On April 12th 2013 a group of service design educators met in New York City for the first “Service Design Pedagogy Colloquium”.
The colloquium was an encounter of service design educators from key design schools to consider the pedagogic infrastructure of service design teaching and learning, mapping and debating current pedagogical practices and its impact in defining different service designer profiles. The principal aim of the colloquium was to engender critical and progressive discourse regarding the emergence of service design pedagogy, serving as space for discussion, critique and validation of pedagogical methods.
The group shared the different current curricular modalities that support service design teaching in each school as well as courses and graduate profiles. The group also mapped out the different service design approaches and their disciplinary ‘DNA’, as an exercise to define a service design taxonomy, in relation to other design and non-design disciplines. Other mapping exercises included identifying most used methods and tools, and a meter on service design values and politics, aiming at verifying if and how we acknowledge the inherent politics of service design in our courses.
Initial findings from these collective exercises include the identification of possible gaps and opportunities worth exploring for example at the intersection between service design and the design areas concerning the build environment (architecture, interior design, urban and landscape) and between design and economics and policy. In terms of methods and tools, our mapping revealed, perhaps not surprisingly, that time-based narrative tools are the most used within our courses, clearly revealing the time-based nature of services and the challenges of its representation. More findings will be shared soon.