81927 - Service Design

Learning outcomes

The module addresses the study and practice of service modeling (blueprint), the management of the intangible dimension, and the touchpoints that allow the user to have a measurable perceptual and qualitative experience of the service itself. By the end of the course, the student:

• Understands the experimentation of different types of services in terms of analysis and comprehension of user dynamics;
• Grasps the relationships that are activated in a public and private service, in a standard service, and in a premium-level service;
• Is familiar with the material dimension of the service.

Course contents

Certamente, ecco la traduzione in inglese:

The lab aims to provide students with the theoretical and practical skills needed to design, develop, and implement innovative services, leveraging the opportunities offered by data in creating people-oriented services. The module will explore fundamental concepts in service design, data analysis, and tools for creating interactive data visualizations. In this way, it will provide a comprehensive framework on how data can be used to enhance user experience and optimize the operations of a service.

Readings/Bibliography

Norman, Donald A. 2011. Vivere con la complessità. Milano: Pearson.

Caldarelli, G., & Catanzaro, M. (2016). Scienza delle reti. Milano: EGEA.

Lima, M. (2011). Visual complexity: mapping patterns of information. New York: Princeton architectural press.

Lima, M. (2014). The book of trees: visualizing branches of knowledge. New York: Princeton Architectural Press.

Maeda, J. (s.d.). The laws of simplicity: design, technology, business, life. Cambridge.

Manovich, L. (2012). Media Visualization: Visual Techniques for Exploring Large Media Manovich, L. (2013). Software takes command: extending the language of new media. New York, NY: Bloomsbury.

Mayer-Schönberger, V., & Cukier, K. (2013). Big data: a revolution that will transform how we live, work, and think. Boston: Houghton Mifflin Harcourt.

Meirelles, I. (2013). Design for information: an introduction to the histories, theories and best practices behind effective information visualizations. Beverly, Mass: Rockport Publishers.

Zannoni, M., & Formia, E. M. (2018). “Geo-media” e Data Digital Humanities. ll ruolo della memoria collettiva nel progetto del territorio. In MD Journal (Vol. 5, pagg. 116–129).

Zannoni, M. (2018). Progetto e interazione. Il design degli ecosistemi interattivi. Macerata: Quodlibet. ISBN 978-88-229-0166-8

Teaching methods

During the development of the course students will be offered contributions/lectures lasting about 1-2 hours each, held by the professors and/or by any guests.

The course will also make use of a system for reviewing the students' work envisaged in the two Modules, depending on the used teaching approach. The revisions can be for single group or collective, depending on the didactic calendar of the course. There are also peer to peer reviews between students and the sharing of models/assessment tools. The Professors will communicate the nature, methods and timing at the beginning of the teaching activity.

Students will be asked to carry out individual and/or group works depending on the correspondence to the more research or design component envisaged by the course.

Attendance is compulsory. It is surveyed by the teachers in class and students absent in more than 30% of the lessons will not be admitted to the final evaluation

Assessment methods

Presentation and discussion of the final outputs foreseen for all the modules of the integrated course (final presentation of the works). Each of the results in the teaching modules will be evaluated. The criteria will be communicated by the Professors of the didactic modules. The various evaluations will form an overall final judgment of each student (in part, the result of collective work and, in part, of individual work).

Teaching tools

• Lectures (presentations/slideshows);
• Reviews on the students' work progress;
• Collective reviews on the anticipated work progress for the various educational modules (presentations/slideshows by the students);
• Design exercises.

Office hours

See the website of Michele Zannoni