International Institute of
A Computer-Supported Framework for Form Analysis
Eilouti, Buthayna (United Arab Emirates)
https://doi.org/10.54808/IMSCI2024.01.1
ABSTRACT:
Although there are several frameworks for the synthesis of form, and for the automated development of geometric shapes, studies in the systematic analysis of architectural forms and their automation are still underrepresented. This paper describes a framework for computer-aided geometric form analysis. It illustrates the framework’s applicability by an example from precedent architectural design.
The form analysis framework is developed theoretically and further translated into a computer code that is written in the AutoLISP language to fit its graphic operation system. Application of the framework and its computerized code demonstrates its power as a promising analytical tool that can help designers analyze precedents’ morphological structure more efficiently.
A Layered Architecture to Apply Large-Scale Language Model for Simulation-Based Virtual Business Case Generation
Kunigami, Masaaki; Kikuchi, Takamasa; Terano, Takao (Japan)
https://doi.org/10.54808/IMSCI2024.01.62
ABSTRACT:
This paper proposes a constructive architecture for using large language models (LLMs) to generate virtual business cases from agent simulations. This architecture consists of a layered structure for case generation and the concept of operational evolution. The layered structure consists of a Fundamental Layer consisting of typified facts extracted from simulations, a Narrative Layer generated from the typified facts by LLM, and a Presentation Layer utilizing LLM to enhance the integrity as a business case. In the operational phase, this layered structure enables easy modifications and reflection due to feedback from the field and the changing environment. It is expected to enhance the accuracy and explainability of the cases generated and evolved by the LLM. This layered architecture is also a design-oriented approach that pushes the role of the human case creator from "writer," which is easily substituted for artificial intelligence (LLM), to "designer," which is less likely to compete with AI. This paper also discusses the generalization to quantitative persona creation.
Artificial Intelligence in Transdisciplinary Communication Paradigm for Digital Education
Makhachashvili, Rusudan; Semenist, Ivan (Ukraine)
https://doi.org/10.54808/IMSCI2024.01.91
ABSTRACT:
Transformative shifts in the knowledge economy of the XXI century, Industry 4.0 and Web 4.0 development and elaboration of networked society, emergency digitization of all social communicative spheres due to pandemic measures have imposed pressing revisions onto interdisciplinary and cross-sectorial job market demands of university level education, curriculum design and learning outcomes. As a product of modern civilization, digital reality has become an independent format of being. Accordingly, electronic media act not only as a means of transmitting information but also reveal their own world-creating, meaning-making, and, as a consequence, communicative potential. The global digital realm stands as an integral environment, demanding new cognition and perception ways via complex philosophic, cultural, social, and linguistic approaches, providing unlimited opportunities for human intellect, communicative development, and research.
The seminal overview of meta-trends, changing the world by Snyder identified universal connectivity as a transcendent premise of technological trends development. Through the span of the following predictive Global Trends frameworks, provide the hindsight in the lens through which technological growth and advances features in the global development trendsetting. The sub-trend of the technological society development is manifested through the elaboration of an interdisciplinary paradigm of Digital Humanities – a diverse, open for augmentation, transdisciplinary range of areas of knowledge, applied activities and education in Arts and Humanities, centered on digital adaptation, production, processing, manipulation and dissemination of relevant thematic content: Digital history; Digital philology; Digital art; Digital education; Digital sociology; Digital music etc. Transformative shifts in the knowledge economy of the XXI century, Industry 4.0 (AI-powered technologies and production) and corresponding stages of Web technology development (from Web 2.0 – social media interaction, to Web 3.0 – Internet of things, to Web 4.0 – machine learning powered interaction, LLMs, to Web 5.0 – intelligent personal agents), development and elaboration of networked society and new media ecology, emergency digitization due to quarantine measures and the ongoing warfare have imposed pressing revisions onto interdisciplinary and cross-sectorial job market demands.
The context of the erupted military intervention in Ukraine and the ensuing information warfare in various digital ambients (social media, news coverage, digital communications), the specific value is allocated to the enhanced role of digital humanism as a tool of the internationally broadcast strife for freedom and sovereignty.
Augmented Reality Mobile Application to Improve Learning in Children with Autism
Ruiz Cerna, Jimena Alexandra; Angeles Lliuya, Paola Viviana; Subauste, Daniel (Peru)
https://doi.org/10.54808/IMSCI2024.01.15
ABSTRACT:
Children with autism are mainly affected in their abilities in the areas of behavior, socialization, language and learning. In order to improve the latter, this article presents a mobile application with augmented reality, which seeks to complement the education that these children normally receive and which may not always be optimal. To achieve this goal, Vuforia was used, Augmented Reality technology that will allow the use of 3D models on mobile devices. At the same time, a web application was developed from which the children’s progress could be monitored and whose access corresponds to the specialists previously assigned to each case. The results obtained by meeting the levels of the application and the final comments of the children’s caregivers confirmed the improvement in learning.
Development and Validation of a Chemistry Laboratory Safety Knowledge, Attitudes, Practices, and Mindset Questionnaire
Garcia, Claudine; Adarlo, Genejane; San Esteban, Anna Carissa; Guidote Jr., Armando (Philippines)
https://doi.org/10.54808/IMSCI2024.01.35
ABSTRACT:
Accidents in chemistry laboratories can be prevented by fostering a safety culture - the institution’s knowledge, attitudes, practices (KAP), and mindset regarding laboratory safety. To effectively promote a safety culture, robust tools are essential for evaluating safety KAP and mindset. Hence, this study developed and validated a questionnaire that can rapidly measure laboratory safety KAP and mindset to guide targeted interventions aimed at enhancing the safety culture in chemistry laboratories. The study was drawn from existing validated questionnaires in constructing a tool comprising 40 items that can measure the safety KAP and mindset in chemistry laboratories. Using a cross-sectional design, the developed questionnaire was administered to undergraduate students taking General Chemistry Laboratory for initial testing, and the revised questionnaire was administered to undergraduate students enrolled in the Principles of Chemistry Laboratory, Organic Chemistry Laboratory, or Physical Chemistry Laboratory for re-testing. The safety knowledge items underwent item analysis by computing their discrimination indices, whereas the safety attitudes, practices, and mindset items were subjected to factor analysis and reliability testing. After this series of analyses, the remaining 12 items demonstrated high validity and reliability in rapidly measuring the safety KAP and mindset in chemistry laboratories. This rapid questionnaire can provide a valuable resource for assessing and improving the safety culture in chemistry laboratories.
Emotional Intelligence and Implicit Interdisciplinary Skills: Key Components for Effective Digital and AI-Enhanced Learning
Makhachashvili, Rusudan; Semenist, Ivan; Kopytina, Anastasia; Bakhtina, Anna; Bilyk, Kateryna (Ukraine)
https://doi.org/10.54808/IMSCI2024.01.99
ABSTRACT:
The theoretical problems of holistic, multidimensional modeling and prognostication of reality and society development are informed by the dialectics of deterministic and fuzzy interaction of objects, signs of their reception and interpretation (in the field of individual and collective consciousness), embodiment, consolidation and retransmission of the results of interaction of these systems of features in an event horizon that is qualified as a ‘singularity’ – the state-of-the-art of technology development that facilitates multiple unpredictable outcomes.
Transformative shifts in the knowledge economy of the XXI century, Industry 4.0 and Web 4.0 development and elaboration of networked society, emergency digitization of all social communicative spheres due to pandemic measures have imposed pressing revisions onto interdisciplinary and cross-sectorial job market demands of university level education, curriculum design and learning outcomes. Transgression of "real life" into a digital format necessitates the adaptation of the educational process to the new requirements of online being and the new labor market in particular. To meet their needs, higher education must keep pace with the times and predict the soft and hard skills required in the online dimension. The article dwells on criteria measuring students' academic success in the digital environment.
To distinguish implicit and explicit components of emotional intelligence requests in digital education, an additional empirical diagnostics of students’ interaction with AI-enhanced technologies and tools was conducted. Incremental skills for productive online education, as a property that can be acquired during learning (incremental implicit theory), and stable skills, constant and unchanging (stable implicit theory) were distinguished. The impact of emotional intelligence and implicit/explicit abilities on academic success is discussed.
From Classroom to Community: Service-Learning and the Sustainable Development Goals
Adarlo, Genejane; Delos Reyes, Jeannette Nina; Go, Kevin Christopher; Lontoc, Genesis Kelly; Magno, Nota; Abenir, Mark Anthony; Paner-Montiel, Sabrina Kate; Flores, Noelle (Philippines)
https://doi.org/10.54808/IMSCI2024.01.23
ABSTRACT:
Education for Sustainable Development (ESD) is crucial for equipping individuals with the competences needed to address the pressing social, economic, and environmental challenges of our time. Despite the recognized potential of service-learning in cultivating competences that can promote sustainable development, there is a lack of empirical research exploring the development of these competences among students. Hence, this study examined the effectiveness of service-learning as a pedagogical approach to ESD in fostering essential competences among students. The research involved 43 groups of students, who engaged in addressing various sustainable development issues through service-learning. A thematic analysis of students’ written reflections revealed the development of six key competences: systems thinking, anticipatory, normative, strategic, interpersonal, and intrapersonal competences. These competences were nurtured through real-world engagement that enabled students to understand complex, interconnected sustainable development issues, anticipate future challenges, set ethical and practical goals, plan and implement strategic solutions, collaborate effectively, and display resilience amid challenges. The findings show the transformative potential of service-learning in aligning education with the Sustainable Development Goals (SDGs) and preparing students to contribute meaningfully to sustainable development by addressing community issues, creating impactful initiatives, and promoting personal and social transformation.
Futures Perspectives: Risk Analysis in Agile Sprints through Problem Detection
Pérez-Castillo, Yadira-Jazmín; Orantes-Jiménez, Sandra-Dinora (Mexico)
https://doi.org/10.54808/IMSCI2024.01.68
ABSTRACT:
In this study titled, the crucial relevance of early detection of issues in the context of Agile Sprints is highlighted. It explores how proactive issue detection, supported by machine learning, can be a key support piece for effective risk analysis in agile project management. Furthermore, the importance of anticipating challenges in Agile Sprints and maintaining product quality with the help of predictive capabilities provided by machine learning is emphasized. Additionally, it is suggested that in future research, a more in-depth exploration be conducted into how other methodologies could complement or further enhance the application of machine learning techniques in this context. Finally, a comprehensive view is provided, projecting the possibility of improving project success through the strategic combination of proactive issue detection and machine learning capabilities in Agile Sprints.
How Do Young People Understand Aging? A Case Study of High School Students Designing Elderly-Friendly Mobile Applications
Cha, Hsien-Ta; Lee, Ya-Hui (Taiwan)
https://doi.org/10.54808/IMSCI2024.01.30
ABSTRACT:
This study aims to enhance the understanding of aging among high school students through the integration of aging education courses and by engaging them in the design of elderly-friendly mobile applications. The goal is to promote intergenerational interactions. The researcher employed an action research method and utilized structured written interviews for qualitative data analysis. Four high school students, selected through purposive sampling and attracted by the prospect of designing an elderly-friendly mobile application, participated in the study. The research findings include: (a) students aimed to promote active aging by encouraging social participation through their self-designed applications; (b) students observed that aging affects the elderly's ability to use technological products; (c) the primary challenge faced by students in designing elderly-friendly mobile applications was the tendency to overdesign; (d) students adopted the strategy of abandoning their preconceived notions and instead considered the perspectives of older adults; ultimately, (e) students incorporated design concepts such as "simple layout," "icon-based interface," and "easy intuitive operations" into their applications to achieve elderly-friendly designs. The findings of this study can serve as a reference for educational institutions, elderly-friendly application design training units, and future researchers in related fields.
Hybrid Job Recommendation Model Based on Professional Profile Using Data from Job Boards and Machine Learning Libraries
Huamán, Alejandro; Rebaza, Giusen; Subauste, Daniel (Peru)
https://doi.org/10.54808/IMSCI2024.01.72
ABSTRACT:
This scientific article presents that the ideal job is crucial for undergraduate software engineering students because it is related to their mental and financial health. The proposal seeks the creation of a hybrid recommendation model (collaborative filter (CF) and content-based (CBR)) of jobs with the ability to obtain the percentage of similarity between the work and the profile obtained from the student. The difficulty of software engineering students finding a job that fits their profile greatly affects these young people over time, resulting in the resulting in the loss of large amounts of offers and unemployment. The system uses machine learning methods to recommend jobs, and in turn, the percentage of similarity between the profiles is obtained. To identify these student profiles, a professional orientation test validated by a psychologist and websites with experts in technical subjects such as Testlify and TestGorilla are used. An experimental protocol was created to evaluate the effectiveness of the model in the recommendations.
Igniting Potential: How Key Antecedents Shape Employee Participation in Knowledge Management Systems
Hsu, Ping-Yu; Liao, Te-Yu (Taiwan)
https://doi.org/10.54808/IMSCI2024.01.139
ABSTRACT:
In the dynamic environment of modern organizations, Knowledge Management Systems (KMS) have become crucial, with many established organizations relying on KMS to compile extensive document repositories. The strategic utilization of this accumulated knowledge is vital for maintaining and enhancing an organization's competitive edge. However, there is often a noticeable shortfall in employee engagement in extracting knowledge from these systems. Previous research has primarily focused on singular factors like Task Technology Fit (TTF), Flow Theory, Absorptive Capacity Theory, and knowledge quality, yet it has not integrated these elements into a comprehensive model to fully assess their collective impact.
This research aims to develop an integrated model to investigate the factors that influence employees' intention to utilize knowledge from KMSs. The main participants of the study are knowledge workers who regularly interact with KMS in a computer manufacturing company. A stratified random sampling strategy is employed to ensure representation across various organizational levels and sectors.
The purpose of this study is to explore the interplay of various determinants that foster employee engagement with KMS, focusing particularly on task knowledge fit, absorptive capacity, and the impact of knowledge quality on task performance. The central research question examines how these factors within a KMS influence an employee's engagement and the perceived utility of the system. The research identifies a significant gap in the current understanding of the complex relationship between these factors and their collective influence on the efficacy of KMS.
The anticipated outcome of this research is a comprehensive model that illuminates the multitude of factors that drive employees' intentions to harness knowledge from KMSs. These factors are expected to aid in task completion and enhance job performance, thereby encouraging knowledge acquisition. The novelty of this research lies in its amalgamation of various theoretical perspectives into a cohesive analytical framework, aiming to enhance employee engagement and willingness to understand within organizations. Survey and interview data were collected from a company in Taiwan.
Interdisciplinary and Interoperable Leadership Skills for Digital Educational Communication
Makhachashvili, Rusudan; Semenist, Ivan; Vinnikova, Nataliia; Tupakhina, Olena (Ukraine)
https://doi.org/10.54808/IMSCI2024.01.115
ABSTRACT:
Transformative shifts in the knowledge economy of the XXI century, Industry 4.0-5.0 development of networked society and e-democracies, emergency digitization due to quarantine measures and, later, wartime measures in Ukraine, has imposed pressing revisions onto interdisciplinary and cross-sectorial job market demands of Liberal Arts university graduates’ skillsets, upon entering the workforce, curriculum design and learning outcomes. This, in turn, stipulates reevaluation of the comprehensive professional competences and leadership potential, perceived and developed by stakeholders of higher education programs. The global pandemic and subsequent warfare in Ukraine induced amplified digitalization measures in the higher education sphere. This end-to end digital shift in the educational processes (communication, content, outcomes and outputs, skills) heralded the introduction of meta-disciplinary dimensions of learning – digital, hybrid and, blended. These meta-disciplinary dimensions can be considered conduits of vertical (endocentric) and horizontal (exocentric) transdisciplinary of digital education as a sustainable, dynamic, leadership-oriented system.
Applied trans-disciplinary lens contributes to the solution of holistic modeling of processes and results of updating models and mechanisms of the highly dynamic communication system of education in the digital environment as a whole and its individual formats in the emergency digitization measures of different types.
Interdisciplinary, AI-Interoperable, and Universal Skills for Foreign Languages Education in Emergency Digitization
Makhachashvili, Rusudan; Semenist, Ivan; Prihodko, Ganna; Prykhodchenko, Olexandra; Rudik, Iryna; Ter-Grygoryan, Maryna; Brus, Mariia (Ukraine)
https://doi.org/10.54808/IMSCI2024.01.107
ABSTRACT:
Transformative potential of the knowledge economy of the XXI century, establishment of networked society, emergency digitization due to the pandemic and wartime measures have imposed elaborate interdisciplinary and transdisciplinary demands on the marketability of Liberal Arts university graduates’ skills and competences, upon entering the workforce. The study is focused on the in-depth diagnostics of the development of multipurpose orientation, universality and interdisciplinarity of skillsets for students of European (English, Spanish, French, Italian, German) and Oriental (Mandarin Chinese, Japanese) Languages major programs through the span of educational activities in the time-frame of sustainable and emergency digitization measures of 2020-2024 in Ukraine. A computational framework of foreign languages education interdisciplinarity is introduced in the study. The survey analysis is used to evaluate the dimensions of interdisciplinarity, universality and transdiciplinarity, informed by the interoperability of soft skills and digital communication skills for Foreign Languages Education across contrasting timeframes and stages of foreign languages acquisition and early career training.
Literacy Evolution in the Digital Era: A Kaleidoscope of Literacies for the 21st Century
Kyriakidis, Kleanthis; Koikas, Evgenia (United Arab Emirates)
https://doi.org/10.54808/IMSCI2024.01.49
ABSTRACT:
Globalization, technology, and burgeoning cultural and social diversity have begotten “multiliteracies” since literacy pedagogy had to keep pace with the transforming social environment and address, by broadening its scope, the galloping changes in literacy. In the 21st century amalgamated societies, information and meaning are represented and communicated by employing various modalities. Multiliteracies constitute a challenge but also an opportunity for educators to reflect upon and re-examine how an inclusive education can best help learners acquire a 21st-century skillset and understand how to negotiate with information in the post-truth era. A multiliteracies approach will afford learners the opportunity to explore the multiple channels of communication and media and the proliferating variety of hybrid text forms related to information and multimedia technologies in the meaning-making process. Especially for refugees and migrants will also pave the way to reclaiming their agency concerning learning and producing knowledge using their multimodal semiotic and linguistic repertoires, gaining the skills to become global communicators, engaging fully in the learning process, and actualizing their potential. Therefore, the socio-cultural-political implications of literacy and, by association, language learning practices have to be considered to achieve educational equity.
Navigating Digital Identities: The Influence of Online Interactions on Youth Cyber Psychology and Cyber Behavior
ElSayary, Areej; Alzaffin, Rafeeah Abdulaziz; Alsuwaidi, Maryam Eisa (United Arab Emirates)
https://doi.org/10.54808/IMSCI2024.01.123
ABSTRACT:
This paper presents a comprehensive review of the literature exploring the impact of online social interactions within cyberspace on young People’s cyberpsychology and cyber behavior. It synthesizes current findings from contemporary research to understand the ways in which digital spaces sculpt youth identity development, social competencies, and psychological well-being. The review highlights the dual nature of online interactions, outlining both the positive aspects (enhanced social connections, educational opportunities) and negative consequences (cyberbullying, internet addiction). By examining various theoretical frameworks and empirical studies, this paper identifies key patterns and gaps in the current understanding of youth behavior in digital contexts. Furthermore, it discusses the implications for developing effective strategies to support healthy digital engagement among young people. The ultimate aim is to provide insights for educators, parents, and policymakers to foster positive cyber behavior and psychological well-being in the digital age.
Opportunities for a Simulation-Based Quantitative Persona Creation Method: Implications from Practitioner Interviews
Kikuchi, Takamasa; Takahashi, Hiroshi (Japan)
https://doi.org/10.54808/IMSCI2024.01.80
ABSTRACT:
Persona methods have become widely used in the marketing field for designing customer-centered services. Some target services, such as those in the healthcare and education domains, are of a delayed nature in terms of the benefits that users enjoy. To create personas for such services, the authors propose a quantitative persona method based on computer simulation. The purpose of this study is to obtain implications for improving the authors' proposed simulation-based quantitative persona creation method from the viewpoint of qualitative methods. As a first step, the authors interview persona planners and designers who use the qualitative creation method. Then, the authors discuss the possibilities and limitations of the proposed method.
Pneumonia Detection Using Convolutional Neural Networks
Acevedo, Elena; Acevedo, Antonio; Orantes, Sandra (Mexico)
https://doi.org/10.54808/IMSCI2024.01.57
ABSTRACT:
Pneumonia is a serious and life-threatening illness, especially for older adults and people with weakened immune systems. It is an inflammation of the lungs caused by a viral, bacterial, or fungal infection. X-ray pneumonia screening is a diagnostic technique that uses chest x-rays to detect the presence of pneumonia in the lungs. In this work, a dataset with 5,863 Chest X-Ray images were used to train, test and validate a Convolutional Neural Network that detects pneumonia. The results obtained were: Recall 96.5%, Precision 95.5% and Accuracy 97%.
The Impact of Artificial Intelligence on the Educational Process of University Students
Montenegro, Sandra; Loor, Jhon; Posligua, Katty; Mendoza, Karina; Chancay, Carlos; Suastegui, Silvia (Ecuador)
https://doi.org/10.54808/IMSCI2024.01.86
ABSTRACT:
Artificial intelligence (AI) has become an increasingly common tool in university education, both for creating educational content and for theoretical and practical evaluation during the educational process of students. This research aimed to analyze the use of AI in the educational process of university students in the Faculty of Education Sciences. The study was descriptive, supported by a quantitative approach with a non-experimental, cross-sectional design to determine the impact of artificial intelligence on the educational process of university students. Theoretical methods, such as analysis-synthesis and deductive-inductive approaches, were used for the information coding process. Empirical level methods, including content analysis techniques, scientific observation, and surveys through a structured questionnaire validated by experts in the field, were also utilized. The research identified challenges in the educational field related to AI integration, such as the limited development of investigative skills, lack of critical and analytical reasoning, and concerns about the quality of information provided by AI tools. Despite significant benefits like rapid task completion, there is also a potential for excessive dependence on AI. The study recommends developing or implementing training programs and workshops to effectively use AI tools, emphasizing navigation on platforms and understanding their pros and cons. Balancing convenience with critical thinking remains crucial, emphasizing the need to avoid exclusive reliance on AI in the learning process.
The Relationship Between Personality Traits and Sustaining Young People's Well-Being: A Comprehensive Literature Review
ElSayary, Areej; Aljneibi, Maitha; Abuali, Reem (United Arab Emirates)
https://doi.org/10.54808/IMSCI2024.01.131
ABSTRACT:
This comprehensive literature review examines the complex relationship between personality traits and well-being among young people. By scrutinizing various models of personality traits—such as the Big Five, Eysenck’s Personality Theory, and the HEXACO model—and their influence on social, psychological, digital, and mental well-being, this study aims to provide a holistic understanding of how inherent personality characteristics can shape an individual’s well-being. Incorporating the Personality Systems Framework (PSF) theory, the review highlights the interplay between personality traits and well-being, offering insights into potential pathways for enhancing young individuals’ life quality. Key findings reveal significant correlations between certain personality traits and aspects of well-being, suggesting directions for future research and practical applications in educational and psychological settings.
Towards sustainable futures: Validating an Instrument for Assessing Sustainable Development Competence in Open Education
Montes-Martínez, Ruth *; Ramírez-Montoya, María Soledad ** (* Spain, ** Mexico)
https://doi.org/10.54808/IMSCI2024.01.7
ABSTRACT:
Educating for sustainable development is important to ensure economic, environmental, and social well-being for present and future generations. The purpose of this paper is to share a tool to self-assess the competence of sustainable development in the framework of an open education that guarantees the development of timely actions. In the methodology for determining the validity and reliability of the instrument presented, validation by expert judgment was used to determine content validity; for construct validity, exploratory factor analysis and confirmatory factor analysis were considered. Five expert judges and 124 students of the bachelor’s degree in Elementary Education participated in the process. The results show a valid and reliable instrument that includes four dimensions: knowledge on sustainable development, skills and actions for open education, awareness on sustainable development, values, and actions for sustainable development. The instrument that was designed can be used in formal and informal educational contexts in which the objective is to contribute to education for sustainable development through open education.
Transference of Knowledge in Interlinguistic Communication: A Teaching and Learning Experience in Classroom Situations
Nikolarea, Ekaterini (Greece)
https://doi.org/10.54808/IMSCI2024.01.143
ABSTRACT:
In this study, the writer, through her own twenty-four (24) years of teaching experience at a non-English University, discusses how challenging the transference of knowledge in interlinguistic communication is, that is, when non-English students, researchers, academics want to transfer knowledge from their local knowledge-based environment to a wider knowledge-based environment that uses English as a means of international communication (lingua franca). During her discussion, the author of this study shows that in order for the transference of knowledge in interlinguistic communication to be successful there must be three support systems: (1) a Human Intelligence (nous) who functions as a helper and/or mediator; (2) Artificial Intelligence (AI) in various forms; and (3) a mnemonic knowledge management tool (TDB) in an electronic form so that human knowledge acquired is not lost.
Using the Cornell Note Taking Method for Instruction
Hendel, Russell Jay (United States)
https://doi.org/10.54808/IMSCI2024.01.43
ABSTRACT:
There are several popular note-taking methods, amongst which the Cornell note taking method is very well-known. The method consists of taking notes by dividing the page into three parts: the main notetaking part; the part summarizing themes, key-, and cue- words; and a part summarizing, in a few lines, contents. This article explores using the Cornell method, originally designed for students, as a means of pedagogy delivery for instructors. Hendel’s four pedagogic pillars, rooting pedagogic excellence in fundamental psycho-neurological processes, explain the success of the Cornell method as attributed to its encouraging executive function and optimal goal-setting techniques. The paper also examines the contrastive practices of some textbooks and confirms critiques of these approaches as employing lower levels of the Bloom-Anderson hierarchy.
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