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EHN – European Handmakers Network

About This Course

Welcome to “EHN – European Handmakers Network”!

This Erasmus + funded project aims to promote handmakers’ self-employment and female entrepreneurship, joining the mission of increasing the employment levels and the economic autonomy of European women.

The project is building up a wide handmakers network by bringing together 5 female handmakers from Italy, Poland, Portugal, and The Netherlands who are offering their long-term professional experience in the sector to those that have just started operating in this practice or to those who want to transform their home craft business into a job.

Join us on our platform and check out the Masterclasses in order to better know the mentors which are going to follow your handmaker progress.

The project is based on the idea that straightforward, interactive and personal relationships between the 5 experienced handmakers and the women who want to be trained brings more added value for the future of female business.

So, no prefixed and general frontal lessons but live, practical and face-to-face interactions!

The project plans to select 5 women handmakers from the following countries: Italy, The Netherlands, Poland, and Portugal that are going to:

  • attend free one-to-one live mentoring sessions (4 hours per selected women) with the female expert coming from their own same country (mentoring available during February and April 2023)
  • to participate at the EHN mentoring convention in Poland In April 2023 with experts of the handmaking sector (full travel and accommodation expenses covered)

Do not waste this opportunity!

Main Goal

The project proposes the creation of a digital platform and a physical event that allows European women handmakers to support each other, network and be mentored by long-experienced female experts of the handcrafting sector in order to increase their skills and turn their hobby into a micro business.

The project aims to create a model of female peer-to-peer, physical and virtual, in which relationships, mutual support and networking are the key words.

Course Mentors

Chiara Lorenzetti

Chiara Lorenzetti (Creativi108)

Art Restorations Since 1991

Chiara Lorenzetti, restorer, was born artistically in 1991. After attending the “Palazzo Spinelli” Institute for Art and Restoration in Florence, I opened my Chiaraarte shop in Biella, in my father’s historic antique shop, in Via Cernaia. Some year ago, following the closure of my father’s shop, I moved to Via Novellino 16, a Biella Chiavazza. I deal with conservative and aesthetic restorations on ceramic art objects: porcelain, stoneware, terracotta; plaster, ivory, wax, papier-mâché.

Specialized laboratory for the restoration of antique dolls. Restoration of polychrome and gilded wooden objects, statues and frames. Specific expertise in traditional Japanese restoration Kintsugi: I am one of the few restorers in Europe to use the original Japanese technique Kintsugi on ceramics. During the year I conduct workshops and conferences on: “Kintsugi, the art of repairing with gold” Artisan excellence of the Piedmont Region since 2007. Collaborator restorer, restoration technician with decree n. 38 of 23/03/2016 of the General Manager MiBACT Education and Research.

Małgorzata Jeżewska

Małgorzata Jeżewska (INBIE)

Horticulture Specialist

A qualified horticulture specialist with extensive experience and enthusiasm to share my passion. For many years, privately, and now I have been professionally involved in floristry and manual work with the use of floral compositions. In 2022, together with a friend who is a professional florist, I founded a florist’s “tqka marzeri”. Previously, I was involved in small projects and decorating in floral arrangements, among others churches, wedding halls, communions, etc.

Iwona Czaplicka

Iwona Czaplicka (ECM)

Artistic Jewellery – Handmade

It all started with my mother, who years ago started sewing clothes using linen. So I have always been connected to a natural product. Being in touch with natural materials, people who created beautiful designs with an emphasis on naturalness drove me to create something that would blend in with what I was already familiar with. My jewellery is created out of a passion for natural beauty. I started with small things, creating jewellery for myself and friends, and soon my work was appreciated by my family and friends, so I decided to expand my business.

Živile Navikiene

Živile Navikiene (S.A.F.E.Projects)

Youth/adult Education Expert

Živile Navikiene, has over fifteen years of experience in education spanning from CEO for enterprise, non-profit organizations, international relations officer, evaluator, project management to a youth leader and a national/international expert in the field of youth/adult education. For the past several years she has been working as a mentor for migrant women and consultant. As the CEO social enterprise she has proven her abilities in successful organizational design, project and program management, administration, coaching, mentoring, and training. Her work colleagues describe her as being a fast learner, who is very dependable, service oriented professional and a natural leader.

Célia Macedo

Célia Macedo (Lusófona University)

Ceramic Handmaker

Handmade ceramic handmaker based in Montemor-o-novo, Alentejo (south of Portugal). Célia Macedo, handmaker dedicated to the production of ceramic handcrafts entirely made by hand, with the use of a pottery wheel. Define his work as “Traditional ceramic, for modern life”. Ceramics’ design is inspired by the artisanal tradition of the region but aimed at more contemporary uses. High quality and national belonging of the products are two of the pillars of his work. To have a brand that represents a product 100% Portuguese, with only high-quality Portuguese material. 

Not a ready-born handmaker. Studied architecture and obtained a Master and a PhD in England. Worked in University as researcher and professor for 12 years. In 2016, first ceramic class while in England. Started as a hobby but then the desire of focusing only on ceramic production grew to the point that having a full time job was incompatible. Turned his passion into a full-time job in 2019. Now created a successful ceramic enterprise directed only by herself in every aspect, from the production to bureaucratic aspects, from social media customer relations to physical shop’s duties.

Youth Engagement Against Radicalisation

What you will learn

  • Properly differentiating between being ‘radical’ or radicalised
  • Which factors and processes contribute to the radicalisation of youth
  • The potency of youth as actors of negative and positive change
  • Suggestions for how to engage with youth
  • Past projects, good practices, campaigns and initiatives that practically apply these lessons.

About This Course Project

Community Engagement Against Radicalisation is a project led by The University of Lusofona, in partnership with NGOs and research institutions from 10 countries. Its objective is to develop practical models of community and civic engagement that can enhance civil society capacity to prevent and counter radicalisation. This includes developing digital toolkits, implementing tailored trainings, and launching a consultancy service. The project is expected to enable individuals working in the field of preventing and countering violent extremism (P/CVE) to be better equipped to meet the challenges facing them as practitioners, and to enable them to work as multipliers within their own communities by developing PVE/CVE sustainable initiatives.

Project Consortium: ULHT (PORTUGAL), CESIE(ITÁLIA); UPPSALA UNIVERSITET(SWEDEN); SVF(HUNGARY); CSI(CYPRUS); Active Citizens Partnership (GREECE); Multikulturel (AUSTRIA); Techsoup (POLAND); CAPRI (FRANCE); PATRIR (ROMANIA) and BONS (FRANCE).

Visit the Project website

Requirements

Add information about the skills and knowledge students need to take this course.

Certification

The course is composed of 4 modules. In each module has a short assessment at the end. If you score more than 50 (in 100) you will be granted a certificate at the end of the course.

Fees

The certificate and the course are free of any fees.

Muslims Engagement Against Radicalisation

What you will learn

  • Properly differentiating between being ‘radical’ or radicalised
  • Which factors and processes contribute to the radicalisation of youth
  • Understanding the origins and characteristics of Fundamentalist Islam and Islamist Extremism
  • Being better able to identify the presence of Islamist Extremism among youth
  • How to engage in counter extremism interventions involving Islamist Extremists

About This Course Project

Community Engagement Against Radicalisation is a project led by The University of Lusofona, in partnership with NGOs and research institutions from 10 countries. Its objective is to develop practical models of community and civic engagement that can enhance civil society capacity to prevent and counter radicalisation. This includes developing digital toolkits, implementing tailored trainings, and launching a consultancy service. The project is expected to enable individuals working in the field of preventing and countering violent extremism (P/CVE) to be better equipped to meet the challenges facing them as practitioners, and to enable them to work as multipliers within their own communities by developing PVE/CVE sustainable initiatives.

Project Consortium: ULHT (PORTUGAL), CESIE(ITÁLIA); UPPSALA UNIVERSITET(SWEDEN); SVF(HUNGARY); CSI(CYPRUS); Active Citizens Partnership (GREECE); Multikulturel (AUSTRIA); Techsoup (POLAND); CAPRI (FRANCE); PATRIR (ROMANIA) and BONS (FRANCE).

Visit the Project website

Requirements

None

Certification

The course is composed of 5 modules. In each module has a short assessment at the end. If you score more than 50 (in 100) you will be granted a certificate at the end of the course.

Fees

The certificate and the course are free of any fees

Families’ Engagement Against Radicalisation

What you will learn

  • Properly differentiating between being ‘radical’ or radicalised;
  • Which factors and processes contribute to the radicalisation of youth;
  • The importance of the role of the family in the prevention of radicalisation;
  • How to engage with families across different stages of intervention;
  • Past projects and good practices that practically apply these lessons.

About This Course Project

Community Engagement Against Radicalisation is a project led by The University of Lusofona, in partnership with NGOs and research institutions from 10 countries. Its objective is to develop practical models of community and civic engagement that can enhance civil society capacity to prevent and counter radicalisation. This includes developing digital toolkits, implementing tailored trainings, and launching a consultancy service. The project is expected to enable individuals working in the field of preventing and countering violent extremism (P/CVE) to be better equipped to meet the challenges facing them as practitioners, and to enable them to work as multipliers within their own communities by developing PVE/CVE sustainable initiatives.

Project Consortium: ULHT (PORTUGAL), CESIE(ITÁLIA); UPPSALA UNIVERSITET(SWEDEN); SVF(HUNGARY); CSI(CYPRUS); Active Citizens Partnership (GREECE); Multikulturel (AUSTRIA); Techsoup (POLAND); CAPRI (FRANCE); PATRIR (ROMANIA) and BONS (FRANCE).

Visit the Project website

Requirements

None.

Certification

The course is composed of 5 modules. In each module has a short assessment at the end. If you score more than 50 (in 100) you will be granted a certificate at the end of the course.

Fees

The certificate and the course are free of any fees

The Power of Social Media in the Professional Development of Teachers

About This Course

To rise HEIs’ teaching, staff academic and scientific staff awareness-raising about environmental and climate-change challenges, develop skills in social media marketing as an instrument of personal brand development, a tool for educational products, promotion of sustainable development values.

To strength of HEIs capabilities in promoting co-creating of resilient, inclusive and sustainable society through sustainable communications with key stakeholders in social media.

To support cooperation in higher education for the implementation of sustainable initiatives.

Requirements

For optimal monitoring of the course, a B2-C1 level of the foreign language (as stated in CEFR) is required.

Frequently Asked Questions

What web browser should I use?

The Open edX platform works best with current versions of Chrome, Edge, Firefox, or Safari.

See our list of supported browsers for the most up-to-date information.

Will I receive a certificate after completing the course?

Yes, after completing the course, each participant will receive a certificate confirming the completion of the course.

Artistic Research Competences

About This Course

Artistic research is an important part of the activity of higher education institutions in film and media arts. Whether practice-led, practice-informed or practice-based, researchers are exploring cultural, societal and technological challenges through their work. This course introduces you – perhaps an early-stage researcher working on a Masters or Doctoral project, or an experienced teacher or practitioner seeking to learn more about your role as a researcher – to the main concepts of artistic research. You can also explore some advice on the design and management of artistic research projects and how this can support the development of your own practice as a researcher.

Content

  • Topic 1: Introduction
  • Topic 2: Research Types: What kind of research am I undertaking? And what is Artistic Research?
  • Topic 3: The Scope of Research: Mapping the Territory
  • Topic 4: Establishing Methods and Conceptual Frames for Research Inquiry
  • Topic 5: Managing Your Research Work

Struture

Within each module sections are constructed in the following structure: Video and slides by a subject expert, taking you through the material and the relevant concepts Online resources e.g. readings, exemplars

Grading and Certificate

Students must complete the quiz with a minimum grade of 70%

Institutions

IADT, the Institute of Art, Design and Technology in Dún Laoghaire, Ireland, is a founding member of FilmEU and home to Ireland’s National Film School. It offers undergraduate and postgraduate programmes in areas including art, design, film, media, animation, psychology, business, and the humanities, and participates in a range of research projects funded by the Irish Research Council, Science Foundation Ireland, and various EU programmes.

Course Staff

Sherra Murphy

Dr Sherra Murphy is Senior Lecturer in Critical and Cultural Studies, teaching visual and material culture in the Faculty of Film, Art, and Creative Technologies at the Dun Laoghaire Institute of Art, Design, and Technology. Her PhD at University College, Dublin (2015), examined the formation of the Natural History Museum Dublin as an interlocking set of historical, scientific, social, and visual frameworks. The resulting monograph, ‘The First National Museum’: Dublin’s Natural History Museum in the mid-nineteenth century, is published by Cork University Press. Dr Murphy was the 2019 recipient of the Royal Dublin Society Library and Archives Bursary for conducting research in the Society’s equestrian archive, examining the origins of the Dublin Horse Show in the mid-Victorian period through the lens of Irish cultural history, leisure, and social change. Her research areas centre around cultural history, museums, visual culture, the cultural history of nineteenth-century Ireland, the history of natural history, and the history of equestrian sport in Ireland. She also currently represents IADT on the Academic Development Group of the Creative Futures Academy, an innovative collaborative venture between IADT, NCAD, and UCD’s College of Arts and Humanities.

Deirdre O’Toole

Dr Deirdre O’Toole is a lecturer in the National Film School of Ireland, IADT. She lectures on the BA (Hons) Film and Television Production, BA (Hons) New Media Studies and the Erasmus+ MA Kino Eyes. Deirdre has a practice-based PhD in Film and Visual Studies from Queen’s University Belfast, where she made documentaries collaborating with storytellers who had experienced trauma. Deirdre is a filmmaker who has worked for many years as a cinematographer where she filmed documentaries, music videos and dramas. Deirdre has directed three documentaries which have been shown extensively in film festivals and galleries around the world including Chagrin Documentary Festival, Ohio, Red Rock Film Festival, Utah, Docs Ireland, Belfast, Aspen Mountain Film Festival, Colorado, On Art Film Festival, Poland, Kinosmena Festival, Minsk, Irish Film Institute Documentary Festival, and Europa Documentary Festival, Egypt. Her work was showcased for four months in the Turchin Centre for the Arts, North Carolina in 2019, twice in the Saranac Gallery in Washington and twice in CIACLA, USA.

Fiona Snow

Fiona Snow is a studio-based lecturer, practitioner and researcher of Art & Design education. An expert in creative arts pedagogies, Fiona is a co-recipient of a Disciplinary Excellence in Teaching and Learning (DELTA) award and has consulted as an Art and Design subject matter expert for QQI, Ireland’s academic quality and standards organisation. Fiona is a practitioner in her own right and teaches practice-based methods across IADT’s Faculty of Film, Art and Creative Technologies. Since 2021 Fiona has been a member of IADT’s Creative Futures Academy (CFA) team, where her expertise plays a crucial role in the development of modules, interrogating the CFA’s Creative Attributes Framework and embedding essential creative arts pedagogies across the CFA. She is currently pursuing a Doctorate of Education at Trinity College Dublin, with a focus on studio-based creative arts pedagogies

Daithí Mac Síthigh

Daithí Mac Síthigh is the former Head of Research at IADT and previously an academic director of the Northern Bridge Arts & Humanities Doctoral Training Partnership. He has experience of teaching, research, and doctoral supervision across areas including media policy and intellectual property law.

Entrepreneurship for the Creative Industries

About This Course

In this course you will learn the basic concepts of entrepreneurship, its relevance for artistic training and the potential for arts entrepreneurship education.

Course Staff

This MOOC is presented to you by Marta Vaz de Sousa and Tobias Frühmorgen, both lecturers and researchers at Lusófona University in Lisbon, Portugal.

Marta Vaz de Sousa

Marta is a creative film and TV producer based in Portugal. Originally a copyright lawyer, over the past 20 years she has produced film and TV projects, all the way from script development to distribution. With a focus in business development, film production and international sales, she is currently teaching film production at Kino Eyes (European Film Masters) and at B.A. (Film, Video and Multimedia Communication), while carrying out research at FilmEU (European Universities Alliance for Film and Media Arts) and as member of CICANT (Centre for Research in Applied Communication, Culture, and New Technologies).

Tobias Frühmorgen

Tobias Frühmorgen is a filmmaker, researcher and film lecturer.

As a film lecturer, he teaches in Creative Production and European Film Heritage, and project tutoring and thesis supervision at Lusófona University Lisbon (PT) for the European Master Program KinoEyes (PT_UK_EE_IRL) as well as the Master Film Studies and Cinema Bachelors and Green Production. He also works in exchange programs like Looking China (PT_CN_KOR_RU_HU_BRA) and research programs like Filmterm (EE_FI_DE_PT), future.film.education (DE_HU_PT), C-Accelerate (FI_PT_BEL_EE), Cyanotypes (DK_PT_IRL_AUT_NL_CZ_DE), and FilmEU Research-Innovation-Transfer (EU). Since 2020 he is also part of the curriculum, pedagogy and artistic research development of the European Universities Alliance for Film and Media Arts – FilmEU as well as project supervisor for a yearly pilot and coordinator for the joint research project (PT_BE_EE) on Screenwriting and GTP-3. From 2021 onwards, he is researching on his artistic based PhD at the Filmuniversity Babelsberg (DE) about “Creative Artificial Intelligence – Writing a screenplay with AI“.

Modules

This course will have 2 modules:

  • Module 1 – What is entrepreneurship?
    • Entrepreneurship vs entrepreneurial thinking
    • Inefficiencies and Opportunities
    • Entrepreneurial mindset and skills
    • The 3 needs
  • Module 2 – Entrepreneurship in the arts
    • Mindset The creative industries
    • Arts entrepreneurship
    • Creative tools

Sustainability and the Film Industry

About This Course

In this course, you will receive an introduction to sustainability and the film industry.

Course Staff

Dörte Schneider Garcia

Dörte Schneider Garcia is of German origin but has been working and living in Portugal since the year 2000. Film editor by education (Film University Konrad Wolf, Potsdam, Germany), she worked as an assistant director for 2 decades. In late 2020 Dörte attended a green consultant course at Stuttgart’s Media University, where she received her certificate. Nowadays she is mostly focusing on knowledge transfer through courses, workshops and masterclasses, in collaborations with, amongst others, Universidade Lusófona, FEST filmlab, BECTU Vision Scotland, FOCAL, KIPA – Polish producers’ association, International Film School Cologne. Dörte is a member of the German Green Consultants’ Association BVGCD.

Modules

This course will have 3 modules:

  • Climate Literacy
  • Initiatives in the film industry
  • Green Filmmaking

Diversity in Film & Media

About this course

“Diversity in Film & Media” – Free Massive Open Online Course

Here you can access fourteen modules exploring diversity and introducing ideas on canon formation, media literacy, critical pedagogy, as well as VR, disability, gender, postcolonial, Romani and queer studies.

The MOOC is designed for students of film, media and art study programmes as well as anyone interested to learn more in this field. Film, media and art educators looking for ideas or resources may integrate individual exercises or whole modules from the MOOC into existing curriculum. Also we would encourage you to consider incorporating the MOOC (equivalent to 1 ECTS) in general into formative introductory media education.

Whether you are a student, teacher or staff member of film and media schools, we aim to support developing ideas on how to bring more diversity thinking and actions into art education. Join us on this journey to learn about and engage with diversity in our schools.

Beyond the Board: Using Analogue Games to Develop Abstract Thinking and Soft Skills

About This Course

This online course explores the potential of analogue games to foster the development of abstract concepts and soft skills. Through hands-on game design and play, learners will explore how analogue games can support the development of skills such as creativity, critical thinking, problem-solving, communication, collaboration, and empathy. In a broader manner, this course aims to be a pedagogical approach to disseminate some of the premises and conclusions of TEGA (2020-1-UK01-KA203-079248) project, namely regarding the potential of analogue games in higher education, and can be adapted to other contexts. The project was funded under the Erasmus + programme of the European Commission.

Please be aware that all subtitles in the videos are in English.

Course Type

Beyond the Board is a self-paced course that comes with a certification upon completion. All course content is currently available for learners to complete at their own pace. In this each theory is accompanied by practical examples from the field of board games. Furthermore, in addition to the online course, learners are encouraged to participate in TEGA’s Community of Practice (CoP) to continue their collaborative learning journey even after obtaining their certification. The CoP is designed to provide a space for learners to engage with one another and share insights, experiences, and best practices related to analogue game design and play.

Content

Module 1 – Introduction

  • 1.1. Course Presentation
  • 1.2. TEGA Project (2020-1-UK01-KA203-079248)
  • 1.3. Project Aims
  • 1.4. Inclusion and Diversity as Pillars of TEGA
  • 1.4.1. TEGA accessibility and inclusion conceptual framework
  • 1.5. Assessment (4 Questions)

Module 2 – Games and Learning

  • 2.1. Games and Learning
  • 2.2. Analogue Games and Learning
  • 2.2.1. TEGA article “Playing at the School Table” (Sousa et al., 2023)
  • 2.3. Games as Arenas for Experimentation
  • 2.4. Assessment (3 Questions)

Module 3 – Collaboration in Analogue Gaming

  • 3.1. What is Collaboration?
  • 3.2. Collaboration in Analogue Games
  • 3.3. Case Study – The Mind: Description and How to Play
  • 3.4. Case Study – The Mind: Pedagogical Potential
  • 3.5. Case Study – Team 3: Description and How to Play
  • 3.6. Case Study – Team 3: Pedagogical Potential
  • 3.7. Collaboration Mechanisms in Board Games
  • 3.8. Assessment (4 Questions)

Module 4 – Communication in Analogue Gaming

  • 4.1. What is Communication?
  • 4.2. Communication in Analogue Games
  • 4.3. Case Study – Dixit: Description and How to Play
  • 4.4. Case Study – Dixit: Pedagogical Potential
  • 4.5. Case Study – Codenames: Description and How to Play
  • 4.6. Case Study – Codenames: Pedagogical Potential
  • 4.7. Communication Mechanisms in Board Games
  • 4.8. Assessment (4 Questions)

Module 5 – Creativity in Analogue Gaming

  • 5.1. What is Creativity?
  • 5.2. Creativity in Analogue Games
  • 5.3. Case Study – Telestrations: Description and How to Play
  • 5.4. Case Study – Telestrations: Pedagogical Potential
  • 5.5. Case Study – Junk Art: Description and How to Play
  • 5.6. Case Study – Junk Art: Pedagogical Potential
  • 5.7. Creativity Mechanisms in Board Games
  • 5.8. Assessment (3 Questions)

Module 6 – Finalization and TEGA Community of Practice (CoP)

  • 6.1. Collaboration | Communication | Creativity
  • 6.2. MDA for Learning Purposes
  • 6.3. Collaboration and Sharing
  • 6.4. TEGA Community of Practice (CoP) – Presentation
  • 6.5. TEGA Community of Practice (CoP) – Registration
  • 6.6. TEGA Toolkit App – Presentation
  • 6.7. Final Assessment (10 Questions)

Module 7 – Certificate

  • 7.1. How to get the certificate?

Evaluation

For each assessment, you will have two tries to answer the questions. After two tries, if your answer is still wrong, the right option will be shown to you. Each question is marked with 1 point, in order to pass the course it is necessary to have 90% of correct answer, which is around 26 correct answers.

Learning Outcomes

The learning outcomes of this online course include:

  • Exploring the specific characteristics of analogue games and how they facilitate the teaching-learning process.
  • Understanding the potential of analogue games to foster the development of abstract concepts and soft skills, such as creativity, critical thinking, problem-solving, communication, collaboration, and empathy.
  • Understanding basic game design concepts and how they can be used to enhance learning and engagement.
  • Learning how to integrate analogue games into educational settings to enhance teaching and learning outcomes.

Course Staff

Carla Sousa

Carla Sousa

Carla Sousa is a PhD in Communication Sciences from Lusófona University, where she also took her Bachelor’s Degree in Psychology, her Master’s Degree in Clinical and Health Psychology, and a Postgraduate degree in Applied Neuropsychology. Her PhD thesis approached game accessibility as a path to empower and promote well-being in individuals with intellectual disability, which illustrates her main research targets – the different intersections between media, with a particular focus on games, inclusion, behavior, and human diversity. Also in Lusófona University, Carla is part of the Centre for Research in Applied Communication, Culture, and New Technologies (CICANT) and is an assistant professor in the Bachelor’s Degrees in Psychology and Videogames. She published several papers as an author and co-author in peer-reviewed journals, and has done communications in national and international conferences in the fields of media studies, media psychology, games, accessibility, disability, social inclusion, learning, and education. Carla has been part of several national and international funded projects, is the grant awarding manager of the COST Action (CA 19104) – advancing Social inclusion through Technology and EmPowerment (a-Step), and is an ambassador for the non-profit Women in Games.
Ciência Vitae

Micael Sousa

Micael Sousa

Graduated in Civil Engineering and History, Master in Energy and Environment, and Heritage Studies. Ph.D. candidate in Spatial Planning (University of Coimbra). Researcher at CITTA, focusing on serious analogue planning games. Member of ISAGA and SPCV. Game design professor, lecturer, and instructor in several institutions, including Lusófona University, Polytechnic of Leiria (Health School) and IADE – Creative University. Serious game developer.
Ciência Vitae

Cátia Casimiro

Cátia Casimiro

Cátia Casimiro has a Bachelor’s Degree in Applied Communications, as well as a Master’s Degree in Organizational Communications. Her Master’s Thesis focused on the equity of organizational communication between hearing people and people with hearing loss. She’s currently a Ph.D. candidate in Communication Sciences. Cátia’s research interests include communication, media, and social and organizational inclusion of People with Disabilities. She’s also interested in publishing and participating in projects in these areas.
Ciência Vitae

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