Designguideline 02 by Pris Consulting Partner with ADSU

ARTS AND DESIGN CREATIVE LEARNING SPACE

DESIGN ADVISORY GUIDELINE Research

Background & Knowledge

Recommendation

content

01 Introduction

02 Background and knowledge

03 service design process

04 recommendations

Research context for creative learning space Thai arts and design by Service Design methods.

Why Do Learning Space Services Need Designing? As designers, when we build services based on genuine insight into the people who will use them, we can be confident that we will deliver real value.

Putting co-design workshop to find a real user insight and a innovation idea at the heart of learning space design.

How is learning space services that provide a response from people or thing .

Introduction

ABOUT THIS DOCUMENT

This book offers insight, ideas, advice and examples aimed to inspire those involved in the redesign or create a creative learning space for thai arts and design student. It is by no means a ‘how to’ manual, nor does it aim to suggest an ideal route or way to approach design, or specify particular attributes that such spaces should include. It also advocates the idea that design and redesign through concept and ideation framework opportunities, It draws on and highlights numerous characteristic and space functional that support a

more transformative approach, so that such a vision can act as an enduring artefact to orientate the various stakeholders and interested parties that will move the vision through to actualisation. This is a book also introduction to why service design methods can be useful when developing learning space services. If you’re new to service design: You can use it to familiarise yourself with a typical process that designers use when developing products and services. It will give you an idea of what to expect from

WHAT IS THE DIFFERENCE BETWEEN LIBRARY SPACE AND CREATIVE LEARNING SPACE FOR ARTS AND DESIGN.

working with a designer. If youâ&#x20AC;&#x2122;re a designer: You may be familiar with all of this already, but you may find this document useful when explaining common service design methods to others that are new to them. Furthermore, it highlights the needs to put design student at the centre of learning journey and educational practices and encourages a move towards more active engagement by students in the arts and design university and shaping of services which affect them. Notably, this guideline suggests that redesign existing space or create a new; processes offer great opportunity to do this by involving them meaningfully in co-design processes, which

expose them to diverse, real and interesting learning experiences and environments and enable them to work with, learn with, and achieve tangible outcomes and success with a multitude of different experts and professionals that can support their wider educational, social and emotional development.

Are You Running a LEARNING SPACE? Development If you are running a development arts and design creative learning space project, consider putting your foot down and look down the user insight.

to start a user research on what user what?, what are they doing in the learning times?, what the functional do they needs?. It’s kind a lot of work for you have to do before start design a learning Once everyone begins to design space services. a service and space design in creative learning space in this If you would like to find out guideline you’ll find it easier to more about the issue that manage and start the project i mentioned above, you you’ll get more work done in a don’t need to start from the part of get insight. beginning this guideline will help you to get to know closer If you don’t know in what your to your learning space users user needs especially their real and core stakholders behaviours you can’t design a good learning space for them. It will require a lot of effort from some of your team and developers

DESIGN IS MATURING

CREATIVE LEARNING SPACE NEEDS SERVICE INNOVATION

WHY NOW? DESIGNERS ARE MORE WELCOME

USER AND STAFF EXPECTATION ARE RISING

Background and knowledge

WHAT DO THE SERVICE DESIGNER DO?

As designers, when we build services based on genuine insight into the people who will use them, we can be confident that we will deliver real value. When we make smart use of networks of technology and people, we can simplify complex services and make them more powerful for the customer. When we build resilience into the design, services will adapt better to change and perform longer for the user. When we apply design consistency to all elements of a service, the human experience will be fulfilling and satisfying. When we measure service performance in the right way, we can prove that service design results in more effective employment of resources human, capital and natural. To explain why service provider find it so difficult to design services well, we need to study the nature of services and the way they are delivered.

Service Innovation User Research

Business Process Innovation

User Experience

Co-Design with Core Stakeholders

WHY SHOULD WE INTRODUCE SERVICE DESIGN IN LEARNING SPACE FOR STAKEHOLDRS The study of the real need of arts and design people, it cannot be studied from the collection of thoughts or traditional tools that have been used because arts and design students have various needs and interests also, they are different depending on skills and majors. So, there should innovation, which is the collection of thoughts or new technology that will unlock and create changes, which have never happened before, to the design of learning space. The application of service design tools with the study of humanity and social science, even though the researcher acknowledges the actual need of the target group from an interview or a traditional way of data collection, basic skills of the traditional research such as conversation, listening, observation and test are not enough to design efficiency service especially art learning space which its users have various needs

INDIRECT

   

 



’   

  

CORE

        

     

WHO WE WORK WITH

 

DIRECT

   

   

      

    

 

 

 

    

Design Creative Learning Space development project: stakeholders, internal and external team members. Clear communication and links should be established, through key individuals who may make up the project steering group

CORE STAKEHOLDER

Arts and Design Students CUSTOMER

Library’s Staff SERVICE PROVIDER

Researcher SERVICE DESIGNER

Service Design PROCESS

SERVICES DESIGN WHAT DOES SERVICE DESIGN LOOK LIKE?

Students Experience

Immersion

Staff Experience DISCOVER

Tools and Systems

Theme and Opportunities

Information and Environment

Needs and Emotions

DEFINITION

To design for people, we need insights of peopleâ&#x20AC;&#x2122;s needs, motivations, and behaviours.

Co-Creation

Service design can usually provide the data for these insights better than quantitative research.

Creating System

service design will allow the core stakeholders to participate in activities without getting bored and open doors for them to review their experiences and express those experiences in a form of story, opinion, emotion, and point of view.

Student Journey

Holistic Delivery System DESIGN

Storytelling Concept

Engagement Prototyping

DELIVERY

Tangible and Intangible New Service innovation

WHAT WE DO KNOWLEDGE CREATION AND TRANSFER FUTURE IDEAS The development of new service strategy for creative learning space for arts and design students that would support learner with personal development, inspiration and and new way of learning art and design. This guideline used service design as a design process and design tools. The service design process helped designer to capturing what a user does over time during used existing space. As well as, this process also help to capturing user needs, user ideations, and user insights through practice. In addition, this process is an essentially a philosophy where a learning service is constantly being improved. Also, the selected tools are means for researcher

to analyze stakeholder and researcher thoughts. Most important of service design process is a steps to try new service ideas with the right customers as early as possible and before large investments have been made. Furthermore, It takes some courage to asked for the userâ&#x20AC;&#x2122;s opinion before the new service innovation is done. This will reduce investment risks considerably. On the other hand, service is never actually finished. The benefit of service design process not only save time and money, but also make users to be kings who will always stay loyal to their service servants.

INCREASE VALUE DESIGN NEW SERVICE STORYTELLING IMPROVE CUSTOMER RETENTION (LOYALTY) REDUCE INEFFICIENCIES CREATE BETTER USER AND STAFF EXPERIENCES DEEPEN AND WIDEN USER RELATIONSHIPS

CO-CREATION AS A FRAMEWORK In the context of co-creation framework, knowledge creation and transfer .have to be understood as an iterative process involving the construction and deconstruction of experience.

order to understand the context of design arts learning process, which details regarding environment, society, culture, way of life, and participation experiences of learning space were collected during the research period and were analyzed in order to understand This research context of this guideline is such context, which this is considered as the about the study of design arts creative fundamental concept of qualitative research learning space in the context of Silpakorn University, Wang Tha Phra campus; it is The data used in this guideline mixed-research between action research was collected from organizing the and qualitative research by emphasizing on participatory workshop for the core corporation and understanding of learning stakeholders, which was held under the space service providers’ work and reflection title “Co-Creation Workshop for Crea-tive of space usage experience of space users. Learning Space” on January 27, 2015 at Design Arts Gallery, Faculty of Decorative This research needed holistic information in Arts, Wang Tha Phra campus.

SERVICE DESIGN PROCESS for arts & design creative learning space

concept design

users insights

prototype, bring to live

Exploration

FINDING A REAL PROBLEM FIRST Stakeholder Mapping

Creation

Implementaiton Reflection

GENERATIVE AND CONCEPTUALIZATION

Empathy Map Emotional Customer Journey Maps Interviewing (the 5 whys?) Shadowing / Observing

CLEAR VISION OF THE CONCEPT

Co-Creation / Co-Design Exercises Design Scenarios (Touchpoint Cards)

Idea Generation (Business Model Canvas)

concept Design users insights

PHOTOTYPE IT TIME TO TEST

Service Design Guildeline

prototype, bring to live

: Visual Journey : Isomatric Storytelling

innovation service concept

THERE ARE FOUR PROCESSES,

which are exploration and creation, in order to obtain user insights and collect the stekholder ideations.

EXPLORATION Exploration is a survey and data collection, which the data will be collected in depth, especially in the field of ethnographic research as it will indicate â&#x20AC;&#x153;actual needsâ&#x20AC;? (user insights) of the studied population.

Data obtained during this period is the data that will guide to new chanc-es for the most appropriate service design. During the exploration process, the population group will be selected from the analysis result of stakeholder mapping. From the process of the first step of exploration, the researcher and the participants saw an overall image of the real needs of themselves and their friends; in addition, the researcher understands the form of thinking process that the participants want to express in more concrete. After the understanding of the real needs in every aspect, the next step is the

process of brainstorming in order to obtain new concepts and innovations for the service. During the exploration process, the population group will be selected from the analysis result of stakeholder mapping. There are two types of tools used in this process which are empathy map for the learning space service provider group and emotional customer journey map for the learning space service user group. The obtained result is the actual needs or user in-sights including in the dimension of learning space usage experience, vision of problems, depth demand, or even the participantsâ&#x20AC;&#x2122; attitudes.

After the exploration process is done, the researcher and participants will be able to see an overall image of the real needs of themselves and their friends. During the empathy map and emotional customer journey maps activity, the researcher will interview and shadow or ob-serve by listening and asking questions which will lead the researcher to be able to understand forms of thinking process that the participants expressed clearer and more concrete. When the researcher understands the real needs in every aspect, after that the research will move into the process of brainstorming in order to create new ideas and innovations for the service.

CREATION The second process of this research is called creation; it is the step of building service concepts, meaning to apply the obtained data from the first process of exploration in order to design service concepts. After the understanding of the real needs in every aspect, the next step is the process of brainstorming in order to obtain new concepts and innovations for the service. This process will focus on the core stakeholders in participating in the design, in order to help creating change and improvement of new service experiences, which is called Co-Creation

SELECTED TOOLS

Customer Journey Map Empathy Map

Tools used in this guideline are the tools from the theory of Service Design, which is the concept of the combination between participatory design and user-centered design and connecting to the science of product, environment, experience and interaction.

Isometric Storytelling

Co - Creation Touchpoint Card Scenarios

Service Prototype

Design Advisory Guideline

Business Model Canvas 19

Recommen dations

GET INSIGHT WHAT WE DO

Customer Journey Map Exploration

FINDING A REAL PROBLEM FIRST Stakeholder Mapping

There are two types of tools used in this process which are empathy map for the learning space service provider group and emotional customer journey map for the learning space service user group. The obtained result is the actual needs or user insights including in the dimension of learn-ing space usage experience, vision of problems, depth demand, or even the participantsâ&#x20AC;&#x2122; atti-tudes.

Empathy Map Emotional Customer Journey Maps Interviewing (the 5 whys?) Shadowing / Observing

users insights

Empathy Map

PURPOSE Engage with service ideas in new ways. Identify further ideas and discover potential limitations. USING Empathy Map Customer Journey Map TOOLS Open mind, open your body ACTING EXERCISE Who are the stakeholders? Does it address the considerations? Whatâ&#x20AC;&#x2122;s going on in the front & back of service? What are the touch points? What is magical? How does it deal with failure? 21

GET INSIGHT WHAT We found

Pre-Learning

Customer Journey Map Empathy Map

Isometric Storytelling

LEARNING EXPERIENCE

Experience Map & User Journey & Emotional Map

customer journey maps is CoEmotional - Creation

Pre-Learning

the tool that the service designer used as a medium to convey participants’Touchpoint experiences (journey map) towardCard Scenarios design arts learning space in the context of Silpakorn University.

People Friends Family

Library Facalities Catalogue Front desk Self-service machine Table and chair Plug Computer Internet / Wifi Copy machine



Digital Media Exploration websites Photo site (flickr,Pinterest,etc.) Google

Field trip Research in real place

University Outdoor Space Buildings Gardens

Business This tool will allow the researcher toModel Canvas see the experience of learning space

Places to Meet and Rest Benches Landmark Garden

Food Coffee Shop Bar Cafeteria



หองสมุด ลานสวนแกว SOCIAL MEDIA บาน หางสรรพสินคา

Photo s “ YAY!”



• หาไอเดีย • ควนควาขอมูลโดยใชหนังสือที่หองสมุด • คุยงานและปร�กษางานกับเพื่อนๆ • หาขอมูลจากการคุยกับคนอื่นๆ

• SKETCH งาน • เคร�ยดออกไปผอนคลาย

• นำเสนองาน • รับคำแนะนำ

• อยากใหมีการแนะแนวทาง ในการทำงาน

• • • • • • •

• • • • •

• งานจะผานหร�อตอง กลับไปทำใหม • ตรัสรู รูแจง สำแดงพลัง • แคผานก็พอ

• • • • • •

เคร�ยดกับการทำงานตองการคนแนะนำ ไมพรอมที่จะเร�่มทำ ตื่นเตนแตก็กังวล ตองการปร�กษาเพื่อนและอาจารย กังวลเกี่ยวกับการคนควา ไมแนใจ

• • • • •

รูสึกสบสนวาตองไปในทิศทางใด สนุกไดเร�ยนรูอะไรใหมๆ กังวลใจ เคร�ยด อยากคุยเลนกับเพื่อนๆ ไดผอนคลาย

บาน หองสมุด บานเพื่อน หอง STUDIO คณะ มหาว�ทยาลัย

เปน DESIGNER ตองทำตาม USER พื้นที่ไมไดมีผลแตทรัพยากรสำคัญตอการเร�ยนรูมากกวา การเดินเที่ยวหางรูสึกผอนคลายและจะคิดงานออก มามหาว�ทยาลัย จะไดเจอเพื่อนได INSPIRATIONS ตองยายที่ทำงานจากบาน มามหาว�ทยาลัยเพราะจะทำให สรางสรรคงานไดดีกวาถามีเพื่อนๆ เดี๋ยวนี้ใชคอมพิวเตอร SKETCH งานกอนแลวคอย เข�ยนในกระดาษ นั่งทำงานในหองสมุดคนเยอะมาก ตองการที่เง�ยบๆ หองสมุดเอาขนมเขามาทานได ใช FACEBOOK คุยงานสะดวกดี แรงบันดาลใจมักเกิดที่รานกาแฟ อยากนั่งทำงานกับเพื่อนๆ • สับสน เร�่มตนไมถูก • มีความสุข เวลาวาดรูป • สับสน คิดงานไมออก • รูสึกผอนคลายเวลาอยูกับเพื่อนๆ

University Outdoor Space Buildings Gardens



• รับฟง BRIEF กับอาจารย • แบงกลุมทำงาน

ตองการ INSPIRATIONS มากกวาพื้นที่ คนที่คุยดวยสำคัญกวาพื้นที่ คนที่คุยดวยสามารถสรางแรงบันดาลใจได ตองการพื้นที่อิสระใหระเบิดจ�นตนาการออกมา ไมเขารานกาแฟเพราะแพง หองสมุดมีแอร หองสมุดหนังสือเกา

• • • • •

Design Advisory Guideline

Community mall Friend’s House University outdoor space

• • • • •





Places to relax Shopping center Bedroom Garden (Suan kaew) Coffee Shop

Peo Frie Tea

People Friends

• หองเร�ยน





People to share ideas Friends Teacher

Digital Media Online Chat Exploration websites

Presentation [Place for learn] Teacher Friends Desk and chair Classroom Exhibition hall

“CAN SOMEONE HELP ME?”

“OH, NO!”



usage and the learning models of the participants, including before, during and after the learning process, which will be presented in the form of a chart.

Places to work Faculty’s Studio Friend’s house Coffeeshop Home Library



Service Prototype

Library Facalities Table and chair Plug Computer Internet / Wifi

People Friends Seniors

People Friends Teacher

Classroom [Place for learn] Teacher Friends Desk and chair

 

Post-Learning

Learning Digital Media Social Media Exploration websites Library Services Staff, Service Team, Librarian Help-desk Service Center

Classroom [Place for learn] Teacher Friends Desk and chair

• หองเร�ยน • EXHIBITION HALL • STUDIO

  • ตื่นเตน • โลงใจ • ตองกลับไปแกไขงานใหม • มีความสุข

“OH, NO!”



22 • หองเร�ยน

Post-Learning

Learning Digital Media Social Media Exploration websites People Friends Family

Library Services Staff, Service Team, Librarian Help-desk Service Center ople ends acher

Library Facalities Catalogue Front desk Self-service machine Table and chair Plug Computer Internet / Wifi Copy machine

Digital Media Exploration websites site (flickr,Pinterest,etc.) Google

Field trip Research in real place

People to share ideas Friends Teacher

Library Facalities Table and chair Plug Computer Internet / Wifi

People Friends Seniors

Places to work Faculty’s Studio Friend’s house Coffeeshop Home Library

Digital Media Online Chat Exploration websites

Presentation [Place for learn] Teacher Friends Desk and chair Classroom Exhibition hall

People Friends

Places to Meet and Rest Benches Landmark Garden

Food Coffee Shop Bar Cafeteria

Places to relax Shopping center Bedroom Garden (Suan kaew) Coffee Shop

Community mall Friend’s House University outdoor space “ YAY!”

“CAN SOMEONE HELP ME?”







23 • หองสมุด • ลานสวนแกว

• บาน • หองสมุด

• หองเร�ยน • EXHIBITION HALL

Gardens

 

“OH, NO!”



• หองเร�ยน 

LEARNING EXPERIENCE

Experience Map & User Journey & Emotional Map

This tool will allow the researcher to see the experience of learning space usage and the learning models of the participants, including before, during and after the learning process, which will be presented in the form of a chart.

Pre-Learning

 Post-Learning

Learning Digital Media Social Media Exploration websites People Friends Family

Library Services Staff, Service Team, Librarian Help-desk Service Center

Library Facalities Catalogue Front desk Self-service machine Table and chair Plug Computer Internet / Wifi Copy machine

 Digital Media Exploration websites Photo site (flickr,Pinterest,etc.) Google

Field trip Research in real place

University Outdoor Space Buildings Gardens

 

People to share ideas Friends Teacher

Digital Media Online Chat Exploration websites

People Friends

• อยากใหมีการแนะแนวทาง ในการทำงาน

Places to Meet and Rest Benches Landmark Garden Places to relax Shopping center Bedroom Garden (Suan kaew) Coffee Shop

Food Coffee Shop Bar Cafeteria

Community mall Friend’s House University outdoor space “ YAY!”



หองสมุด ลานสวนแกว SOCIAL MEDIA บาน หางสรรพสินคา



• รับฟง BRIEF กับอาจารย • แบงกลุมทำงาน

• SKETCH งาน • เคร�ยดออกไปผอนคลาย

• นำเสนองาน • รับคำแนะนำ

• อยากใหมีการแนะแนวทาง ในการทำงาน

• • • • • • •

• • • • •

• • • • • •

• • • • •

บาน หองสมุด บานเพื่อน หอง STUDIO คณะ มหาว�ทยาลัย



• • • • •



Presentation [Place for learn] Teacher Friends Desk and chair Classroom Exhibition hall

• หองเร�ยน 



Places to work Faculty’s Studio Friend’s house Coffeeshop Home Library

“CAN SOMEONE HELP ME?”

“OH, NO!”





Library Facalities Table and chair Plug Computer Internet / Wifi

People Friends Seniors

People Friends Teacher

Classroom [Place for learn] Teacher Friends Desk and chair

• รับฟง BRIEF กับอาจารย • แบงกลุมทำงาน

• หองเร�ยน • EXHIBITION HALL • STUDIO



• ตื่นเตน • โลงใจ • ตองกลับไปแกไขงานใหม • มีความสุข



• • • • • •

Teacher

Coffee Shop Bar Cafeteria

“ YAY!”

“CAN SOMEONE HELP ME?”





บาน หองสมุด บานเพื่อน หอง STUDIO คณะ มหาว�ทยาลัย



• • • • •

หองสมุด ลานสวนแกว SOCIAL MEDIA บาน หางสรรพสินคา

• • • • •

• • • •

หาไอเดีย ควนควาขอมูลโดยใชหนังสือที่หองสมุด คุยงานและปร�กษางานกับเพื่อนๆ หาขอมูลจากการคุยกับคนอื่นๆ

• SKETCH งาน • เคร�ยดออกไปผอนคลาย

• นำเสนองาน • รับคำแนะนำ

• • • • • • •

• • • • •

• • • • • •

• • • • •

• • • •

สับสน เร�่มตนไมถูก มีความสุข เวลาวาดรูป สับสน คิดงานไมออก รูสึกผอนคลายเวลาอยูกับเพื่อนๆ

• หองเร�ยน • EXHIBITION HALL • STUDIO

• • • •

ตื่นเตน โลงใจ ตองกลับไปแก ไขงานใหม มีความสุข

GET INSIGHT WHAT

We Co found - Creation

Customer Journey Map Empathy Map

Touchpoint Card Scenarios Business Model Canvas

Making empathy map will help the service designerr to understand the targeted groups rapidly in every aspect. Moreover, empathy map is important because it leads to the development of correct and suitable concept for those targeted group, which is considered as the first step of the development of new Isometric concepts and innovations.

Storytelling

The map of understanding, which will be used with the learning space service provider group, is the applicationService using the concept of Prototype putting yourself in someone elseâ&#x20AC;&#x2122;s shoes or to try to understand the others as much as possible. The structure if empathy map can be divided into six parts as follows; 1.1 See or things that can be seen. This part of research will let the participants to think back to what they have seen in the environment of the space that used in order to see who were they with? what events they saw? what was the environment? and who was the important person in that environment?

1.2 Hear or things that can be heard. What did the participants here during the activity? what are things that influence participants? such as, what did their friend say? which participants have influence on others? which media have influence on participants and

explain things that the users have heard? 1.3 Think and feel. Let the participants tell what they think and how they feel? what is the important thing for them and what affects their emotions? as well as let the participants think what is their dreams and inspirations or even their anxiety 1.4 Say and doDesign Let the participants think of what they haveAdvisory said or done in public? what are the currentGuideline attitudes of participants? and what are stories that the participants told others. 1.5 Pain What are problems or obstacles currently? what are things that make the participants confused? what are things that obstruct their needs? and what rinks are they afraid of? 1.6 Gain What are things that the participants obtain from the activity? what they need or what do they want to succeed? how can they measure such success, and what are strategies to reach such target?

EMPATHY MAP Workshop Activity Result SEE

Say & DO

Gain

Notebook

Line

Facebook

se se

Office Syndrome

se renovate

p f

Catalog

6.30 .

8.30 .

o 7.00 .

Internet

Think & Feel

Hear

f .

Pain

e-book e-journal

Workshop

o o

e-mail address

o o

o Catalog

Networl

o o o

f se

e-book / e-journal

se f s

o o

Internet

se se

CO CREATION users insights

WHAT WE DO

From the process of get insight (exploration), the service designer and the participants saw an overall image of the real needs of themselves and their friends; in addition, the researcher understands the form of thinking process that the participants want to express in more concrete. After the understanding of the real needs in every aspect, the next step is the process of brainstorming in order to obtain new concepts and innovations for the service.

The second process of this research is called creation; it is the step of building service concepts, meaning to apply the obtained data from the first process of

Creation

exploration in order to design service concepts. This process will focus on the core stakeholders in participating in the design, in order to help creating change and improvement of new service experiences, which is called Co-Creation. The tools that will be used in this process are the same for both sample groups, but the sample groups will be divided into six small groups; the group of the library officers will be divided into two small groups and the group of students will be divided into four small groups according to faculties. There are two set of tools;

GENERATIVE AND CONCEPTUALIZATION

Co-Creation / Co-Design Exercises Design Scenarios (Touchpoint Cards)

Idea Generation (Business Model Canvas)

concept Design

Customer Journey Map

GET INSPIRATION Empathy Map

Isometric Storytelling

Co - Creation

WHAT WE DO

Touchpoint Card Scenarios

Service Prototype

Design Advisory Guideline

Business Model The purpose of using this tool is that the CanvasPURPOSE service designer wanted the atmosphere of brainstorming in order to gather concepts that emphasizes the quantity as the main issue.

Thus, it is necessary to create the atmosphere that offers everyone to be able to express their opinions without limitations. The advantage of this tool is that it provides fresh and new concepts without limitations and full of creative ideas.

Visualize the service procedures and process TOOLS Touchpoint cards, stickers, butcher paper ACTING EXERCISE Identify front stage and back stage actions that impact customer of your service.

In addition, the brainstorming using the Touchpoint Cards scenarios does not emphasize practical steps, but allows participants to think freely and response to the set question. 29

The advantage of this tool is that it provides fresh and new concepts without limitations and full of creative ideas. In addition, the brainstorming using the Touchpoint Cards does not emphasize practical steps, but allows participants to think freely and response to the set question. The participants were divided into six groups including from 4 arts and arts and design faculties and 2 groups of library officers. These six groups designed and positioned learning space for Silpakorn University, Wang Tha Phra campus using the Touchpoint Cards that the researcher has prepared.

SOME EXAMPLE OF TOUCHPOINT CARDS SCENARIOS OF CORE STAKEHOLDERRS

Journey Map

GET Empathy Map INSPIRATION

Isometric Storytelling

WHAT

Service Prototype

Design Advisory Guideline

Co - Creation

We found

EDUCATION SPACE

Touchpoint Card Scenarios Business Model Canvas

42%

Educational space will help the process of learning including in the process of Pre Learning, Learning and Post Learning to be able to reach targets easier. Form co-creation workshop we found that the most important space is the reading area, which every group provided the reason that the reading area does not only support the need of reading books or doing research, but also the space where they can do group activities with friends. Furthermore, having proper reading area within the university offers students to be able to do group activities and other appointments more convenient because everyone can travel easier. In addition, educational space also refers to the prompt of tools and equipment, especially design arts learning that requires a

lot of practice. For faculties that have learning style focuses on creative ideas as well as production such as the Faculty of Decorative Arts and the Faculty of Architecture, have the need of workshop for model cutting and studio space that provides all tools is also needed for these two faculties and the Faculty of Archaeology. Book Store is the area that both the service providers and users have the same need. Due to the lack of resources and stores, the students from the Faculty of Painting Sculpture and Graphic Arts and the Faculty of Archaeology mentioned that sometimes there is only one book for the subject that they need in the library which is not enough for many students and the group of library acknowledged the problem as well. 31

the learning process, especially for the students from the Faculty of archaeology and the Faculty of Painting Sculpture and Graphic Arts that emphasize the study of historical information and research.

In addition, many books and resources from the library are worth to keep for private, and if they borrow from the library, they can only keep them for a few days, this is one of the reasons that the students from the Faculty of The service providersâ&#x20AC;&#x2122; point of view Architecture provided. suggested that there should be learning space for Computer Room In addition, those three faculties to support the need of the users, provided the reason that there on the contrary, students from should be a book store in the all four faculties did not mention learning space because there is no anything regarding the necessity of textbook store in the campus, so if such room. they need to use textbooks they will have to buy from teachers or Apart from space, equipment, and from other universities. resources that are necessary for the Educational Space, design library Regarding Educational Space, it such as TCDC (Thailand Creative & might not be only physical space Design Center) was mentioned by but could also virtual space such as the students from three faculties historical resources and important as they claimed that it is necessary archaeological items that are for the learning space. worth to study and research. Moreover, some items cannot be replaced and the information cannot be found on the internet. If these were organized as an e-book, it will provide a lot of benefits to 32

LIBRARY SPACE

22% Library Space is for support the resource service such as books, magazines, thesis, etc. The service providers, who are the library officers from both groups have arranged the service area quite clear and in the same direction, such as New Book Zone, Library Information Center or Library Self Service. From the point of view of the students from 4 faculties, it revealed that, when it comes to the design arts learning space, the library was not directly mentioned but was presented in a form of a hidden space under the library service such as Reading Area or Entertainment & Cinema Room.

RELAXATION SPACE

36%

Relaxation Space was ranked in the second important issue, the participants agreed that sometimes learning causes stress, so they need relaxation so that they can gain more energy and feel fresh and then they will be able to think of creative ideas. The atmosphere at coffee shops is a popular choice for relaxation, many students use it as a place to meet, read, work, drink coffee and discuss about design while listening to jazz music, which the relaxed atmosphere help them to open their minds and new attitudes. Share and Co-Activities Space, is the area of creation that often does not happen from

learning or researching only. It is the building of area that offers those who study about design arts can connect to each other and exchange learning process as well as create design network. Moreover, it is a place that can spread out design work and creative ideas. The green zone decoration is one of the ideas that allow the users to experience the pleasure as if they are working at home, so relaxation space will be even more popular and the users will open for more new learning and inspiration.

TOUCH-POINT CARDS Workshop activity report THE FREQUENCY TABLE OF THE NEED OF THE TOUCHPOINT

TOUCHPOINTS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Book Store Carpark Coffee Shop Copy Center & Graphics Printing Reading Area TCDC (Thailand Creative & Design Center) Fitness Zone Green Zone Share&Co Activities Space Museum/Gallery Studio With Work Tools Cafeteria Computer Room E-book , Online Resources Stationery Store Workshop for Model cutting area , a patio Plot Entainment Room Meeting Room / Study Room (Group) Bivycle Lane Cinema Relax Zone, Living Area Sport Zone Resources and IT Help Desk Smart Board 100 invaluable books Zone Special Book Zone Books should be read Zone Reading Rooftop Patio Art Exhibition Catalogue Room New Book Zone Library Information Center Library Self Service

* E = Educational Space R = Relaxation Space L = Library Space

E R R E E E R R R E E R E E E E R E R R R R E L L L L E L L L L

Faculty of painting, Faculty of Faculty of Faculty of sculpture and graphic arts Archaeology Decorative Arts Architecture • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

• • • • • • • • •

•

Library Group Library Group COUNT. 1 2 • 4 2 • 4 2 • • 6 3 • 4 • • 4 3 • 3 3 2 • • 2 • 3 • 2 2 • 2 • 2 1 1 • 2 1 • 2 • 1 • 1 • 1 • 1 • 1 • 1 • • 2 • • 2 • • 2

tion

Customer Journey Map

IDEAS Empathy Map GENERATIONS WHAT Touchpoint WE DO

Card Scenarios Business Model Canvas

PURPOSE Consider the strategic business components that will help to define the business case for your service.

Isometric Storytelling Business Model Canvas is a tool that helps planning and provides overall image, able Service to help design strategy,strategic points Prototype and select service models effectively and appropriate to the business.

Design Advisory Guideline

This workshop selected to use the Business Model Canvas in order to find ideas and brainstorm from the core stakeholders. The Business Model Canvas has divided the planning structure and set strategies into 9 boxes, which each box is related to each other and helps the designation of strategies and plans of the service can be seen clearly.

TOOLS Butcher paper, Stickies and makers ACTING EXERCISE Draw the 9 panels of the business canvas and fill each stickies describing the elements that belong in that panel 35

Empathy Map Co - Creation IDEAS GENERATIONSTouchpoint

Card Scenarios

WHAT We found

Service Prototype

BUSINESS Design MODEL CANVAS Advisory Guideline MAPPING DIAGRAM

SPACE FOR LEARNING]

Business Model Canvas

From the workshop result, all six groups defined similar customer segments, which were mainly the client segment and the service providers at Silpakorn University, Wangthapra campus. The concept could be divided into two main groups. The first group was Creative Relation Club of the students from Faculty of Painting, Sculpture and Graphic Arts and Sharing Space of the students from Faculty of Architecture. This group believed that learning space management was more important to the learning process than the activities. Good learning space management resulted in the plentiful leaning process and creativity. These groups also believe that diversity of people would originate the new learning innovation.

Isometric Storytelling

The second group was the Happy Land group of the students from Faculty of Decorative Arts and both groups of library. All the four groups believed that organizing activities more affected the learning process in visual arts and design than the allocation. In addition, they believed that having key partners would help develop knowledge.

LEARNING ACTIVITIES

Business Model Canvas Key Element Grouping Name

CO-CREATION IDEATIONS WORKSHOP RESULT Students from the Faculty of Archaeology Students from the Faculty of Decorative Arts Students from the Faculty of Painting Sculpture and Graphic Arts Students from the Faculty of Architecture The Main Library Officers Information Technology Resources Officers of the Main Library

RELATIONSHIP Contribute to Be Continuous Relationship Affect Each Other

STUDENT STREET MARKET

FACULTIES SKILL WORKSHOP

REWARD RELAX WORKING SPACE UNIVERSITY LANDMARK DESIGNATION BRANDING SOUVENIR SHOPS

STUDENT ACTIVITIES NEWS

GIVING SOUVENIRS

RATDIO

FACEBOOK

KEY ACTIVITIES

AND SPACE BRAND ACTIVITIES

CAMP FIRE

HEALTHY AND WELLBEING ACTIVITIES

SOCIAL NETWORK

COMPE TITION

STUDENTS

DATA SEARCHING COMPETITION

FROM THE FACULTY OF DECORATIVE ARTS

UNIVERSITY STAFF

STUDENTS CLIENT

SEGMENT

CREATIVE RELATIONAL

VALUE PROPOSITION SHARING SPACE

CLOTH BAG

STUDENTS

ALUMNI

TK Park DEC Hotel

ART ISTS

STORE KEEPERS

PERSON

WORKHOP

KEY PARTNER BUSINESS PARTNERS

SOCIAL MEDIA

NONOther Student Club PROFIT universities ORGANIZATION, COMMUNITIES learning institutes

Tom Tom Coffee 24h

MOBILE APPLICATION

UNIVERSITY WEBSITE

MAGAZINE Cheewajit magazine

CIRCULAR NOTICE

ONLINE

University Networks

Pin Sewing

Arts and Design

UNIVERSITY JOURNAL

OFFLINE

POSTER

BULLETIN BOARD

COST OF TEXTBOOKS AND RESOURCES

LEARNING SPACE ACTIVITIES

INCOME COST OF STAFFING

COST STRUCTURE

PEOPLE

WORKSHOP SCHOLARSHIP

WORKSHOP EQUIPMENT

CHANNEL

RESOURCES

THE COST OF CLOTH BAG DESIGN AND ADVERTISEMENT

THE EXPENSE FOR LECTURERS

VIRAL

CONVENIENCE OF USERS

Museums

UNIVERSITY LECTURER

SCHOOL STUDENTS

UNIVERSITY LECTURER

UNIVERSITY LECTURER TCDC

FACULTIES

HAPPY LAND

DESIGN

PERSON

KEY RESOURCES

FLEXIBLE BORROWED LEARNING RESOURCES

FREEBIE LEARNING MAGAZINE STUDENTS ESPECIALL THE 3 RD AND 4 TH YEAR

RELAX

ARTS AND ARCHAEOLOGY TECHNOLOGY

UNIVERSITY STAFF

VENDORS

CUSTOMER RELATIONS

ARTS AND DESIGN ACTIVITIES

MUSIC COMPETITION

DATABASE

BRANDING RELATION

LEARNING SPACE RELATION

CREATION

FAIR

UNIVERSITY SPACE

USER ASSIST

BUILD CUSTOMER BASE

MUSIC INSTRUMENTS

LIVING COST PAYMENT

THE EXPENSE FOR LECTURERS

PROMOTE THE SUPPORTER

THE USER SATISFACTION

GOOD HEALTHY

PEOPLE'S REVENUE

REVENUE STREAMS STUDENT'S HAPPINESS

SPACE PROVIDER'S REVENUE

STUDENT RELATIONSHIP

SELLING SOUVENIRS

SELL FOOD AND DRINK

RENTAL FEE

From activities during the exploration process, beside the empathy map and emotion-al customer journey map, the service designer also obtained additional information during the activity of observing and shadowing by completing interviews during the activity, and can be divided as fol-lows;

did not reach many users. Regarding the learning space development, it is revealed that the service provider intended and aimed to develop the library service for a better service such as, how to do the effective library advertisement, how to avoid the feeling of not wanting the users to pay for the fine, how to adjust the service to make Regarding the space, most of the library officers and students agreed that there it more suitable for the users, will the library look good after renovation, or is a limitation about space management, including both the inside space and how to create more space in the library. surroundings. However, according to the need of space that can support group work with equipment and resources such as computers, the main library is the In addition, it included the aspect of digital and technology as well; it was found most appropriate space for this need. that both the service provider and the users agreed on the same aspect such as, the development of current resources to be digital in order to support the Therefore, the number of users is in large amount, leading to a crowed and same need, or the trend of using e-book or e-journal more than newspapers noisy space. The library noticed the problem as it is not convenient for those but at Wang Tha Phra, it goes against the trend, so there should be some who need a quiet space. development.

{ WHAT WE RECOMMEND }

In addition, it was found that the interaction between the service provider and From data collection regarding the user behavior and the service providerâ&#x20AC;&#x2122; users are at the very least, so the communication regarding rules and services opinions, it can be analyzed and group into two models: the first model; the

LEARNING EXPERIENCE

Experience Map & User Journey & Emotional Map

Area &Space

Area for relaxation

focus on researc ample space for group work adequate resources space adjustable & diversity work as a group

space of this model focuses on the support of learnersâ&#x20AC;&#x2122; learning behavior that aim to get useful information, the need of well managed space and the space that can support various activities and big groups, having up-to-date resources and are convenient to use. Furthermore, this model of space should create a good and relax atmosphere in order to make it perfect for exchanging opinions. The second model: this model of space is suitable for support the group of students that aim to have creative ideas and imagination, as well as need new and fresh inspiration from the learning process. Thus, this kind of space focuses on physical

A summary of user needs from Emotional Customer Journey Maps can be devided into 2 groups.

sharing talking eating

Atmospheric & Environmental creating the flow of inspiration quiet area the decoration technology Support things to build ideas

condition and surrounding factors such as size, surface, light, noise, and the position of equipment, which all of these affect the learning process of this group of students. Moreover, it is required to have a space that is private, relaxed and offers imagination without limitation and technology that supports work develop-ment.

enjoy learning more. Hence, apart from a good art learning space that offers benefits to students to have a good learning process, art learning space should be a place where students at all ages and any genders can find themselves together with others from having social interactions, doing activities, and spending time in the university.

The emphasis of communication and exchange opinions is considered as the important factor for the learning process of both groups of learners. It revealed that during the learn-ing process, there is usually stress and most of students need to relax. So, when there is a relaxed learning, students will

These are the things that technology and other information resources cannot provide, thus, universities should provide chances for students to try to live their lives in order to find various ways to develop their identities.

SPACE TYPE OF ARTS AND DESIGN CREATIVE LEARNING SPACE

22% LIBRARY SPACE

The researcher applied the data from the six Experience Touchpoint Cards to arrange them in the table in order to compare frequency and category, which can be divided into three types; the space for education and learning, space for relaxation, and space for the library service. From chart 1, it reveals that the space for education and learning is needed the most at 42 %, and the next is the space for relaxation 36 %, and the need for library service is only 22%.

EDUCATIONAL SPACE SPACE TYPE OF ARTS AND DESIGN CREATIVE LEARNING SPACE

RELAXATION SPACE

36%

42%

ARTS AND DESIGN CREATIVE LEARNING SPACEâ&#x20AC;&#x2122;S KEY ATTRIBUTES The result of the brainstorming of participants in the six activities indicated that Keywords that showed the significant attributes of ideal learning space in visual arts and design, as in Right Diagram was that the learning space made the learners feel happy. The creativity and learning would be produced when the learners were happy. The various activities and living in the good environment in the university were the irreplaceable with information and other resources. All creative activities affected the emotional development, thinking process, and the social relationship, which finally formed the knowledge of the learners. Since everyone was different, social

relations between the students in the different faculties or the one who loves visual arts would create the space to exchange the knowledge of innovation and paradigms of visual arts and design. Learning and social context might cause stress to the learners, so the relax area was important to ease and release the learner from pressure in order to open them up for new learning and the ability to make creativity pieces of work. Learning in visual arts should not be restricted to only one field of proficiency or skill. Learners should be prepared for the new knowledge at all time. Keywords Showing the attributes of ideal learning in visual arts area and design. 41

The result of the brainstorming of participants in the six activities indicated that Keywords that showed the significant attributes of ideal learning space in visual arts and design, as in Figure was that the learning space made the learners feel

Innovation

Happy

HAPPY.

Sharing

Creating Shared Value THROUGH ARTS AND DESIGN CREATIVE LEARNING SPACE

Relax

Relational

Activities

of the learners. Since everyone was different, social relations between the students in the different faculties or the one who loves visual arts would create the space to exchange the knowledge of innovation and paradigms of visual arts and design. Learning and social context might cause stress to the learners, so the relax area was important to ease and release the learner from pressure in order to open them up for new learning and the ability to make creativity pieces of work.

The creativity and learning would be produced when the learners were happy. The various activities and living in the good environment in the university were the irreplaceable with information and other resources. All creative activities affected the emotional development, thinking process, and the social relationship, Learning in arts and design should which finally formed the knowledge not be restricted to only one field of

proficiency or skill. Learners should be prepared for the new knowledge at all time. Leaning area in ideal arts and design should be flexible to respond to the diverse requirement and the users’ behaviors. Inspiration and provocation were very important in conducting the learning in visual arts and design. The progressive information technology and innovation destroyed the barrier between the persons and the places, which were the obstacles of learning. The world has changed rapidly and we have crossed to the creative century. INNOVATION AND TECHNOLOGY were the part that created the motivation and facilitation. The possibility to get into new innovation was provided and challenged. From the integration of all attributes mentioned, the opportunity of searching for “knowledge” to motivate new creativity was created. The design of learning space in ideal visual arts and creative design was Creating Shared Value (CSV) through Creative Learning Space that was the creating the shared value in society via the creative learning. Society in this context was the learning in visual arts and design society.

CREATING SHARED VALUE (CSV)

Creating Shared Value (CSV) was not only the leaning space allocation for the students in the same faculty or all faculties in the university but also for the community in society and the educational alliances. From this learning allocation, Silpakorn University Central Library, Wangthapra campus was becoming Creative Learning Space, which was know-how, know-who, and know-why. This meant the service providers in the learning space knew how to service and know-who, which meant knowing the users and what they wanted. It was the outstanding pint of Silpakorn University Central Library. Also, this would be the flag shift to the suitable design of creative learning space in visual arts and design for the visual arts learners in the future. 43

GET IMPLEMENTATION & REFLECTION Creating valuable and meaningful graphics to help analyse information by use the information received from this previours step into the next step of service design process which is Implementation & Refection. We understands that you may have specific areas for developing the creative learning space, we have developed a sample of Isometric Storytelling and some of Service prototype (illustrated by icons). In addition, the isometric storytelling used in a contxt of Silpakorn University, Wang-Tha Pra Campus to reflect the informations that received from the workshop. Moreover, service prototype also show how this guideline were communicated with designer during design a creative learning space.

LEARNING THAT OCCURS WHEN, HOW AND WHERE THE LEARNER CHOOSES,

THE FURTHER INFORMATION

You can find further information on my Ph.D. Dissertation named “Service Design For Thai Arts And Design Creative Learning Space”, Faculty of Decorative Arts, Silpakorn University Corresponding Author: rueanglada.pun@gmail.com 49