Learning from Service Prototypes

539 views

Published on

Very early thoughts about how and what type of learning occurs during the creation, use and evaluation of prototypes. Presented at LiU design talks at LiU University September 26th 2012.

Published in: Design, Technology, Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
539
On SlideShare
0
From Embeds
0
Number of Embeds
15
Actions
Shares
0
Downloads
14
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Learning from Service Prototypes

  1. 1. Learning from prototypesin service design Johan Blomkvist IDA-HCS-IxS @Hellibop
  2. 2. Service prototyping
  3. 3. • Prototyping can be many different things – Purposes • Explore, evaluate, communicate – Representations (prototypes) • What is a representation of a service? • Concept, process(es), system
  4. 4. What are they talking about?• What do they mean by prototyping• Types of prototyping – Creating prototypes, using prototypes, evaluating prototypes• Learning occurs throughout – but is qualitatively different
  5. 5. Conversation with situation • A designer creating a prototype • Closed-loop – Paper – Artefact – System (service)
  6. 6. Conversation with situation • A designer creating a prototype • Sketching • Building • Preparing Reflective conversation with materials (Donald Schön)
  7. 7. Conversation with situation • Service design – Preparing • Post-its • Flowcharts • Sketching • Making props (2D, 3D, 4D)
  8. 8. Situational/contextual/embodied • One or more stakeholders ”use” a prototype • Rests on an external representation of a service
  9. 9. Situational/contextual/embodied • Representation of service • Whole services or segments? – Service walkthroughs • Different knowledge based on type of representation – Roleplay – Desktop prototype – Experience prototype (Buchenau & Fulton Suri, 2000) – Props or no props?
  10. 10. Situational/contextual/embodied • Iterative use and redesign approach – no ”formal” evaluation – based on general ”feeling” of using the prototype
  11. 11. Situational/contextual/embodied • Use of the prototype – Users/customers use a prototype for a time period – Designers’ learning limited • Not reading a scenario, not looking at a chair or a list of specifications • Embodied understanding of use, situated (in a situation) and contextual (in a context) • What you learn about a prototype depends on its’ representation (fidelity aso), and where and how you use it!
  12. 12. Situational/contextual/embodied • Use and evaluation – Think aloud – Probe – Feedback provided during enactment of service
  13. 13. Recall-based learning • Recall-based learning – Based on a period of using the prototype – Questionnaire or more informal evaluation • Learning based on static representations – Scenarios, storyboards, customer journeys aso…
  14. 14. Fin

×