Service design: The innovative tutoring model...9th World Conference of the International Society for Gerontechnology (ISG), June 18-21, 2014, Taipei, Taiwan.
Purpose Reviewing the types of current curricula, we find that the objective of most of those still is to enhance students' specialties. Few curricula incorporate cooperation among multiple disciplines and talent development. Therefore, we propose an inter-disciplinary curriculum called 'Service des...
| Published in: | Gerontechnology Vol. 13; no. 2; pp. 103 - 105 |
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| Main Authors: | , |
| Format: | abstract proceedings research Journal Article |
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International Society for Gerontechnology
2014 Special Issue
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180444735&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180444735 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15691101 904R jtl: Gerontechnology issn: 15691101 maglogo: N pubinfo: dt: 2014 Special Issue vid: 13 iid: 2 pid: 54298 pub: International Society for Gerontechnology artinfo: ui: 180444735 180444735 180444735 10.4017/gt.2014.13.02.310.00 180444735 ppf: 103 ppct: 2 formats: tig: atl: Service design: The innovative tutoring model...9th World Conference of the International Society for Gerontechnology (ISG), June 18-21, 2014, Taipei, Taiwan. aug: au: LAI, H.-C. LIU, P.-L. affil: Department of Risk Management and Insurance, Shih Chien University, Taiwan sug: subj: Curriculum Education, Interdisciplinary Models, Educational Diffusion of Innovation Congresses and Conferences Taiwan Taiwan ab: Purpose Reviewing the types of current curricula, we find that the objective of most of those still is to enhance students' specialties. Few curricula incorporate cooperation among multiple disciplines and talent development. Therefore, we propose an inter-disciplinary curriculum called 'Service design', which combines 'design thinking', 'experience observing', and mutual 'specialties' to develop students with T-shaped skills. This program not only helps students transform know-what and know-why into knowhow, but also focuses on learning by doing. We expect students to know the essence of service, to analyze the logic of a service model, and to cultivate the abilities of service design planning and analysis. Method We utilize a process of four steps with different methodologies to establish the curriculum. (i) Experience observing: We designed a mission of observation before the class and allowed the students to know the essence of service and to cultivate the abilities of observing and understanding. In addition, we led students in taking part in the exhibition of designers' week in order to broaden their perspectives of designing and creation. (ii) Guidance teaching: We let students satisfy their curiosity through a business visit combined with the teaching of the subject in order to establish the basis for work practices. With regard to inter-disciplinary lecturing, we invited mentors with rich practical experience to share with students their perspectives about technology applications and practical business models to convey the relationship between principles and mainstream practices. We also utilize case studies to stimulate students to discuss, use principles, and propose incremental or innovative solutions. (iii) Case practicing: The most worthwhile exercise mentioned in the class was the case study workshop, in which students formed several teams and worked together in designing services to certify study outcomes. The workshop helps students to transform know-what and know-why into know-how. These students used their knowledge of users' experiences based on contextual inquiry to develop a vision of a new service by brainstorming and affinity diagram and then proceed to conceptual design and, lastly, share the output. (iv) Feedback gathering: We held an open discussion in the final class of the curriculum to motivate students to review and reflect on the outcomes from the curriculum. The feedback from the students will assist us in revising the next-term syllabus. Results & Discussion This process model of teaching puts emphasis on interaction in the class and transforms the roles of teachers from conveying theories to guiding studying. Throughout the co-lecturing and co-studying process, even though students do not necessarily have notable output in the class, we highlight the study process and study effect to develop a different thought process in students that they will bring into their workplace in the future. pubtype: Academic Journal doctype: abstract proceedings research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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