Teaching Service Design: pedagogical reflections
Abstract
We present critical reflections from our teaching and learning, design research and knowledge exchange practices to posit a pedagogy of service design. A salient characteristic of this pedagogy is that we involve cohorts of postgraduate students in complex multi-stakeholder projects. We created the Service Futures Lab to provide infrastructure for these projects. When the Lab collaborates with courses across the university it bridges the requirements of the student curriculum with the requirements of our collaborators, aligning with university and our own research agendas and interests. We outline how the learning by doing approach of the Lab contributes to building a pedagogy of service design. We use three projects led by the Lab that involved students from MA Service Design between 2020 and 2022 to discuss how we apply the pedagogical principles we are positing, as well as reflect on the constraints, issues, and opportunities of such projects.
Keywords
pedagogy; design justice; knowledge exchange; project-based learning
DOI
https://doi.org/10.3384/ecp203010
Citation
Salinas, L., Grimaldi, S., Lujan Escalante, M., Ali, H., Lagedamont, M.,and Prendiville, A.(2023) Teaching Service Design: pedagogical reflections, in Carla Cipolla, Claudia Mont’Alvão, Larissa Farias, Manuela Quaresma (eds.), ServDes 2023: Entanglements & Flows Conference, Service Encounters and Meanings, 11-14th July 2023, Rio de Janeiro, Brazil. https://doi.org/10.3384/ecp203010
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Teaching Service Design: pedagogical reflections
We present critical reflections from our teaching and learning, design research and knowledge exchange practices to posit a pedagogy of service design. A salient characteristic of this pedagogy is that we involve cohorts of postgraduate students in complex multi-stakeholder projects. We created the Service Futures Lab to provide infrastructure for these projects. When the Lab collaborates with courses across the university it bridges the requirements of the student curriculum with the requirements of our collaborators, aligning with university and our own research agendas and interests. We outline how the learning by doing approach of the Lab contributes to building a pedagogy of service design. We use three projects led by the Lab that involved students from MA Service Design between 2020 and 2022 to discuss how we apply the pedagogical principles we are positing, as well as reflect on the constraints, issues, and opportunities of such projects.