Archive for the ‘Research Assistants’ Category
From Adaptive Design in NYC:
Sisters Sarah and Kristy Tan spent Monday in our workshop getting hands-on experience with cardboard carpentry with the help of our staff. Sarah is an EDGE Lab affiliate and early childhood education major, who worked with Professor Jason Nolan at Ryerson early on to make adaptations for young Zoe. Kristy, a business technology management major, appreciated the process of creating an adaptation and gladly participated.
Lab RA and researcher in his own right, Noah Kenneally has updated his blog, talking about his research over the summer at the edge lab. He’s always up to interesting stuff.
Noah wrote an article for Free Paper, produced by Whippersnapper Gallery and Paper Pusher Print Works. It was called “Making Things that Make Things Better”, and here it is.
Last year I got involved in a pretty amazing project. I’m an early childhood education student at Ryerson University, and was hired on as a research assistant with Dr. Jason Nolan, who runs a research lab called the EDGE Lab. EDGE stands for “experiential design and gaming environments”, and is an interdisciplinary lab involving a bunch of different faculties at the University – New Media, Radio and Television Arts, Engineering, and our Faculty of Early Childhood Education to name a few. Given the interdisciplinary nature of the lab, the research going on there is all over the place – ranging from inquiries into how online interactions influence children’s offline interactions, the potential for autonomy provided by social technologies, what kind of social learning happens in games, and why play is so important.
I build things for kids with disabilities out of cardboard, and have been learning, together with a bunch of other folks how best to do it all summer. We use cardboard that I pull out of the University recycling dumpsters, and we build specific objects for specific people for specific needs.
The project started a couple of years ago, when Dr. Nolan was strolling down the street in Manhattan one day with a friend who uses a wheelchair. They happened upon a storefront with an intriguing window display, and were overwhelmed when they wandered in and discovered that it was packed with “assistive objects”, things designed to help people with disabilities live more comfortable, interactive and independent lives.
The place was called the Adaptive Design Association, and what they did there was nothing short of revolutionary. They work one-on-one with people to construct devices specific to that person, using cardboard. Cardboard is a cheap, strong, flexible and forgiving building material that is available all over. You can prototype really quickly using cardboard, test out an object to see if it will do what you want it to do – and if it doesn’t, you can recycle that first try and try something new.
Dr. Nolan, who is pretty involved in disability advocacy, was so impressed with the Adaptive Design Association’s work that he enrolled in some of their training programs, learning their techniques and bringing them up to Ryerson, where he and his research assistants began to experiment with them. He developed a relationship with the Early Learning Centre lab school at Ryerson, and began to build objects for some of the children there.
I worked as an artist for fourteen years before coming back to school to train as a kindergarten teacher. My artwork was mainly a combination of visual art and theatre, and ultimately boiled down to performance art. My favourite medium to build with was cardboard, and I used it in pretty much everything I did, so when I started working with Dr. Nolan it was with a lot of previous knowledge and skills.
I got really excited by the potential it had for upcycling – which is using something typically destined to be thrown away for some other end, taking stuff out of the waste cycle. Using stuff that’s being thrown away to improve someone’s life is pretty gratifying. Objects built with adaptive design techniques are specific to the person using it, adapted to their particular needs to improve their quality of life and interactions. A chair that was built for a 4 year-old in the preschool room at the Early Learning Centre not only helped her sit up on her own and play in the sandbox – it also helped the rest of the children in her class understand that she was a kid just like them, and facilitated some real social contact. Small, light cardboard benches with rocking-chair legs help children who need the stimulus of movement be able to get that stimulus and still participate in social activities like circle time and listening to a story read aloud more easily.
The cardboard is glued together in layers to create sheets of light, strong building material. There’s a reason everything is shipped all over the world in cardboard boxes – it’s really strong! With only a few layers of cardboard we’ve built things that can support the weight of full-grown people. The cardboard construction techniques used in adaptive design processes are simple and brilliant, and can be done with basic hand-tools that are easily available. Our basic toolkit is made up of utility knives, white glue, dowels and paper. With a little know-how and practice, you can knock together a host of multipurpose, useful objects that are environment-and people-friendly.
There’s so much potential to use so much of what we throw out in different ways, and doing so could make all kinds of things better, in all kinds of ways. For more info about the EDGE Lab’s Adaptive Design Studio, please email email@example.com.
Research Assistant Noah Kenneally produced six instructional videos for an Undergraduate Research Opportunity (URO). The project was entitled Researching Skills Development in Adaptive Design and the Creation of Objects for Children with Disabilities.
The videos explain the process for making objects out of cardboard from start to finish. View them below or they can also be found:
on Youtube at htp:// www.youtube.com/user/RyersonEDGElab?blend=2&ob=5
on Vimeo at htp://http://vimeo.com/user8216864/videos
If you’re inspired to make something after viewing the videos, we’d love to hear from you.
This summer was the second the Ryerson Office of Innovation and Research offered to it’s students the Undergraduate Research Opportunity program. The program allows students to carry out a research project of their own from start to finish, under the tutelage of a faculty member engaged in similar research. I applied and was accepted as a URO Scholar this summer.
My URO project, called “Researching Skills Development in Adaptive Design and the Creation of Objects for Children with Disabilities”, involved inquiry into how to best encourage skills development in Adaptive Design. By researching various curricula of experiential, hands-on education, I was able to explore how combining theoretical and practical knowledge work together to effectively construct meaningful and personal knowledge.
Adaptive Design is a philosophy of inclusion and a suite of skills and techniques used to create “assistive devices” – objects that respond to specific needs and that improve the lives of people (primarily children) with disabilities, allowing them to be more autonomous and independent. Using cardboard as a primary building material, adaptive design is both environmentally sound and an effective solution to the high cost of expensive therapeutic equipment. Practitioners of adaptive design are not often medical professionals, however, and therefore the design process is a collaborative hands-on process involving the designers and the person for whom the object is being designed. This collaboration allows for needs to be directly addressed, and can often incorporate medical specifications provided by other professionals involved in that person’s care and support.
Part of my project was an in-depth review of both canonical and contemporary literature speaking to experiential education; craft; design; and participatory learning, as well as investigating adaptive design techniques developed by the Adaptive Design Association made available to the public through their website. The work of experts in the field such as D. Gauntlett, M. Glover, A. Antle, J. Dewey, b. hooks, L. Malaguzzi, and P. Friere all informed my research, and helped to construct a theoretical framework on which to base my inquiry. The constructivist/constructionist perspective of learning shared by the majority of these thinkers places emphasis on the experiential aspects of building knowledge through direct experience. I applied this approach to skills development in adaptive design by designing curricula for workshops in which participants would learn the processes and philosophy by building adaptive design objects, thus constructing their knowledge as they constructed something with their own hands. The curricula also emphasized building knowledge through meaningful experiences, personalizing and contextualizing the skills to encourage optimal exploration of the techniques of adaptive design.
I then employed techniques of action research, and tested the curricula in workshops situations with experts in the fields of early childhood education, special needs and experiential education. We also hosted four early childhood education students as interns, who tested the curricula, assisted with workshops and explored their own learning of adaptive design. Using the workshops as testing grounds, I had the fortunate opportunity to be able to assess and retool the workshop curricula, and was able to refine the curriculum pertaining to each fundamental technique of adaptive design over several workshops.
Inspired by Gauntlett’s work on craft and its contemporary parallels found in the participatory creations of Web 2.0 platforms such as flickr and Youtube, I designed instructional videos for several adaptive design techniques. I was able to shoot, edit and produce six videos, which were then uploaded to Youtube to both provide support and reminders for learners and to also serve as a resource for anyone interested in learning adaptive design.
Finally, my research into skill development in adaptive design will contribute to a larger research project of Dr. J. Nolan, A. Gaston and the EDGE Lab, called Adaptive Design Pedagogical Inquiry. This project will explore the design and implementation of a curriculum for teaching adaptive design here at Ryerson University.
[n.blog has some nice comments on the lab’s presentation at the Subtle Technologies conference this month. Great work Alison and Noah!]
I should probably not separate what I consider “manual” from “craft”. however, there was something very ingenuous, concrete and…well evoking the “working with hands” in the projects presented by the EDGE laboratoryI was very impressed by the material being produced at the EDGE adaptive lab at Ryerson university. Led by artist /pappetteer and early child education student Noah kenneally, and early child educatiion professor Alison Gaston , the lab is committed to adaptive design, that is to fornitures, toys and chairs that can be used by children with disability. in fact, the problem with these children is not just the inability to do certain activities that other “normal” kids can participate in, but it also lies on the forced isolation and invisibility these kids are condamned to. By building ad hoc tools that will allow these kids to actually participate in the same activities as the other children, the EGDE lab noted an increased awareness and acceptance of chldren with disabilities by the rest of the children. having the right tool then means also facilitating interaction between differently able children as well as acceptance and inclusiveness, which would be otherwise denied.