A Model of Architectural Design Education Based on Collaborative and Interactive Thoughts

Abstract

Background and Objective:The large gap between academic lessons in architecture schools and the labor market in society has made many graduates of architecture schools unfamiliar with the work process and solving architectural issues in society. An important constituent which has been present in Iranian education and training culture from yesteryear, which can be seen in novel education stands around the world, is collaborative education. In this method, learners get accustomed to concerns related to collective benefits and group problem solving. Thus, after graduation students gain higher ability to identify issues in society and solve problems with colleagues and interact with others. The aim of this study is to present a model for collaborative architectural design education, on the subject of decreasing the gap between academic education and work. Some of the benefits which can be gained from this method include preparing learners for work and social life, improving awareness of the educational issue by grouping students of different levels, strengthening students’ responsibility and commitment towards their surrounding environment, objectivism in education, academic education based on the realities of society. Methods: In this study, the method is qualitative and post positivism. It is inductive and first-degree data was collected, organized, and classified. It sought to discover issues surrounding architectural design education in a collaborative manner. Findings:The presented model consequently showed that it is not only synergistic, but also instigates efficiency in design education students. It can also significantly reduce the gap between academic education and the labor market. Conclusion: The results of theoretical and field studies on the proposed model show that architectural design in a participatory and interactive manner while synergizing in education leads to the effectiveness of design education among students. Because in this model, the distance between academic education and students' daily life is reduced. At the same time, students achieve group benefits by raising a sense of solidarity. In this model, students feel responsible for their surroundings and gain more knowledge about the artificial environment around them. Therefore, by identifying the architectural problems of their surroundings, they seek to solve the problem as a group. Students in the architectural design studio, while communicating and creating a dialogue space, will not only be effective in enhancing each other's design capabilities, but will also seek to solve the problem by explaining clear goals and defining the architectural problems around them, by identifying a common goal. Therefore, teaching participatory architecture design reduces the gap between education and society, improves the efficiency of academic education in architectural design, and prepares the learner for professional and social life. It strengthens the student's sense of responsibility and commitment to their environment. It causes objectivism in education and makes it possible to start education by describing the issues of daily life and achieving an accurate understanding of the realities of society. It also enhances learning capabilities through social relationships, organizing experience, innovation, and creativity through pluralism. In the method of teaching participatory architecture design, it is possible to transfer experiences between different levels of students. In this way, based on this model of architectural design education, one of the most important shortcomings of architectural education, which is the long distance between the labor market and the university, will be eliminated.   ===================================================================================== COPYRIGHTS  ©2019 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.  ====================================================================================