Citizens' participation in an open innovation process enables them to express their needs and wishes for new kinds of public services. However, the challenge for citizens' participation in the open innovation process is finding methods and ways of working that familiarize the participants with new complex concepts. Also, the challenge is to make the participants' tacit knowledge visible. Design games aim at creating a forum for the meeting of users and designers as well as providing tools for making the empirical tacit knowledge visible. This paper introduces the WeLive design game that aims to help participants in co-design workshops to innovate and develop more concrete and detailed digital service concepts that utilize open data. The WeLive design game was evaluated and used in eight workshops and in total 147 persons took part. The results highlight that design game is an excellent method to involve citizens to the open innovation process and ease their abilities to understand new concepts like open data and form coherent public digital service concepts.

Technological development has significantly affected children's everyday life over the last decades. Interactive technologies have become an inseparable part of their daily lives. In this paper, we present the results of a case study of product designs that aims to provide new opportunities for children to enjoy traditional storybook, more interactive fashion. Also, the aim was to increase understanding about full-body gesture technology when users are young children. The initial prototype of the Kinetic Stories application was evaluated in an empirical study. Overall 6 child participants, aged 4 to 6 years, participated to the evaluation. Based on our findings, gestural-based input method shows great potential to activate younger children to experience traditional storybook more active way and child has possibility to become an active part of the storytelling experience.

New innovations arise as a result of dialogue between multidisciplinary design team and end users. Interaction among designers and users, where the most collaborative and descriptive methods and tools are used to achieve common understanding, can be regarded as an essential part of a highquality design process. The service design approach has been widely disseminated and rapidly adapted among designers, because the service design methods and tools have proven to be very powerful in bringing users and the service experience into the focus of service development process. Open innovation approach that utilize service design methods can be seen as an extension of service design approach which involves a broader group of stakeholders (e.g. academia) into the innovation process. Research and development (R&D) projects are not organised by distinctly categorized disciplinarians. Usually competences of various disciplines are needed. Creation of multidisciplinary project teams is one of Laurea's (Laurea University of Applied Sciences) main objectives when integrating higher education teaching and R&D projects. Forming teams of students with different educational backgrounds, and familiarizing them with new complex concepts requires finding creative and effective pedagogical methods and tools. The pedagogical starting point for integrating higher education teaching and R&D projects is a pedagogical model, Learning by Developing (LbD), that is based on learning through research and developing. Expertise and experiences are shared between teachers and multidisciplinary student teams as well as project partners and other stakeholders. While working in the project teams, students take part as equal partners bringing their expertise with them. The teacher members of the project team take part by providing their expertise to steer the progress of the work and, at the same time, the progress of learning. Design is a social process of achieving consensus among participants with different backgrounds and interests. Design games is a service design method that aims at inspire and help facilitating design process. The aim of the design games is to create a forum for the meeting of designers and users as well as provide tools for making their empirical tacit knowledge visible. This paper introduces design game method that aims to help multidisciplinary students in co-design workshops to create their common perspective to the design challenge, as well as to innovate and to develop more concrete and detailed digital service concepts. Originally the WeLive design game was created for the WeLive project. WeLive applies the service design approach to deliver next generation personalised digital services to citizens. The WeLive design game was used and evaluated in twelve workshops and in total 233 students took part. The design game provided a practical introduction to the project and helped students to forming a design team. The results highlight that the Welive design game is an excellent tool to involve students to the collaborative in...

Service design has gained increasingly attention during the last years. It has been approached from the design, business, engineering and the computer science perspectives. Furthermore, service design has grown considerable as an economic activity. Through, conferences, new journals, and magazines about service design, the topic can be easily found. Albeit it is not fully defined, it has becoming an interesting area to explore. At the same time, service design programs have emerged into higher education, oriented to prepare future professionals with new competences. This includes skills to be capable to guide innovation by fostering the co-creation of value with users and to design the best experiences with customers alongside with generating a good return on their investment. If we take it for granted that service design faces challenges in moving forward as a discipline, we need to consider the contextual, social or technological perspective to understand it. The purpose of the paper is to explore how well the service design is embedded in the higher education. Covering Top 50 universities, in which 13 meet our selection criteria, offer 30 service design programs which have been explored to provide an international comparative study based on the type of the program and its curriculum content. The higher education focus is reflected, because we consider that those educated in service design are in future important actors to foster innovation in both private and public organizations.

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