隨著科技的發達、網際網路的普及，知識的取得不再侷限於書本，學習的活動不再侷限於教室、科系的界線也不再壁壘分明，學習活動多元而精彩，而教與學之間的關係已不再只是單方面的教授，學生們才是學習活動當中的主角，作為培育未來人才搖籃的大學校園，在這樣的趨勢下將面臨什麼樣的挑戰，又有什麼樣著力的機會點呢？

本研究以服務設計的方法論為核心，國立清華大學為研究場域。研究流程透過2005年英國設計協會（Design Council）整理出的服務設計流程-雙鑽石架構（Double Diamond）：探索（Discover）、定義（Define）、發展（Develop）、產出（Deliver），過程中使用服務設計的相關工具，進行探究。在探索階段，進行相關二手文獻的搜集，訪談了25位大學部學生，了解目前大學學生們的學習活動。在定義階段，將蒐集到的訪談資料整理，以活動理論為基礎分析學生們的學習活動，並定義出4種不同類型的學習活動代言人（Persona）。到了發展階段，邀請國立清華大學圖書館館員參與共創工作坊，根據4個學習活動代言人，設計出4種服務雛型。最後的產出階段，訪談國立清華大學圖書館服務流程的管理者，選出最適合之服務雛形，作為接下來圖書館服務的規劃方向。

此研究除了嘗試找出創新大學學生的學習活動之外，亦期望透過服務設計的實際操作經驗，作為組織在發展新服務時的個案參考。

With the development of technology and the popularity of Internet, the access of knowledge is no longer limited to books. Learning activities are no longer confined to the classroom. The boundary of disciplines are no longer divided crisply. Learning activities are diversified and exciting. In classroom, the interactions between students and professors are no longer one way, the engagement of the students is getting important. As the cradle of nurturing future talent campus, what challenges will a university face under this trend? What kind of innovation opportunities point should it seize?
This study took National Tsing Hua University as the research field. The research process undertook Double Diamond service design process developed by 2005 British Design Association. It consists four stages: discover, define, develop, and deliver. Through the process, the study used the service design tools to explore the research field. In the discovery stage, in addition to collecting relevant secondary literature, interviews were also held. 25 undergraduate students were interviewed to understand the current university learning activities. During the definition phase, the collected interview data about students’ learning activities were compiled, and analyzed using the Activity Theory. We defined four different types of personas in conducting their learning activities. In the development stage, we invited the librarians of National Tsinghua University Library to participate in a service design workshop. According to the four defined learning activities personas, they collaborated to devise into four service prototypes. In the delivery stage, we interviewed the manager of reader’s service in National Tsinghua University Library to select the most suitable service prototype as the target service that the library would plan in future.
In addition to realize the innovating learning activities of college students, this study can be also a case study of service innovation in an organization through service design.

摘要................................................................................................................................................I
目錄.............................................................................................................................................III
表目錄.........................................................................................................................................IV
圖目錄...........................................................................................................................................V
1 緒論.........................................................................................................................................1
1.1 研究背景.............................................................................................................................................1
1.2 研究動機.............................................................................................................................................2
1.3 研究目的.............................................................................................................................................2
2 文獻探討................................................................................................................................3
2.1 服務設計.............................................................................................................................................3
2.1.1 服務設計的定義...............................................................................................................................3
2.1.2 服務設計的流程...............................................................................................................................4
2.1.3 服務設計的工具...............................................................................................................................5
2.2 活動理論...............................................................................................................................7
2.2.1 活動理論概述...................................................................................................................................7
2.2.2 活動系統模式...................................................................................................................................7
2.2.3 活動理論的四級矛盾.....................................................................................................................8
2.3 ORID焦點討論法.............................................................................................................8
2.3.1 ORID焦點討論法概述.................................................................................................................8
2.3.2 ORID焦點討論法架構.................................................................................................................8
3 研究設計............................................................................................................................10
3.1 研究場域：國立清華大學....................................................................................................10
3.2 雙鑽石理論（Double Diamond）............................................................................................11
4 研究流程.............................................................................................................................13
4.1 探索（Discover）：使用者研究...............................................................................................13
4.2 定義（Define）：4個代言人（Persona）........................................................................... 20
4.3 發展（Develop）：圖書館共創工作坊...................................................................................30
4.4 產出（Deliver）：服務雛型的的挑選與決策........................................................................37
5 研究討論與建議.................................................................................................................40
5.1 研究討論............................................................................................................................................41
5.2 建議.....................................................................................................................................................42
6 結論........................................................................................................................................43
參考文獻.......................................................................................................................................44
附錄................................................................................................................................................46

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