For fun, I am participating in Design1o1 Redux, a MOOC that introduces basics of contemporary design. I’ve never been that successful as a student in MOOCs before because of the implicit time commitment they demand and, to be blunt, the poor quality of instructional design.
What I like about Design 1o1 is that the MOOC is playful, creative, and almost entirely based on the open Internet and through social media, mostly on Instagram but also on Twitter. One of the challenges we have in British Columbia is that the Freedom of Information and Privacy laws are particularly strict about sharing personal information across borders, so I it would be challenging for a BC university to pursue such an open approach without wrestling with informed consent and forms.
What I am learning in Design1o1 Redux so far is how to use my iPhone as an instrument for creative expression and design research. I can see how this will be useful not only as I continue to take countless pictures of Megan and Claire but also as I dive more deeply into design research. One of the assignments I had last week prompted me to start thinking how I might use my phone and a few APPS to document service walkthrough and user journeys easily.
I will have more to say about my learning experience as time goes by. You can follow my progress on Instagram.
What is your take on MOOCs? What have you learned by participating in them? How have you learned to persist?
Manzini is a leading design researcher and theorist, particularly in the field of design for social innovation. Manzini applies many of the sociological theories about risk and the life course that I had read with Lesley Andres at UBC in 2003. Manzini’s answer to the risk, uncertainty individuals and communities face is designed collaborative organizations and encounters.
This most useful section of the book, I think is the chapter dedicated to “Collaborative Encounters”, which draws on Martin Buber and theories of participation and social ties to demonstrate how to map services. The last section of this book work through the practical steps of representing collaborative designs and creating the conditions for social innovations to flourish.
Another theme of the book is the relationship between professional design and co-design with publics. Unlike Dan Hill and Thomas Wendt and other design theorists, Manzini seems less critical of design thinking and more conciliatory in his view on the relationship between expert design and diffuse design.
My favourite concept in Mazini’s book is “cosmopolitan localism“, which he borrows sustainable development. Since I read “Design, When Everybody Designs”, I’ve been working through Bruno Latour’s “Introduction to Actor-Network Theory”, which will merit a future post of its own. But for now I note that Mazini is relying on many studies that would fall into the category of “the sociology of the social”, and I wonder what the notion of design for social innovation might look like through the lens of Actor-Network Theory, which resists the global-local binary and questions the existence of macro social theories and models.
Watch Manzini introduce “Design, When Everybody Designs earlier this year at the University of Malmo:
Read Cameron Tonkinwise’s review of “Design, When Everybody Designs”
“Making Futures” is a wide-ranging poly vocal collection of case studies of participatory design work undertaken by design researchers and a multiplicity of partner community groups, governments, and private sector players in Malmö, Sweden.
Two concepts that sticks with me from “Making Futures”. infrastructuring suggests designers (or other change agents) need to foster long-term working relationships with partner community organizations rather than adopting a project orientation. The other concept is friendly hacking, which seems to also be circulating in the design for policy literature.
A key consideration in both books is the issue of scale and the question of how to create the conditions for collaborative innovations to flourish in neighbourhoods, cities, regions and across countries.. “Making Futures” tackles the political and power dimensions of collaboration between academics, government, community organizations and private sector organizations head on. Both books also consider how assemblages of people working together can collaborate to design and create scapes, places and interventions in the places which people inhabit.
Both books offer designers interested in collaborating with clients,and partners to bring social and community-based social innovations to life plenty of ideas for addressing complex challenges and enabling communities to flourish. For those who are tired of reading service design method cookbooks, either book will infuse your practice with a hearty dose of theory and critical perspective.
If you have been reading either book, let me know what you find most useful or interesting in them.
For fun on holiday, I started reading recently-published service design dissertations that are openly available on the internet. I owe Johan Blomkvist a debt of gratitude for the picture he published on Twitter that got me started:
So far I have read Blomkvist, whose kappa on methodology was extremely helpful, and Segelström, whose studies on design ethnography and participant observation of service design practice helped me better distinguish anthropological and design ethnography and offer a very useful process description for how service design consultancies work in practice. I will share more thoughts in the coming weeks..
Thanks to Jeff Sussna for pushing me to compile this list. If you know of any other cutting edge researchers in the field, please let me know.
Taken as a whole, this special issue contributes valuable and critical perspectives to the service design community.
Through conceptual and empirical studies of particular service design initiatives, the authors explore a range of important questions that service designers worldwide are facing:
How can an anthropological view of service practices usefully inform conceptions of co-design and co-production? (Blomberg and Darrah, 2015)
How do “organizational design legacies” frame and impact the kinds of change outcomes that service design can and cannot produce? (Junginger, 2015)
How might service design unpack place-making to understand community? (Predville, 2015)
What conditions and relations impact the success of experience-based co-design in the public sector? (Donetto et. al, 2015)
How do “fragile relations” amongst partners in cross-organization and cross-sectoral service network impact service design initiatives? (Hyvärinen, Lee, and Mattelmäki, 2015)
How can local service design initiatives scale across large geographical areas (Morelli 2015)
What stood out for me as I was reading these papers was the need for service designers to address power relation amongst partners and stakeholders at the outset of any service design initiatives. I was reminded of Wenger-Trayner et. al‘s call for system convenors to carefully design early interactions amongst networks of collaborators and to openly address power differentials. The papers that stood out most to me were Blomberg and Darrah’s exploration of what anthropology can offer service design, Junginger’s analysis of how existing organizational design practices (however tacit) shape and in some cases thwart service design initiatives, and Moretti’s case studies on how service design initiatives can scale.
Hyvärinen, Lee, and Mattelmäki’s exploration of “fragile relations” offers useful ideas for public sector partnerships with private sector organizations. What sticks with me is the idea that the bureaucracy of the public sector inhibits progress in complex service design initiatives and colours other participants perceptions of whether an initiative might succeed.
Morelli (2015) makes the point that the measure of a service design network at scale is not the number of users who engage with a platform but rather the number of “circles” or communities it spawns. This insight is relevant in social learning circles as a way to figure out how best to measure an initiative’s impact at scale.
What this special issue reveals for me is the complexity of service design. Lauren Currie, Wim Rampen, Fabien Segelstrom and others on Twitter are absolute correct when they playfully commented recently that there is more to Service Design than workshops, touchpoints, or digital or even design. Indeed, I am left pondering how service design is also a field at the front end of systems and organizational change that extends learning and development beyond the scope of the individual or an organization, to systems concepts like communities and regions.
If buildings can learn (cf. Stuart Brand) and organizations can learn, then how can service networks and other assemblages learn as well?
Enough philosophizing. Get you hands on the special issue and share your observations and insights.
Lucy Kimbell’s Service Innovation Handbook offers different value than most popular texts on service design. Like classics in the field like This is Service Design Thinking or Experience Design, Kimbell grounds the book in rich case studies and particular how-to methods, including templates and worked examples. But what differentiates Kimbell’s text is that she prefaces the case studies and methods sections with solid, rich evidence-based introductions to the theory and research underlying service innovation. In particular, Kimbell doesn’t shy away from addressing service-dominant logic, boundary objects, or progressive approaches to outcomes and assessment.
Another useful feature of the book is that it focuses on the very front end of service innovation. It shares some similarity to Terry Pinheiro’s The Service Startup:Design Gets Lean, but Kimbell’s methods are more thoughtfully interconnected and less complex. Like the dSchool’s Make Space, Kimbell’s methods include how-to equipment, but she also included a work example for a sample case that threads throughout the text.
Thomas Wendt’s Design for Dasein was an affirming book for me to read. The text sits at the interface of many of my passions: continental philosophy, design, literary theory, learning and discernment, service, embodiment.
When I was in graduate school enacting the flậneur, I read David Sudnow’s amazing account of learning Jazz improvisation, Ways of the Hand, which was my introduction to phenomenology. Don’t ask me why I read that book or how I came across it. At the time, I was following my curiosity. Around the same time, and thanks in large part to two remarkable seminars with Mary Bryson, I was exposed to the work of Bruno Latour, Yrgo Engstrom, Brain Massumi, Elizabeth Ellsworth, and Dorothy Smith. Towards the end of my time at UBC, I delved into the literature on education and embodiment and affect theory. (Silvan Tomkins is still my favourite thinker from affect theory in particular.) What ties all this reading together, I can now see, are concerns centred around around the design of experiences, particularly learning experiences, and the assemblage of human and non-human actants into webs of significance. Wendt reviews Heidegger’s foundational concepts on design and technology and extends his framework into some wicked, contemporary post-phenomenology thinkers and concepts like Don Idhe’s thought on multistability and the difference between objects and things. Overall, Wendt’s text has helped me to is to integrate disparate intellectual threads from my past and to point me into some new directions.
What I appreciate about this book is that contextualizes service design in relation to other design fields like experience design, user experience design, and industrial design, and it offers a critical, balanced perspective on design thinking.
Design for Dasein is generating a lot of talk on Twitter amongst designers and researchers I respect. Others are better placed to position its contribution to design theory and practice that I. But I admire Wendt for resisting the trend in design books to focus on rational-technical, how-to methods or case studies. Instead, Wendt has written a book that offers insights that can inform academics, design research, and practitioners alike.
Reading time: < 1 minute
Dark matter, service ecosystems, and outside-in thinking — How might service design disrupt dominant logics in educational development?
Pragmatic educational developers interested in enabling meaningful learning experiences and organizational change can learn from service design, a design movement that is reshaping institutions and organizations worldwide and driving social innovation.
Tom Loosemore’s keynote on Government Digital Services in the UK was memorable for a couple of key points:
1. Transforming government service requires breaking down the caste system and silos between policy makers and front-line operators. To reform a service, all stakeholders must be at the planning and design table. Loosemore notes a key first step is for all stakeholders to attend to policy intent and for all to address user needs.
2. Loosemore talks a lot about GDS and Gov.uk as as a platform for service and the need for some parts of government to reshape themselves to cut across traditional organizational silos and boundaries between discrete castes amongst categories of government workers.
Loosemore’s talk about service transformation resonates for higher education because it challenges professional staff to consider how we might think about education as a horizontal service platform and how we might work towards integrating and reducing boundaries and hierarchies that lessen or weaken the value of the learning experience for students or scholarly experience for academics.
I am aware of at least three institutions that have already taken first steps towards using service design to ameliorate user experience in higher education: University of California Berkeley and University of Derby, and Queen’s University, Kingston. Faculty and staff at all three have started by addressing the experience for students interfacing with university systems. What I have yet to find is an example of higher education service design that integrates a focus on students experience and also addressin the complexity of university organizations and other user communities that comprise them.
Loosemore’s call for design teams to turn to policy intent led me to the insight that higher education professionals and faculty can and should attend to the fundamental principles underlying the organization and institution they are working within. In my case, that means not only attending to the dark matter of SFU policy but also the well-articulated mission and values of The Beedie School of Business. If users spend the time at the outset of a project reconnecting with fundamental policy commitments and principles that might clarify the path and direction for a specific curriculum initiative.
Finally Loosemore’s talk incudes a memorable quotation about the value of starting with policy and working forward to address user needs:
“You would be surprised at the detritus of accreted nonsense that you can strip away.”
It has been a long time since I have read a professional text with as engaging a style and tone.
What challenges me about Patton’s book is that it addresses evaluation work at a high level of sophistication. It assumes readers are capable evaluators and explores the practice of evaluation in a way that focuses on the why? rather than the how. True the book offers lists of possible evaluation frameworks and describes cases and examples of how complexity concepts may be applied by evaluators, their clients, and collaborators. But, even though I am a dabbler in the field of evaluation, I appreciated not being told what to do and rather being able to reason my way to what might work in a given situation.
The book has resonated as I have gone about my week observing an innovative program and offering just-in-time developmental feedback to the people involved. It has primed me to attend to the emergent, unanticipated outcomes and situations and the obstacles that they have created for people.
Patton’s book will resonate for anyone who is working to develop a social innovation. It persuades me that there is value for an insider/outsider evaluator on high stakes innovation programs. Patton’s book will appeal to innovators who are already inclined towards complexity, systems thinking, and other outside-in ecological ways of looking at growing a product, service or program. Cynefin practioners may appreciate Patton’s application of Snowden and Boone.
For pioneering service and strategy designers, developmental evaluation offers ways to evaluate the impact of service and strategy prototypes and innovations. If a future goal of service design agencies is to take service designs all the way to implementation and evaluation, developmental evaluation should feature on user research teams’ learning plan.