Trans-Disciplinary Communication in Collaborative Co-Design for Knowledge Sharing [Conference abstract]

Abstract

This article examines the importance of Trans-disciplinary Communication (TDC) in the process of knowledge sharing when utilizing collaborative co-design (CCD) as a tool for large-scale collaborative change social innovation projects. The article begins with a description of CCD and some of the important frameworks like “Collaborative Infrastructure” and the “Collaborative Convergence Pyramid”. Next, the article discusses knowledge sharing in this context as an essential mechanism to effectively engage the participants. As the co-design process is initiated and the work progresses, several tools of TDC are essential such as listening, translation, and facilitation. Then the article presents how the tools of TDC allow for the effective CCD to progress and be led by the author. Finally, some practical, real-world examples of TDC in action for CCD will be shared. By illustrating practical, real-world examples of TDC in action for CCD, the article offers an insightful overview of this empowering process, not merely as a theoretical construct but as a dynamic and practical approach. This article underscores the innovative potential that TDC brings to knowledge creation and dissemination, making it an essential read for academics, practitioners, and policy-makers interested in collaboration, inclusivity, and transformative change.

Full text

Abstracts Proceedings of The Virtual Second Meeting of The
International Association FOR Trans-Disciplinary
Communication (AFTC)
Held In the Context of
The 27th World Multi-Conference on
Systemics, Cybernetics and Informatics: WMSCI 2023©
September 12 - 15, 2023 ~ Virtual Conference
Synchronous presentations: https://www.iiis2023.org/wmsci/program/prog_synch.asp?vc=1
&
Asynchronous presentations https://www.iiis2023.org/wmsci/program/prog_asynch.asp?vc=1
Sponsored by
The International Institute of Informatics and Systemics (IIIS)

FOREWORD
The International Association FOR Trans-Disciplinary Communication (AFTC) is a multi-
disciplinary intellectual community whose purpose is, mainly, 1) to support knowledge
integrations processes by means of making the intellectual effort to share their new knowledge
with scholars and/or researchers and/or students from other disciplines, and 2) to disseminate
knowledge, also, with Society at Large. A visual summary of the meaning used by the (AFTC) of
the phrase “FOR Trans-Disciplinary Communication” is provided in Figure 1
Figure 1
A more comprehensive visual summary is provided in Fogure 2
Figure 2

The purpose of the above figures and the brief textual details provided in Etymological Meaning
of Trans-Disciplinary Communication are to be as clear as we were able to and as brief as possible
to convey the meaning used by The International Association FOR Trans-Disciplinary
Communication (AFTC). Our intention is not to define, let alone to impose a definition on what
seems the highly polysemic nature of each of the words being used. The intention is to avoid
misunderstanding that usually may generate time waste in making a posteriori clarification.
The International Institute of Informatics and Systemics (IIIS) sponsored the virtual First and
Second Meeting of The International Association FOR Trans-Disciplinary Communication
(AFTC) in two of its usual yearly conferences. The virtual presentations were based on acceptances
related to the reviews of the below abstracts included in these proceedings The Next Meeting will,
probably, also be sponsored by the IIIS in its first 2024 conference. conference.
The following expected1 steps, for these virtual presentations, based on their abstract reviewing
are the following:
The next steps would be the following:
1. To upload this Abstracts’ Proceedings to:
1.1. Academia.edu; which, as it is known, boasts over 237 million registered users, 48 million
uploaded papers, and receives 80 million visitors per month, and
1.2. ResearchGate; which, as it is known, is a platform used by more than 25 million
researchers from over 190 countries, with an average of 49+ million unique monthly
visitors and 160 million publication pages.
2. Call for full articles For Trans-Disciplinary Communication
3. Internal review oriented for the fulfillment of what is required by the journal for this kind of
special issue (format different to the regular issues, at least one non-anonymous reviewer,
(according to David Kaplan’s Reviewing Methodology) and beta-reader/editor. By sedinition
beta reader should be form your discipline of field of knowledge, ut from another one the more
dustant, the better, for assuring the quality of the form required for transdici[linary
communication
4. Full papers received will be posted on a web page which will be protected by a login and
password so only authors, editorial board members, and reviewers, may have access to it.
5. Participative Peer-to-Peer Reviewing (PPPR)
6. Accepted full papers will be published in the respective special issue of The Journal of
Systemics, Cybernetics, and Informatics (JSCI), indexed by DOAJ (Directory of Open Access
Journal) since 2003.
1 We used the word “expected” because it may depend on the number of authors willing to write papers oriented to
writing “FOR Trans-Disciplinary Communication” and for those whose reviewers may approved it as “FOR Trans-
Disciplinary Communication”

7. Selected papers will also be published in an e-book which will have a printed version, to be
distributed via Amazon. The latter will be at a very low price similar to the required one for
printing all the published papers from the journal or from the e-book. These three ways of
publications is oriented to reach a maximum number of readers because it is among the
objectives of The International Association FOR Trans-Disciplinary Communication (AFTC)

Schedule of the Virtual Presentations FOR Trans-Disciplinary Communications
Held on September 15, 2023
In the context of
The 27th World Multi-Conference on
Systemics, Cybernetics, Informatics: WMSCI 2023
&
The Second Meeting of the
International Association FOR Trans-Disciplinary Communications (AFTC)
Sponsored by
The International Institute of Informatics and Systemics (IIIS)
&Volunteers from
The International Association FOR Trans-Disciplinary Communications (AFTC)
The time zone indicated in the table is: (GMT-4:00) Eastern Time (US and Canada)
Time
Volunteering Speakers and
Countries
Title of the Virtual Presentations FOR
Trans-Disciplinary Communications
8:00-8:30 AM
Professor Shigehiro
Hashimoto, Japan
Kogakuin University, Tokyo
“Applications of artificial intelligence
for students studying the
interdisciplinary field of biomedical
engineering.”
8:30-9:00 AM
Professors Birgit Oberer
and Alptekin Erkollar,
Institute for Interdisciplinary
Research (ETCOP), Austria
“Advancing Entrepreneurship
Education: An Integrated Approach to
Empowering Future Innovators”
'9:00-9:30 AM
Dr. Vinod Kumar Verma,
India, Sant Longowal
Institute of Engineering &
Technology,(SLIET)
“Trans-Disciplinary Communication –
Opinions, Thoughts and Impacts on
Research”
9:30-10:00 AM
Prof. Olga Bernikova, Ms.
Daria Frolova, Saint
Petersburg State University
Russian Federation
“From Disunity to Synergy:
Transdisciplinarity in HR Trends”
10:00-10:30 AM
Professor. Susu Nousala,
Lithuania and Switzerland,
Kaunas University of
Technology (KTU),
Lithuania/Switzerland
“Knowledge Integration”.
10:30-11:00 AM
Professors Alptekin
Erkollar and Birgit Oberer,
Austria, ETCOP Institute for
Interdisciplinary Research
“Digital Privacy in an Age of
Surveillance: Balancing Security and
Individual Rights”
10:30-11:00 AM
Dr. Safaa Shaaban, Egypt,
British University in Egypt
(BUE)
“The Effect of ChatGPT on Education:
A Glance at the Literature”

11:30 AM-12:00 M
Prof. Nicola Fabiano, Italy,
University of Ostrava
“The AI Act and the need for an
approach considering "Knowledge
Integration" and "Trans-disciplinary
Communication"
12:00 M -12:30 PM
Dr. Anna Bobkowska,
Poland, Gdansk University
of Technology
“Approaches to Knowledge Integration:
Intuition and Creativity, Business
Analysis and Cross-Disciplinary Team
Management”
12:30 - 1:00 PM
Mrs. Carol Cuthbert,
Professor Noel Pearse,
Professor Karen Bradshaw,
South Africa, University of
Pretoria
A Transdisciplinary Methodology for
Knowledge Integration
1:00 – 1:30 PM
Professors Alptekin
Erkollar and Birgit Oberer,
Austria, ETCOP Institute for
Interdisciplinary Research
“Harnessing Potential, Confronting
Risks: The Era of Autonomous,
Learning Software?”
1:30 - 2:00 PM
Cristo LEÓN, Ph.D.
(Candidate) USA, New
Jersey Institute of
Technology.
“Leveraging Trans-Disciplinary
Communication for Policy Making: A
discussion of a reflective activity”
2:00 -2:30 PM
Professor William Swart,
USA, East Carolina
University, and Dr. Rick
Fernandez, USA, Chairman
US Technical Advisory
Group, TC 279, ISO 56000
Innovation Management
System
“Innovation, Transdisciplinary
Communication and Knowledge
Generation”
2:30 -3:00 PM
Dr. Bilquis Ferdousi, USA,
Eastern Michigan University
“Transdisciplinary Communication in
Acceptance of Technology Innovation”
3:30 -4:00 PM
Dr. James LIPUMA and
Cristo LEÓN. Ph.D.
(candidate), USA, New
Jersey Institute of
Technology.
“Trans-Disciplinary Communication in
Collaborative Co-Design for Knowledge
Sharing “
4:00 -4:30 PM
Dr. Russell Jay Hendel,
USA, Towson University
“A Multi-Disciplinary Knowledge-
Integration Approach to Pedagogic
Excellence”
4:30 -5:00 PM
Dr. Katherine G. Herbert-
Berger, USA, and Dr. Sumi
Hagiwara, USA, Montclair
State University
Professor Thomas J.
Marlowe, USA Seton Hall
University
“Dimensions of Knowledge Integration
Planning and Serendipity in an
Experience with Teacher Researchers”

5:00 -5:30 PM
Dr. Teresa Langness, USA.
Nonprofit Board President at
Full-Circle Learning (USA
West Coast)
Wi-Fi and the Wisdom Exchange: The
Role of Lived Experience in the Age of
AI
5:30-6:00 PM
Dr. Nagib Callaos, IIIS,
USA
“Education FOR Transdisciplinary
Communication – An Exploratory
Project”
6:00-6:30 PM
Prof. María Silvia Cadile y
Srta. María Valentina Zatti
Duplant, Argentina,
Universidad Nacional de
Córdoba
“Comunicación Trans-Disciplinaria en
la Disciplina de Química - Recursos
educativos digitales que potencian el
aprendizaje”
“Transdisciplinary Communication
from the Chemistry Discipline - Digital
educational resources that enhance
learning."

Abstracts and Short Bios
Ordered According to the Virtual Presentation Order
Professor Shigehiro Hashimoto, Japan, Professor of Kogakuin
University (Former Councilor and Former Dean, Faculty of Engineering,
Former Associate to the President, Former President of the Society of Life
Support Engineering Japan), Doctor of Engineering and Doctor of
Medicine, Research Area: Biomedical Engineering.
Dr. Shigehiro Hashimoto now is a professor of Biomedical Engineering,
Faculty of Engineering, Kogakuin University, Tokyo, Japan. He got his
Bachelor of Engineering in Mechanical Physics (1979), and Master of Engineering at Tokyo
Institute of Technology (1981), Tokyo, Doctor of Medicine at Kitasato University (1987),
Sagamihara, and Doctor of Engineering at Tokyo Institute of Technology (1990), Tokyo.
He was Research Associate in School of Medicine (1981-1989), and Assistant Professor in School
of Medicine (1989 -1994), at Kitasato University, Associate Professor in the Department of
Electronics (1994- 2001), and Professor at Osaka Institute of Technology (2001-2011). He also
was the Creator of the first Department of Biomedical Engineering in Japan at Osaka Institute of
Technology (2005) and Director of its Medical Engineering Research Center (2005-2011). He was
Associate to President and Dean of Admissions Center (2012-2018), Dean, Faculty of Engineering
(2019-2021) at Kogakuin University, Tokyo. He experienced internship in Research Center for
Artificial Heart in Free University in Berlin (1977). He is the author of the books of
“Polydimethylsiloxane, Structure and Applications (2020)”, “Introduction to Biosystems
Engineering (1996)”, “Introduction to Bio-measurement Engineering (2000)”, and “Introduction
to Biomechanical Engineering (2013)”. His present researches focus on bio-cellular mechanics
using micro-machined flow channel. shashimoto@cc.kogakuin.ac.jp
http://www.mech.kogakuin.ac.jp/labs/bio/
Title: Applications of artificial intelligence for students studying the interdisciplinary field of
biomedical engineering.
Abstract: Interdisciplinary studies are not easy for students, so proper guidance is needed. For
example, students in the field of mechanical engineering are often confused about how to study in
the field of biomedical engineering. Many students want to acquire knowledge of medicine and
biology. In this way, students simply study another subject.
Considerable effort is required to understand the relevance of what has been learned. When
learning from individual textbooks, the amount of textbooks becomes enormous. It is difficult to
find the relevance between each field. Artificial intelligence AI is good at searching large amounts
of information and relationships between information. The use of AI greatly increases the speed
of learning. However, in order to obtain the truly necessary information, it is necessary to devise
ways of extracting information (questions). On the other hand, depending on the input status of

information to AI, unconfirmed information will be mixed. The majority decision is not always
appropriate for the ranking of information. It is important that experts actively participate in
overwriting information. There is a possibility that the information in the interdisciplinary field
will not be nurtured only by teaching by each expert. It is important that interdisciplinary experts
also participate in overwriting. For the development of new technology, it is important to ethically
judge its impact on society. Experts in interdisciplinary fields are expected to actively use AI to
predict the impact on society. It may not be easy to distinguish between human runaway and AI
runaway. For now, it is safe for learners to start using AI to list information before using it to make
decisions. It is hoped that AI will help transfer expertise to the outside world.
Professor Birgit Oberer, Austria, ETCOP Institute for Interdisciplinary
Research
Prior to her current position, Dr. Birgit Oberer served as a professor at
universities in the USA, Singapore, and Turkey, worked as a visiting
professor in different countries and taught at Austrian Higher Education
institutions. Dr. Oberer is currently a professor of computer science at the
Education Directorate of Carinthia in Austria. She received her habilitation
in Management Information Systems in 2015 and is accredited as an
International Engineering Educator by the International Society for Engineering Pedagogy (IGIP).
Dr. Oberer serves as a Coordinator at ETCOP and is Learning App Evaluator for the Austrian
Federal Ministry of Education, Science and Research. She actively contributes to the academic
community through various roles such as keynote and invited speaker, track and session chair, and
scientific committee member for reputable journals and conferences, has received multiple
teaching excellence awards and serves as the co-editor of the EBM book series.
Professor Alptekin Erkollar, Austria, ETCOP Institute for
Interdisciplinary Research
Dr. Alptekin Erkollar, Chairman of the Board of Directors at ETCOP, is
a professor of Management Information Systems with over 30 years of
experience. He specializes in industry 4.0, education 5.0, artificial
intelligence, and digital transformation. Dr. Erkollar has received
numerous awards for his research and teaching and has published journal
articles on his areas of expertise. Prof. Erkollar has taught and conducted
research as a visiting professor at universities in the USA, Singapore, and
other countries. Dr. Erkollar is an active member of professional organizations such as IGIP and
the Horizon Europe Community Austria. He serves on editorial boards and conference committees
and has given keynote speeches at numerous international conferences. Dr. Erkollar is the editor
of the international ‘Enterprise and Business Management EBM’ book series. His passion for
Management Information Systems continues to inspire the next generation of MIS professionals.

Title: Advancing Entrepreneurship Education: An Integrated Approach to Empowering Future
Innovators
Abstract: Entrepreneurship plays a central role in driving economic growth and fostering
innovation worldwide. As the business landscape becomes increasingly dynamic and competitive,
the need for effective entrepreneurship education has never been more critical. This paper presents
an integrated framework for entrepreneurship education that addresses the limitations of traditional
approaches and aims to equip aspiring entrepreneurs with the necessary mindset, skills, and
ecosystem engagement to thrive in the ever-evolving entrepreneurial landscape. The framework
focuses on mindset development, skills acquisition, and ecosystem engagement as essential pillars
for empowering and nurturing future innovators, contributing to the advancement of
entrepreneurship education and the cultivation of a new generation of successful entrepreneurs and
innovators.
Dr. Vinod Kumar Verma, India, Sant Longowal Institute of Engineering
& Technology, Department of Computer Science & Engineering
Dr. Vinod Kumar Verma is an Assistant Professor in the Department of
Computer Science and Engineering at Sant Longowal Institute of
Engineering and Technology,Longowal, Punjab, India. He earned his
B.Tech. in Computer Engineering from Kurukshetra University and his
MS in Software Systems from BITS, Pilani, in 2005 and 2008
respectively. Dr Verma earned his Ph.D. in Computer Science and
Engineering from SLIET, Longowal. Dr. Verma has taught lessons at University of West Attica,
Athens, Greece, Formerly Athens University of Applied Sciences, Technological Institutions (TEI)
of Athens, GREECE, under ERASMUS+ Programmme. Dr. Verma has published many research
papers in the International Journals of IEEE, Springer, Elsevier, Taylor and Francis. Dr. Verma is
serving as Lead Guest Editor for a Special issue in International Journal of Distributed Sensor
Networks (JCR@Thomson Reuters Journal), SAGE Journals Publishing, United Kingdom (UK).
Recently, Dr. Verma has been Selected for 2017, 2018 Albert Nelson Marquis Lifetime
Achievement Award. USA. Dr. Verma is also serving as Editorial Board Member / Reviewer for
many International Journals like IEEE Sensor Journal, USA, IEEE Transactions on Neural
Networks and Learning Systems, USA, ELSEVIER Computer Networks: The International
Journal of Computer and Telecommunications Networking, ELSEVIER Future Generation
Computer Systems: The International Journal of eScience, SPRINGER EURASIP Journal on
Wireless Communications and Networking, SPRINGER Journal of Computers in Education,
WILEY International Journal of Communication systems, The Journal of Systemics, Cybernetics,
and Informatics (JSCI) IIIS, Florida, USA,International Journal of Communication Systems.
Wiley Publications, International Journal of Distributed Sensor Networks (IJDSN), SAGE
Publishing, UK, Meta Research. His Research work includes wireless sensor networks, internet of
things, big data, cloud computing, trust & reputation systems, simulation,
Title: Trans-Disciplinary Communication – Opinions, Thoughts and Impacts on Research

Abstract: The emergence of trans-disciplinary communication opens a new door for researchers
and scientists across the globe. It not only opens novel facets but also assimilates the views and
opinions from the different disciplines in order to have more impact on the thoughts and real time
applications. The research community should jointly address the problem irrespective of the
disciplines e.g. the novel idea includes the development of the content lies with the researchers of
the allied field and the presentation of information by the journalists. The researchers should take
the responsibility of the content and journalists should be accountable for its presentations. The
opinions and thoughts of the people in different countries vary for this approach. Here, in India,
the idea of incorporating the journalist for the presentation of the research information or data is
difficult to opt for by the people at this stage. Some people think that they have to only work in
their own domain instead of collaborating or working for trans-disciplinary communication.
Rather it is very difficult many times to confess to them the significance of trans-disciplinary
communications. Most of the time, it becomes difficult for people to convey in terms of trans-
disciplinary communication. Many people think that this is a huge waste of time to discuss and
work for trans-disciplinary communication. On the one hand, there are numerous benefits of trans-
disciplinary communication to the community. These benefits include better understanding, more
confidence, enhanced way of thinking, higher probability of success for a particular problem
solution, integration of different areas and discipline to work under one roof, and many more.
These are endless and can increase as much as you think and understand about trans-disciplinary
communication. On the other hand, it has some dire consequences too. These include the
differences in the thoughts of the people at different levels. It may be possible that the person who
is more educated or skilled or has vast experience has a higher probability of understanding trans-
disciplinary communication.
Prof. Olga Bernikova, Russia, Saint Petersburg State University,
Research Laboratory for Analysis and Modeling of Social Process.
Dr. Olga Bernikova is Associate Professor at the Department of Arabic
Philology and at the Research Laboratory for Analysis and Modelling of
Social Process of St. Petersburg State University, Russia. She obtained
her Ph.D. in Arabic linguistics in 2002. Her current research interests
include Arabic Linguistics, Corpus Linguistics, ICT in Arabic Learning
and Research, Islamic Studies. She has more than 120 publications on
these subjects. She is the author of 6 textbooks and the editor of several
books. Dr. Olga Bernikova took part in the development of several e-courses in the Arabic
language She has three certified inventions (Program for Optical Recognition of Visual Text
Information in Arabic, Software for Arabic Text E-learning, Translation and Recognition, E-
Glossary of the History and Culture of Islam). She is a part of the board executives of the academic
journal Eurasian Arabic Studies, and a member of the editorial board of the academic journal Islam
in the Modern World.

Ms. Daria Frolova, Russian Federation, Profiler-Verifier, Master of
Psychology, Digital Psychologist, Gestalt Therapist.
Daria Frolova is engaged in interdisciplinary areas of research in the field
of Psychology. In 2023, she received a diploma with honors in Social and
Political Psychology, having defended her Master's thesis at St. Petersburg
State University on the topic "Ordinary and professional representations
of the quality of online psychological services". She graduated from the
professional training program for a profiler verifier. She is a Consulting
Gestalt Therapist. Previously, she defended her Bachelor's degree in
"Jurisprudence with in-depth study of the Chinese language and the Law
of the People's Republic of China." Participated in the development of a psychological help chatbot
as a UX researcher. Currently continuing research in the field of Digital psychology.
Title: From Disunity to Synergy: Transdisciplinarity in HR Trends
Abstract: Modern trends in the labour market demonstrate a significant change in the paradigm
of intersectoral and interdisciplinary interaction in a changing reality.
In this study, current trends in the HR market will be considered. The World Economic Forum
2023 Future of Jobs report stated, that the past three years have been shaped by a challenging
combination of health, economic and geopolitical volatility combined with growing social and
environmental pressures. These accelerating transformations have and continue to reconfigure the
world’s labour markets and shape the demand for jobs and skills of tomorrow.
The obvious importance of transdisciplinarity in today's labour market is not always reflected in
reality. This is largely due to the unwillingness to change, which in many respects goes back to the
field of psychology. In this context, Kurt Lewin's theory of change is considered, which confirms
that there is always a balance in life, which in relation to life changes manifest themselves in the
following: there is a certain driving force that gives changes and changes in people's lives for the
better, and the same resistance force, which opposes it and wants to keep the usual order, to leave
everything unchanged.
Professor. Susu Nousala, Lithuania and Switzerland, Kaunas
University of Technology (KTU), Lithuania and Creative Systemic
Research Platform (CSRP), Switzerland
Dr. Susu Nousala, is a former lecturer at Tongji University (Shanghai),
Professor with the College of Design and Innovation, former researcher
in sustainable design at Aalto University (Finland) and Fellow at SIAL
(Spatial Information Architecture Lab), RMIT Design and Social Context,
School of Architecture and Design, RMIT University.

A Professor with Design and Innovation (D&I), Tongji University, Founder and Director of
Creative Systemic Research Platform, developing systemic project based learning, programs,
concepts and practice with international partners. Previously a ( “Chitian Scholar”) Professor with
Wuhan University of Technology (part time, 2014/15 - 2018), and previously a Senior Research
Fellow at Aalto University, Finland. At Aalto, lectured for the “creative sustainability program”
(CS), was a course developer and project coordinator for Aalto LABs (a CS project). She has also
been awarded an honorary Research Fellow at GAMUT, Faculty of Architecture, Building and
Planning, University of Melbourne, Australia (current). Susu has been visiting professor at Chiang
Mai University (Thailand) with the faculty of Management, business administration, and was as a
co-founder and co-director of Kororoit Institute (KI) Melbourne, Australia (KI is interdisciplinary
research of complex and chaotic systems). Susu has been a Research Fellow at RMIT Design and
Social Context, managing/researching for National and International research projects. Previous
work and training has included art and cultural material conservation practice for various major
cultural institutions Australia, England, France, Holland, USA and Singapore. To date she chaired
and co-chaired at numerous international symposiums and conferences, is author and co-author
for more than 60 refereed journal, conference papers and book chapters. She has received academic
and international awards as an invited guest and keynote speaker. She has been successful in
working with many multi-disciplinary teams (and securing funding for National/International
projects) in many countries including, Australia, New Zealand, Singapore, Malaysia, Indonesia,
Thailand, Laos, Vietnam, India, Hong Kong, Taiwan, China, Finland, Denmark, England, France,
Germany, Italy, Spain, Switzerland, Central America (Mexico City and other regions) and North
America.
Title: Knowledge Integration.
Abstract: This work discusses, and is informed by previous investigations into the concepts of
preconditions, developing community systems, and current societal impacts. The underlying
“communication in action” (and or the information field), that bind, inform and impact complex
environments such as physical and virtual communities of any sort, is one that strives for constant
equilibrium between the forces at play. What are these forces that impact the evolution of
communication within and beyond complex environments? A useful response to this question,
begins with the exploration of the relationships that bind these phenomena with their complex
environments. These relationships can be tight or loose, with fast or slow, but tend to betray
commonality of abilities, that emerge longitudinally through countless, dynamic, relationship
exchanges. The dynamics of these interactions are usually virtual, with subsequent transitional
states that lead to the physical. With these interactions continuously at play within all complex
adaptive systemic environments (communities of all sorts), the question of preconditions is an
important one, albeit, hidden to some extent. The preconditions, if focused upon, sets the stage for
relationship tendencies, but these are not necessarily predictive. This discussion is informed by the
virtual communication of complex adaptive systems via the lens of preconditions. As such, the
exploration of the impact (via the lens of preconditions), that AI, acting as a field of information,
could have on the dynamic relationships within any developing community systems, is timely.
Communication in action, or AI as a type of emergent information field, is extremely relevant, as
our collective knowledge structures enter possibly new and uncharted waters.

Professors Alptekin Erkollar and Birgit Oberer, Austria, ETCOP Institute for Interdisciplinary
Research. Pictures and Short Bios are included above.
Title: Digital Privacy in an Age of Surveillance: Balancing Security and Individual Rights
Abstract: In an era of unprecedented digital connectivity, the complex interplay between
protecting individual privacy and ensuring collective security has taken center stage. This
presentation will explore the intricate landscape of digital privacy within the pervasive realm of
surveillance. Fueled by the exponential growth of technology, we navigate the complexities that
arise as we strive to balance the paramount importance of individual rights with the imperative of
maintaining security.
Our journey begins by dissecting the challenges inherent in preserving personal data in an
interconnected ecosystem. We explore the vulnerability of digital footprints, the ubiquity of data
breaches, and the ethical considerations surrounding data ownership and consent. As technological
innovations reshape the boundaries of surveillance, we highlight the profound implications for
personal freedoms, autonomy, and trust in society.
Dr. Safaa Shaaban, Egypt, British University in Egypt (BUE), Business
School
Dr. Safaa Shaaban an associate professor in HRM and Leadership at
Business Schools at the British University in Egypt (BUE), she gains her
Ph.D.in 2007 in HRD from Newcastle University, UK. In 2000/2001 she
achieved MSc in HRM from Manchester University, UK. She is a Fellow
of the Higher Education Academy (FHEA) in the UK and is in the process
for a Senior fellow. Her experiences covered many areas in teaching such
as HRM, Leadership, Behavioural Science, Organisational Behavioral, and research methods, she
has great experience in higher education with many universities in Egypt and UK. She is an
international consultant with national, regional and international donors. She has extensive
experience working with a range of stakeholders such as government departments, professional
bodies, employers, NGOs, CSOs, universities, awarding bodies, and funding bodies. She has more
than 30 years of experience in research, training, logical framework, and mid and final evaluation
of women empowerment projects. Her experience is mainly in the UK and MENA region. She has
led/managed many projects in a wide variety of thematic areas in the UK and MENA region. Dr
Shaaban Has many publications related to women's economic empowerment and poverty
alleviation and inclusion. She also participated in and lead many Final and midterm project
evaluations with DFID, British Council, UNDP, UNICEF, Care International and other
international donors. Dr Shaaban is a deputy chair of BRME committee in her Business school
Title: The Effect of ChatGPT on Education: A Glance at the Literature
Abstract: In November 2022, ChatGPT, an AI-based chatbot, was introduced. ChatGPT can
produce coherent and human-like responses to user input. This quick assessment of the literature

attempts to improve our comprehension of ChatGPT's capacities across subject domains, how it
might be applied in education, and potential concerns brought up by researchers within the first
three months of its availability. 25 publications for content analysis (i.e., open coding, axial coding,
and selective coding) were found after searching Google Scholar and the pertinent databases.
According to the review's conclusions, ChatGPT performed differently in each subject area,
ranging from great (for example, in economics) to satisfactory (for example, in programming) to
unsatisfactory (for example, in mathematics). Although ChatGPT has the ability to act as a virtual
tutor for students (e.g., to answer questions and promote cooperation) as well as provide assistance
for instructors (e.g., to produce course materials and offer suggestions), there were issues with its
utilization, such as the generation of false or inaccurate information and getting around plagiarism
detection. The institutional policies and evaluation practices used in schools and universities need
to be updated right away. To address ChatGPT's effects on the educational environment, instructor
development and student education are also crucial.
Keywords: ChatGPT; OpenAI; artificial intelligence; natural language processing; chatbot
.
Prof. Nicola Fabiano, Italy, Founder and CEO of Studio Legale Fabiano,
Adjunct Professor at the University of Ostrava (Rome), Italy. Former
President of the first San Marino Data Protection Authority
Professor Nicola Fabiano, Lawyer, Council of Italian High Court, Civil
Law Specialist, expert and advisor for Data Protection, Privacy, and
Cyber Security, Innovator. Nicola frequently speaks at international
conferences on data protection, privacy, Cyber Security, IoT, and
Blockchain, publishing articles, essays, books, and papers. In 1994 Nicola
founded Studio Legale Fabiano. Former national expert for the Republic of San Marino on the
Committees of the Council of Europe related to Convention No. 108 and the “Ad hoc Committee
on Artificial Intelligence” CAHAI. He has been the Government of the Republic of San Marino’s
advisor for drafting legislation on personal data protection. Nicola Fabiano is the creator of the
Data Protection and Privacy Relationships Model (DAPPREMO) based on high-mathematics and
set theory.
Nicola is a certified Security Manager (ICT), Data Protection Officer and Privacy Assessor, and
Information Security Management Systems Professionals.
Nicola is a member of IEEE # 94364839 and IEEE SA, the awarded “IEEE SA P7007 Ontological
Standard for Ethically Driven Robotics and Automation Systems Working Group” and Chair of
the “Data Privacy and Protection” subgroup, the European AI Alliance, the XSF (XMPP Standards
Foundation), the AI*IA (Italian Association for the A), the AIP-ITCS (Italian Computer Society).
Nicola Fabiano is the author of articles, essays, books, and papers.
Website: https://www.fabiano.law - Digital Notepad: https://notes.nicfab.eu - LinkedIn:
https://www.linkedin.com/in/nicfab/
Title: The AI Act and the need for an approach considering "Knowledge Integration" and
"Trans-disciplinary Communication".

Abstract: According to the EU digital agenda, the European legislators passed several legislations,
some still in the Proposal phase.
Namely, we refer to the Data Governance Act, Digital Markets Act, Digital Services Act, Digital
Operational Resilience Act (DORA), and Resilience of Critical Entities (CER). The mentioned
legislation is already published in the Official Journal of the European Union (OJEU), and two of
them are also already applicable, while the others will apply next year (2024).
However, among the legislation still in the stage of the Proposal, we mention the AI Act, of which
now there are three different text versions (one of the EU Commission, one of the Council, and one
of the EU Parliament). The so-called trilogue started, and we are waiting for the final text.
Firstly, we underline that the Proposal doesn't define "artificial intelligence" but explicitly of
"artificial intelligence system", which is the starting point and the primary reference to be
considered.
In the end, we now have three different versions of that Proposal. So regarding the definition, three
"artificial intelligence system" definitions, all until the final version, which will be carried out at the
end of the trilogue.
As we said, the definition is crucial for the entire regulation proposal and the effects when it comes
into force. From the definition will move, every kind of approach and event with every
consequence, including the ones related to AI liability, which is in the Proposal for a Directive on
adapting non-contractual civil liability rules to artificial intelligence (AI Liability Directive) of
28.9.2022.
The AI topic is particularly relevant regarding the relationships between "Knowledge Integration"
and "Trans-disciplinary Communication" because it is as vital as ever to highlight how a
multidisciplinary approach is necessary. We should underline the need – from one side – for
Knowledge Integration from people unfamiliar with some domains; on the other side, that one
implicitly demonstrates how is fundamental Trans-disciplinary Communication.
Dr. Anna Bobkowska, Poland, Gdansk University of Technology,
Department of Software Engineering
Anna E. Bobkowska received her Ph.D. in Computer Science at Gdansk
University of Technology, Poland in 2001. She has been teaching
Software Engineering, Software Modeling and Business Analysis, Social
Aspects of Informatics, Team Projects, and Research Methods to Ph.D.
Students. She has conducted interdisciplinary research in which software
engineering methods are integrated with knowledge from other
disciplines, e.g. cognitive science, project management, law, usability, and
creativity. She has been also involved in international cooperation by fulfilling the function of

Erasmus+ Coordinator at the Faculty of Electronics, Telecommunications, and Informatics,
coordinating a Double Diploma Program, and participating in the work of the Committee for
Scholarship Awards for International Students
Title: Approaches to Knowledge Integration: Intuition and Creativity, Business Analysis and
Cross-Disciplinary Team Management
Abstract: Knowledge Integration is a complex phenomenon which can be considered in several
dimensions including, among others, individual action vs. social activity; cognitive skill vs.
creative skill; and common ground knowledge vs. expert’s knowledge. There are several
approaches to deal with knowledge integration. They address usually selected aspects that can be
classified to the dimensions. In this presentation, we plan to start elaboration and discussion of
these approaches with three pragmatic approaches, which are:
• Intuitive integration based on natural cognitive and creative skills
• Business Analysis approach focusing on the role, tasks and skills of the integrator (i.e. business
analyst)
• Cross-disciplinary team management based on research of best practice of effective cross-
disciplinary teams.
Additionally, we are going to make an attempt to classify these conceptual models to the
dimensions and also to compare them to the framework FOR trans-disciplinary communication.
Mrs. Carol Cuthbert, South Africa, University of Pretoria, Rhodes
Business School, Hons Industrial Sociology, Advanced Certificate in
Information Systems Management (University of Pretoria), MBA (Rhodes
Business School). CBAP, CBDA (IIBA).
Before joining Rhodes Business School, Carol Cuthbert worked in the
legal systems implementation industry for twenty years and founded
Kestrel Business Solutions, a Legal Practice Management systems
services company serving the UK legal market since 1996.
Her experience in both Practice Management and Dealer Management systems ensures an
understanding of recording, billing accounting, management accounting, human resources, and
payroll processes. She has been part of seventeen legal system implementations in the United
Kingdom.
Carol brings a wealth of analytics and business process experience and teaches Statistics, Business
Analysis, and Business Data Analytics. Carol has published on Data Visualization.

Professor Noel Pearse is the Research Coordinator at the Rhodes Business
School, Rhodes University, South Africa. He lectures in Leadership,
People Management, Strategy Implementation, Change Management, and
Research Design.
He has authored and co-authored 30 peer-reviewed journal publications,
published more than ten books and chapters in books, and has over 40
international conference proceedings publications. He has successfully
supervised 6 Doctoral candidates, 7 Master’s by full thesis, and over 50
Master of Business Administration dissertations. His Google Scholar
profile is https://scholar.google.co.za/citations?user=JgVpXF4AAAAJ&hl=en and reflects over
1300 citations. His current research interest is in the application of qualitative research methods
to analyzing leadership and leadership development processes.
Professor Karen Bradshaw, South Africa, Department of Computer
Science, Rhodes University, MSc (Rhodes), PhD (Cantab).
Before joining Rhodes University, Karen worked in industry and academia
in the UK, Zimbabwe, and Johannesburg (South Africa). For a decade, she
consulted in both the financial and software development industry.
Since returning to academia in 2006, her research has focussed on
computational thinking to enrich computer science undergraduate skills,
computer simulation of environmental and conservation problems, machine learning applications,
and high-performance computing, with publications in these areas.
Title: A Transdisciplinary Methodology for Developing Contingent Resource-Based Theory
Abstract: Over more than 20 years, resource-based theory has matured from a view of
organizations to a fully-fledged theory by adopting quantitative research approaches. Contingent
resource-based theory has developed from resource-based theory. The contingent resource-based
theory has also tended to adopt a quantitative approach but is sensitive to the context of the research
setting. In our research, a transdisciplinary approach was adopted.
Our research has extended the contingent resource-based theory into the services sector, focusing
mainly on legal services, which demand bespoke data management systems that have a dynamic
capability. Furthermore, our research illustrated that these legal organizations operate in
multidisciplinary teams, using visualization of large datasets and sensemaking to guide strategic
and operational decisions.
The transdisciplinary approach was an appropriate methodology for the following reasons. Firstly,
a multidisciplinary team was involved in the sensemaking of big data sets that were enabled by
visualization to support actionable decision-making at both a strategic and operational level.
Secondly, the Mode 2 applied nature of the research problem being investigated, was at the
intersection of several disciplines, which hitherto have tended to operate in silos.

In summary, this paper has demonstrated the appropriateness of a transdisciplinary approach to the
extension of contingent resource-based theory. The implications of this approach to practical
problem-solving are illustrated. Finally, research recommendations are made on how contingent
resource-based theory can be extended by adopting a transdisciplinary approach.
Professors Alptekin Erkollar and Birgit Oberer, Austria, ETCOP Institute for Interdisciplinary
Research Pictures and Short Bios are included above.
Title: Harnessing Potential, Confronting Risks: The Era of Autonomous, Learning Software
Abstract: Join us as we enter an era in which software is evolving from tool to intellect - ushering
in a realm of autonomous, learning systems. We will explore the transformative integration of these
systems into transdisciplinary communication. As we navigate this uncharted territory, we uncover
tremendous potential. Imagine software that learns and adapts, deciphering intricate webs of data
across disciplines and taking us beyond conventional insights. Imagine decisions based on
complex pattern recognition that lead us to data-driven solutions. But this frontier isn't without its
challenges. Our discussion won't shy away from the risks that come with these advances. Ethical
dilemmas arise - how do we assign responsibility to autonomous systems? Could latent biases in
algorithms tarnish our achievements? As automation advances, protecting jobs and privacy is
paramount. Fellow pioneers, our compass points to collaboration. Transdisciplinary
communication becomes our guiding star. The convergence of the skills of technologists, the
perspectives of ethicists, and the aspirations of policymakers sparks the creation of an Innovation
Symposium. Together, we will navigate the uncharted waters of autonomous software.
Cristo E., Yáñez-León, B.A., M.B.A., Ph.D. candidate, USA, New
Jersey Institute of Technology, Director of Research, CSLA, Office of
Research & Development
In this role, Cristo manages the logistics of research programs as well as
pre and post-award actions for +100 active grants, overseeing the
submission process of +200 proposals per year, serving as a liaison with
the Office of Research, the College Dean, six departments, and over 110
faculty PIs.
Cristo’s experiences have included over 15 years in directive positions. Managing logistics,
facilitating organizational development training, designing business innovation plans, and
implementing innovation projects for organizations including NJIT, Northern Ocean Habitat for
Humanity, Ocean County College, Monterrey Institute of Technology & Higher Education, and
the University of Veracruz. Cristo also develops and facilitates courses for the Monterrey Institute
of Technology & Higher Education “ITESM” in Latin America for C-Level executives of
corporations including; KPMG, Chedraui Inc., Coca-Cola Femsa, PEMEX, Continental, Adelca,
SemMaterials, and Adecco among others.

After completing his Master’s in Business Administration in 2015 with “Suma cum laude” he was
awarded the “Generation Leader EXATEC 2021” title by the Monterrey Institute of Technology
& Higher Education. Currently, he is a Ph.D. Graduate Student in Management and Innovation of
Institutions, his research areas are Convergence, Innovation, Broadening Impact and Participation,
Strategic Planning, Digital Marketing, and Business Storytelling.
Title: Leveraging Trans-Disciplinary Communication for Policy Making: A discussion of a
reflective activity
Abstract: The author conducted a one-hour workshop at the NSF’s 2023 Eddie Bernice Johnson,
INCLUDES National Network Convening: Sustaining Equity-Driven Systems Change, held in
Washington, DC, on August 2-4, 2023. During this workshop titled “Enhancing Inclusivity
through Expertise Sharing: A Reflective Group Activity on Effective Policy Development”, the
authors leverage Trans-Disciplinary Communication (TDC) to foster knowledge sharing among a
diverse group of participants, including members of academia, non-profits, federal representatives
and the general public, especially women and other traditionally underrepresented groups.
First, the presentation will describe the protocol for eliciting participation and fostering knowledge
sharing. Next, the article will examine the outcomes of the discussions during the activity. Finally,
the presenter will analyze the results of the activity and its implications, including a particular need
for great dissemination and divulgation by successful programs.
Keywords: Trans-Disciplinary Communication (TDC), Policy Making, Inclusivity, Knowledge
Sharing, Reflective Activity, NSF INCLUDES
Dr. Rick Fernandez, USA, Chairman US Technical Advisory Group, TC
279, ISO 56000 Innovation Management System
Dr. Rick Fernandez is
• Innovation Coach and expert in the implementation of Innovation
Management Systems and Innovation Methodologies and Tools for
organizations and businesses in various industries such as Healthcare,
Banking, Insurance, Hotels, Pharmaceuticals, Energy, Manufacturing, and
Education.
• Certified ISO 56000 Lead Auditor, Certified Innovation Professional,
Certified Innovation Manager, Certified in Innovation Tools & Methods
• Co-Author of the recent book, "The Framework for Innovation: A Guide to the Body of
Innovation Knowledge"
• Contributing author in the area of Innovation Measurement to the recent book, “Total
Innovative Management Excellence (TIME): The Future of Innovation” which was published
in 2020, by Taylor and Francis Group.
• Author of the book, "Total Quality in Purchasing and Supplier Management".
• Lean Six Sigma Master Black Belt.
• Served as an Examiner for the Malcolm Baldrige National Quality and Performance Excellence
Award as well as a Senior Examiner for Florida’s Sterling Award for Performance Excellence

• Featured international speaker on the topics of Innovation, Innovation Management, and Supply
Chain.
• Was Adjunct Professor at FIU, NOVA, and Universidad Francisco Marroquin teaching
Innovation Management, Lean Six Sigma, Supply Management, Quality, and other decision-
sciences-related courses.
• BS in Industrial Engineering and an MS in Quantitative Business from the University of Miami
in Florida.
• Lean Six Sigma Black Belt, a Certified Purchasing Manager and a registered Professional
Engineer in the State of Florida.
Professor William Swart, USA. East Carolina University, College of
Business, Former Provost and Vice Chancellor for Academic Affairs,
Former Dean of Engineering at New Jersey Institute of Technology
William Swart is Professor of Marketing and Supply Chain
Management at East Carolina University. He received a B. S. in Industrial
Engineering with Honors from Clemson University, a M.S. in Industrial
and Systems Engineering and a Ph.D. in Operations Research from the
Georgia Institute of Technology. Dr. Swart has reached top management
positions in both industry and academia. He served as Corporate Vice
President of Operations Systems at Burger King Corporation. He is credited for pioneering the use
of industrial engineering in the restaurant industry and his work received a finalist award in the
prestigious INFORMS Franz Edelman Competition for the best application of management
science in the world. He also served as a Technical Cooperation Expert with the Organization for
Economic Cooperation and Development (OECD) in Turkey and took part in the development of
the tourism sector input to that country’s first five-year economic development plan.
In academia, he served as Dean of Engineering and Technology at both the New Jersey Institute
of Technology and Old Dominion University (Virginia) as well as Provost and Vice President for
Academic Affairs at East Carolina University. His research and consulting activities included the
development of methodologies to improve the ground processing NASA’s Space Shuttle at the
Kennedy Space Center, the development of Taco Bell’s Labor Management System, and research
on affordable energy efficient housing sponsored by the U. S. Department of Energy. These
activities have led to a second Franz Edelman finalist award, the Achievement Medal in Operations
Research and Management Science from INFORMS, the IIE Operations Practice award, and a
NASA/JFK Group Achievement Award. His many real-world experiences have given Dr. Swart a
clear insight into what students should learn. His current research is focused on how students can
most effectively learn it.
Title: Innovation, Transdisciplinary Communication and Knowledge Generation
Abstract: The US among other countries has transformed itself into a knowledge economy, which
is driven by innovation that is generated by human capital that is engaged in lifelong learning so
that it continues to produce ideas as commodities. An invention generates new knowledge, but it

becomes an innovation only when it can generate value. This differentiates inventions from
innovations. Innovations eventually can be deployed to yield a competitive advantage, additional
market share and financial gains which requires trans disciplinary communication. Successful
companies in the knowledge economies can generate innovations on a sustainable basis if they
approach innovation as a process that is governed by a scientific innovation management system
such as the ISO 56000 standard which explains the Innovation Principles of 1) Focusing of Value
Generation, 2) Leaders Focusing on the Future, 3) Aligning Innovation to Business Strategy, 4)
Creating and Innovation Culture, 5) Exploiting Insights, 6) Managing Risk and Uncertainty, 6)
Adaptability and Resilience, 8) Assuring that a Systematic Approach is Followed.
Dr. Bilquis Ferdousi, USA, Eastern Michigan University, School of
Information Security & Applied Computing, College of Engineering and
Technology y, , Eastern Michigan University, USA.
Dr. Ferdousi is a Professor of Cyber Security and Information
Technology. She holds Ph.D. in Information Systems from Nova
Southeastern University, Florida, USA, and a Master’s degree in
Information Systems from University of Texas at Arlington, USA. She
also holds Master’s in Sociology from University of Arkansas,
Fayetteville, USA. In her more than 22 years of academic experience as full-time faculty of
Information Technology, Cyber Security, and Information Systems, Dr. Ferdousi developed several
undergraduate and graduate curricula of these programs, and serves as program coordinator. She
advises her Ph.D. students and supervises doctoral dissertations in the Technology (Cyber Security
and Information Technology) program at Eastern Michigan University. She also supervises Thesis
and Project Design of Masters students in the Cyber Security program.
Title: Transdisciplinary Communication in Acceptance of Technology Innovation
Abstract: Information Technology (IT) is a field that can be benefitted from incorporating
research in other fields that are not usually associated with technical disciplines. Integrating
relevant research from non-technical disciplines such as Psychology, Sociology, Criminology,
Mathematics, etc. can be benefitting for research on acceptance of technology innovation. The
study of innovation has developed the diffusion of innovation theory, one of the oldest social
science theories, which identifies critical factors that affect the adoption rate of any innovations.
Diffusion is the process by which an innovation is communicated through certain channels over
time among the members of a social system (Roger, 1961). An evaluation of these elements can
help understanding the diffusion the rate of adoption of new technology innovations. Therefore, it
is important to understand transdisciplinary communication as it is vital in acceptance of
technology innovation in social systems.
Reference: Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.

Dr. James Lipuma. USA, New Jersey Institute of Technology, director
of the Collaborative for Leadership Education, and Assessment Research
(CLEAR)
Dr. James Lipuma is a faculty member in the Humanities Department at
the New Jersey Institute of Technology and director of the Collaborative
for Leadership Education, and Assessment Research (CLEAR).
He holds a BS in Chemical Engineering from Stanford University, an MS
in Environmental Policy Studies and a PhD in Environmental Science
from NJIT, and a Masters of Education in Curriculum and Teaching
focused in Science Education from Teachers College, Columbia University. He conducts extensive
research in digital learning, curriculum, and instructional design and is currently piloting online
converged course delivery methods.
In his role as director, Dr. Lipuma has completed curriculum development, assessment design,
program evaluation, and program design and development projects for public schools, universities,
the NJ Department of Education, Us Department of Education, and the National Science
Foundation. He has also taught more than 5,000 students in more than 200 courses in his 25 years
at the New Jersey Institute of Technology. He has completed work on nearly $6M worth of grants
including over $2.5M as lead Pi or CoPI as well as received over $250K worth of donations.
Legally blind since nine, Dr. Lipuma appreciates the need for positive change and works to
promote broader participation for women and under-represented minorities in Science
Technology, Engineering, and Mathematics (STEM) as part of STEMforsuccess.org and other
STEM Literacy projects he leads.
Cristo E., Yáñez-León, B.A., M.B.A., Ph.D. candidate, USA, New
Jersey Institute of Technology, Director of Research, CSLA, Office of
Research & Development
In this role, Cristo manages the logistics of research programs as well as
pre and post-award actions for +100 active grants, overseeing the
submission process of +200 proposals per year, serving as a liaison with
the Office of Research, the College Dean, six departments, and over 110
faculty PIs.
Cristo’s experiences have included over 15 years in directive positions. Managing logistics,
facilitating organizational development training, designing business innovation plans, and
implementing innovation projects for organizations including NJIT, Northern Ocean Habitat for
Humanity, Ocean County College, Monterrey Institute of Technology & Higher Education, and
the University of Veracruz. Cristo also develops and facilitates courses for the Monterrey Institute
of Technology & Higher Education “ITESM” in Latin America for C-Level executives of
corporations including; KPMG, Chedraui Inc., Coca-Cola Femsa, PEMEX, Continental, Adelca,
SemMaterials, and Adecco among others.

After completing his Master’s in Business Administration in 2015 with “Suma cum laude” he was
awarded the “Generation Leader EXATEC 2021” title by the Monterrey Institute of Technology
& Higher Education. Currently, he is a Ph.D. Graduate Student in Management and Innovation of
Institutions, his research areas are Convergence, Innovation, Broadening Impact and Participation,
Strategic Planning, Digital Marketing, and Business Storytelling.
Title: Trans-Disciplinary Communication in Collaborative Co-Design for Knowledge Sharing
Abstract: This article examines the importance of Trans-disciplinary Communication (TDC) in
the process of knowledge sharing when utilizing collaborative co-design (CCD) as a tool for large-
scale collaborative change social innovation projects. The article begins with a description of CCD
and some of the important frameworks like “Collaborative Infrastructure” and the “Collaborative
Convergence Pyramid”. Next, the article discusses knowledge sharing in this context as an
essential mechanism to effectively engage the participants. As the co-design process is initiated
and the work progresses, several tools of TDC are essential such as listening, translation, and
facilitation. Then the article presents how the tools of TDC allow for the effective CCD to progress
and be led by the author. Finally, some practical, real-world examples of TDC in action for CCD
will be shared. By illustrating practical, real-world examples of TDC in action for CCD, the article
offers an insightful overview of this empowering process, not merely as a theoretical construct but
as a dynamic and practical approach. This article underscores the innovative potential that TDC
brings to knowledge creation and dissemination, making it an essential read for academics,
practitioners, and policy-makers interested in collaboration, inclusivity, and transformative
change.
Dr. Russell Jay Hendel, USA, Towson University, Dept. of
Mathematics.
Russell Jay Hendel holds a doctorate in theoretical mathematics from
M.I.T., an associateship from the Society of Actuaries, and a Doctor in
the Science of Jewish Studies from the Spertus Institute for Jewish
Learning and Leadership. He is currently an Adjunct III faculty member
at Towson University, which is a Center of Actuarial Excellence. His
research and publication interests include discrete number theory,
actuarial science, biblical exegesis, the theory of pedagogy, applications
of technology to pedagogy, and the interaction of mathematics and the arts. He regularly reviews
papers for the American Mathematical Society and also reviews books for the Mathematical
Association of America. Dr. Russell Jay Hendel is a current member of the American
Mathematical Society, Mathematics Association of America, and AMIT. He also was Coordinator
of Judges for the New York Mathematics Fair, 1995-2018, and has been listed as a noteworthy
Educator by Marquis Who's Who. Dr. Russell Jay Hendel teaches actuarial mathematics at Towson
University’s Center for Actuarial Excellence. He hosts a website, rashiyomi.com, devoted to
explaining the literary methods of Rashi a major biblical commentator. He resides in Baltimore,
where he is co-president of the local AMIT chapter and is also a member of the AMIT President’s

Circle. AMIT was named the top educational network in Israel by the ministry of education using
both quantitative and qualitative metrics for four consecutive years.
Title: A Multi-Disciplinary Knowledge-Integration Approach to Pedagogic Excellence
Abstract: The great cybernetician Ashby cautioned against using emotional terms such as “higher
cognitive” or “pedagogically challenging” without specific operational meaning. In that spirit, the
purpose of this presentation is to formulate the concept of good pedagogy so that it applies to both
people and machines. The advantages of such an approach are that i) pedagogy is clearly and
specifically well-defined without any obscure terms ii) pedagogy is defined independent of any
particular content (and hence equally applicable to all contents), iii) since "good" pedagogy has
different nuances for humans and machines the integrated approach is synergistic throwing more
light on good pedagogy.
This work builds on previous works summarizing a vast literature on good pedagogy in terms of
the four educational pillars of I) executive function, II) best goal-setting, III) attribution theory,
IV) self-efficacy. We briefly outline the cybernetic approach to these four pillars.
I)Executive function, a metric for pedagogic challenge, refers to a machine task that requires
integration of two or more other machine tasks. II) Goal setting is defined in terms of algorithmic
modularity, the breakup of machine tasks into smaller modules. Good goal setting refers to sub-
modules that IIA) have clear input and output, IIB) can be achieved timely, IIC) require non-trivial
algorithms say algorithms requiring decisions and loops. III) Attribution theory is the perception
by a machine that evaluation of its output is dependent on internal machine processes such as IIIA)
the non-triviality of algorithms involved and IIIB) the production of outputs. IV) Self efficacy is
defined as the machine’s awareness that it can accomplish a requested goal without requiring more
clarification.
The simultaneous formulation of these concepts for both machines and humans has shed light on
the concepts addressed. For example, self-efficacy for humans is a belief or emotional feeling of
capability while for machines there is more emphasis on the cognitive perception of potential for
accomplishment. The reformulation of goal-setting for machines emphasizes the vast literature on
proper machine modular programming techniques so as to avoid costly errors: Modules (sub-tasks
for humans) must have clear inputs-outputs, be self-contained (as otherwise overlaps can cause
errors hard to detect), achievable timely (making them easier to check), and challenging (as
otherwise the modularization simply creates excessive modules causing more confusion than
clarity). The presentation will fully explore the synergistic benefits of a simultaneous formulation
for humans and machines.
As can be seen, the four pillars are defined in content-independent cybernetic terms equally
applicable to machines and humans.

Dr. Katherine Herbert, USA, Montclair State University, Center for
Computing and Information Science
Dr. Katherine Herbert is a Professor of Computer Science in the
Montclair State University School of Computing. Her expertise and
research include bioinformatics, data sciences, artificial intelligence, and
computer science education. She has been funded by the National Science
Foundation, New Jersey Public Service, Electric and Gas, and the New
Jersey Department of Health and New Jersey Department of Education for
her research endeavors.
Most recently, Dr. Herbert has created the Montclair Computer Science Education Hub, a nexus
for higher education faculty in computer science, teaching and learning and other disciplines to
engage with northern New Jersey K-12 faculty who are interested in computer science. This Hub
has hosted a number of programs and has partnered with Dr. Herbert's NSF Research Experience
for Teachers in Data Sciences (DATA3 Program) - partnered with the NJIT EarthCube Data
Capabilities Group to offer teachers both new to computer science as well as experts in the field,
programs to help enrich their teaching with computer science and address the New Jersey State
Learning Standards in Computer Science.
Emeritus Thomas Marlowe, USA. Seton Hall University, Professor
Emeritus, Department of Mathematics and Computer Science, PhD in
Computer Science and PhD in Mathematics.
Thomas J. Marlowe is Professor Emeritus in the Department of
Mathematics and Computer Science at Seton Hall University, where he
taught a wide variety of courses in both disciplines for almost 40 year,
and where he continues to teach occasionally as an adjunct. Professor
Marlowe enjoys working with students and with professional colleagues-
almost all his research is collaborative.
His professional interests have included, in mathematics, abstract algebra and discrete
mathematics; in computer science, programming languages, real-time systems, software
engineering, and pedagogy; and in information science, collaboration and knowledge
management. His two PhDs are from Rutgers, The State University of New Jersey. He has over
100 publications in refereed conferences and journals in mathematics, computer science and
information science, and has been a member on more than 10 Ph.D. thesis and 5 M.S. thesis
committees, a member of more than 25 conference program committees, and a reviewer for
numerous conferences, journals, and grants. He is the founder of an ongoing professional
conference, and has been active with the IIIS and the WMSCI multiconference since 2008.

Dr. Sumi Hagiwara, USA, Montclair University. Associate Professor &
Associate Dean,
Dr. Minsun Shin is an Associate Professor in the Department of Teaching
and Learning at Montclair State University, specializing in infant and early
childhood studies. She earned her doctorate in Early Childhood Education
at Teachers College, Columbia University. She is the Graduate Program
Coordinator for MAT Early Childhood Education (p-3) Programs. With a
strong belief that education takes place in and through human relationships,
her research interests include social development among young children, infant caregiving, caring
pedagogy, early childhood teacher education, and professionalism in early childhood care and
education.
Dr. Sumi Hagiwara about equity, diversity, culture, and early childhood/elementary science,
technology, engineering, and math (STEM) education. She researches equity and agency in STEM,
educational technology, games-based learning, and parent involvement in education. She is the
creator and director of the epiSTEMic Summer Program at MSU which links an inclusive summer
STEM camp for children with teacher preparation and teacher professional development. Her
publications appear in the Journal of Research in Science Teaching, Cultural Studies in Science
Education, and the International Journal of Science Education. Dr. Hagiwara is co-editor of
Change Agents in Science Education to advance the discourse on change agency using science
across settings. Dr. Minsun Shin’s publications appear in the Journal of Research in Science
Teaching, Cultural Studies in Science Education, and the International Journal of Science
Education
Title: Dimensions of Knowledge Integration Planning and Serendipity in an Experience with
Teacher Researchers
Abstract: Research into any real-world problem is messy and often requires the investigative
teams to be able to look at problems through multiple perspectives.
Recently, as a part of the NSF Research Education for Teachers (RET) DATA3 program (NSF
Award #2206885), we explored the possibilities of knowledge integration by bringing middle and
secondary school teachers into a solar weather, artificial intelligence research program and
supported them in creating their own research projects. In this talk, we will discuss our techniques
in working with teachers–whose backgrounds are exceptionally diverse, including reading, special
education, communication, history, mathematics, physics, biology, and graphic design–and
integrating them into our deep learning in solar weather research.
Through this process, the participants learned about artificial intelligence, deep learning, data
analysis, and solar weather. These participants met with research and industry leaders in data
science. They distilled their learned knowledge into lessons for an inclusive science camp, where
elementary, middle and secondary school students learned about solar weather and artificial
intelligence (AI). Finally, in designing their own avenue of research, they incorporated their
individual backgrounds, so that projects and lesson plans reflected not only space weather, data

science, and AI, but also history, graphics, games, earth science, and more. This serendipity
enriched the program and the resulting knowledge integration to a degree we had never imagined.
We will present this project, our techniques for incorporating the participants' individual expertise
into the research, and how we harnessed those abilities into a content delivery team and began
their larger projects, and consider what this suggests for the larger task of knowledge integration.
Dr. Teresa Langness, USA. Nonprofit Board President at Full-Circle
Learning.
Dr. Teresa Langness, is an author (50 books), an educational
development specialist, and an editor. She is the author of Nine O'Clock
Blue and Founder of Full-Circle Learning, a project-based integrated
education model pioneered in 1992 and applied in 40 countries by 2023.
Programs include capacity building for teachers, especially in developing
countries, and direct service for educational programs in the US, to help
each generation embrace its role as society's humanitarians and change
agents. See www.fullcirclelearning.org for details about worldwide programs.
Her book-length works include educational texts, literary historical fiction, poetry and nonfiction.
She has participated with conference papers on environmental, sociological, and educational
issues. Dr. Langness is content developer for all learning levels, including online course content;
staff positions have included in-house education companies. She wrote and published five
professional music CDs to support curriculum.
Other publishing credits include The Writer, Seattle Times, Rocky Mountain News, literary
journals and other periodicals. Dr. Langness also served as an officer on multiple boards, in the
fields of education, environment, human relations, and the public health, including North
American Bear Society, Human Relations Forum of Torrance, Health for Humanity, Visions of
Unity Project, Nevada County Climate Action Now, CCBB and Baha'i Spiritual Assembly. She is
a recipient of various service awards and was nominated for the Yidan prize and the Gustavus
Meyerson literary award.
Title: Wi-Fi and the Wisdom Exchange: The Role of Lived Experience in the Age of AI
Abstract: The ubiquitousness of Artificial intelligence (AI) now grows faster than a weed in a
garden patch. This momentum frequently raises questions about how to implement inclusivity and
ethical research standards. It also suggests the need to integrate lived experience rather than taking
only the short-cut to AI’s information highway. We wonder, Does the nature of technology present
geographic bias? As we speed up the process of “knowing,” do we lose a bank of knowledge based
on natural observations and shared intentions?
This paper parallels AI’s Socratic conversations with a resulting global grassroots research study,
to evaluate how each can contribute unique pathways linking science to social science. Pivoting
around AI’s summary of four water-conservation practices, survey questions were sent to seven

locations in Sub-Saharan Africa where direct onsite farm research projects emphasized
relationships between nature’s processes and local quality of life. The results shed new
perspectives on the value of supplementing formal online data with communications derived from
grassroots sources--and the resulting implications for global knowledge and the sustainability of
human systems.
Dr. Nagib Callaos, USA, Founding President of the International Institute
of Informatics and Systemics (IIIS)
Dr. Nagib Callaos earned his Ph.D. in Operations Research (Mathematical
Optimization) at The University of Texas at Austin. In his doctoral
dissertation, he presented A Mathematical Solution to The Voter (or
Condorcet) Paradox, which by then had 160 years with no solution, and
showed the internal contradictions of the axioms used by Nobel Laureate
to “prove” his famous Impossibility Theorem that announces the
impossibility to solve the Voter Paradox.
Dr. Callaos earned his Electrical Engineering Degree at the University Simon Bolivar, in
Venezuela, and his Master's Degree in Electrical Engineering (in Electronics) at The University of
Texas at Austin, and received, for 4 years, full-time formal courses in Philosophy, in his post-
doctorate studies. He is the founding president of the International Institute of Informatics and
Systemics (IIIS) and the founding president of the Journal of Systemics, Cybernetics, and
Informatics (JSCI). He is the former Dean of Research and Development of the University Simon
Bolivar and was the founding president of several organizations on research, development, and
technological innovation, e.g. The Foundation of Research and Development of the University
Simon Bolivar, the founding president of the Venezuelan Fund for Technological Innovations
(created by presidential decree), The founding president of the Venezuelan Association of
Executives in Patents and Copyrights, etc. His main research and professional activities were in
the area of Systemic Methodologies of Information System Development, Group Decision Support
Systems, and Action-Research, mainly via Operations Research. He tutored more than 100
undergraduate and graduate theses and produced more than 100 research papers and reflection
articles.
Title: Education for Transdisciplinary Communication - An Exploratory Project
Abstract: This presentation 1) relates to an exploratory project aimed at developing
transdisciplinary communication skills in students and 2) provides context to the presentation that
followed.
Transdisciplinary communication involves the ability to communicate both within and beyond
disciplines. The project focuses on the importance of this skill for addressing real-world
multidisciplinary problems and for effective communication in the professional sphere. It draws a
comparison between the development of intellectual skills and sports or musical skills,
emphasizing the need for continuous practice.

The project is implemented through two options for students:
1. Option A: Students select a transdisciplinary concept and present it at an IIIS conference.
If approved, they provide a transdisciplinary abstract that may lead to a virtual presentation
or the publication of an article, with a professor as a co-author.
2. Option B: Students take an article from one of their professors and rewrite it in a
transdisciplinary format, following a process similar to Option A.
The article mentions the publication of abstracts and articles in conferences indexed by SCOPUS
or in a journal indexed by DOAJ, with no additional charges for participants. The appendix
addresses questions related to the evaluation of transdisciplinary communication, including rigor,
evaluation criteria, and the importance of making articles readable and understandable to diverse
audiences. It also outlines requirements for the publication of full articles, including content
reviewers, beta readers, and editors of the final version.
What follows is the same as above but translated into Spanish, because the following presentation
will be in Spanish
Título:Educación para la Comunicación Transdiciplinaria: Proyecto Exploratorio
Abstract: Esta presentación es relativa a un proyecto exploratorio que tiene como objetivo
desarrollar habilidades de comunicación transdisciplinaria en estudiantes. La comunicación
transdisciplinaria implica la capacidad de comunicarse tanto a través de disciplinas como más
allá de ellas.
El proyecto se centra en la importancia de esta habilidad tanto para abordar problemas
multidisciplinarios en la vida real como para una comunicación efectiva en el ámbito profesional.
Se compara el desarrollo de habilidades intelectuales con habilidades deportivas o musicales y se
enfatiza la necesidad de práctica continua.
El proyecto se ejecuta en dos opciones para estudiantes
:
1. Opción A: Los estudiantes eligen un concepto transdisciplinario y lo envian en una
conferencia del IIIS. Si es aprobado, presentan un resumen transdisciplinario que puede
llevar a una presentación virtual o la publicación de un artículo, donde un profesor debe
ser coautor.
2. Opción B: Los estudiantes toman un artículo de uno de sus profesores y lo redactan en
formato transdisciplinario, siguiendo un proceso similar al de la Opción A.
El artículo menciona la publicación de resúmenes y artículos en conferencias indexadas por
SCOPUS o en una revista indexada por DOAJ, sin cargos adicionales para los participantes.
El apéndice aborda preguntas relacionadas con la evaluación de la comunicación
transdisciplinaria, incluyendo el rigor, criterios de evaluación y la importancia de hacer que los
artículos sean legibles y comprensibles para audiencias diversas. También se mencionan

requisitos para la publicación de artículos completos, que incluyen revisores de contenido,
lectores beta y editores de la versión final.
Para mayores detalles vea el texto publicado en https://www.iiis.org/Educacion-para-la-
Comunicacion-Transdiciplinaria-Proyecto-Exploratorio.pdf, el cual contiene un apéndice que
recoge respuestas a posibles preguntas que se pudieran hacer respecto al texto principal
Profesora María Silvia Cadile, Argentina, Universidad Nacional de
Córdoba, Argentina, Facultad de Odontología, Mgr. en Tecnología
Informática Aplicada en Educación
Professor María Silvia Cadile, Argentina, National University of Córdoba, Argentina,
Faculty of Dentistry, Master's Degree in Applied Information Technology in Education
Es Profesora Titular de Introducción a la Física y Química Biológicas “A”
de la Facultad de Odontología, Universidad Nacional de Córdoba,
Argentina. Se desempeña además como coordinadora del equipo docente
del Ciclo de Introducción y Nivelación en la misma Facultad - Es Magister y Especialista en
Tecnología Informática Aplicada en Educación - Posee además los títulos de Farmacéutica,
Licenciada en Química y de Docente Universitario en Química General e Inorgánica - Ha dictado
numerosos cursos de posgrado en el área de informática educativa - Ha dirigido y participado en
proyectos de investigación y de extensión relacionados a la inclusión de tecnologías en la
enseñanza - Ha dirigido y dirige proyectos de investigación en ciencias de la salud - Ha realizado
numerosas comunicaciones a congresos de innovación educativa y difundido resultados de
investigación y extensión en revistas y congresos nacionales e internacionales - Ha participado
como miembro de comités científicos de diversos eventos nacionales e internacionales - Ha
recibido distinciones y premios por su labor académica/científica - Es miembro de comités
evaluadores de docentes universitarios y de tesis de maestría - Es revisora de publicaciones en
eventos internacionales y en revistas de educación y tecnologías - Es miembro del Consejo
Editorial Consultivo de la Revista Iberoamericana de Sistemas, Cibernética e Informática.
Professor María Silvia Cadile, is a Full Tenured Professor of Introduction to Biological Physics and Chemistry "A"
at the Faculty of Dentistry, National University of Córdoba, Argentina. She also serves as the coordinator of the
teaching team for the Introduction and Leveling Cycle at the same Faculty. She holds a Master's Degree and a
Specialization in Applied Information Technology in Education. In addition, she holds degrees in Pharmacy, and a
Bachelor's in Chemistry, and is a University Professor in General and Inorganic Chemistry. She has taught numerous
postgraduate courses in the field of educational technology. She has directed and participated in research and
extension projects related to the integration of technologies in teaching. She has also supervised research projects in
health sciences. She has presented numerous papers at educational innovation conferences and disseminated research
and extension results in national and international journals and conferences. She has served as a member of scientific
committees for various national and international events. She has received distinctions and awards for her academic
and scientific work. She is a member of evaluation committees for university professors and master's theses. She serves
as a reviewer for publications in international events and in education and technology journals. She is a member of
the Advisory Editorial Board of the Iberoamerican Journal of Systems, Cybernetics, and Informatics.

Srta. María Valentina Zatti Duplant, Argentina, Facultad de
Odontología de la Universidad Nacional de Córdoba,
Student in the first year of Odontology in The National University of Córdoba,
La Srta. María Valentina Zatti Duplant es alumna de 1° año de la Facultad
de Odontología de la Universidad Nacional de Córdoba, Argentina.
El Instituto Internacional de Informática y Sistemas (International Institute
of Informatics and Systemics: IIIS) y la Asociación Internacional PARA la
Comunicación Transdisciplinaria (International Association FOR Transdisciplinary
Communication: AFTC) otorgaron a la Srta. María Valentina Zatti Duplant, junto con su profesora
María Silvia Cadile, un Certificado de Gratitud en reconocimiento a su destacada contribución al
Programa IIIS/AFTC destinado a apoyar la educación transdisciplinaria para estudiantes.
El certificado afirma que "Ambas se han distinguido por su esfuerzo intelectual, capacidad y
eficacia en un proceso educativo orientado a adquirir habilidades para la comunicación
transdisciplinaria. Han dominado con éxito las habilidades comunicativas necesarias para
transmitir un proyecto de laboratorio de química de manera que pueda ser comprendido por
cualquier académico o estudiante de otra disciplina. Además, ambas se destacaron en la
presentación que realizaron en el último día de la conferencia, dedicada a la Comunicación
Transdisciplinaria. La Profesora María Silvia Cadile, junto con su estudiante la Srta. María
Valentina Zatti Duplant, han demostrado la viabilidad de la educación para la Comunicación
Transdisciplinaria, que puede lograrse junto con la respectiva comunicación intra-disciplinaria
requerida por su disciplina".
The International Institute of Informatics and Systemics: IIIS & The International Association FOR Trans-
Disciplinary Communication: AFTC awarded Miss María Valentina Zatti Duplant along with her professor María
Silvia Cadile a Certificate of Gratitude in recognition of their outstanding contribution to the IIIS/AFTC Program
aimed at supporting transdisciplinary education for students.
The certificate stated that “Both have distinguished themselves through their intellectual effort, capability, and
effectiveness in an educational process oriented towards acquiring skills for transdisciplinary communication. They
have both successfully mastered the communicational skills necessary to convey a chemistry laboratory project in a
way that can be comprehended by any academic or student from another discipline. Furthermore, they both excelled
in the presentation they delivered on the last day of the conference, dedicated to Transdisciplinary Communication.
Professor, María Silvia Cadile, alongside with her student Miss María Valentina Zatti Duplant, have demonstrated
the feasibility of educating for Transdisciplinary Communication, which can be accomplished alongside the respective
intra-disciplinary communication required by their discipline.”
Título: “Comunicación Trans-Disciplinaria en la Disciplina de Química - Recursos educativos
digitales que potencian el aprendizaje”
Resumen: La Química como disciplina se encuentra en la currícula de numerosas carreras
universitarias como pilar fundamental de conocimientos específicos. Así, la encontramos entre
otros, en los programas de ingeniería, agronomía, veterinaria, ciencias biológicas, geología y por
supuesto en todas ramas de las ciencias de la salud: medicina, odontología, bioquímica, farmacia,
nutrición, enfermería, diagnóstico por imágenes, etc.
Resulta sencillo fundamentar esta decisión por parte de las gestiones educativas del nivel superior

puesto que el objeto de estudio de la química es la “materia sus propiedades, cambios y
transformaciones” Si recordamos que “materia” es todo aquello que ocupa un lugar en el espacio,
tiene masa e impresiona nuestros sentidos, es fácil advertir que comprende todo lo que nos rodea
y aún nuestro propio cuerpo, por lo tanto, resulta evidente que sólo lo intangible escapa al ámbito
de estudio de la química. Para poder comprender los numerosos procesos y fenómenos que tienen
lugar en la naturaleza en general y en los organismos vivos en particular, con sus características
fisiológicas y patológicas, como así también reconocer los avances en la producción de nuevos
materiales y biomateriales, resulta imprescindible adentrarse en la estructura interna de la materia,
que fundamenta todo lo observable, y ésa es específicamente el área de la química. Sin embargo,
como ciencia presenta dificultades para su abordaje aún en el aula universitaria, puesto que
requiere de procesos de abstracción. Si a ello se suman la habitual falta de disposición para el
estudio por parte de los alumnos, sus conocimientos previos deficientes y la ausencia de
motivación, se evidencian obstáculos para lograr un aprendizaje eficaz. Esta situación se
manifiesta especialmente cuando la disciplina objeto de estudio no es la finalidad de la carrera
elegida; así, un estudiante de medicina, odontología, nutrición, etc., espera interactuar con
pacientes, con casos clínicos a resolver; los de ingeniería pretenden realizar diseños y grandes
construcciones desde el inicio de su carrera, sin advertir que los saberes específicos de sus campos
disciplinares se cimientan en conocimientos de la estructura interna de la materia y sus
propiedades. El empleo de los recursos informáticos en el aula podría permitir dar respuesta a las
necesidades antes mencionadas bajo la premisa de que, aunque la tecnología en sí misma no
promueva la educación, puede motivar para aprender y transformarse en un auxilio inestimable
para la adquisición y construcción del conocimiento, promoviendo una mejora en la calidad
educativa.
Seleccionando como tópico central de la química a las “soluciones, sus características y
propiedades”, en este artículo se desarrollarán de manera accesible “para no químicos” los
conceptos centrales de esta temática y se analizarán las potencialidades de diferentes recursos
informáticos disponibles en la web para su enseñanza y aprendizaje en el nivel superior.
Title: “Transdisciplinary Communication from the Chemistry Discipline - Digital educational resources that enhance
learning."
Abstract: Chemistry as a discipline is a fundamental pillar of specific knowledge in the curricula of numerous
university careers. It is found, among others, in engineering,, agronomy, veterinary medicine, biological sciences,
geology, and, of course, in all branches of health sciences: medicine, dentistry, biochemistry, pharmacy, nutrition,
nursing, diagnostic imaging, etc.
The educational authorities at the higher education level can easily justify this decision because the object of study in
chemistry is "matter, its properties, changes, and transformations". If we remember that "matter" is everything that
occupies space, has mass, and impresses our senses, it is easy to see that it includes everything around us, including
our own bodies. Therefore, it is evident that only the intangible escapes the scope of chemistry's study. To understand
the numerous processes and phenomena that occur in nature in general and in living organisms in particular, with their
physiological and pathological characteristics, as well as to recognize advances in the production of new materials
and biomaterials, it is essential to delve into the internal structure of matter, which underlies everything observable,
and that is specifically the realm of chemistry.
However, as a science, it presents difficulties in its approach, even in the university classroom, as it requires processes
of abstraction. When combined with the usual lack of willingness to study on the part of students, their deficient prior
knowledge, and a lack of motivation, obstacles to effective learning become apparent. This situation is especially
evident when the discipline under study is not the ultimate goal of the chosen career. For example, a medical, dental,

or nutrition student expects to interact with patients, with clinical cases to solve, while those in engineering aim to
design and construct large structures from the beginning of their careers, without realizing that the specific knowledge
of their disciplinary fields is based on an understanding of the internal structure of matter and its properties.
The use of computer resources in the classroom could address the aforementioned needs under the premise that,
although technology itself does not promote education, it can motivate learning and become an invaluable aid in
acquiring and constructing knowledge, thus promoting an improvement in educational quality
.
By selecting "solutions, their characteristics, and properties" as the central topic of chemistry, this article aims to
develop the central concepts of this theme in an accessible manner "for non-chemists." It also examines the potential
of various computer resources available on the web for teaching and learning at the higher education level.