My teaching practice is informed by my research. For example, the TEMWISIT research project, which I coordinated along with Dr. Tuuli Mattelmäki in April 2015–2016, concerned the improvement of Finnish immigration and integration services. This project involved the development of strong relational systemic components, which I integrate into my teaching practices. Pedagogically, this enables the learner an understanding of service design from a broader perspective. In the my teaching approach, systemic thinking is introduced as a starting point when researching the context and content of given course topics. This principle can also be applied in reverse order. Recently, I explored mobility as a service in my teaching in order to generate innovative outcomes fro my research.

 

My teaching approach includes the notion of lecturer as a platform, as an enabler and provider of four different learning modes in the learning cycle (Figure 1): 

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1. DO practical work on the given project within a specific service design theme enable concrete experiences. This aims to being the learning process where the student is requested to adopt service design tools in a project that is he working on or on an existing service.

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2. REFLECT on learning while building on existing experiences and incorporate knowledge from other subjects. This happens through a written diary where student reflect on his or her own individual learning process. This activity influences students’ creative process in developing their own service design concepts, but also in critiquing their peers’ performance.

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3. LEARN through reflections on his/her knowledge and understanding. In this part, the learner develops conceptual frameworks through the reading of relevant theory and literature.

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4. APPLY the relevance and importance of the subject through practical exercises and active experimentation. For example, students facilitate workshops or present their final project to a public audience. This equips student with practical skills and prepare him/her for their practical work.

 

At the end of the course, students are equipped with practical service design skills and experience that they are able to apply within the industry. This all takes place within an environment supportive of personal growth, experimentation, and knowledge building. Special attention is given to group work, peer-to-peer learning, and equity in contributing to the project. I appreciate it when students challenge me with provocative questions and constructive critique of course content. I encourage students to develop their own project concepts and to use facilities like service prototyping environment. My teaching philosophy is also informed by my experience of teaching in interaction design, game design, and cultural management. In these environments, I have worked with students of all levels and ages.