以青銀共創導入福祉設計實務專題課程

Introducing Intergenerational Co-creation into Welfare Design Practice Course

駱信昌(Hsin-Chang Lo)

《設計學報》 26卷2期 (2021/06) Pp. 93-110

摘要

實務教學現場經常發現，學生以自身經驗或想法為使用者進行設計，也常見到因缺乏實際的評估測試而導致成果不符合使用者需求的情況。本研究以「福祉設計市場趨勢」課程為研究案例，採設計導向學習為課程架構，連結真實社會高齡化議題，透過與銀髮族共同創造的方式，從實務專題課程中發展創新福祉產品。本研究採行動研究法，以規劃、行動、觀察和反思等步驟，經過兩輪教學實踐的過程獲得以下成果：1.青銀跨世代共同創造的過程中，學生不僅是為使用者設計，更是跟他們一起設計。銀髮族同時扮演需求提供者與共同創作者的角色，學生則因更瞭解目標族群的需求，進而提出更貼近他們需求的設計構想。2.原型製作過程必須考量銀髮族的身體特徵，增加原型迭代次數將有助提升設計專案成功機會。3.設計導向學習課程加入長期接觸使用者專家共同授課，有助於產出符合使用者需求的解決方案。最後期望所提出以設計導向學習為基礎的課程架構與規劃，可供資源有限教學單位在安排實務教學的參考。

關鍵字

青銀共創 ； 福祉設計 ； 設計導向學習

並列摘要

Based on the observations in practice courses, most of the designs from students are based on their own experiences and thoughts. It is also found that the lack of subsequent actual evaluation often leads to the deviation of the design results from the user's needs. Therefore, this study takes the ＂Welfare Design Market Trends＂ as a study example, which adopts design-based learning as the curriculum structure, linking the aging issues in real society, and developing innovative welfare products in a way that is co-created with the senior. This research adopts action research methods including plan, act, observation, and reflection. After two rounds of teaching practice, the following results were obtained: (1) In the process of intergenerational co-creation, students are not only designing for users, but designing with them. The senior play the role of demand provider and co-creator at the same time. As students understand the needs of the target group better, they can come up with design ideas closer to their needs. (2) The prototyping process must consider the physical characteristics of the elders. Increasing the number of prototype iterations will help improve the chances of success of the design project. (3) The design-based learning courses with cross-disciplinary experts who have been in contact with users for a long time can help to produce solutions that meet the needs of users. Finally, the aim of this research is to be used as a reference for a design-based learning curriculum structure for education organizations with limited resources.

並列關鍵字

Intergenerational Co-creation ； Welfare Design ； Design-based Learning

參考文獻

唐玄輝、高世安、林榮泰（2005）。中高年齡者手機操作挫折之探討－以心智模式為研究基礎。人因工程，7（1），63-71。Tang, H. H., Kao, S. A., & Lin, R. T. (2005). A study of frustration of using mobile phone for elderly users - A mental model approach. Journal of Ergonomic Study, 7(1), 63-71. [in Chinese, semantic translation]

徐業良（2014）。老人福祉科技產業的機會和挑戰。福祉科技與服務管理學刊，2（1），83-90。Hsu, Y. L. (2014). Gerontechnology industry - Challenges and opportunities. Journal of Gerontechnology and Service Management, 2(1), 83-90. [in Chinese, semantic translation]

許閎富、陳文誌（2013）。從問題導向個案教學－探討設計師及使用者間的認知差異，設計研究學報，6，98-117。Hsu, H. F., & Chen, W. Z. (2013). From problem-based learning to examine the cognitive processes difference between designers and users. Journal of Design Research, 6, 98-117 [in Chinese, semantic translation]

陳明芳（2013）。活力老化與老年經濟安全體系：歐陸與臺灣的對話。人文及社會科學集刊，25（2），175-219。Chen, M. F. (2013). Active ageing and old-age security systems: A dialogue between continental Europe and Taiwan. Journal of Social Sciences and Philosophy, 25(2), 175-219. [in Chinese, semantic translation]

陳淳迪、范潔如（2013）。促進高齡者樂活候診的創新設計。國民教育，53（6），24-34。Chen, C. D., & Fan, J. R. (2013). The innovative design of clinic waiting room for the elderly. Elementary Education, 53(6), 24-34. [in Chinese, semantic translation]