ABSTRACT
This chapter presents the case study which reports a design inquiry into potentials of personalisation within a secondary school, explores requirements and resistances to deeper transformations in the education system toward establishing more participatory approaches to learning. This case explores the use of service design as an inquiry into the current schooling system. Service designers can provide and adapt tools to facilitate this process of transformation, by challenging current assumptions through the same process of designing. The focus therefore shifts from providing new ideas for service improvements to facilitating this learning process that can support and motivate deeper transformations. Traditional service design tools need to be integrated with tools that allow self and joint reflections to be adapted to the specific design context and participants; at the same time service designers need to extend the time horizon of their design interventions, including and envisioning how to start and foster organisational change in the longer term.
