A Cybernetic Metric Approach to Course Preparation
This paper reviews and unifies 15 papers and book chapters written by the author over the past decade. The paper shows that an underlying commonality of all the author's approaches to a wide variety of pedagogical problems relies on three pillars: (a) a cybernetic approach that is independent o...
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| Format: | Article |
| Language: | English |
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International Institute of Informatics and Cybernetics
2024-12-01
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| Series: | Journal of Systemics, Cybernetics and Informatics |
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| Online Access: | http://www.iiisci.org/Journal/PDV/sci/pdfs/SA504LE24.pdf
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| author | Russell Jay Hendel |
| author_facet | Russell Jay Hendel |
| author_sort | Russell Jay Hendel |
| collection | DOAJ |
| description | This paper reviews and unifies 15 papers and book chapters written by the author over the past decade. The paper shows that an underlying commonality of all the author's approaches to a wide variety of pedagogical problems relies on three pillars: (a) a cybernetic approach that is independent of discipline and does not rely on specific content areas, (b) direct referral to established processes of the mind, and (c) a metric approach whereby a new pedagogic tool is formulated in terms of measurement enabling newcomers to instantly apply the new method. These three pillars are useful in improving all aspects of course pedagogy: delivery, retention, performance, and satisfaction. The use of a metric approach is often superior (easier to implement) than traditional approaches; the appeal to direct processes of the mind supplements reliance on experiments and surveys which focus on methods rather than on their underlying psychological basis. The three pillars apply to such diverse areas as pedagogic challenge, syllabus construction, computer assisted instruction (CAI), dealing with hard course components, formulating challenging practice exercises, enriching syllabus modules, and defining levels of problem difficulty. The mental processes on which the theory is based are executive function, atomic habit formation, Stroop interference, controllability (attribution) theory, and self-efficacy. |
| format | Article |
| id | doaj-art-ab6637620d0c4d868a0ba33abe171d7f |
| institution | DOAJ |
| issn | 1690-4524 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | International Institute of Informatics and Cybernetics |
| record_format | Article |
| series | Journal of Systemics, Cybernetics and Informatics |
| spelling | doaj-art-ab6637620d0c4d868a0ba33abe171d7f2025-08-20T03:13:37ZengInternational Institute of Informatics and CyberneticsJournal of Systemics, Cybernetics and Informatics1690-45242024-12-012276370A Cybernetic Metric Approach to Course PreparationRussell Jay HendelThis paper reviews and unifies 15 papers and book chapters written by the author over the past decade. The paper shows that an underlying commonality of all the author's approaches to a wide variety of pedagogical problems relies on three pillars: (a) a cybernetic approach that is independent of discipline and does not rely on specific content areas, (b) direct referral to established processes of the mind, and (c) a metric approach whereby a new pedagogic tool is formulated in terms of measurement enabling newcomers to instantly apply the new method. These three pillars are useful in improving all aspects of course pedagogy: delivery, retention, performance, and satisfaction. The use of a metric approach is often superior (easier to implement) than traditional approaches; the appeal to direct processes of the mind supplements reliance on experiments and surveys which focus on methods rather than on their underlying psychological basis. The three pillars apply to such diverse areas as pedagogic challenge, syllabus construction, computer assisted instruction (CAI), dealing with hard course components, formulating challenging practice exercises, enriching syllabus modules, and defining levels of problem difficulty. The mental processes on which the theory is based are executive function, atomic habit formation, Stroop interference, controllability (attribution) theory, and self-efficacy.http://www.iiisci.org/Journal/PDV/sci/pdfs/SA504LE24.pdf pedagogical hierarchycyberneticexecutive functionhabit formationself-efficacysyllabuspedagogic challengecomputer assisted instructioncaiattribution theorystroop interference |
| spellingShingle | Russell Jay Hendel A Cybernetic Metric Approach to Course Preparation Journal of Systemics, Cybernetics and Informatics pedagogical hierarchy cybernetic executive function habit formation self-efficacy syllabus pedagogic challenge computer assisted instruction cai attribution theory stroop interference |
| title | A Cybernetic Metric Approach to Course Preparation |
| title_full | A Cybernetic Metric Approach to Course Preparation |
| title_fullStr | A Cybernetic Metric Approach to Course Preparation |
| title_full_unstemmed | A Cybernetic Metric Approach to Course Preparation |
| title_short | A Cybernetic Metric Approach to Course Preparation |
| title_sort | cybernetic metric approach to course preparation |
| topic | pedagogical hierarchy cybernetic executive function habit formation self-efficacy syllabus pedagogic challenge computer assisted instruction cai attribution theory stroop interference |
| url | http://www.iiisci.org/Journal/PDV/sci/pdfs/SA504LE24.pdf
|
| work_keys_str_mv | AT russelljayhendel acyberneticmetricapproachtocoursepreparation AT russelljayhendel cyberneticmetricapproachtocoursepreparation |