FABIO GONCALVES TEIXEIRA

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The aim of this paper is to disclose the new research developments and the results from the systematization of experience and user interaction with the Inspaedia (a new web knowledge " Agora "), to inspire a dynamic, collaborative, and interactive intelligence among the inspaediers. We will explain in detail and describe the design process and discuss the ultimate design interaction concept and development regarding (almost everything about) simplicity and playfulness of the inspaediers' experience to transform relevant information (related > mean-full > useful) in productive knowledge (inspiration > insight > foresight) in a very easy and quick way (usability: learnability; understandability; operability; attrac-tiveness…), with a smile in the face (satisfaction) and a wow in the mind (or in the soul).

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Dados obtidos com o Censo Demográfico, em 2010, revelaram que quase 24% da população brasileira possuem algum tipo de deficiência, sendo a deficiência visual a de maior ocorrência. Dentre as políticas sociais que buscam atender às diferentes necessidades dos cidadãos, vale destacar o direito universal à educação. Recursos didáticos de diferentes naturezas vêm sendo empregados como ferramenta para auxiliar o ensino-aprendizagem de pessoas com deficiência visual. Vale, porém, questionar se esses recursos são realmente eficazes na compreensão de determinados conteúdos? Assim, o presente trabalho propõe a validação de modelos didáticos 3D para permitir a compreensão de sistemas nanoestruturados por deficientes visuais. A avaliação dos modelos foi realizada por usuário cego e, para tanto, foi utilizada uma adaptação do instrumento SETT (Alunos, Ambiente, Tarefas e Ferramentas). Os resultados indicam que os modelos produzidos por impressão 3D necessitam de revisão no que tange à legenda em Braille, mas, quanto aos demais aspectos, são viáveis para o uso como recurso didático para alunos com deficiência visual.

The conceptual design step is the most complex of the design process and brings great challenges to designers. The number of possible concepts from a combination of functional principles can reach millions. This could derail an exhaustive search for the best possible concepts. So, this work proposes an evolutionary approach to that problem. The result is a framework based on a Genetic Algorithm (GA) that combines the specific properties of the design process with the core of GA, improving this process as a natural evolution.

This paper presents the main contributions of the research group Virtual Design (ViD) to the learning process of Descriptive Geometry (DG) in line with the principles of project-based learning. First, the paper presents the theoretical framework that bases the main ViD initiatives applied to the learning of DG, including design-based learning and physical and virtual modelling. The initiatives presented include a learning cycle based on concrete and virtual experiences in the design context. These initiatives that feed the learning of DG are the result of academic research of the Virtual Design research group, also involving Masters and PhD projects, with repercussions on the development of new methods, new technologies and new products, and the quality of education.

This article presents the HyperCAL3D applications in Descriptive Geometry education (DG). First, the main features of this application are briefly presented, relating to the conceptual, methodological and technological base used in its development, including the vector modelling of the DG operations and the context of project-based learning. In the second part, the HyperCAL3D is used to perform various applications in typical problems of DG in its educational context, such as auxiliary views; determination of true length of straight, normal view of planes and angles between planes; obtaining axonometric views; obtaining main views. All these applications demonstrate the great potential of HyperCAL3D use as a teaching tool for DG.

The Inspaedia moto is to inspire a collaborative intelligence network on innovation and design processes. This paper is focused on Inspaedia user centered design features. We will describe how users can access the web platform, add, explore, relate, and share the Inspaedia contents. It will be a unique, memorable and inspiring collaborative knowledge experience that will facilitate several creative activities. Inspaedia is the natural consequence and development of the prototype resulting from the research in Design PhD thesis entitled " Innovation, design et cetera ". Therefore, the new platform is being developed under the post-doctoral Design in FA/UL – Faculty of Architecture of the University of Lisbon (Portugal); Science Without Borders Program with a Special Visiting Researcher fellowship from CAPES (Brazil) at the PGDesign UFRGS – Federal University of Rio Grande do Sul; CITAD – Research Centre for Territory, Architecture and Design of Lusíada Universities (Portugal); FCT – Foundation for Science and Technology (Portugal). The aim of this paper is to disclose the new research developments and the results from the systematization of experience and user's interaction on the Inspaedia platform. We want to share and discuss the interim results achieved so far with the participants of the 6th AHFE through a visual based presentation of the Inspaedia. We will choose the best outputs to be included in the next phases of the Inspaedia research project.