目標 Goal[编辑 | 编辑源代码]

幫助學生分析某個使用者、物體或是系統的流程,以更完整的理解、發現重新設計的機會。 To help students catalog the path of a user, object or system in order to better understand it and look for design opportunities.

所需時間 Duration[编辑 | 编辑源代码]

大約三十分鐘(範例教案如下) about 30 minutes just on this tool (Sample lesson below)

適用人數 Group Size[编辑 | 编辑源代码]

理想上每組學生約3-4人;可以整班一起進行。 groups of 3-4 students are ideal; Can be done with whole class

為什麼用旅程圖? Why use a journey map?[编辑 | 编辑源代码]

為了要增進學生的同理心,或是讓其透過體驗來了解某個流程、思考流程中的細節,這個活動能夠啟發學生找到更深的洞見。建立旅程圖是個很好切入點來針對流程中的各階段或各步驟進行系統性的思考。旅程圖可以用來作為組內作業的後續發想,也很適合拿來跟其他夥伴分享自己的發現。 In gaining empathy for a person or understanding of one’s process through an experience, considering the details of that process can illuminate areas for potential insights. Creating a journey map is an excellent way to systematically think about the steps or milestones of a process. A journey map can be used for your own empathy work, or to communicate your findings to others.

如何使用旅程圖? How to use a journey map?[编辑 | 编辑源代码]



Create diagrams that capture multiple observations, e.g. a map of a user’s day, a map of a user’s experience, or a map of how a product moves through a space (from manufacturing to store shelf to user’s hands). Consider a process or journey that is relevant, or even tangential to, your problem space. For example, you could consider your user’s morning breakfast routine.You could capture every event of one person’s exercise in a month – and consider who she was with, where she came from, where she exercised, and where she went afterwards. Or perhaps you are developing a dating service website; you could document every communication between two people before the first date. One important concern is to be comprehensive within the variables you choose to capture. (Don’t overlook the opening of the window shades in the morning breakfast routine.) What seems meaningless, could actually be the nugget that develops into a stunning insight.

Organize the data in a way that makes sense: a timeline of events, a number of parallel timelines that allows for easy comparison, a series of pictures, or a stack of cards. Then look for patterns and anomalies and question why those themes or events occurred. Push yourself to connect individual events to a larger context or framework. It is often the pairing of an observation with the designer’s knowledge and perspective that yields a meaningful insight.

教案範例 Sample Lesson[编辑 | 编辑源代码]

課程流程[编辑 | 编辑源代码]

介紹旅程圖: Introduce Journey Map:[编辑 | 编辑源代码]

我們用這個活動來了解使用者的情境,發現重新設計的機會在哪裡。 We do this to help us understand the context around our user and what design opportunities exist for him/her.

若是大組引導:: Large Group Example:[编辑 | 编辑源代码]

  • 透過先拿出一個例子、或是在黑板上記錄學生的想法。先例包含:想想看番茄是怎麼會跑到比薩上頭的,或者是學生怎麼上學的,或者是總統要去總統府上班的過程。
  • Either pre-load an example or draw one on the board with student input. Sample questions might be: talk about the life of a tomato to get on a pizza, or a student's journey to get to school, or the president's journey to get to the White House.

若是小組引導: Small group work:[编辑 | 编辑源代码]

  • 引導學生進行小組繪製他們自己或朋友等使用者的旅程圖。鼓勵學生在旅程圖裡頭加上不同的分類:像是這個使用者的心情如何、使用者如何跟其他人互動、是什麼拖延了使用者...等等。學生可以在使用者離開後自己再添加這些內容。
  • Have students work in small groups to map the journey of their user(s). Encourage students to include another dimension to their map - this might be what the user is feeling, who the user interacts with, what is slowing the user down, etc. Students could include this aspect in their map as the user goes along.

心得分享: Debrief:[编辑 | 编辑源代码]

  • 活動進展順利嗎?下次還可以怎麼改善呢?
  • How did that activity go? What could we do to make it be better next time?

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