70 602 Tjenestedesign 2: Fremtidens tjenestedesign
Emnenavn på English:
Service Design 2: Service Design Futures
Studiepoeng:
24
Emnekode:
70 602
Studienivå:
Syklus 2
Undervisningssemester:
2020 Vår
Eksamenssemester:
2020 Vår
Undervisningsspråk:
Engelsk
År:
2020
Emneansvarlig
Ted Matthews
Forkunnskapskrav
Passed foundation level (BA-level) at AHO or equivalent education with 180 ECTS.
Students who have taken Service Design 1 will be preferred, but this is not a requirement for this course.
International 2 year master students must have been approved for service design.
Recommended previous knowledge.
- Service Design concepts and methodologies
- User centred design methodologies
- Qualitative data analysis
- Ideation techniques
- Prototyping
- Concept communication
Om emnet
The course focuses on honing existing Service Design knowledge and competencies through practice by direct access to the schools focus areas of research whilst actively contributing to their development.
In addition undertaking this form of learning through contributing to research, the students will develop their ability to reflect on their own design practice within the rigorous framework of research practice.
These research focus areas are:
- Innovation in healthcare. This is carried out through C3. It has a focus upon process, and service design labs.
- Innovation in methods and tools: Developing tangible tools for highly experiential services and ritual service design.
By working with these areas students will practice what they have learnt in Service Design I and/or GK5 and GK6 by applying these design skills through ‘research-by-design’ to ongoing research projects with in-house researchers together with their external partners.
Læringsutbytte
KNOWLEDGE
- Understand and appropriate research methodologies used within design research projects.
- Develop an analytical approach to the field of Service Design
- Reflection on what design research and its methodologies mean for service design practice and vice versa
SKILLS
- Ability to read, understand and contribute to design research
- Ability to analyse a service design problem in relation to relevant research theories and models
- Ability to translate theoretical models into practical tools
- The ability to reflect upon the nature of service design in relation to other disciplines
- The ability to describe your position within the field of service design
GENERAL COMPETENCE
- Gain an overview of the state of the art of Service Design research
- Promote an active and designerly participation within research projects
Praktisk organisering og arbeidsmåter
The course is run differently from Service Design 1. In Service Design 2 students will be working more independently and in close collaboration with the researchers that are part of C3 and ritual service design.
The main learning activities will be based upon research projects in collaboration with external partners, where the students will be part of the research team. The course also integrates studio work (group and individual), tutoring and reflective sessions in the classroom, workshops, structured presentations, and discussions with the course participants.
There will also be lectures with invited guests, designers and researchers. The students are expected to read some curriculum litterature.
Evaluering og kvalitetssikring
Pensum
Blomkvist, J., Clatworthy, S., & Holmlid, S. (2016). Ways of seeing the design material of service. In Service Design Geographies. The ServDes. 2016 Conference, Copenhagen 24-26 May 2016 (Vol. 125, pp. 1-13). Linköping University Electronic Press.
Crouch, C., & Pearce, J. (2012). Doing research in design. Oxford: Berg.
Clatworthy, S., Oorschot, R., & Lindquister, B. (2014, June). How to get a leader to talk: Tangible objects for strategic conversations in service design. In ServDes. 2014 Service Future; Proceedings of the fourth Service Design and Service Innovation Conference; Lancaster University; United Kingdom; 9-11 April 2014 (No. 099, pp. 270-280). Linköping University Electronic Press.
Matthews, Ted. " The Experiential Mesh: A New Service Development model for designing highly experiential services." International Conference on Service Science and Innovation 2014. Taipei (2013).
Matthews, Ted. "Sacred Services: The Potential for Service Design of Theory Relating to the Sacred." Artifact 3.2 (2014): 6-1.
Matthews, Ted, “Introducing Graphic Experiential Evidencing (GEE). How can the use of graphic novel fill a gap in the service design toolkit for communicating experience and emotion?” Design and Emotion 2016, Amsterdam. (2016)
Matthews, T., Sacred Service: The Use of ‘Sacred Theory’ in Service Design, Journal of Design, Business and Society 3(1), 67–97. (2017).
Pfannstiel, M. A., & Rasche, C. (2019). Service Design and Service Thinking in Healthcare and Hospital Management. Springer International Publishing.
| Vurderingsform | Gruppering | Karakterskala | Kommentar |
|---|---|---|---|
| Vurderingsmappe | - | Bestått / ikke bestått | Kurset er praktisk orientert, og studentenes fremdrift vil vurderes på bakgrunn av: • Innleveringer både individuelt og i grupper midtveis i semesteret • Workshops • Produsert materiale I hver modul vil studentene ha innleveringer både individuelt og som gruppe, som vil vurderes ut fra styrker og svakheter. Kurset vil omfatte deltakelse i en eller flere moduler relatert til C3 og spesielle tjenestedesign prosjekter og forskning tilknyttet disse. Informasjon om strukturen, innholdet og eksamensformen for hver enkelt modul vil bli gitt ved oppstart. Hvert prosjekt kulminerer i en avsluttende presentasjon og en rapport som vurderes som bestått / ikke bestått av en ekstern sensor og kurslederen. Informasjon om innleveringer og vurderingskriterier vil bli gitt i orienteringen for hvert enkelt prosjekt ved oppstart av modulen. Studentene må bestå begge modulene for å bestå kurset. For studenter som ikke består en av de to modulene, vil kurslederen, modulansvarlig og en annen foreleser i tjenestedesign fra instituttet foreta en porteføljevurdering av alt kursarbeidet (dette omfatter alle gruppeinnleveringer og individuelle innleveringer fra studenten i løpet av semesteret, i tillegg til den endelige presentasjonen) på slutten av semesteret, for å avgjøre om studenten har oppnådd ønsket læringsutbytte. |
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