The impact of co-designers’ interaction on actors’ learning in the design process
Fatemeh Zare
1
(
دانشگاه آزاد اسلامی، واحد تهران مرکزی، دانشکده معماری و شهرسازی،
)
KAVEH BAZRAFKAN
2
(
Department of Architecture, College of Architecture and Urbanism, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
)
Homa Irani Behbahani,
3
(
College of Engineering / Faculty of environment,, Tehran University
)
Behrooz Mansouri
4
(
Department of Architecture, College of Architecture and Urbanism, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
)
Keywords: dialogism, social learning, architectural design, Co-designing process, Interaction approach,
Abstract :
Design is a multi-layered process that has changed to meet today's needs. Collective design evolves by criticizing the individual approach, based on the cooperation between design actors. The basis of this process focuses on the dialogue of actors and learning happens within the team. In this regard, the current research seeks to answer the question "what is the effect of dialogue in collective design on actors' learning?". The current research is conducted qualitatively and has a practical nature. The data in this research were collected from library studies and observing the practical action of collective design, and after coding, they were analyzed with logical reasoning strategy. Interaction in the design process transforms the nature of design from an intuitive and individual matter to a collective event. The findings show that four models of open, closed, hierarchical and network layouts could be obtained in collective design, which can be used to integrate these layouts in order to achieve different results. All these models are conversational. Observations of the practical experience of collective design show that the quality of conversations is more critical and the role of critical thinking is significant. Also, considering the three levels of active, experiential and collaborative learning that emphasize collective interaction, the cycle of dialogues affects learning of activists and causes intellectual transformation. This learning conforms to the social learning model and works as an idea generation machine by providing parallel solutions.
