Service Design Project Course 4 ECTS
Where: Väre Building, Otaniementie 14, Espoo
Course term: 11 lectures
Time: 13.02. - 24.04.2018
Days: Wednesday 17:30 - 20:30
Workload: 108 hours: 40 hours: contact hours / 68 hours: Independent work
Note: Course requires group work outside of the contact hours and therefore you might find it demanding.
Course Language: English (Finish)
Note! Course certificates
For grading results and course certificates please contact Mr. Heikki Hassi at firstname.lastname@example.org
or visit Certificates and transcripts of records - in English: http://avoin.aalto.fi/en/studies/certificates/
Todistukset ja opintosuoritusotteet - in Finnish: http://avoin.aalto.fi/fi/studies/certificates/
The main aim of this course is student’s ability to utilise individual service design expertise in practical development and innovation project. The student understands service characteristics and knows how to take these into account when redesigning or developing new service design concepts. Students get familiar with service design process model and utilising appropriate service design tools at a certain stage of service design development. A student demonstrates an application of service design knowledge on the practical project of selected services by proposing service design improvements.
Content and Structure
The course structure supports student learning and gaining service design skills in several different ways. Students are encouraged to examine selected service project themes holistically from the complex systemic level, fragmented service providers, up to individual service user. Students examine service providers’ perspective as well as user side, doing that by adopting different service design tools like stakeholders map, workshop, interview, online survey, customer service journey, scenario and personas. Students had the opportunity to visit service design agency, attend service design event and listen to academic and industry related guest speakers. Last but not least students reflect on their project work progress, teacher and guest lectures, and design agency visit.
• Adopt advance service design tools in the practical service design project
· Familiarise with specific service design literature related to selected service design project topic and advance service design tools
• Independently design, develop, plan, prepare and facilitate a workshop
• Critically reflect on group service design project progress, learning, lectures, visits and project theme.
· Present and argue final project service design solution
· Practice ethical procedures
Individual lectures descriptions
Lecture 1: Course introduction & Project themes Wednesday 13.02.
The first lecture consists from two parts: course introduction and project themes outline. The first part starts with introducing the course technicalities, practicalities and course content. Following, requirements for the individual and group work; important dates related to course deliverables comprising of the Mid term and the Final presentation as well as independent workshop. Introduction lecture also instruct on how to write a learning blog and critically reflect on course content. The first part concludes on how students will be assessed. In the second part of the lecture four different projects’ themes are presented including project opportunities, challenge and project goals. Each project is supported with adequate supporting literature. This part of the lecture concludes with team building exercise.
Practical implication of a SD tool: Provotype
- Hodgson, A., & Midgley, G. (2015, January). Bringing foresight into systems thinking: a three horizon approach. In Proceedings of the 58th Annual Meeting of the ISSS-2014 United States (Vol. 1, No. 1).
- K. Benifand, N. Ahmed, R. Church (2014) Re-imagining the Future: The Biomimetic Economy
1. Create a provotype of your project service design solution. This can be a simple artefact, prototype, game, scenario. You can play it out using role-playing.
2. Be prepared to present your provotype in a 5 min presentation.
3. Research the field of your assigned project.
Lecture 2: Understand the bigger picture Wednesday 20.02.
This lecture concerns planning the initial part of the project however seeing it as a part of a bigger picture. Lecture on systemic design will be given explaining what the systemic design is and presenting its use in a case. Then will follow the first exploration of your project theme by exploring future trends adopting three horizons exercise.
Practical implication of a SD tool: Three horizons (3H)
Lecture 3: Frame your project focus Wednesday 27.02.
At this lecture, Project 1 will present their case analysis and deliver their workshop. After that we will play the board planning game called ATLAS game. The game enables service designers and professionals to plan service co-development projects and it can be used as a tool for learning about service co-development methods. The game permits players to study and discus their own real-life problems in the game stetting, analyze their project's issues and identify appropriate participants and methods.
Practical implication of a SD tool: ATLAS game + Clarifying Priorities & Master Canvas by Peloton
Lecture 4: Lecture on Ethics Wednesday 06.03.
At this lecture will be given a short talk on design ethics covering how to write consent forms and information sheet. After the lecture will be time for mentoring of individual groups.
1. Prepare Consent form & Information Sheet for your data collection or co-design activity.
For examples see My Courses.
Lecture 5: Rethinking & User study action Wednesday 13.03.
At this lecture Project 2 group will be presenting their case analysis and deliver their workshop. After that will be time for the group work, tutoring and adopting Value Mapping and Evidence Planning tools by Peloton.
Practical implication of a SD tool: Value Mapping and Evidence Planning by Peloton
Lecture 6 Mid term presentation Wednesday 20.03.
The first part of this lecture is dedicated to mid-term projects presentations, projects’ evaluations, feedback and discussions. Feedback will be peer to peer assisted in addition to responsible teacher feedback. The second part of the will concern lecture titled “What makes a good workshop?" where will be disused issues that we have to take in account before the workshop, during the workshop and after the workshop.
Practical implication of a SD tool: Workshop template & Mapping our workshop actions exercise
Lecture 7 Developing New ideas Wednesday 27.03.
At this session Project 3 will have opportunity to present their case analysis and deliver their workshop. After that will be time for the group work and tutoring.
Practical implication of a SD tool: Ideation tool by Futurice
Lecture 8 Guest lecture (to be announced) Wednesday 03.04.
This is a guest lecture. The rest of time will be dedicated to group work and tutoring.
Practical implication of a SD tool: proposed by guest lecturer
Camburn, B., Viswanathan, V., Linsey, J., Anderson, D., Jensen, D., Crawford, R., ... & Wood, K. (2017). Design prototyping methods: state of the art in strategies, techniques, and guidelines. Design Science, 3.
Task: Write on a blog ½ page plan on how you are planning to prototype your service design concepts.
Lecture 9 Visualisation and prototyping Wednesday 10.04.
At this lecture the Project 4 opportunity will have opportunity to present their case and conduct the workshop. After that will follow lecture on Prototyping Services.
Practical implication of a SD tool: Fake advertisement by Futurice
Lecture 10 Visit at selected service design agency Wednesday 17.04.
This lecture is dedicated to visiting a design agency.
Lecture 11 Finalising Wednesday 24.04.
At this last lecture each group will have opportunity to present their Final projects’ service design solution and get feedback, which will be peer to peer assisted, in addition to responsible teacher feedback.
The final grade is created from sub-grades:
1. Use of Service Design Tools in the project (20%);
2. Case analysis session and Workshop (10%);
3. Service design solution (50%);
4. Learning blog (20%).
5. Participants need also attend the course at least 80%.
1. Presenting the case analysis and conduct a workshop
2. Mid-term project presentation
3. Final presentation
1. Contributing to questions, discussion, and reading the relevant literature.
2. Writing weekly learning blog
3. Working on the project
Each group had specifically assigned the reading material.