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Programming Fundamentals

Written by Margarida Farinha on . Posted in Course, Highlight.

About this Couse

Every year new tools and programming languages ​​appear, but the fundamental principles end up being maintained. This is important because without the fundamental foundations of programming, you will have a tremendous effort to keep up to date.

More than knowing specific techniques, you will learn to think like a programmer. Knowing how to look at problems so that they can be solved by a program. Knowing how to do it but above all knowing the why it is done that way. And above all, acquire (or increase) a taste for programming. Because when you like it, it’s much easier to learn!

But don’t think it’s a theoretical course – all modules include small exercises and at the end of the first week you’ll already be writing your first program in a modern and increasingly popular language: Kotlin.

Prerequisites

None except a huge desire to learn! 😀
If you’ve never programmed, this is the right course because we start from scratch and move forward calmly, explaining each topic in detail so that you can progress with confidence.

If you have already done some “playing around” with programming, this course can also be useful for gaining a deeper understanding of why programs are made in one way and not another, and for having a more comprehensive view of this topic, which spans across various programming languages.

Program

  • Part 1
    • Introduction to programming
    • Algorithms, flowcharts
    • Syntax and semantics of languages
    • Declarations and attributions
    • Arithmetic expressions
    • Data inputs and outputs
  • Part 2
    • Program structure, code blocks
    • Logical expressions
    • Selection Mechanisms: simple, alternative and multiple selection
    • Mutability and nullability
  • Part 3
    • Scope of variables
    • Functions in one line
    • Repetition Mechanisms
    • Random number generators
  • Part 4
    • Incremental and non-incremental algorithms
    • Arrays
    • Functions with blocks
    • Reading and writing files
    • Imperative programming best practices
    • Good imperative programming practices

Instructor

Pedro Alves

Associate professor
Department of Computer Engineering and Information Systems – ULHT
Has been teaching various Programming subjects for several years

Certificate

You must obtain a rating greater than or equal to 80%

Common questions

Why Kotlin?

Although it is not a mainstream language like Java or Python, it is a modern language with a high adoption rate – for example, 60% of the 1000 most popular Android apps are developed in Kotlin. But above all, it is an excellent language for learning to program as it has a pleasant and concise syntax but at the same time guarantees the essential robustness and security for those taking their first steps in programming.

Do I have to install any program to take the course?

The course itself does not need you to install anything, as it is fully viewable through the browser (Chrome, Safari, etc.). However, to do the practical exercises you will have to install a free tool called Intellij, which will allow you to write and run your first programs.

Since this course is developed by a university, won’t it be very theoretical?

Any experienced programmer knows that the main way to learn programming is by programming, not by reading books or watching videos! Therefore, this course includes several practical programming exercises – small programs that you will have to develop independently throughout the course and that will be automatically validated by our tools. Of course, to be able to develop these programs you will first have to learn the theory, but where knowledge is solidified is in practical exercises.

Testimonials

Tânia D.

If you’re like me and don’t know anything about programming, you’re on the right course! With a simple and easy-to-understand approach, you will learn from the basics to the most complex, and you can always count on Professor Pedro’s help throughout your journey.

Sónia F.

I have to confess that I had a lot of difficulty understanding certain exercises. With the course I saw things more clearly and was able to learn a lot. I really liked the clear way the teacher explained the material. I highly recommend the course for more people with difficulties, it will be an asset to our learning!

Beatriz P.

I had never done anything related to programming in my life and this course was an excellent introduction to programming. I discovered the essence of learning to program, obtaining the “super power” of programming 🙂 Thank you very much and congratulations on organizing this course!

Generic person

Nuno S.

Congratulations, the course is very good, it combines syntax learning with more advanced programming concepts very well.

Ana L.

This is one of the courses that everyone should take, not only to acquire new skills, but also to gain another perspective on the digital world. It helps me look at new Management paradigms from different angles and leaves me with a special desire to learn more in the area of ​​Programming!

Why women were silenced in the early church

Written by Bruno Lino on . Posted in Course, Highlight.

Participation in the course involves completing two steps:

  • 1) Pay the fee of 30 Euros at the link.
  • 2) Enroll by clicking on the “enroll” button.

Note: Use the same email for both steps of the registration (payment and enrolment).

Enrolment gives you the right to attend the live or recorded classes and receive a certificate from Lusófona University, subject to passing the assessments.


About the Course

The New Testament points to an emerging church with strong female participation. Priscilla, Phoebe, Lydia, Euodia, Syntyche, Tryphena, and Tryphosa are just some of the many names mentioned in the Acts of the Apostles and the Pauline letters. Why, then, were women silenced from the second century onwards? Who were the main advocates of this silencing? Who were the women known and respected in the second century as prophetesses and teachers? Why were their names and stories erased from church history books? In this course, we will recover the memory of women whose theology was seen as a threat to the male authority of the church. Called heretics, prostitutes, and demon-possessed, their writings were destroyed, and their teachings combated. Silenced by force, their history was recorded only by their opponents, but studying them is essential to understanding the historical process of silencing women in the Christian church up to the present day.


Who is it for?

Everyone is welcome to join the course: curious individuals, general scholars and those interested in the history of Christianity, students and professors of religious studies and theology, religious leaders in general, pastors and laypeople involved with the religious/ecclesial field, pastoral agents, educators, and community leaders.


Are there any prerequisites?

There are no prerequisites to take the course, just the desire to learn and openness to dialogue with other participants.


When does it start?

The course starts on 8 June 2024. It lasts for 4 Saturdays, ending on 29 June.


How are the classes conducted?

Classes will be held live on Saturdays at 14h (Brazil) / 18h (Portugal) via the Zoom platform.
Each class will last 1 hour for the lecture, followed by 30 minutes for questions and debates.
Classes will be recorded and made available on the course page for student access.


How is the assessment done?

The assessment is organised into two stages:

  • Completion of exercises for each class (4)
  • Completion of a brief learning report at the end of the module, 1 to 3 pages

The final course grade will be weighted as follows:

Exercises – 40%
Final Report – 60%

The course ends on 29 June 2024.

The final report must be submitted in pdf or doc format by 13 July 2024.

Programme

Lesson 1: Female Leadership in the Early Church.
Summary: The role of women as Prophetesses in the early Christian church, controversies over female participation in the church of the first century.

Lesson 2: The New Prophecy – Prisca, Maximilla, and Quintilla.
Summary: The New Prophecy movement in Phrygia, the theology of Prisca, Maximilla, and Quintilla, and their opponents.

Lesson 3: Gnostic Prophecy – Helena, Philomena, Marcellina, and others.
Summary: Prophetesses and Teachers in Rome and Carthage, their theology, and their opponents.

Lesson 4: The Decline of Prophecy and the Silencing of Women.
Summary: The impact of opposition to female prophecy in the second century on the later years of the Early Church.

Instructor

Lidice Meyer Pinto Ribeiro
Lidice Meyer Pinto Ribeiro holds a Post-Doctorate in Anthropology and History from the University of São Paulo, Brazil, and is a Post-Doctoral Researcher in Globalisation Studies at Universidade Aberta in Portugal. She earned her PhD in Anthropology from the University of São Paulo and holds a Master’s degree in Ethnobotany from the Federal University of Rio de Janeiro/National Museum, Brazil. She is a professor in the Master’s programme in Religious Studies at Lusófona University – Lisbon University Centre and Moriah College, a Researcher at the Centre for Lusophone and European Literatures and Cultures (CLEPUL) at the University of Lisbon, and a Researcher at the Chair of Global Studies at Universidade Aberta de Lisboa (CIPSH). She is also a member of the Institute of Contemporary Christianity (ICC), the Portuguese Society for the History of Protestantism (SPHP), an Evaluator for the Deutscher Akademischer Austauschdienst (DAAD), and various international academic journals.

She has worked for over 20 years with the Mackenzie Presbyterian University, São Paulo, Brazil, coordinating the Postgraduate Programmes in Theology, Philosophy, and Pedagogy, and as a professor in the Master’s Programme in Religious Studies, undergraduate Theology, and other courses. She is a commentator and consultant on religious and anthropological matters in social media, TV, radio, newspapers, and magazines. In Brazil, she has participated as an interviewee or consultant in various specials on the Bandeirantes, Record, Globo, SBT, Cultura, and Brasil Television Networks.

In recent years, she has focused on Biblical Anthropology, with a special emphasis on the study of women in the Bible and Christianity, teaching various courses on this topic. She has published books and articles in the fields of Religion, History, Anthropology, and Ethnobotany. She has conducted research in Rome (Vatican Secret Archives, Archivio Storico di Propaganda Fide, and Gregorian University), Germany, France, Spain, Portugal, the United States, and Brazil.

Website: www.lidicemeyer.pro

Bibliography

CLARK, Elizabeth A. Women in the Early Church (Volume 13) (Fathers of the Church). Liturgical Press, 1983.
COHICK, Lynn H.; Amy Brown Hughes. Christian Women in the Patristic World: Their Influence, Authority, and Legacy in the Second through Fifth Centuries. Baker Academic, 2017.
COHICK, Lynn H. Women in the World of the Earliest Christians: Illuminating Ancient Ways of Life. Baker Academic, 2009.
KING, Karen L. Images of the Feminine in Gnosticism (Studies in Antiquity and Christianity). Fortress Press, 1990.
JENSEN, Anne. God’s self-confident daughters – early Christianity and the liberation of Women. Louisville, Kentucky: Westminster John Knox Press, 1996.
KROEGER, Richard Clark; Catherine Clark Kroeger. I Suffer Not a Woman: Rethinking I Timothy 2:11-15 in Light of Ancient Evidence. Baker Book House, 1998.
LITWA, M David. Carpocrates, Marcellina, and Epiphanes: Three Early Christian Teachers of Alexandria and Rome. Routledge Studies in the Early Christian World, 2022.
MACY, Gary; William Ditewig; Phyllis Zagano. Mulheres Diáconos – passado, presente, futuro. Prior Velho: Paulinas, 2019.
OSIEK, Carolyn. A Woman’s Place: House Churches In Earliest Christianity. Fortress Press, 2005.
SILVA, Roberta Alexandrina da. A Participação Feminina no Cristianismo Antigo e a Influência de Paulo no Gnosticismo in SILVA, Roberta Alexandrina da. Mulheres no Cristianismo Primitivo: poderosas e inspiradoras. São Paulo: Fonte Editorial, 2022. p. 331-391.
TORJESEN, Karen J. When Women Were Priests: Women’s Leadership in the Early Church and the Scandal of Their Subordination in the Rise of Christianity. Harper San Francisco, 1995.
VOLO, James M. The Women Who Knew Jesus:: Female Role Models in Early Christianity. 2013
WITHERINGTON III, Ben. Women and the Genesis of Christianity. Cambridge University Press, 1990.
WITHERINGTON III, Ben. Women in the Earliest Churches. Society for New Testament Studies Monograph Series, Series Number 59, Cambridge University Press, 1991.

EHN – European Handmakers Network

Written by Margarida Farinha on . Posted in Course.

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

Written by Margarida Farinha on . Posted in Course.

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

None.

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

Written by Margarida Farinha on . Posted in Course.

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

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

Written by Margarida Farinha on . Posted in Course.

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

Written by Margarida Farinha on . Posted in Course.

About This Course

To raise 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 course monitoring, 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

Written by Margarida Farinha on . Posted in Course.

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

Written by Margarida Farinha on . Posted in Course.

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

Written by Margarida Farinha on . Posted in Course.

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
  • 1
  • 2