead to a greater

and greater dis-balance of the global eco-system. It is important to note that ecology as science
of the whole must be studied as a complex cybernetical system. The leading "parole" of our
present civilisation is "Bigger, better, faster...", which is, obviously, unsustainable, due to its
inherent positive feedback loop, which, consequently, causes extremely fast ecosystem changes
(e.g. the present day mass extinction of different species...). The basic problem of a "price" of
any product, production or resource in different regions of our common planet Earth, gives rise
to extremely environmentally costly transport structures, and in the same time to extremely high
differences of living standards. Actually, instead of having global ecology and local economy,
we inversed the sustainability into non-sustainable global economy and (measly) local ecology.

Every civilisation has a certain type of technology, which, depending on its developed
complexity, defines more strictly the technosphere, and progressively isolates people form the
natural environment of the global planetary ecosystem. Cybernetically speaking we have a
situation of two ―competing‖ systems, the Nature and the Humans with their Machines, which
should never be.

Civilisations are generally driven by a certain philosophy commonly accepted, mostly on a

subliminal and subconscious level, though philosophical postulates themselves are generally
quite prominently known (e.g. Omo-people, shamanic societies, religious societies, individual
collectives, up to international corporations). Each of these systems has to be regarded as a living
entity, as from the lowest level of complexity in nature the main aim is survival of the

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―individuality‖ of a system (actually survival of the basic postulates defining that or such a
dynamical system). On the level of philosophical postulates governing our present civilisation,
throughout last several centuries we collected a very diverse and confusing mixture of often
contradictory viewpoints, even inside individual disciplines or organisations.

The technosphere we develop encompasses already now almost all aspects of life on a large part
of our planet as active technology, and encompasses the whole of not only Earth, but its
immediate neighbouring space, for better or often for worse. In the centre of this technosphere is
the development of the information processing and communication infrastructures. The science
responsible for this area of development is Computer Science. However, which is probably
understandable due to the very newness of computers, the developments in this field are,
ecologically seen, completely chaotic, extremely power-consuming (i.a. ―Bitcoin‖ consumption
of 2.27 MWh per transaction), and often very inefficiently programmed. It is, therefore, essential
to promote a holistic philosophy of computing, based primarily on the awareness of the huge
responsibility of computer science and technologies in shaping our future, and integrate our
diverse philosophical and economical viewpoints towards achieving Kairological Synergism, i.e.
an active focal condition of the global ecosystem where measured situations (changes) are
reacted upon synergically in proper time and sequence.

In the field of Computer science there is a huge possibility to organise such a global Nature-
Human-Machine ecosystem. The first approaches towards this started several years ago, with the
introduction of the Dew computing layer, below the Fog and Cloud, a layer specifically apt to
collect and distribute important system state changes at the natural level, up to the interaction on
end-user level. However, through the integration of the Dew, Fog and Cloud levels, by
development of a Rainbow services ecosystem, and its abilities to integrate much of global
knowledge and system state in real time, we are, hopefully, on a path towards using Machines as
helpers in intelligent cooperation between our Human technosphere and the intelligence of
Nature.

Dr. Vinod Kumar Verma, Sant Longowal Institute of Engineering & Technology,(SLIET),
Punjab, India
"Trans-Disciplinary Communication Focused Opinions and Reviews on the Secure Internet
of Things"

Trans-Disciplinary communication opens the new door of thinking among the researchers and
scientists working in different sectors and serving the community. Integration of different fields
or areas is an initial exploratory pre-requisite for the desired innovative solutions irrespective of
the discipline. Trans-Disciplinary communication (TDC) serves as the backbone for the daily life
activities solutions as provided by the scientists and researchers. Most of the technological

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compliant solutions, i.e. commonly used products and applications; consider the community as a
whole irrespective of different aspects like education, region, culture, language etc. Here in this
discussion, the community includes people like illiterate, semi-skilled, and skilled along with
their associated factors: personal, physical, education level etc. Internet of things (IoT) can be
considered from Layman‘s perspective as a medium that links the human usable appliances,
products, applications and their control from remote location. This linkage may be physically or
virtually. Traditionally, there was the thinking in the community that the presence of humans is
mandatory in order to use any technological product or application. IoT can be thought of as a
huge number of devices connected with each other and forming a single system in order to
complete a given or assigned task remotely. We can imagine it like a physical infrastructure
connected physically or virtually and connects products and appliances used by a community. In
addition, a controlling mechanism shows the ability to connect and utilize these appliances in a
simultaneous or concurrent manner. The scope of IoT linkage is increasing at a tremendous pace
as the adoption of the technological solutions and applications is increasing significantly in the
last ten years. The presence of these IOT enabled systems can be felt in the areas like smart
cities, home automation, healthcare, Industry, military, research, environment, retail, logistic,
agriculture etc. Everyone in this world is definitely associated with these IoT areas in terms of
services utilization. Existing solutions are always preferred in order to develop a novel solution
for the given problem or task. This also remains equally applicable to the underlying field
irrespective of domain. Self-reliant and autonomous devices utilization for the benefits of the
community is the prime motive of these IoT enabled systems. Safety of autonomous IoT
applications and products is mandatory for the effective utilization and smooth functioning. It is
based on the consistent patterns as we save our body in different seasons like summer, winter,
autumn, spring etc. The IoT systems are vulnerable to different types of environments which
affect the normal functioning of its associated devices or components. To protect the IoT systems
from these harmful conditions, certain strategies are incorporated in the IOT enabled products
and services. This etymological discussion includes the IoT system from a trans-disciplinary
communication perspective and incorporates the diversified discipline like academic, research,
societal, management, philosophy, community.

Dr. Yu-Mei Wang, The University of Alabama at Birmingham, USA

“Infusing Interdependence into Online Peer Critique”

Research has shown that an effective peer critique process improves the quality of student
assignments in various disciplines. Despite its benefits, peer critique is not without challenges.
The major concern is the quality of the feedback. Students are not willing to take critical stances
in reviewing their peers‘ work and they tend to give more positive comments on their peers‘
work. Students often complain that most feedback is not useful. Due to poor feedback, students
do not feel they have learned from their experiences. This paper reports a study investigating

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how graduate students conducted project critique in discussion-based online courses. The
purpose of this study is to observe how students conduct peer critique in an online environment
where interventions are infused and applied to promote group dynamics. Student online critiques
were archived. Content analysis was applied in coding student critiques. Student written
reflections were collected to obtain student perceptions about online peer critique.

Interventions applied included: (1) Students were required to integrate their peers‘ comments
into the revision of their work, which formed an interdependent relationship between critique
givers and receivers. Student success of the assignment depended on their peers‘ critiques. (2)
The quality of student critique was judged by whether it could lead to the improvement of the
peers‘ work; Examples of quality critiques as well as poor critiques were provided; (3) Students
were helped to understand the difference between critique and criticism. In contrast to negative
criticism, critique is constructive with the purpose of improving and bettering their peers‘ work.
Explanations were also posted in each discussion forum serving as a reminder.

The intervention worked successfully. Benefits were multifaceted. Interdependent relations built
by the requirement united students towards a common goal – perfection of their projects.
Contrary to the usual reluctance of giving a critique, students long for feedback from their peers.
This motivation yields thoughtful feedback that helps improve the quality of student projects.

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