70% Lähiopetus, 30% Etäopetus
Stickdorn, M., Lawrence, A. and Hormess, M., Schneider, J. 2018.This is service design doing : applying service design thinking in the real world : a practitioner's handbook.Canada: O'Reilly. Ebook: https://laurea.finna.fi/Search/Results?lookfor=this+is+service+design+doing&type=AllFields
The implementation plan is written in English.This course includes theory and project work. The learning platform is Canvas.
This is partly an online implementation consisting of two separate parts. The first Theory section 1 is a prerequisite for the second Project section 2.
The Theory section 1 (online) needs to be completed before taking the Project section.
The Project section 2 starts in March with a joint kick-off and ends with final pitch presentations. This is campus based.
THEORY SECTION: 3ect
Individual assignments, Quiz and other individual tasks on Canvas, scale 1-5
PROJECT SECTION: 7ect
Team assignment: service concept and service design portfolio, scale 1-5
Self- and peer assessment, instructor assessment.
The evaluation is based on Laurea's evaluation criteria level 2.
16.01.2023 - 10.05.2023
28.11.2022 - 04.12.2022
20 - 75
Laurea Tikkurila, tiko
Terhi Kärpänen, Outi Loikkanen
According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrolment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.”
Tietojenkäsittelyn koulutus (NTV2), Laurea Tikkurila
According to degree regulations “All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the module or study unit or another person designated by the director of the UAS unit. The assessment is carried out according to the same criteria and grading scale as that adopted for the corresponding study unit.”
Theory section: no alternatives
A prior knowledge and competence in an applied service design project can be manifested through alternative methods. For example, as a detailed 12-15 page project report which includes the project partners' evaluations. For further consultation, please be in touch with the instructor.
Student teams (3-6 persons per team) will develop a project work for companies.
THEORY SECTION 1
Needs to be completed before taking the Project section.
The theory section covers service design process (Double Diamond), methods and tools, and includes various tasks and tests to be taken individually. All tests can be taken at the student's own pace by certain deadline and need to be passed.
PROJECT SECTION 2
Service Design project will be conducted in 4 development phases, which are based on pre-defined schedule.
Theory and Project section: execution in English.
The study unit is suitable for exchange students
Theory 3 ects (weigh 30%)
Project 7 ects (weigh 70%)
The theory section covers service design process (Double Diamond), methods and tools, and includes various tasks and tests to be taken individually. All tests can be taken at the student's own pace and need to be passed.
Study unit consists of the project work with four different phases.
The Theory section is an online course, which includes learning of service design process (Double Diamond), methods and tools independently in Canvas working space.
The Project section is an online course, which includes a service design project as team work. The project is based on a real-life design challenge. We work in class-room at Tikkurila campus.
The participation is mandatory.
– use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis – report and communicate in a professional manner – act independently taking into account the operating environment – take responsibility for interaction with customers and/or co-operation partners and for responding to their needs – describe the significance of his/her actions for successful co-operation – describe his/her competence in relation to the learning outcomes
– critically evaluate information and justify their actions with science-based knowledge - propose creative solutions at work – promote professional co-operation and enhance customer and partner relationships - act in a manner that promotes the team’s entrepreneurial and responsible approach to work - describe the development of his/her competence in relation to the learning outcomes
– evaluate and develop the team’s entrepreneurial and responsible approach to work – evaluate the possibilities for utilising competence and plan his/her personal development and development of the team – evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact – anticipate needs of customers and/or co-operation partners – analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge