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Learning from Service Prototypes


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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.

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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