This paper explores how the concept of educational usability is an empowering tool for the re-integration of socially outcast people. The research starts with an investigation of receptive structures and facilities for homeless people, suggesting and outlining different typologies of hospitality spaces for learning and practice. These multidisciplinary spaces should create favourable conditions to allow the activation of personal resources and the development of new relationships. One of the main research objectives is the cooperation of different actors sharing knowledge, skills and experiences in a mutual enrichment. A practical “know-how” approach helps people unlock and develop emotional and cognitive capacities, especially in a multicultural context. Social Innovation and Social Design are seen as drivers of the research, including quantitative and qualitative analysis and the involvement of many different actors that work for social development and inclusion. The final output of the research is a new scenario outlined through the involvement of social actors, final users and stakeholders. This work offers a meta-design overview of the possible actions in the field, both in terms of spaces and services, using design as a social innovation tool. The primary outcome is to create, design and offer cognitive usability at different levels; not only spaces for active learning, but spaces for living, working, interacting, sleeping. Usability of spaces is about access, connection and use of the different environmental and functional units, erasing cognitive barriers, promoting autonomous and intuitive knowledge.

Educational usability as an empowering tool for social re-integration

E. Cinelli;C. Mastrantoni
2022

Abstract

This paper explores how the concept of educational usability is an empowering tool for the re-integration of socially outcast people. The research starts with an investigation of receptive structures and facilities for homeless people, suggesting and outlining different typologies of hospitality spaces for learning and practice. These multidisciplinary spaces should create favourable conditions to allow the activation of personal resources and the development of new relationships. One of the main research objectives is the cooperation of different actors sharing knowledge, skills and experiences in a mutual enrichment. A practical “know-how” approach helps people unlock and develop emotional and cognitive capacities, especially in a multicultural context. Social Innovation and Social Design are seen as drivers of the research, including quantitative and qualitative analysis and the involvement of many different actors that work for social development and inclusion. The final output of the research is a new scenario outlined through the involvement of social actors, final users and stakeholders. This work offers a meta-design overview of the possible actions in the field, both in terms of spaces and services, using design as a social innovation tool. The primary outcome is to create, design and offer cognitive usability at different levels; not only spaces for active learning, but spaces for living, working, interacting, sleeping. Usability of spaces is about access, connection and use of the different environmental and functional units, erasing cognitive barriers, promoting autonomous and intuitive knowledge.
INTED2022 Proceedings 16th International Technology, Education and Development Conference March 7th-8th, 2022
978-84-09-37758-9
Educational Usability; Social Innovation; Social Design; Service Design; Multidisciplinary spaces; Spatial Design.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11311/1208199
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