Designing services
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Designing  services
One of the misunderstandings of these days is that a designer has an artist or artisan background. In that approach designers are idea generators, visualizers and prototypers.   That is not our point of view. Our adagium comes from the management writer Herbert Simon, who stated that "Everyone designs who devises courses of action  aimed at changing existing into preferred ones".  As stated by others, this version of design tends to abstraction and general expertise.   The focus of this blog is service and services. In our world  service is exchanged for service. All firms are service firms; all markets are centered on the exchange of service, and all economies and societies are service based. And just even government and other institutions are always exchanging services for services. But be sure, in this era of change there is a heavy focus also on concept generation, visualization and digital concept and prototypes.   Interested in designing services? In case you are interested to follow,  check the options in the sidebar. You can follow this blog on Facebook, Pinterest, Twitter and via email and RSS. It is up to you! In case you are interested to connect on linkedin, please feel free to do so (some of this content is also posted on that platform).  
Curated by Fred Zimny
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Vision: 21st Century Learning, Teaching, and Education - EdTechReview

Vision: 21st Century Learning, Teaching, and Education - EdTechReview | Designing  services | Scoop.it
Must read for educators and learners to know about vision, tools and resources for 21st century learning, 21st century teaching, and 21st century education. (#sd57 Educational technology - disruptive, creative force for learning.

Via Dr. Susan Bainbridge
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Book Review: “Using Social Media in the Classroom”

Book Review: “Using Social Media in the Classroom” | Designing  services | Scoop.it

Via Patty Ball, NikolaosKourakos
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Patty Ball's curator insight, March 13, 2013 2:21 PM

“One of the most exciting features of social media for education is precisely  their socialness. They allow us to break out of the paradigm of the monolithic learner into the more intricate and complex world of constructivist, active, and situated pedagogies.”