99 Ways to Tell a Story

http://jaypgreene.com/2012/03/15/ed-week-on-distorted-special-ed-counts/


Inspired by Matt Madden’s exercises in style and tickled by my latest attempt(s) to explain who I am, how I got here, and what it is I do exactly. It’s not distortion so much as perspective… although I suppose one’s perspective determines the magnitude of distortion…

Oy. Academia.

From networking email #4982:

I came to this work via my experiences as an early childhood educator, cross-cultural researcher, improvisational comedian, storyteller, and deep thinker about how to make the world a better place. I’ve concluded that it’s most moral and most efficient to nurture individuals from the beginning of their lives, support their development of wonderfully versatile and inexpressibly important social and emotional skills, and use play as the mode for doing so.

According to the Collaborative for Academic, Social, and Emotional Learning, social and emotional core competencies include self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making. Self-regulation, which might be called emotional regulation or even executive functioning, is the core competency that is taught LEAST of all these too-little-taught social and emotional skills. This indicates a gap, clearly, and might indicate an incredibly distressing gap, even an emergency, if one considers self-regulation to be THE most important skill of them all… My research and applied work seeks to redress that.

To learn more about me, I invite you to peruse laurelfelt.org. In prose, here is a short(ish) bio:

“Laurel Felt, a fourth-year doctoral candidate at USC’s Annenberg School for Communication & Journalism, is guided by her desire to support children’s healthy development. Accordingly, Laurel has designed numerous research protocols, pedagogical interventions, and professional development experiences to nurture youths’ social and emotional competence, critical thinking, and meaningful communication.

Laurel conceptualizes play as the primary vehicle for this human-centered, learning-oriented work. She is a research assistant with the USC Annenberg Innovation Lab’s PLAY! (Participatory Learning And You!) Project, co-chair of interdisciplinary working group USC Impact Games, and a consultant with play-oriented non-profits Laughter for a Change and GameDesk. In Fall 2012, she will join the USC Joint Education Project, one of the nation’s oldest service-learning organizations, as a curriculum developer and technology consultant.

Laurel’s dissertation will examine Dojo, an impact game created by GameDesk that uses biofeedback to train users (intended for urban adolescent males) in emotional regulation. The project will use a mixed method, experimental + participatory research design to explore intended effects and unexpected outcomes from respectively playing Dojo, engaging with Laurel’s complementary Dojo curriculum, doing both, or doing neither (control group).

Laurel received her B.S. in Education & Social Policy from Northwestern University and M.A. in Child Development from Tufts University. Some organizations that Laurel has worked with include: Nickelodeon; PBSKids Ready to Learn; Hollywood, Health & Society; the BBC World Service Trust; Sénégal’s Réseau African d’Education pour la Santé; India’s Expanding Minds Program; and the U.S. Department of Education. Her research also looks at community development, assessment validity, childhood obesity, and bullying.”

Digital Kids 2012

Excited to volunteer tomorrow for 6th annual Digital Kids Conference!

Now in our 6th year, Digital Kids Conference 2012 takes place April 25-26, 2012 in Los Angeles, CA. at the Pasadena Convention Center. Digital Kids provides companies the critical information they need to build successful online and mobile products and services for kids. The show features 95 speakers in 5 conference tracks, including:

SafetyContentOperationsBusiness and Market Research.

Speakers include industry leaders such as DisneyWizard101/KingsIsleActivisionLEGO Group,Rovio/Angry Birds, Spin MasterNational Football LeagueCartoon NetworkUbisoftCookie Jar,Sony OnlineKIDZBOPMind CandyPeanutsGoogleYahoo! KidsThe NPD GroupFederal Trade CommissionCalifornia Atty General and many more.

These experts will share their insight on building, managing and monetizing services, products and interactive content for digital kids and connected youth. This is your opportunity to gain the latest insight on mobile and iPad apps, social games, social media, virtual worlds, and more – all targeting kids and youth.

I combed through the schedule and am particularly interested in these panels…

Wednesday:
***1. National Geographic, Smart Bomb & Microsoft: Gaming for Good (this relates directly to my research)

I’m sure that any/all assignments I receive will provide rich opportunities for edification and networking. What fun!

Nature and nurture

http://blog.lib.umn.edu/vanm0049/ psy1001section09spring2012/nature_vs_nurture2.jpg

Science reporting about a few of my favorite subjects: play, affect, and where it all comes from. New Scientist consultant Bob Holmes and co-author Kate Douglas take on the former, while Rachael E. Jack, et. al. take on the latter.

Human nature: Being playful

· 23 April 2012 by Bob Holmes and Kate Douglas
· Magazine issue 2861.
http://www.newscientist.com/article/mg21428610.300-human-nature-being-playful.html

Humans are not nature’s only funsters. All mammals play, as do some birds and a few other animals. But no other species pursues such a wide variety of entertainment or spends so much time enjoying themselves. The list of universals includes such diverse extracurricular pleasures as sports, music, games, joking, hospitality, hairdressing, dancing, art and tickling. What sets us apart is the fact that we play with objects and with language, says Clive Wynne at the University of Florida, Gainesville. We can also go beyond the literal. “What revolutionises human play is imagination,” says Francis Steen at the University of California, Los Angeles.

“We’re a playful species,” says primatologist Frans de Waal at Emory University in Atlanta, Georgia, and we retain our juvenile sense of fun right into adulthood. The only other primate to do that is the bonobo, perhaps as a result of its relaxed social environment. Human society is also relatively relaxed, de Waal notes, because we have moral codes and laws that promote stability. Crucially for the entertainment industry, we will also happily congregate with unrelated individuals, a situation that would leave both chimps and bonobos tearing strips off each other. Then there’s the simple matter of leisure time. In the wild, adult chimps spend around 8 hours a day foraging. Given more free time, they might play more. De Waal points out that captive apes enjoy computer games and watching TV, favouring scenes of sex and violence, but also appreciating slapstick humour.

But is it just opportunity that allows us to indulge our playful side, or do we actually need more entertainment than other animals? Play isn’t simply for fun, notes Marc Bekoff at the University of Colorado, Boulder. He identifies four primary purposes – physical development, cognitive development (“eye/paw coordination” as he calls it), social development and training for the unexpected. Playing is an evolutionary adaptation for learning, agrees Steen. Mammals are born inept but can adapt – playing helps us do that. Noting that human social and physical environments are particularly complex, he sees playing as a sort of simulator that allows us to imagine and try out different scenarios with little risk. “In play we are most fully human,” he says.

Bekoff believes social development is the most important purpose of play for humans, not least because it underpins morality. “Young children will not become properly socialised without it,” he says. For Robin Dunbar at the University of Oxford, playfulness is a mainstay of social cohesion. “Play often involves laughter, which is a very good bonding mechanism,” he says. And physical play – especially coordinated team sports – produces feel-good endorphins (Biology Letters, DOI: 10.1098/rsbl.2009.0670). In addition, sports provide a release for competitive urges, says de Waal. “If people watch others playing, that actually improves their own skills,” adds Steen. Even entertainment for sheer pleasure has benefits. “It’s fun, so it’s really good for mental health,” says Bekoff.

————————

Facial Expressions: As Much Nurture As Nature?
· April 19, 2012, 11:32 AM ET
· http://blogs.wsj.com/ideas-market/2012/04/19/facial-expressions-as-much-nurture-as-nature/

A new study suggests that East Asians perceive emotion in faces differently from Westerners, casting doubt on the thesis — proposed by Darwin and widely accepted in psychology today — that human facial expressions are largely universal.

Fifteen white European students and fifteen East Asians (young Chinese men and women recently arrived in Europe) were each asked to evaluate nearly 5,000 randomly generated expressions presented by way of 3D computer animation. Half the faces examined were “Western Caucasian,” half East Asian. (While the expressions were randomly generated, they were “natural,” adhering to rules governing how muscles interact.)

Fifteen white European students and 15 East Asians each rated nearly 5,000 randomly generated facial expressions, presented by way of 3-D computer animation; they chose one of six emotions — happiness, surprise, fear, disgust, anger, or sadness (or “don’t know”)—and rated the intensity. Those six emotions have long been thought to be the basic building blocks of human facial communication.

While the Europeans reacted with relative uniformity to the six categories, seemingly confirming their importance as discrete groups, the East Asian students showed far more disagreement, especially where surprise, fear, disgust, and anger were concerned. Reactions to these categories displayed substantial overlap, suggesting that they are not fundamental to the Asian way of “reading” faces. In contrast, muscle movements signifying happiness and sadness were robustly cross-cultural.

Another notable distinction was that East Asians were more likely to interpret early movement of the eyes as early indicators of strong emotion. Anecdotal confirmation for the importance of the eyes to East Asians comes in the form of emoticons: They type happy as ^ . ^ rather than :), and angry as >.<

It is possible, the researchers said, although the thesis was not tested in this study, that there are discrete “Asian” facial expressions that might elude Westerners — ones signifying shame, pride, and guilt, for instance.

The big picture, however, the authors say, is that the data re-open “unique nature-nuture debate across broad fields from evolutionary psychology and social neuroscience to social networking via digital avatars.”

Source: “Facial Expressions of Emotion are Not Culturally Universal,” Rachael E. Jack, Oliver G.B. Garrod, Hui Yu, Roberto Caldara and Philippe G. Schyns, PNAS (April 16 online)

  • Abstract

Edited by James L. McClelland, Stanford University, Stanford, CA, and approved March 19, 2012 (received for review January 5, 2012)

Since Darwin’s seminal works, the universality of facial expressions of emotion has remained one of the longest standing debates in the biological and social sciences. Briefly stated, the universality hypothesis claims that all humans communicate six basic internal emotional states (happy, surprise, fear, disgust, anger, and sad) using the same facial movements by virtue of their biological and evolutionary origins [Susskind JM, et al. (2008) Nat Neurosci 11:843–850]. Here, we refute this assumed universality. Using a unique computer graphics platform that combines generative grammars [Chomsky N (1965) MIT Press, Cambridge, MA] with visual perception, we accessed the mind’s eye of 30 Western and Eastern culture individuals and reconstructed their mental representations of the six basic facial expressions of emotion. Cross-cultural comparisons of the mental representations challenge universality on two separate counts. First, whereas Westerners represent each of the six basic emotions with a distinct set of facial movements common to the group, Easterners do not. Second, Easterners represent emotional intensity with distinctive dynamic eye activity. By refuting the long-standing universality hypothesis, our data highlight the powerful influence of culture on shaping basic behaviors once considered biologically hardwired. Consequently, our data open a unique nature–nurture debate across broad fields from evolutionary psychology and social neuroscience to social networking via digital avatars.

USC Annenberg Fellows Symposium

On Wednesday, April 11, 2012, I presented Explore Locally, Excel Digitally: A participatory learning-oriented after-school program for enriching citizenship on- and offline at the fourth annual USC Annenberg Graduate Fellowship Research and Creative Project Symposium.

I spent hours on my gorgeous Powerpoint presentation but not a soul reviewed it. If I’d remained in my booth, perhaps I would have gotten some visitors. But since the crowd was anemically thin, I opted to court professional development by engaging with colleagues. I got to know some of the first-year PhD students in my program. I caught up with Katya Ognyanova, who I’d taken a class with back in Fall 2008 and haven’t really spoken with on an academic level ever since. I embraced my friend Lori, who became DR. LOPEZ yesterday when she successfully defended her dissertation! I chatted with my colleague Rhea Vichot, who wryly observed that conferences never know how to classify her scholarship. I asked two Greek engineers about their top takeaways from their presentation on big data. Their answer: new solutions to backing up must be devised and implemented. (We also spoke about Thessaloniki, Greek islands, cheese, and yogurt.) I heard Ritesh Mehta and Tisha Dejmanee share their phenomenological take on Facebook, then sat down with Erin Kamler (and LeeAnn Sangalang) to discuss participatory action research, Theater of the Oppressed, and Erin’s recent paper that examined modes of establishing validity in interventions that combine both approaches. We discussed the power of comradeship and fantasized about forming a reading/critical feedback circle to provide each other with intellectual/practical support. I told them to set up the Doodle. We’ll see if anyone follows through… But our hearts were in the right place.

I also attended a session in which the focus was on money and conspicuous consumption. USC Annenberg PhD student Laura Alberti spoke about the EU debt crisis and the framing of Greece as a deadbeat family member, USC Annenberg PhD student Lana Swartz spoke about the rise and fall of Diner’s Club credit cards, and USC School of Cinematic Arts PhD student Katherine Wagner explored Yelp’s implications for Los Angeles segregation. USC Annenberg PhD student LeeAnn Sangalang served as moderator.

While this event wasn’t exactly what I expected, I feel nonetheless that I benefited from learning about others’ diverse scholarship. I also strengthened collegial connections that, at the end of the day, matter far more than any one project. Therefore, I thank you, USC Annenberg Graduate Fellowship Research and Creative Project Symposium. Thank you very much.

Pecha Kuchas at USC Annenberg Dean’s Forum

On October 14, 2010, USC Annenberg Innovation Lab‘s Project New Media Literacies and other USC entities/individuals presented a series of “blue sky” propositions at the USC Annenberg School for Communication & Journalism Dean’s Forum: Fostering Community for Robert F. Kennedy’s Legacy in Action. Attending representatives from the Los Angeles Unified School District (LAUSD), Robert F. Kennedy Community Schools, and non-profit RFK-Legacy in Action — including LAUSD School Board president Monica Garcia, several RFK Community Schools principals, and Robert F. Kennedy’s son and daughter-in law — pondered how we might spark new forms of teaching and learning while honoring the social justice philosophy that inspired these RFK institutions.

I speak Pecha Kucha-style from 1:04:30-1:08:30. That means that my 12 graphically-oriented slides advance every 20 seconds, whether I’m ready or not, for precisely four minutes. You can see me in the flesh at the beginning and the end — in the middle, you just see my slides. This is the event that paved the way for the next year and a half of PLAY! research. And the rest, as they say, is history…

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