Abstract
Today’s immediacy of information and the connectedness of world citizens make it challenging to keep up with a restless, ever-changing landscape. As new technologies emerge, our mindsets shift, and opportunities in building better futures arise, hence a pressing need for educational systems that nurture cognitive flexibility, everyday creativity, and resilience—those that embrace neurodiversity and could reshape the traditional education paradigm to cultivate adaptable and creative minds capable of navigating unforeseen challenges. However, despite efforts to embrace different ways of thinking and creating, the industrialization model still stands as the norm. In the face of unpredictable futures, we must rethink the educational paradigm where neurodiverse learners can thrive instead of being marginalized. To become active agents of change, it is imperative that we, the educators, understand the conditions that foster enriched learning environments that are genuinely accessible, diverse, equitable, and inclusive. Osmotic Sensoria advocates for immersive experiences in neurodiverse learning spaces that stimulate brain neuroplasticity naturally and propel implicit learning through guided play, self-regulation, multisensory stimulation, and kinesthetic learning. Through a series of speculative visual probes, this workshop explores a realm of possibilities in which design and cognitive neuroscience intertwine to foster the conditions that create a robust neurodiverse space for enhanced learning. Grounded in principles of human-centered design and informed by research in educational models and cognitive neuroscience, Osmotic Sensoria serves as a design-led research artifact that aims to open discourse about the future of education as it relates to neurodiversity within a DEI model.
Presenters
Niberca Gissell PoloAssociate Teaching Professor, Parsons, School of Design. First Year Program, The New School University, New York, United States
Details
Presentation Type
Theme
KEYWORDS
Neurodivergence, DEI, Brain-Based Learning, Speculative Design, Immersive Experience
