導入使用者中心設計之創新設計課程實踐

An Innovative Design Course Based Around User-Centered Design

傳統教學強調「設計者」主觀創意，因而學生常因對目標對象不熟悉，而產生設計作品缺乏需求性、可行性與存續性，導致創意十足的設計無法得到使用者青睞的挫折感。因此，本研究聚焦於使用者研究，以農鄉社區議題為研究目標，「問題導向學習」為核心。課程導入使用者為中心的4Ds雙鑽石設計流程，經探索、定義、發展與實行四階段的設計方法，訓練學生具備發現問題、解決問題和創新設計實踐的能力。結果發現學生在「做中學」中，提升了團隊溝通力、實務知識力、實踐力、專業倫理、反思力、創業家精神和社會責任，7項核心能力。並且學生展現了更寬廣的設計視野與思考能力，能善用自身所學的專業，為社區帶進更多年輕活力與好點子，也藉此重新認識自我價值與成就感。

Traditional teaching emphasizes the creative design of ''designers''. Students are often unfamiliar with the needs of users, so that design works lacking desirability, feasibility, and viability. As a result, a very creative design was severely frustrated because it failed to get users to agree. Given these findings, the study utilized a user-centered design to develop a course structure based around problem-based learning and the topical objective of life issues in rural. In learning by doing, students have indeed improved 7 core abilities, including team communication, practical knowledge, practical ability, professional ethics, reflection ability, entrepreneurial spirit, and social responsibility. Young people also re-recognize self-worth and a sense of accomplishment. They were trained to propose a broader innovative design that corresponded with current demand, and the concept of local practice was implemented.