旅程圖
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.
大約三十分鐘（範例教案如下） about 30 minutes just on this tool (Sample lesson below)
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.
建立一份可以收集多元觀察的圖表。例如：使用者一天的地圖、使用者經驗的地圖、或是一個產品在空間中如何移動的地圖（從製造商到展示櫃再到使用者的手中的過程）。創見旅程圖的時候，請思考對於你在意的問題裏頭比較相關或實體上有關連的部份。比方說，我們可以想想看一個人的運動型態。我們可以收集某個人一個月的活動，他都和誰在一起、他從哪裏到哪裏、他去哪邊念書、他念完書以後又去哪裏了。或者舉另外一個例子，假設我們想要解決學生早上到學校都沒吃早餐的問題，我們可以觀察某個學生一個星期中，每天早上都怎麼起床、刷牙洗臉、再哪邊買早餐、為什麼買了不吃或根本不買。又比方說，你正在設計一個約會服務網；你可以記錄下在兩個人第一次約會前的所有聊天對話。有個很重要的元素是，你要好好思考你所又蒐集的資料範圍或各種變數。（像是上例中，別忽略了早晨某個很短的空檔時段）乍看沒有意義的紀錄，有時候反而是找到驚人洞見的重要元素。
把這些資料用一個看來有意義的方式組織起來：像是事件的時間軸、不同活動發生的多元時間線來簡單作比較、一系列的照片、或一大疊的圖卡。找找看這些資料裏頭的規律或是異常，並且探討為什麼這種狀況會發生。試着把我們找到的個別事件連結到更大的脈絡或框架裏頭。小小設計師常常能夠因為每個人自己所擁有的知識或觀點不同，從上述觀察資料裏比對出不同的有趣洞見。
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裏。 We do this to help us understand the context around our user and what design opportunities exist for him/her.
- 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.
- 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。鼓勵學生在旅程圖裏頭加上不同的分類：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.
- 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?
回到課程資源主頁。