Abstract
Special needs education is focusing on a complex interplay of cognitive (knowledge), physical (motor rehabilitation), and social (interaction) learning. There is a strong discrepancy between the institutional spaces in which learning takes place and the need for scaffolding these levels of learning. In this paper, we present a first part of an ongoing collaboration with a special needs education facility for adolescents with congenital and acquired brain damage, that is interested in exploring the transformation of the institutional space into a smart learning ecosystem. We exemplify our research approach with a case study of a corridor in the institution that serves as a testbed for the involvement of all parties, i.e. residents, staff, management, in this transformation process.
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Notes
- 1.
The term congenital brain injury bundles various 'disorders' bound to a damage to the brain before, while of briefly after birth (Clemmensen-Madsen 2004).
- 2.
See also http://si.ehci.dk for an overview of projects and project partners.
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Acknowledgements
We would like to thank all citizens, staff members, and management at Neurocenter Østerskoven for their cooperation and dedication in this project.
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Krummheuer, A.L., Rehm, M., Lund, M.K.L., Nielsen, K.N., Rodil, K. (2018). Reflecting on Co-creating a Smart Learning Ecosystem for Adolescents with Congenital Brain Damage. In: Mealha, Ó., Divitini, M., Rehm, M. (eds) Citizen, Territory and Technologies: Smart Learning Contexts and Practices. SLERD 2017. Smart Innovation, Systems and Technologies, vol 80. Springer, Cham. https://doi.org/10.1007/978-3-319-61322-2_2
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