USE BY THE FACILITATOR
In the USER JOURNEY tool, the facilitator plays a key role as a mediator in the exploration of space and behavior. Their task is not to direct, but to create a supportive environment in which learners can freely and consciously represent their own experiences of using a space.
The activity is based on the use of a squared map and an action-tracking system and can be conducted individually or in small groups. The facilitator introduces the tools (floor plan, flow map, post-its, user sheet) and subtly guides observation of daily routines, encouraging participants to engage with their bodily and spatial experience.
During the activity, it is important to:
- What would you improve?
- Present the tool as an exploration of real, lived paths in the space (not idealized), in a simple and non-technical way;
- Clearly explain the materials available (floor plan, flows, post-its, color legend) and the purpose of annotations;
- Avoid giving prescriptive examples; encourage each participant to record their own experience, even if fragmentary or intuitive;
- Stimulate reflection with open-ended questions when needed, such as:
It is helpful to support the process with pauses for observation and moments of sharing, both verbal and visual, avoiding any judgment or premature interpretation.
At the conclusion of the activity, the facilitator can:
- Collect qualitative notes on observed behaviors, spontaneous expressions, gestures, or significant comments;
- Identify recurring patterns in flows or reported needs;
- Facilitate a group discussion, in which each mapped path becomes a starting point for shared design reflection.
Within the framework of this training programme, learners are invited to apply the tool to a space they already know or inhabit, in order to understand its purpose, potential, and method of use. The facilitator’s role is therefore not to technically analyze the maps, but to support learners in becoming aware of their own spatial habits and experiences, helping them recognize the value of this material as a foundation for design. This initial self-application enables learners to later use the tool consciously and effectively with the users of the spaces they will be asked to renovate, fostering more empathetic and realistic design solutions.
USE BY LEARNER
The USER JOURNEY tool can be used individually or in groups, adapting to different levels of autonomy, age, and skill. It is designed to guide learners through a concrete and visual activity that starts from real-life experience, helping to map needs, paths, and challenges within a space.
The activity is structured in different phases: drawing or observing the floor plan, mapping flows, and identifying pain points, needs, and opportunities using colored post-its and a shared legend.
No technical skills are required: each learner can contribute by representing their experience of the space according to their own sensitivity and communication style. This can include drawing, writing, using symbols, or simply describing verbally what they observe and experience in daily life.
During the completion of the template, learners are invited to answer guiding questions such as:
- Where do you move the most during the day?
- Is there an area of the home where you feel limited or blocked?
- Where do you feel most comfortable?
- What would you like to improve?
Each response, mark, or note helps build a visual and conceptual map of the relationship between the person and the space, providing valuable guidance for future design decisions.
- The final output can be presented in written, graphic, or verbal form, leaving learners free to express themselves in the way they prefer. In any case, the process provides an opportunity to raise awareness of personal spatial needs, fostering more conscious participation in the design of the environments in which they live.
To support the training process, the module provides two key materials: (1) a PowerPoint presentation for facilitators to introduce the USER JOURNEY tool in a clear and structured way, and (2) a simplified learner handout that explains the purpose of the activity and how the tool works. These materials help ensure a consistent, accessible, and gentle introduction to the activity for all learners.
In addition, an in-depth presentation was created as a conceptual reference for facilitators to consult before using the tool with learners. It provides background on the principles of Design Thinking and the Customer Journey methodology, helping facilitators understand the theoretical foundations and guide the activity more effectively.
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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
