旅程图
帮助学生分析某个使用者、物体或是系统的流程，以更完整的理解、发现重新设计的机会。 To help students catalog the path of a user, object or system in order to better understand it and look for design opportunities.
大约三十分钟（范例教案如下） about 30 minutes just on this tool (Sample lesson below)
理想上每组学生约3-4人；可以整班一起进行。 groups of 3-4 students are ideal; Can be done with whole class
为了要增进学生的同理心，或是让其透过体验来了解某个流程、思考流程中的细节，这个活动能够启发学生找到更深的洞见。建立旅程图是个很好切入点来针对流程中的各阶段或各步骤进行系统性的思考。旅程图可以用来作为组内作业的后续发想，也很适合拿来跟其他伙伴分享自己的发现。 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.
建立一份可以收集多元观察的图表。例如：使用者一天的地图、使用者经验的地图、或是一个产品在空间中如何移动的地图（从制造商到展示柜再到使用者的手中的过程）。创见旅程图的时候，请思考对于你在意的问题里头比较相关或实体上有关连的部份。比方说，我们可以想想看一个人的运动型态。我们可以收集某个人一个月的活动，他都和谁在一起、他从哪里到哪里、他去哪边念书、他念完书以后又去哪里了。或者举另外一个例子，假设我们想要解决学生早上到学校都没吃早餐的问题，我们可以观察某个学生一个星期中，每天早上都怎么起床、刷牙洗脸、再哪边买早餐、为什么买了不吃或根本不买。又比方说，你正在设计一个约会服务网；你可以记录下在两个人第一次约会前的所有聊天对话。有个很重要的元素是，你要好好思考你所又搜集的资料范围或各种变数。（像是上例中，别忽略了早晨某个很短的空档时段）乍看没有意义的纪录，有时候反而是找到惊人洞见的重要元素。
把这些资料用一个看来有意义的方式组织起来：像是事件的时间轴、不同活动发生的多元时间线来简单作比较、一系列的照片、或一大叠的图卡。找找看这些资料里头的规律或是异常，并且探讨为什么这种状况会发生。试著把我们找到的个别事件连结到更大的脉络或框架里头。小小设计师常常能够因为每个人自己所拥有的知识或观点不同，从上述观察资料里比对出不同的有趣洞见。
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.
我们用这个活动来了解使用者的情境，发现重新设计的机会在哪里。 We do this to help us understand the context around our user and what design opportunities exist for him/her.
- 透过先拿出一个例子、或是在黑板上记录学生的想法。先例包含：想想看番茄是怎么会跑到比萨上头的，或者是学生怎么上学的，或者是总统要去总统府上班的过程。
- 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.
- 引导学生进行小组绘制他们自己或朋友等使用者的旅程图。鼓励学生在旅程图里头加上不同的分类：像是这个使用者的心情如何、使用者如何跟其他人互动、是什么拖延了使用者...等等。学生可以在使用者离开后自己再添加这些内容。
- 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.
- 活动进展顺利吗？下次还可以怎么改善呢？
- How did that activity go? What could we do to make it be better next time?
回到课程资源主页。