Learning Camp 3 – Service design - INS2PO201 - Opinto-opas

Learning Camp 3 – Service design, 5 cr - INS2PO201

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Learning Camp 3 – Service design INS2PO201-3028 14.10.2024-13.12.2024 5 op (AB3CQ) +-
Learning material and recommended literature

Knapp, Jake, John Zeratsky, and Braden Kowitz. Sprint: How to solve big problems and test new ideas in just five days. Simon and Schuster, 2016.

Books/E-books and online on the content topics
Companies’ web-portals
Industry related reports and statistics
Relevant media, news agencies, quality press, etc.
Social networking tools

Material provided by the instructors and materials produced by students.

Campus

Chongqing

Teaching language

English

Timing

14.10.2024 - 13.12.2024
Groups
- AB3CQ
Teachers

Niina Moilanen, Annika Konttinen

Seats

15 - 60

Degree Programme

ABBA Degree Programme in Aviation Business

R&D proportion

0.00 cr

Virtual proportion

0.00 cr

Evaluation scale

H-5

The goal of this module is to learn 21st century skills: collaboration, critical thinking and complex problem-solving, creativity and communication. - through Google Design Sprint

The module advances the following competences: ability to use relevant development methods, critical approach to information and sources, financial and trend analysis, problem-solving skills, communication and argumentation, ethical thinking, self-reflection skills and presentation skills and savvy use of digital tools.

stages of development process
development methods
digital tools and methods for data collection and analysis
professional communication
academic writing and reporting
personal study coaching

a) Learning with contact teaching including project work and independent/group study

The main method of this Module is Design Sprint developed by Google Ventures which will be applied to commissioned projects from the industry

Service design
Inquiry learning
Peer-to-peer learning
Tutorials
Lectures and workshops
Independent study and teamwork
The assessment of one’s own learning

b) Learning by using the work-based learning method “Work&Study” according to a plan that shows how the learning goals of the course can be obtained through the student’s work or hobby. More information from responsible teachers or academic advisors.

c) Demonstration (of earlier skills and knowledge in the course content). More information from responsible teachers or academic advisors.

Assessment of one´s own learning is a compulsory part of each course.

Knapp, Jake, John Zeratsky, and Braden Kowitz. Sprint: How to solve big problems and test new ideas in just five days. Simon and Schuster, 2016.

Books/E-books and online on the content topics
Companies’ web-portals
Industry related reports and statistics
Relevant media, news agencies, quality press, etc.
Social networking tools

Material provided by the instructors and materials produced by students.

The module is closely linked with the other learning camps and modules throughout the studies.

Grade 1
The student has a vague picture of the different stages of a development process and is able to plan and implement the process with guidance. S/he has a limited understanding of the characteristics and usability of different development methods. The student is able to choose the relevant method for the task at hand and justify the reasoning for the selection only when aided by others. S/he has difficulties in using the digital tools needed for data collection and analysis. The student has a limited aility to communicate the results of the development process to the commissioner and other relevant audiences. S/he participates in the planning, implementation and evaluation with a minimal input. The student requires extra support from peers and supervisors in order to complete tasks. S/he needs encouragement and external support to start the thesis process.

Grade 3
The student has a fairly clear picture of the different stages of a development process and is able to plan and implement the process quite well. S/he understands the characteristics and usability of different development methods rather well. The student is able to choose the relevant method for the task at hand and justify the reasoning for the selection to some extent. S/he has a relatively good ability to use the digital tools needed for data collection and analysis. The student is able to communicate the results of the development process quite effectively to the commissioner and other relevant audiences. The student participates in the planning, implementation and evaluation independently and makes use of the advise available. S/he displays an ability to start the thesis process. The student is able to operate when the task and instructions are given.

Grade 5
The student has a clear picture of the different stages of a development process and is able to plan and implement the process exceptionally well. S/he understands the characteristics and usability of different development methods. The student is able to choose the relevant method for the task at hand and justify the reasoning for the selection. S/he has an excellent ability to use the digital tools needed for data collection and analysis. The student is able to communicate the results of the development process effectively to the commissioner and other relevant audiences. S/he participates proactively in the planning, implementation and evaluation. The student displays a goal-oriented mindset and professional attitude as well as a clear orientation towards starting the thesis process.