The theory of autopoiesis, developed in biology by Maturana and Varela, deprives information of any significant role in self-producing systems, because such systems are organizationally closed. After exploring the rejection of the notion of information, and laying out the main tenets of the theory, this paper considers some of the implications of the theoretical position for the discipline and practice of information systems (IS). The chief consequence is to shift focus from abstraction, representation, and design toward cooperation and use. The paper goes on to discuss different approaches to applying the theory of autopoiesis in IS. Some benefit might, for instance, be had from using the ideas as metaphors. The role of information is seen to be restored in Luhmann’s development of an autopoietic theory for social systems. A more radical use of the theory in IS would be to develop the basic ontology proposed by Maturana and Varela. A start on this is made from a phenomenological perspective.

The merits of Empirical Modelling (EM) principles and tools as a constructivist approach to computer science education are illustrated with reference to ways in which they have been used in teaching topics related to the standard computer science curriculum. The products of EM are interactive models – construals – that serve a sense-making role. Model-building proceeds in an incremental fashion through the construction of networks of definitions that reflect the observables, dependencies and agents associated with a current situation. The three principal case studies discussed (teaching bubblesort, solving Sudoku puzzles, and recognising groups from their abstract multiplication tables) highlight respects in which EM accounts for aspects of computing that cannot be effectively addressed by thinking primarily in terms of abstractions, procedures and mechanisms. The discussion of EM as a constructivist approach to computer science education is set in the context of an analysis of constructivism in computer science published by Ben-Ari in 2001. Reconciling EM’s constructivist epistemology with this analysis involves recognising its pretensions to a broader view of computer science.

Histories of cybernetics, at least those in the English language, concentrate almost exclusively on its origins in the United States and UK, associated primarily with Norbert Wiener and colleagues, and in particular with the series of Macy conferences from 1946 onwards. Independent work was, however, carried out elsewhere. In Germany, Hermann Schmidt introduced the notion of Allgemeine Regelungskunde [general control theory] in the early 1940s, which bore many similarities to the almost exactly contemporary work of Wiener and colleagues. Schmidt’s work was subsequently largely neglected during the rapid post-war dissemination of cybernetics ideas until it was, to a certain extent, rediscovered in Germany in the 1960s. There Schmidt is often credited, alongside Wiener, as one of the two fathers’ of cybernetics. This article presents the nature and background of Schmidt’s contributions and assesses their significance.

Key words: communication studies, ICTs, politics, cybernetics, Hermann Schmidt, history

The purpose of this review paper is to outline the constructivist approach to the notion of information from two perspectives. The first perspective explores the role of ‘constructed’ information in the ‘constructivist niche’ – a common name for the appropriate viewpoints in different science fields, such as cognitive and neuroscience, psychology, cybernetics and biology of cognition. The second perspective considers library and information science (LIS) papers in which information is treated as a constructed entity. This paper assumed the origin of the notion of information to be a construction as defined in the ‘constructivist niche’ that is based upon communication theory and cybernetics. Conversely, the origin of the notion of information as a construction as per LIS can be found in Bateson’s definition of information as a ‘difference which makes the difference,‘ as well as in the 1970s LIS definition wherein information is associated with the direction of a cognitive viewpoint, as in a ‘cognitive turn’. The study showed that ‘information as a construction‘, except in a few cases, did not play a significant role in the constructivist theories nor in LIS. LIS researchers reduce the concept of information to a subjective, socially-constructed entity which inherently results in different interpretations.

Little has been done yet to study the synchronization properties of the sources estimated from the MEG/EEG inverse problem, despite the growing interest in the role of phase relations in brain functions. In order to achieve this aim, we propose a novel approach to the MEG/EEG inverse problem based on some regularization using spectral priors: The MEG/EEG raw data are filtered in a frequency band of interest and blurred with some specific “regularization noise” prior to the inversion process. This formalism uses non quadratic regularization and a deterministic optimization algorithm. We proceed to Monte Carlo simulations using the chaotic Rössler oscillators to model the neural generators. Our results demonstate that it is possible to reveal some phase-locking between brain sources with great accuracy following the computation of the inverse problem based on scalp MEG/EEG measurements.

In the last two decades, one can clearly observe a boom of interest for e-learning and web-supported programs. However, one can also notice that many of these programs focus on the accumulation and delivery of content generally as a business industry with no much concern for theoretical underpinnings. The existing research, at least in online English language teaching (ELT), has demonstrated a lack of an effective online teaching pedagogy anchored in a well-defined theoretical framework. Hence, this paper comes as an attempt to present constructivism as one of the theoretical bases for the design of an effective online language teaching pedagogy which is at the same time technologically intelligent and theoretically informed to help envision how education can best take advantage of the information and communication technology (ICT) tools. The present paper discusses the key principles underlying constructivism, its implications for online language teaching design, as well as its limitations that should be avoided in the e-learning instructional design. Although the paper is theoretical in nature, essentially based on an extensive literature survey on constructivism, it does have practical illustrations from an action research conducted by the author both as an e-tutor of English using Moodle online educational platform at the Virtual University of Tunis (VUT) from 2007 up to 2010 and as a face-to-face (F2F) English teaching practitioner in the Professional Certificate of English Language Teaching Training (PCELT) at AMIDEAST, Tunisia (April-May, 2013).