welcome dear you

Inclusive Design and Advice

Knowledge transfer is at the basis of our practice; we revolve around visual literacy, creative processes, diversity and inclusion. We design learning tools and games, and advice organizations with their challenges on these topics.

  • Visual Literacy: acquiring critical knowledge and counter-visuality tools to deconstruct the flow of constant mediated images and input.
  • Creative Processes: implementing practice-based research to become conscious of one’s own unique practice, phases and creative obstacles.
  • Inclusive Pedagogies: learning tools focused on diversity and inclusion with the aim of countering assimilation and the influence of normativity.

What we could do for you - or together

Self-learning in visual language:

the 4th edition of My Photography Toolbox

a reference deck of cards for those who work with images, photography and visual design. Each card plays with a visual concept like Composition, Fundamentals, Principles or even Attitudes and is complemented by an example card.

About us

Rosa Pons-Cerdà at the moment involved in research on images as pollution (how subliminal messages misrepresent, influence and alter our sensitivity); in the design of a digital taxonomy of visual language; in exploring the qualities of blended learning for decolonizing courses. To give back what she has learned, she brings her experience into workshops and learning methods within the frame of intersectionality. Her work craves for communicating and educating to promote civic responsibility. Director of documentaries for social justice and for archiving peoples memories (TV3, TVE2, Via Digital, Canal+, Radio Televisao Portuguesa); curator of DobleClick, a European Student's Film Festival organized without hierarchies, where students were giving workshops about their practices and experimentation (2010-2015) ; lecturer at Universitat de Vic, Barcelona (2005-2016), researcher in academic innovation groups (CIFE-GI and AQUID, 2009-2013). Her studies cover a range of disciplines: graduate in Philology (UAB, 1994), in Media (EMAV, 1995), postgraduate in Actor’s Direction (URL, 2002), master in Writing for Cinema and Television (URL, 2008), all in Barcelona; and “updated” in Design and Development of Games for Learning (Edx, 2016). If you want to know more:


Besides a role as media designer, educator and advisor, Lenno Verhoog worked in the context of the Universitiy of the arts Utrecht, as a course leader at the Image & Media Technology department. He actively contributed to the education of reflective practitioners and of designerly ways of thinking with a special focus on visual literacy and creative practices.

Previously Lenno studied applied arts at WDKA (Ba,1999) and worked at V2_lab as a media designer, where he contributed to a wide range of projects on data visualisation; interactive intstallations; online applications; and the Dutch Electronic Art Festival (DEAF). In 2016 he successfully finished the master Education in Arts (MEd) with a practice-based research project on Playful Learning Experiences. For more: 



Our Researches"

"Learning through Playful Experiences" Learning through Playful Experiences,  

achieving conscious competence in reading and applying visual language.

]This research paper is a partial result of the final exam project (Master of education in Arts, HKU 2016). It’s a nice one, where magic circles and epistemic frameworks pass by to explain the bright future for education .

In order to achieve a solid knowledge transfer on visual grammar we started a practice-based research project. The paper accompanying the VLC-game explores the combination of game design and education in order to investigate how to enlarge the student’s competence. Even though the topic is visual communication (being the most important language of visual-media designers), the focus of the research is on Ludodidactics.

We find it socially significant to devote our profession towards learning activities that provide a longer lasting impact and help students becoming motivated to learn.  Cobbling together elements from the studies on Constructive, Self-Regulated, Situated, and Collaborative Learning we found that students can change from passive learners – who absorb concepts and facts (“routine expertise”) – to active learners that have an inquiry-based attitude (“adaptive expertise”). When explaining about design theory or art history for instance, students showed difficulties connecting it with their own work. The fact that lecturing often lacks hands-on experience, does not help the knowledge transfer, certainly not for students who are practice-orientated. Our purpose is to help them, by developing  playful, hands-on experiences. In this case: the VLC-game.
See the full research paper at Researchgate or download it from our site with the button below.

La producció d’adaptacions televisives d’obres literàries


Master thesis (2009, catalan): “La producció d’adaptacions televisives d’obres literàries a TELEVISIÓ DE CATALUNYA (1983-2008)/ ”The production of Literature Adaptations from the national broadcaster TELEVISIÓ DE CATALUNYA (1983-2008)”.

Doctoral Thesis (unfinished): a Narrative Inquiry Research about the literary adaptations in the catalan national broadcaster. “Literature adaptation to the television medium: creative process and decision making in script development” (“L’adaptació literària al mitjà televisiu: procés creatiu i presa de decisions en el desenvolupament del guió”).

Because of the awareness of being together on this planet we often choose Creative Commons instead of Copyright. We labour under the idea of collaboration as the best way to achieve the best outcomes. Especially for the  educational projects.  That's why our courses and research are all to be found under a creative commons 4.0 license.

The príncep Perdut (Lost Prince) is on of our copyrighted (C) products for now. Registered at CRS under no. 6055044301