Two years ago i held a speech on Spatial narratives in Media Mutations conference in Bolognia. Now they will publish a book in italian, and i have rewritten my conference speech with The Shadow of The Wind example, which will appear in the book in italian. Here is the english version of the paper:
Archive for the ‘spaces’ Category
I have started some collaboration with Emanuele Bardone on defining ecology of mind.
Here are some initial thoughts and examples how to see ecology of mind in spatial terms.
There are some approaches that support cultural inheritance, ecological inheritance mechanisms, such as:
- engineering web
- external memory field
- cultural and ecological inheritance
Odling-Smee, F.J., Laland, K.N., & Feldman, M.W. (2003). Niche Construction: The Neglected Process in Evolution. Monographs in Population Biology, 37, Princeton University Press.
- ecological knowledge
- cultural interface
“Cultural interfaces”, not just the diverse software interfaces of new media but also the formal traits and user practices with the printed word and cinema, can migrate into, and become part of, the interfaces of new media.
“While operations [like selection] are embedded in software, they are not tied to it. They are employed no only within the computer but also in the social world outside it. They are not only ways of working within the computer but also in the social world outside it. They are… general ways of working, ways of thinking, ways of existing the computer age.”
- distributed cognitive system
Recently i was supervising the master thesis of Kristi Laanemäe. She conducted the formative analysis (interviews with art teachers who had used the support-web) to develop and validate and improve the support web concept with social media for art education set “Ready! Set! Art!” website.
The goal of RSA support web is to:
- make RSA art educational materials dynamic and constantly improved
- give additional value to RSA art educational materials
- use as few resources (money and time) as possible to update and develop RSA support web
- distribute and advertise RSA art learning environment and NGO ideas and image
- bring art education up to date.
Improved support web:
- accumulates access to all the different parts of support web
- collects and accumulates artifacts automatically
- gathers produsers
- distributes automatically or enables to manually distribute artifacts (student works, feedback and additional materials)
- enables web based communication
- guarantees user-to-user feedback and organized feedback (user-to-NGO communication through feedback form)
- provides extra value to RSA art educational materials
- distributes and advertises RSA learning environment automatically
- allows to manage or sort content by users needs
- allows combined and interactive learning
- has dynamical adaptiveness and easily perceivable structure that applies to user needs
- motivates produsers automatically and manually.
I particularly like the figure that Kristi developed for support web concept.
This week i will be at the Media Mutations conference in Bolognia. The topic focuses on ecosystems.
There are several interesting talks, i hope to add some comments to this post from the site:
Martedì 24 maggio
William Uricchio (MIT – Utrecht University)
When Metaphors Slip Their Bounds
Massimo Scaglioni e Luca Barra (Università Cattolica del Sacro Cuore, Milano)
Narrazioni arginate. La “riappropriazione” della tv convergente da parte del broadcaster
Giovanni Caruso (Università di Udine)
Gabriele Ferri (Università di Bologna)
Riccardo Fassone (Università di Torino)
Mauro Salvador (Università Cattolica del Sacro Cuore, Milano)
Check in everywhere. Luoghi, persone, narrazioni, giochi
Giovanni Boccia Artieri (Università di Urbino Carlo Bo)
Narrazione diffusa: self publishing e racconto connesso
Lucio Spaziante (Università di Bologna)
Quasi-mondi e realtà mediale: modelli e ipotesi
L’onda anomala. Il LARP (Live Action Role-Playing) come forma narrativa di tipo “topical wave”
Antonella Mascio (Università di Bologna)
Tv serial, moda, pop-fandom. Nuovi modelli di “cataloghi narrativizzati”?
Giulio Lughi (Università di Torino)
Gadget emozionali: oggetti narrativi fra comunicazione e tecnologia
Mercoledì 25 maggio
Roberta Pearson (University of Nottingham)
‘Good Old Index’ or The Mystery of the Infinite Archive
Hector Perez Lopez (Università Politecnica, València)
Game of Thrones: l’ecosistema prima della première (17 aprile 2011)
Agnese Vellar (Università di Torino) e Luca Rossi (Università di Urbino)
The Expanded Glee Narrative and the Emergence of Disperse Audience on YouTube
Enrico Menduni (Università di Roma 3)
Dalla Weltgeschichte alle saghe narrative. Narrazioni del reale nell’era dell’eterno presente
Tre nozioni della narratologia classica in crisi: diegesi, metalessi, immanenza
Kai Pata (Università di Tallinn)
Narratives as Spatial Stories
Luca Rosati (Università per Stranieri di Perugia) e Andrea Resmini (University of Boras)
Beyond Flatland. Dal prodotto all’ecosistema: un modello per la progettazione e l’analisi di spazi informativi multidimensionali
Google: paradigmi e cronologie digitali
Elisa Mandelli (Università di Venezia)
Il museo come ecosistema narrativo: nuovi media e valorizzazione del patrimonio culturale
Nuria Lloret Romero (Università Politecnica, València)
Cultural Heritage and Augmented Reality. The Augmented Museum
We are together with Mart Laanpere currently working with the theoretical paper: “An Ecological Meta-Design framework for Open Learning Ecosystems”
In this paper we will introduce the ecological Meta-Design framework for open learning ecosystems. Meta-design is designing the design process for cultures of participation – creating technical and social conditions for broad participation in design activities (Fisher et al., 2004). Such cultures of participation represent the new types of learners in open learning ecosystems. They are self-directed, largely autonomous, and take design initiatives in respect of their learning environments (Fiedler & Pata, 2009; Pata, 2009; Väljataga & Laanpere, 2010). Learning in the cultures of participation may be characterized as the process in which learner and the system (community, culture) detects and corrects errors in order to fit and be responsive. In this definition, learning process is conceptualized as largely self-organized, adaptive and dynamic. We assume that such learning follows the ecological principles, which have been effectively used to explain processes and systems in technology enhanced learning (Pór & Molloy, 2000; Crabtree & Rodden, 2007; Vyas & Dix, 2007; Boley & Chang, 2007; Vuorikari & Koper, 2009; Pata, 2009). Open learning ecosystem is an adaptive complex and dynamic learning system in which self-directed learners design their learning activities and follow open education principles by sharing freely over the internet knowledge, ideas, infrastructure and teaching methodology using Web 2.0 software. Without wishing to suppress down such a bottom-up self-emergence of eLearning designs, providing teachers in learning institutions with design solutions that enable them to regain some co-control in the learner-initiated activities and systems is needed.
In this paper we aim to describe how ecology principles form the baseline for Meta-Design of learning in open learning ecosystems. Such Meta-design principles are needed to provide teachers in open learning environments with new models for organizing learning courses that consider the design activities of the cultures of participation.
In this paper we propose that the ecological Meta-Design framework applies for open learning ecosystems that are adaptive and dynamically changing. Both focuses – the learning ecosystem evolution by end-user design, and nourishing the end-user design process by creating the scaffolds for designing (see Ehn, 2008; Fisher et al., 2004), are equally important aspects of ecological Meta-Design. In learning ecosystems autonomous learners continuously develop and dynamically change design solutions to support their learning. They incorporate into their personal learning environments different Web 2.0 tools, networking partners and artifacts, and monitor the state of the whole learning ecosystem to adapt their design solutions and learning objectives to the system and to other learners.
Teacher’s role in the ecological Meta-Design framework for open learning ecosystems is designing scaffolds and incentives for design activities of learners. For example teacher should:
a) monitor the evolution of the open learning ecosystem,
b) provide learners with the options that enhance and speed up the self-directed network-formation process (e.g. tags, mashups),
c) analyze the emerging affordances within the learning community, and provide analytical guidance for them aiding to make design decisions and selecting learning activities (e.g. social navigation, semantic navigation), and
d) seed learning activities into the open learning ecosystem that are based on self-organization (e.g. swarming).
We will provide an insight to the learning design models in which ecological principles have been used. Such learning designs provide us with different views for modeling the ecological Meta-Design process, and highlight important components of our framework.
The appropriate trends in learning design models, which should be considered are:
a) The open, community-driven, emergent and iterative activity sequences in the learning design process models, which are based on learner contribution (Hagen & Robertson, 2009);
b) The systemic model approach to learning designs, which considers interrelations between learners and teachers with the whole learning ecosystem, and enables to generalize and predict learning patterns (Rohse & Anderson, 2009) and system affordances (Pata, 2009);
c) The balance models of learning design focuses and aspects, that create conditions for independent, autonomous and self-directed learning (see Brockett and Hiemstra, 1991) according to the interpretivist and connective learning principles, and;
d) The eco-cognitive learning design models, which explain differentiated and contextually conditioned perception of learning affordances, that results in learning system evolvement by learner contribution and adaptation (Pata, 2009).
Some related slides: