Class Project Seminar I

  • Presentation


    Curricular unit that has as purpose the realization of workshops, which aim to share knowledge and distinct methods from design, in the scope of reasoning and methodologies contextualized in project actions.

  • Code


  • Syllabus


    1. Product Configuration Processes: in frequency (the succession of mechanical actions are performed in rhythm and in repetition), and in intensity (the values of the mechanical actions have different intensities-manufacture, assembly, disassembly)

    2. Expertise Concept - greater or lesser proximity between actions and results

    3. Generator Concept - results evaluation taking into account what generated and what gave rise to them

    4. Symbiotic processes in cohabitation (the constituent elements of a product are associated by joining or assemblage), and in fusion (the constituent elements of a product are associated by agglomeration (acquisition of new characteristics))

    5. Inherent Production Processes (in which the model remains fixed), and Emerging Production Processes, (in which the model has the capacity to acquire different characteristics throughout production)

    6. Transportability Concept (theoretical elements can be transported and contextualized into different realities and experiences)

  • Objectives


    • Understand concepts of supervised, unsupervised and reinforcing learning;
    • Understand causality chaining processes (information gathering, decision and action);
    • Infer causality relationships;
    • Identify technological singularities;
    • Understand and develop processes of action/reflection/action;
    • Understand concepts of combining technological processes;
    • Understand processes related to the agent, the instrument / technology, and the object produced.


  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    The contents and the exercises, as well as the results obtained, result from methodologies oriented towards mastering the "Learning Curve" concept, when throughout the process one tends to a set of repetitive actions, in which as much as the more you do, the worse the results, and thus a clear loss of information and capacity for reflection, known as the negative learning curve. Or if the process results in non-repetitive, evolving actions, in which the more you do, the better you do it, because and mainly, more relevant information is introduced throughout the process, for a better understanding of reality and the capacity for reflection, called positive learning curve.

  • References


    1. Shaw, Julia; (2016), A Ilusão da Memória. Lisboa: Temas e Debates - Círculo de Leitores.

    2. Cheng, E., (2020), A Arte da Lógica num Mundo Ilógico - Como dar sentido a um mundo que não o tem, Lisboa: Temas e Debates

    3. Rosling, H., Rosling, O., Rönnlund, A., (2019), Factfulness - Dez razões pelas quais estamos errados acerca do mundo - e porque as coisas estão melhor do que pensamos, Lisboa: Temas e Debates

    4. Lefteri, C. (2008). Así se Hace - Técnicas de Fabricación para Diseño de Producto, Blume.

    5. Epstein, D., (2020). Versátil - As vantagens de ser generalista num mundo de especialistas, Alfragide: Lua de Papel

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