Partnership is meaningful tool of the material environment design

Abstract

In the light of varying concepts and approaches, the Department of Design at Vilnius Gediminas technical university (VILNIUS TECH) has been developing pedagogical methods: the problem-based teaching/ learning (PBT/L), problem-based service-based teaching/ learning (PBST/L), and Flipped Classroom (FC) methods. The article discusses on disclosing theoretical and practical and educations problems of development different the material environment design objects. Outcomes of conventional-based teaching/ learning (CBT/L) are investigated in interaction with PBT/L, PBST/L, and FC methodologies. The evolution of the user's knowledge about the application of the functional and aesthetic principles of harmony regarding the material environment is the main aspect of the qualitative formation and the main objective of the study. Methods' interdisciplinary ideas are developed as a basis for debate about the following question: How well does design education prepare students for real practical activity? The tasks of the article are to reveal practical applications of problem-based learning using a variety of concepts for developing a material environment structures on the macro level and creating on a local level. In fact, the historically dominant model in design education today, which focuses mainly on vocational skills without real practical adaptation, is investigated. On the one hand, this model is not suitable to provide designers with the critical skills and knowledge required for practical-based projects. On the other hand, the author identifies that conventional teaching/ learning can result in a procedural, technical and cognitive limitation. The research shows that the PBT/L, PBST/L, FC methods can be an effective and meaningful tool, which would help develop the skills of material environment design.