welcome dear you
We make Games
(not seldom with a Ludodidactic touch)
Each card is a letter in your hand that you can’t see. Instead, you see the cards of your opponents. Exchange hints and make words by ‘stealing’ other player’s letters.
Pispa (or Pluck! in English) promotes linguistic diversity and esteem for vocabulary, activates memory, increases visual-mental association, gives free rein to strategy, sustains collaboration. See more …
A frustrated collective of writers has been commissioned for a genuine genre film. As competition arises, you decide to have a pitching tournament to choose who will be the author of this film. Get the most votes and the maximum points to come out first! See more…
crac(k) the culture!
A Catalan game in which you test your knowledge about the catalan culture. Not only in knowledge but also in action!
Each card plays with a visual concept like Composition, Fundamentals, Principles or even Attitudes and is complemented by an example card. The box contains two rule sets, but serves also as an aid in the design process, or as a conversation piece between designers and clients. Whichever use, it’s aim is to improve visual literacy.
(An English version might follow. For now only Catalans can save our planet)
Som al 2054, a les portes del Tribunal Internacional de la Iaia, quan les situacions d’emergència climàtica han devastat mig planeta. Estem PERDUTS?
A visual challenge in the shape of a image matching game
One of the 21st century skills on literacy directs to the mediated surrounding. Practicing to understand how images are made, what they mean, or how they create emotions and generate impact is crucial. My Photography Game helps to unravel the visual elements in photographs, paintings and illustrations. See more…
and we help with Pedagogical 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
We help you acquiring critical knowledge and counter-visuality tools to deconstruct the flow of constant mediated images and input.
Creative Processes
We guide and implement practice-based research into one’s own unique practice. Participants become conscious of all the different phases and creative obstacles that are present in their creative process.
Inclusive Pedagogies
We (help) develop learning tools focused on diversity and inclusion with the aim of countering assimilation and the influence of normativity.
Our Approach
In our professional lives we became more and more dedicated to developing and designing learning tools in which critical thinking is key. We care for different ways of learning-improving-growing in which teaching and learning is approached as a commutation of knowledge.
In all our games, projects and advices we blend pedagogy and game theory into a ludodidactic approach. After all: play is the best way to learn.
Rosa Pons
Rosa Pons-Cerdà is at the moment involved in a research on subliminal image-messages, and 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 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).
Lenno Verhoog
In professional context Lenno Verhoog is a designer, educator and advisor. He now holds a position at the ministery of Justice as senior advisor on Knowledge and strategic matters. Previously working as a course leader at the Image & Media Technology department of University of the Arts, Utrecht, he actively contributed to the education of ‘reflective practitioners’ and of ‘designerly ways of thinking’ with a special focus on creative processes and visual literacy.
An applied arts studies (Ba); was at the base of his carreer as media designer at V2_lab, where he contributed to a wide range of projects on data visualisation; interactive installations; 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.
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:
https://www.linkedin.com/in/lennoverhoog
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
a TELEVISIÓ DE CATALUNYA (1983-2008)
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
