Description
Objectives
During this course students will learn how to think systemically and holistically about digital services and innovation. Students will learn how to map the territory of their design brief and extract models that will help them to illustrate, create and analyze their design concepts. The students will then learn how to communicate their concept, prototype it, refine it and deliver a final presentation to the client. Students will also learn how to draft the value proposition and the business model. By the end of this course, students should be able to: i) Identify a service, a product service system, and a platform, and talk about the components of each; ii) Design and represent a service and a product service system, through the use of models typically used in service design; iii) Explain and demonstrate how a service unfolds through design and communication; iv)Engage in a critique of their own and others’ work. v)Draw actionable insights from a critique of their own and others' work.
Syllabus
The experience economy: historical background and relevance of the digital service economy. The service design process: definition; ideation and discovery; framework and strategy; creating and expressing digital service innovations; refining and evaluating prototypes; value proposition and business model. Key techniques: ethnographic research; ideation; directed storytelling; enactment; customer journeys; service blueprints.
Cross Competence Component
Critical thinking and innovation, intrapersonal skills, interpersonal skills, information and media literacy, global citizenship.
Laboratorial Component
This course will run under a studio-based learning approach rather than a standard lecture approach. The point of using studio-based learning is to mirror professional practice. For those new to studio learning here are a few characteristics worth highlighting: - There are very few lectures; - Lectures are usually short and take place as needed to support students' work; - Students work in groups to learn; - Activities emphasize collaborative learning; - Faculty are "used" as resources; - Responsibility for learning is placed on the students; - Students learn skills by doing it rather than reading about it; - Studios work best in 2-3 hour blocks; - Faculty act as learning guides, not authorities.
Programming And Computing Component
This course is part of a masters programme where the computer science and programing skills are ensured according to MEPP 212
Ethical Principles
All members of a group are responsible for the group’s work In any assessment, every student shall honestly disclose any help received and sources used. In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.