Partnerystė kaip prasminga daiktinės aplinkos dizaino formavimo priemonė mokymosi procese

Abstract

Šio straipsnio tikslas yra aptarti praktinius daiktinės aplinkos taikomojo dizaino formavimo ugdymo(-si) ypatumus, tiriant juos, probleminio mokymo(-si) metodo, orientuoto į partnerystės (angl. Problem-Based Service-Learning (PBSL)), pritaikomumo kontekstą. PBSL metodo taikymo problematika straipsnyje tiriama pasitelkus teorijų, literatūros, praktinės patirties ir lyginamosios analogų analizės, apklausų ir procesų stebėsenos metodus. Autoriaus požiūris yra koncentruojamas nuo konceptualios idėjos iki daiktinės aplinkos prototipų viešosiose erdvėse (eksterjeruose ir/ar interjeruose. – aut. pastaba) realizavimo problematiką, keliant diskusinius klausimus: ar dizaino teorinis ugdymas atsietas nuo praktinių problemų sprendimų yra pakankamas, kad studentai gebėtų spręsti realias daiktinės aplinkos dizaino formavimo problemas? Iš tiesų, tiriamas istoriškai dominuojantis dizaino mokymo(-si) modelis, kurį taikant, pagrindinis dėmesys telkiamas profesinių gebėjimų be realios praktinės patirties studentų ugdymui. Tyrimais nustatyta, kad tradicinis mokymas(-is) dėl procedūrinių, techninių ir kognityvinių ribotumų, negali užtikrinti visaapimančio specialisto ugdymo plėtotės. VGTU Pramonės gaminių dizaino studijų programos dėstytojams keliamas svarbus uždavinys – suderinti dizaino mokymosi auditorijoje teorinius metodus su realių praktinių problemų sprendimu. Diskusija apie PBSL metodo problematiką straipsnyje aptariama platesniame, dalyvavimo realiuose projektuose atvejų analizės kontekste.

In the light of varying concepts and approaches, the Department of Design at Vilnius Gediminas technical university has been developing a pedagogical method: the Problem-Based Service-Learning (PBSL) method. This paper explores the process of practical Industrial product design education peculiarities at Vilnius Gediminas technical university, by examining it from Problem-Based Service-Learning perspectives. This study focuses on disclosing the practical challenges of shaping different objects in context of partnership. An author viewpoint is developed from conceptual idea to prototype and is used as a basis for debate about the following question: How great does design education prepare students for practical activity? The historically dominant model in design education, which focuses mainly on vocational skills without practical adaptation, is also investigated. An author observes that this model does not suitably provide designers with the critical skills and knowledge required for practical-based projects. However, an author identifies that traditional teaching can result in a procedural, technical, and cognitive limitation. Equilibrating design-based skills with practical-based skills is a creative challenge for industrial product design teachers. The analysis provides a wide range of participatory design resources to help residents and professionals reimagine local territories and neighbourhoods to be more healthy, sustainable, and active. The development uses knowledge about the application of the functional and aesthetic principles of harmony regarding the material environment design and how society and students could participate in creative process from perspectives of Problem-Based Service-Learning. This is an essential aspect of the qualitative formation of the material environment design and the main objective of this study. Discussion around Problem-Based Service-Learning method issues is introduced by presenting case studies and the broader influence of practical projects in industrial product design education. Similar case studies of vocational disciplines, such as Urban Architecture and Design, which are moving towards a practical-based approach to educating are also discussed. In addition, the PBSL method is discussed by analysing literature sources and practical surveys. In order to study the harmony of the communal coexistence of objects, the analysis applies an innovative Problem-Based Service-Learning method. The PBSL method can act as the primary instrument for creating and developing a harmonious design and environment. This study suggests that the Problem-Based Service-Learning method is a useful teaching and learning skill for developing the vocational skills of students as a basis for creating a harmonious material environment.