A SUMMARY OF MY BOOK:
Media Arts Education: Transforming Education Through Multimodal Cognition, Holistic Learning, and Techno-Embodiment, by Dain Olsen, 2025, Routledge
This book explains the emerging field of K-12 media arts education (MAE), including its multimodal understanding of cognition and learning, its interconnective nature and societally formative role, and its potentials for educational transformation. MAE can be understood simply as a “Digital Creativity Studio,” encompassing all digital media arts forms (e.g., photo, graphics, animation, sound, interactive, XR), which is ideally positioned at the center of the educational system. Its diverse forms and processes support students to produce and design any product, message, or simulated experience imaginable. Given this limitless creative and interdisciplinary capacity and its robust implementation, MAE is capable of advancing our current content- and system-centered 'factory model' into a student- and learning-centered, adaptive, and distributed model, which is more effective, engaging, and equitable for all students.
The book’s first section examines “media arts” as it exists in the world, providing a visceral sense of its dynamic and diverse experiences as a unified field of electrified creativity, which form our society’s “nervous system” across its communications, design, and interactivity. It highlights media arts’ aesthetically synthesizing, cognitive, and socially interconnective properties and their implications for pedagogy. It also introduces the history of media arts in education, including its institutional formalization through national and state standards and initiatives, and its ongoing challenges towards full establishment.
In the proceeding chapters, relevant neuroscientific, cognitive and educational research fundamentally restructures the orthodox understanding of learning. From MAE's aesthetic and embodied perspective, learning is reconceptualized as a biological process of adaptation, sense-making, and multimodal cognitive development. Higher-order, abstracted cognition is rooted in our sensorimotor neurology as a form of aesthetic synthesis, empathy, and metaphoric conceptualization, which mirror MAE's multimodal production processes. This leads to supporting research on multimodality in learning, education, and AI development. In essence, MAE is understood as the technological externalization of embodied cognition and learning.
On this research-based foundation, the book articulates a comprehensive MAE meta-framework, structuring its theoretical and pedagogical architecture. It examines the major flaws of traditional education and demonstrates how MAE's practices serve as potent antidotes, proposing MAE as an intermediating, holistic solution to systemic challenges. Media arts' versatile, multimodal tools support students to represent, translate and interact creatively with the academic curriculum in real world applications . For example, they can create interactive, 3D animated models that demonstrate science concepts, such as cell division or weather systems. Students are then able to manipulate and play with these models until they tangibly understand those concepts, and then transfer them to varied situations. Media arts’ diverse tools provide flexible means to bring abstract curricula to life for all students.
In conclusion, MAE functions as a multimodal, interdimensional, interactive textbook and makerspace that facilitates deeper and more resilient, adaptable learning for all students. Its "low threshold-limitless potential” design promotes universal student success through intrinsic motivation, self-direction, and metalearning. MAE ultimately advances the conventional educational model into an adaptive and self-improving system that prepares all students with the relevant competencies and multi-literacies necessary to design and manage a complex, sustainable, and vibrant digital society.