成為服務設計師－用設計思考開發地方實境遊戲的教學實踐

Becoming a Service Designer: Pedagogic Practices in Adopting Design Thinking for Developing Alternate Reality Game in Place

10.6870/JTPRHE.202112_5(2).0001

涂敏芬(Min-Fen Tu)

大學社會責任 ； 服務創新 ； 專題式學習法 ； 設計思考 ； 實境遊戲 ； university social responsibility ； service innovation ； project-based learning ； design thinking ； alternate reality game

大學教學實務與研究學刊

5卷2期（2021 / 12 / 31）

1 - 32

繁體中文

大學的學期課程如何嵌入「設計思考」進而讓師生與「地方／社區」對話？這是一堂企管系選修課「服務創新與設計」的挑戰，也是一個大專院校執行「大學社會責任實踐計畫」強調的教學創新。本研究在教學者設定「成為服務設計師」的目標下，選定淡水百年市街為實境場域，導入專題式學習法，採用設計思考流程展開每週教學進度，據以達成開發實境遊戲做為服務創新的專題任務。在教學介入策略上規劃雙軌非同步專題機制，教學者以超前部署之姿開發校園版實境遊戲，一方面以此做為服務設計的實務示範與演示，二方面也讓校園版融入課程成為教案素材，引導學生開發地方版實境遊戲。最後共完成七組實境遊戲的原型作品，並有兩組原型進入後續的產品優化與製作階段。本文教學者試圖提出「用以致學」為跨域課程的核心精神，發展「疆界物件」為知識建構的載體，找出大學師生「靠近」地方的途徑，在信任共創基礎下，尋求「創生」地方，啟動正向的行動實踐。

How can an instructor embed ＂design thinking＂ in the curriculum such that learners can reflect the interests of the ＂place/community?＂ This is a challenge for the elective course ＂Service Innovation and Design＂ and the instructional innovation emphasized by the ＂University Social Responsibility Program.＂ With the goal of ＂becoming a service designer,＂ the instructor focused on the Tamsui historical town center, adopted a pedagogic method of project-based learning (PBL), and embedded the design thinking process into weekly progress for developing alternate reality games as a form of service innovation. Central to the teaching intervention strategy, the dual-track asynchronous mechanism was planned and established for the course and the program. The instructor first operated on one pioneer track in advance (campus site) and then guided learners on the other and the following track (downtown site). The pioneer project was then regarded as the teaching material as well as a benchmark for student benchmark. Consequently, seven prototypes were proposed overall, and two of them were implemented with product optimization and formal production. This study aims to extend the core concept of ＂practice in learning,＂ to develop ＂boundary objects＂ as the carrier of knowledge construction, and to determine ways to ＂approach＂ places and communities. Co-developing trust by approaching, followed by ＂activating,＂ could help initiate positive interactions.

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