About us

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.
Besides working as course leader at Ba. Image & Media Technology and AD. Digital Media at Univesity of the Arts Utrecht, Lenno Verhoog is a researcher in Creative Practices. He holds a Master Education in Arts (MEd) and actively contributes to the education of reflective practitioners and of ‘designerly ways of thinking’ with a special focus on visual literacy and creative processes. Between 1998 and 2006 Lenno worked at V2_lab of the unstable Media as a visual-designer, where he contributed to a wide range of projects on data visualisation; interactive art-installations; online applications; and the Dutch Electronic Art Festival (DEAF).



The textual part of our research

Learning through Playful Experiences,
Achieving conscious competence in reading and applying visual language

Merging the domain of game theory with concepts on constructive, self-regulated, and collaborative learning this practice based research addresses the benefits of change from passive learners – those who absorb concepts and facts (“routine expertise”) – to active learners with an inquiry-based attitude (“adaptive expertise”). One directional lecturing lacks hands-on experience and does not aid a profound knowledge transfer, certainly not with students who are practice-orientated.
See the full research paper at Researchgate or download it with the button below.

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The polyphony in transdisciplinary, inclusive, 
safe spaces.

Transformative Pedagogy and Inclusivity seen as the basis for trans-disciplinary work. The ways of sensing and knowing when shared in their difference, become valuable means to grow in a group.

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La producció d’adaptacions televisives d’obres literàries a TELEVISIÓ DE CATALUNYA (1983-2008)

Master thesis (2009, catalan): ”The production of Literature Adaptations from the national broadcaster TELEVISIÓ DE CATALUNYA (1983-2008)”.

Chapters of the unfinished Doctoral Thesis (a Narrative Inquiry Research): “Literature adaptation to the television medium: creative process and decision making in script development”.

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