At least 45 credits in the main field of Interaction Design.

While interaction design tends to be occupied with the design of interactive artefacts, there is much else at stake in the success of the design. Products are used not in isolation but as part of a wider mesh of artefacts and interactions, both digital and non-digital. Service Design takes this holistic view of a process or product, considering not just the use of an artefact but the wider service it is situated within across several ‘touch points’. With a growing service-based economy, in many cases the product is the service, which challenges conventional views of what the designer creates. Services are complex to understand and design, and require a participatory approach with deep engagement with stakeholders.

The course is divided into the following sections:

1. Fieldwork and Analysis (3.5 credits)

2. Collaborative project (8 credits)

3. Individual written refection (3.5 credits)

Module 1: Introduces service design methods to carry out, communicate and analyze qualitative fieldwork. Students learn by trying out these methods in order to identify user needs, design openings and for justifying design decisions. We also reflect on methods and how outcomes are influenced.

Module 2: Project work is conducted in groups and with involvement from external stakeholders. The group themselves are responsible for the ongoing involvement of relevant stakeholders. In the second part of the course, students iteratively develop their service concept and prototype one or more “touch points”.

Module 3: We take a reflective turn on the project work, and attempt to relate the experiences of the project to the course literature.

After completing the course students should be able to:

1. Articulate the differences between service design and interaction design.

2. Apply appropriate service design methods in for a specific context

3. Identify design openings and justify design decisions through documented qualitative fieldwork and analysis.

4. Organize a design project with different stakeholders involved in an iterative co-design process.

5. Develop service design concepts and prototypes across multiple touchpoints, including interactive artifacts.

6. Reflect on their own project experiences, drawing on perspectives from the literature.

The course is organized around lectures, hands-on workshops, literature seminars, project work in relation to specific local context and actors, tutorials, presentations and written and visual submissions.

Module 1 is assessed through the submission of a report (Learning outcomes 2, 3)

Module 2 is examined through the presentation of the service concept and prototype. The concept should in addition be documented in a report (Learning outcomes 4, 5).

Module 3 is assessed through the submission of an individual written refection and active participation in literature seminars. (Learning outcomes 1, 6)

When the above criteria are met in a satisfactory manner given a pass

Additional articles and literature comprising 100-200 pages will be handed out during the course.

• Stickdorn, Marc & Schneider, James (eds.) (2010) This is Service Design Thinking. Basics - Tools - Cases. Bis Publishers.

The University provides students who participate in or who have completed a course with the opportunity to make known their experiences and viewpoints with regards to the course by completing a course evaluation administered by the University. The University will compile and summarize the results of course evaluations as well as informing participants of the results and any decisions relating to measures initiated in response to the course evaluations. The results will be made available to the students (HF 1:14).