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NEW MEDIA & SENSORY LITERACY (PART 1)
Alexandra Bal, PhD. RTA School of Media
Ryerson UniversitySRC lunch, Nov. 12th, 2012
AUTO-ETHNOGRAPHIC CONTEXT Media Production: Experiential learning(Simulation)Critical Making
Children Sensorial Health & Literacy
Academic: Socio-constructivist &
constructionist New Media Education
DIY CommunitiesOver time
Communit(ies): “Different” peopleliving, thriving and
achieving
Voices of Digital natives:Children use of Digital Media
Nicaragua Life Detox
New media (art) is a set of practices:
“to take up the products of the technology industries (...) and apply them to its own diverse ends, in a cultural domain. “
(Whitelaw, 2004)
STRAND 1: NEW MEDIA?
New media is a cultural and social innovation framework that exists in a variety of technological platforms.
NEW MEDIA IS PART OF A MEDIA LIFE CYCLE
New MediaCreative Framework & New Aesthetics Develop
“New” narratives
Emerging MediaEconomy, Social &
Industrial Frameworks Mature
Mass MediaIntegrated in Institutional and Home Practices
Cultural Capital, Legal and Ethical Norms Established
Historical MediaOut of common use, Content = Artifacts, Collected Need to be Archived/Preserved
Massive Peer to Peer, DIYIntegrated individual practices,
Social Capital
Technology Standard Engineers
Innovationfocus on creating platforms for users innovators (Shah and Tripsas, 2007) who create their own social reality and influence institutions(Berger and Luckmannn, 1966).
Learning while doing Ratto (2011), in a digital social context (Bal, 2013)
SOCIAL-CONSTRUCTIONIST INNOVATION FRAMEWORK
Innovators
Institutions
Participants
DIY ACTORS CO-EXIST WITH INSTITUTIONAL ACTORS IN A NEW MEDIA SOCIETY
New MediaArtists/Researchers
Technology Standard Engineers, Researchers.
Emerging MediaEntrepreneurs/Marketers
Mass MediaCorporate Actors, In all sectors of society
Historical MediaCultural Institutions Massive Peer to Peer, DIY
The Public
The Public, Artists, etc.
The Public, engineers, entrepreneurs, Corporate Actors, etc.
Family or corporate Archives, Etc.
The Public, Researchers, etc.
The Public. Engineers,Corporations, CulturalArtists, Researchers
“Everyone”
MEDIATED COMMUNICATION IS NOT NEUTRAL
Are these new actors (re)-defining ourCultural and social domains?
Are they distributing different meta narratives (Lyotard 1968)?
STRAND 2: “DIFFERENCE” AS NEW MEDIA
Era of Trauma (Griselda Pollock, 2010; Bonnie Bright, 2011)
5000 years of treating difference (physical, mental, cultural, etc) and diversity as pathologies and/or diseases that must be rectified, cured, eliminated, etc….
DIFFERENCE = DISABILITY… a lot of people fighting that label …
2004 : A visual “human” library emerges via YoutubeNew values are massively Articulated:i.e. Aimee Mullins on Youtube
2009: Super-Abled human discourse
COGNITIVE “DIFFERENCES” ARE GOING THROUGH THE SAME PROCESS
http://customedia.com.au/an-introduction-to-continuous-cognitive-engagement/
AUTISM, ADHD & LEARNING DISABILITIES
Broad spectrum classification to label:“non understood” behaviors in children from “unknown” causes.
“Learning disabilities” identifies different ways of understanding/perceiving (visual, kinesthetic, auditory, etc) as pathologies.
What is known: Their mind seems to process things differently.
THE MIND?
The mind: Consciousness, Subjective, Embodied and Social Experiences.
(Dan Siegel, 2012)
“The mind is an embodied and relational process that regulates the flow of energy and information with self-organizing properties”.
Mind Sight: Our human capacity to perceive the mind of the self and others.
THE BRAIN AND OUR RNA… PAY ATTENTION AND ADAPT
Mirror Neurons: Empathic abilities.
Eye Cells Neurons: Making direct eye contact with someone gives a feeling of special connection because these “eye cells” in the Amygdala, process emotions and social interactions.
We grow new neurons and proteins based on our experience.
“The brain changes by driving information flow through its circuits in something called attention. “ (Siegel, 2012)
ATTENTION?
Narrow and Broad attention (Iain McGilchrist, 2010).
Broad attention is key to developing empathy.
ATTENTION SENSITIVITIES = PATHOLOGY ADHD, Autism, learning “disabilities”….
Sense more and differently. Feel overwhelmed by their sensory inputs.
Adhd: Broad Environmental Focus Autism: Broad Social Focus
Hyperfocus (Autism, ADHD). Acting out (ADHD, Autism).
ATTENTION SPECTRUM= INTELLIGENCE SPECTRUM According to Howard Gardner (1989) we have
9 types1. 2. Musical Intelligence 3. Logical-Mathematical Intelligence
(Number/Reasoning Smart)
4. 5. 6. Linguistic Intelligence (Word Smart)7. 8. Spatial Intelligence (“Picture Smart”)
According to Howard Gardner (1989) we have 9 types1. Naturalist Intelligence 2. Musical Intelligence 3. Logical-Mathematical Intelligence
(Number/Reasoning Smart)4. Existential Intelligence5. Interpersonal Intelligence (people Smart)6. Bodily-Kinesthetic Intelligence (“Body Smart”) 7. Linguistic Intelligence (Word Smart)8. Intra-personal Intelligence (Self Smart”)9. Spatial Intelligence (“Picture Smart”)
STRAND 3: HIGHLY SENSITIVE PEOPLE (OR SENSORY INTEGRATION SENSITIVES) Naturalist Intelligence : Designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations).
HIGHLY SENSITIVE & GIFTED CHILDREN 15-20% of all life on earth (animals and human)
are highly sensitive to the world (Aron, 1996).
Strong mind sight: Sense energy and information flow in their body, other people, the environment and between us.
Perceive in HD: with more detail, depth and clarity.
Intense thinking, emotions and reactions (sensitivities) to stimuli (chemical, sensorial, emotional, social, etc).
Strong empathic sense. And tend to be gifted in other areas.
GIFTED BEHAVIORS ARE OFTEN MISDIAGNOSED
Gifted characteristics behaviors (Dabrowski, 1967).
Over-excitability. Intense (hypo and hyper) of feelings, sensitivities,
behaviors. Positive disintegration. A-synchronic development. Perfectionists: The myth of the high achiever. Depressive.
Specialists often can not dissociate between ADHD, Learning Disabilities, HSP and Giftedness.
Or Asperger, HSP, Learning Disabilities and Giftedness.
OVER-STIMULATION/OVER-EXCITABILITYAccording to Susan Meindl a Montreal based psychologist, stimulation
comes in on all sensory channels: sights, sounds, smells, vibrations, touch.
HSP’s typically respond strongly and quickly reach their natural level of tolerance in loud, bright or chaotic environments.
Five kinds of over-stimulation HSP struggle with(1) Chronic environmental overstimulation.(2) Internal bodily stimulation.(3) A rich and stimulating inner life.(4) Interpersonal over-stimulation.(5) Chemically related over-stimulation & depressive
responses. A vicious circle…The intersection of these factors may create a “perfect storm” for
some HSPs.
PROBLEM 1: TOXIC ENVIRONMENTS
Image source: http://www.guardian.co.uk/business/2010/jan/13/consumer-affairs-supermarket-ombudsman
Image source: agefotostock.com
Neurotoxic chemicals can have a profound effect on the developing brain at levels that were once thought to be safe, [15]
Environmental factors are at play in 25% of learning and developmental disabilities in US children.[3]
TOXIC CULTURES
Schools are loud, bright and chaotic environments. (sensory overflow)
Social life: stress in children is the #1 health concern. (emotional overflow)
Cultural Toxic environments: emotional, food, values.
Image Source: http://www.citizenshipfoundation.org.uk/main/page.php?447
Image source: http://officialdeathschool.blogspot.ca/2011/01/boys-classroom.html
A DESCARTIAN SOCIETY No tools for mind sight development: Children
can’t understand who they are, how to be or how to develop healthy sensorial strategies. Thus depression, addiction and other “numbing” strategies as adults..
Children are often medicated and/or tagged as “disabled”: can not learn how to become self-aware, self-regulate and develop appropriate and/or control their “gifted” communication abilities.
Their over-stimulations are seen as “misbehaviors”
THEY ARE IMPORTANT TO OUR CIVILIZATION
They are our healers, “king counselors”, explorers, teachers and artists (Aron, 1986).
Past: Animism, Shamanism, Chinese culture celebrate SI Giftedness.
Future: It is necessary for creativity and innovation (Ely, 2012) and exploration of the unknown.
HYPOTHESIS 1: HSP INTERPERSONAL OVER-STIMULATION = DIFFERENT IDENTITY FORMATION
When unaware of themselves:
They define themselves by mirroring others via their sense of others instead of their sense of self.
They are empathic chameleons: they mirror the dominant emotions and thoughts in an environment.
hhSH
Physical
Emotional
Chemical
Psyc
holo
gica
l
S= SensesE= environment
S
Traditional Health ModelHolistic Health ModelH=Human
E
Nature
People
Technology
Cultu
re
Awareness
Behaviors
Environment
Valu
esSelf
OthersEmpathy
Emotional Responses
Senses
Environments
Hypothesis 2: Senses Awareness – HSP/gifted health
Genetics
NeuronsImage Source: http://takingcharge.csh.umn.edu/sites/default/files/imagecache/thumbnail/images/thumbnails/wheel2009.jpg
Modern Health Model
SOLUTION 1: SENSORIAL AND SENSITIVITIES LITERACY
Self organizing mind sight tools: the ability for self-regulation, to monitor, to stabilize intention to better see energy and information flow in my body, other people and between us.
Self-awareness, Self-regulation, Self-care, Self-reflection towards other-awareness, etc.
Communication/The language of the senses.
Emotional, chemical, social, empathic and sensory, environmental literacy.
SOLUTION 2: LIFE DIET/ “DIY WELLNESS” CURRICULUM
Healthy/Sustainable/Balanced/Positive relationship to: Food Emotions Environment People Self
Work Media Culture
Has to be personalized (genetic, cultural, socio-economic contexts)
HOW? Develop an individualized value system
based on sensory, emotional, social and empathic intelligence.
Help develop healthy sensorial, social and emotional, empathic intelligence safely and collectively.
Must happen outside of regular context of learning and using informal processes.
Must be co-constructed between different generations and cultures.
PHASE 1: DIGITAL ADULT COMMUNITY OF INTEREST
1. Informal Online Highly Sensitive Family literacy center: Detox Blog: thehighlysensitivefamily.wordpress.com
2. Informal Online Toxicity literacy center: Blog: ontariohealingfields.wordpress.com
3. Online source for DIY recipes for Sensory and Highly Sensitive tools for a healthy “Life diet”.
4. How to co-construct children communities?
STRAND 4: “VOICES OF DIGITAL NATIVES”
Dr Jason Nolan (Principal)Dr Megan Boler (OISE)Dr Jen Jenson (York)
Yukari Seko (Comm Cult)
SOCIAL RELATIONSHIPS EXIST IN SPACE
* Adaptation of E. T. Hall “Proxemics Model”.
Relationships have dimensions*
DIGITAL HACKING SPACES
Educational Institutions
FamilyLearning Field
ParentsSiblingsFamily
Media
AutonomousLearningField
Friends
Corporations
AnonymousPeers
AnonymousLearningField
Our social contexts form a complex ecosystem in a state of dynamic flux.
Identity, communities, gaming, economic and social activities blend in learning activities.
Kids are “hacking” life in digital.
Kids use simulation games to learn things they do not access in the real world. i.e. Learning about Social, physical life, etc.
Media
FLUID SOCIAL AND ECONOMIC BOUNDARIES Blending of boundaries between sectors:
Research & Education Social Justice, Sustainability, Commerce & Education Commerce & Education Cultural industries & Education P2P (informal) & Formal Education Open Education
Serving children in a variety of contexts Homeschooling, De-schooling Community based tinkering and learning (gaming, hobbies) Personal Identity formation and experimentation Gifted children
DIGITAL LIFE INFLUENCE PHYSICAL LIFE
Physical Social Life
Digital Life
•We use in real life activities knowledge developed on how to make things in digital space. •We discover new products/ideas, explore different cultures in digital which then influence there physical social activities.•We co-construct cultural artifacts which are often tied to corporate/institutional culture.
HYPOTHESIS 3: DIGITAL REVERSES SENSORIAL EXPERIENCE
Digital can act as a filter to simplify learning about the complex system.
For example: playing wii to learn the rules of soccer and the type of behaviors that are acceptable and appropriate before playing.
PHASE 2: CREATE DIGITAL COMMUNAL PLAYGROUNDS MINECRAFT
Can provide a community for their difference (gender(s) /identit(ies)/culture(s))
Use of interactive technology as a safe (anonymous) experimental playground a sensory, social buffer: focus to defocus the mind A simplified sensory environment A social learning tool An enriched learning environment A behavioral learning tool A non stress play space Engaging (appropriate mental speed) activities
NAO ROBOT
Summer 2013:Measure children’s emotionalResponse to the robot. Use the robot as a sensor to track How they feel while engage with digitalInteractive media.
Dr. Stephanie Walsh-Matthew, ArtsDMZ
STRAND 5: EVOLVING EDUCATION MODELS
LEARNING IN COMMUNITIES OF INTEREST & PRACTICE
HYPOTHESIS 4: DIY HYBRID MODEL
Informal learning is being formalized:
DIY incorporates informal learning opportunities:• acknowledging that innovation exists outside of institutions;• accepting peer culture within fluid institutional boundaries;• facilitate new infrastructures for informal learning;•personal interest drives learning.
Education socializes us to:• mixed spheres of social/learning interactions;• the value of intrinsic interest and motivation; • the value of personal, practical knowledge;• alternative ways of knowing.
PHASE 3: BUILD A DIY SENSORY AND GIFTED COMMONS
Health-share A storefront/playground
that operates as Health food & SI store/playground. Sensory services (home/school toxicity
evaluation) Human Library. After School and week-end clubs for
the gifted. Life Diet DIY/Hacking space (food,
sensory tools, clothing, emotional, empathy etc.)
SCHEDULE: DIGITAL COMMUNITIES OF PRACTICE
Winter 2013 : Minecraft Club for Sensory & Gifted children. Media diet strategies
Recruit from the gifted community to develop SI curriculum
Winter 2014: form a community of practice Begin to co-develop with youth, children, simulation developers
games and activities that engage children and youth in sensory, emotional, empathic and social intelligence development.
Fall 2014: DIY sensory and gifted commons (clothes, accessories, health products, food, exercises, media, environment, etc)
