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This paper incorporates the Service Design Thinking into the exhibition space design to refine the generality between service design and the display design, and carry out the design practice by combining the science exhibition technology of the aging assistive technology to refine the influence factor and the design method between the service desig...
Context in source publication
Context 1
... on the analysis of the relationship between the content and the proportion of the exhibition, the paper designs the layout of the exhibition space on the ba- sis of the original building structure (Figure 4). In order to design a complete visiting process, we map out a service blueprint for the exhibition space ( Figure 5), used to display before, during and after stag- es and the whole related processes, to lay the theoretical basis for following exhi- bition design and the service direction. ...
Citations
... Shifting from a traditional spatial emphasis in design towards a user experiencecentered approach, the discipline aims to offer added value for the users of service spaces and contexts (Felix, 2011 a and b;Stickdorn & Schneider, 2010;Van Geetsom, 2018;Tu Ngoc & Fassi, 2018). Research has suggested that, for users, services and goods or touchpoints are inseparable (Penin, 2017) thus the priority should focus on the design of a system of spaces and services that jointly meet the needs of the stakeholders as well as individuals, clients and communities (Ou, Wang, You, Tao & Liu (2017). Throughout the design process, designers equally address the touchpoints -including spaces, broader context, wayfinding, communication systems, furniture, objects -as the intangible scenarios, interactions and experiences (Van Geetsom, 2018). ...
Space and service design is an emerging discipline, triggered by contemporary social-cultural-economic challenges. Shifting from traditional spatial emphasis, the focus is on the user-centeredness and systems of spaces and services, addressing touchpoints as spaces, communication systems, objects and the intangible scenarios, interactions and experiences. Comparative literature research revealed that existing service design methods and tools were found to provide insufficient responses to the combination of space and service. Through maximum variation sampling a taxonomy system for service spaces and tools simultaneously addressing service and spatial touchpoints was developed and provides critical reference points that allow for comparison of the situation pre-intervention and analysis of the intended effectiveness of the adapted situation. Finally, the article describes a space and service design process of "the Make Learn Space" for the city of Leuven, a project in line with two societal innovation challenges, namely Design for New Learning Environments and Design for Circular Economy.
This text addresses one of the experiences of teaching innovation carried out within the framework of the project 'Methodologies of prototyping, design thinking and technological innovation for the development of artistic and cultural projects (2015-2017)'. The aim of this project has been to explore the pedagogical potentialities of prototyping strategies and design thinking to foster creativity, culture of experimentation and capacity for innovation as principles for the generation of critical knowledge in humanistic disciplines. The first part of the text analyzes the characteristics that define the new epistemic order of our contemporaneity, emphasizing the emergence of a hybrid, de-hierarchical, inclusive knowledge ecology, and the need to develop transformative Humanities through action and creative thinking. In this context, design thinking
and its associated methodologies appear as a strategic pedagogical frame
work to the extent that they focus their attention on the contribution of
innovative ideas to solve real problems by incorporating the input provided
by all the actors involved in the process, who become co-involved in the
research dynamics. In the second part, through the pedagogical experience
«Rethinking the Palo neighborhood», it is illustrated how the application
of these strategies in socio-cultural projects can favor critical thinking from
the parameters of the action and practice. Finally, given that all methodologies
also carry shadows and uncertainties, it is pointed out the challenges
and problems that these types of strategies may entail in pedagogical terms.
