فرآیند آموزش طراحی مشارکتی (موردپژوهی: آتلیۀ طراحی معماری مقطع کارشناسی ارشد)

Understanding the needs of users is one of the crucial factors in the design process. Studies show that in solving architectural problems, participatory design, as a documented method, facilitates a better understanding of users' spatial needs. This paper, by reviewing relevant research on user participation in design, tests this method in three stages: planning, ideation, and design, through an educational process with 11 Master’s students from the School of Architecture and Urban Planning at Shahid Beheshti University. The design issue, before the start of the academic semester, was determined in terms of the site’s location, users’ and clients’ needs, and the project’s subject, similar to professional design processes. Therefore, the students were asked to carry out the design process for the Student Center of Shahid Beheshti University based on maximum user participation and within the framework of the results and findings extracted from reviewing the literature. Students responded to the questions on advantages and disadvantages of participatory design process before they started. In the planning phase, students focused on knowing deeply the subject, users, and site's effective physical attributes. Pre-design practices like Hangout design for Students and exploring them throughout the university helped students approach the design subject. Gathering case studies and group discussions on each case prepared them to step into the participatory design process. Students’ interviews with users and clients, classifying their needs, and coding them made to provide spatial planning. In the second phase, in ideation, students were asked to present 3 ideas based on the data they analyzed. In group correction, one idea was selected to proceed to the next phase. Students were asked to communicate with users and get their suggestions for selecting their final idea too. In developing the project, users and clients were invited to the workshop twice. Students presented their developed design starting from the data that they gathered and analyzed, ideas they made, and the design they developed and got their suggestions. This experience had several advantages. Students learned that users' needs may differ from theirs. They found out how to interact with users, clients, and others relating to a design process. They practiced and learned the ways they could justify others. They experienced inter-group design, sharing ideas and participation in the workshop. The result of this experience can provide a draft for an educational program based on participatory design and further research to expand it. It can also raise awareness among designers and architects about the necessity of considering users' needs and the importance of their involvement in the design process. Other benefits of using this method in design education include enhancing the level of communication between students, fostering competition, responsibility, and a sense of belonging to the design issue, and consequently encouraging active participation in the studio and efforts to find suitable methods for greater interaction with non-architectural users. However, the participatory process requires more time compared to conventional design education methods, which should be considered in the class schedule.