In_NovaMusEUm – Museums come back to the local community through Art & Food

Museums come back to the local community through Art & Food


In_NovaMusEUm project aims to strengthen the capacity to attract new audiences of European museums located in peripheral areas, through activities of audience development related to Art&Food, valorization of museum artworks collections and local cultural heritage.


  • To create and test a new shared methodology of audience development related to Art&Food for EU peripheral museums;
  • To reinforce audience development skills of EU peripheral museums’ responsibles;
  • To increase local community’s feeling of belonging to peripheral museums through art and food, boosting new confidence and ideas;
  • To create new forms of artistic cooperation between EU peripheral museums’responsibles and local emerging artists;
  • Implementation of one shared strategy of audience development related to Art&Food, for EU peripheral museums.


  • Centro Europeu Turismo, Cultura e Spettacolo (Italy);
  • Museum Skoklostersslott (Sweden);
  • Theodoros Papagiannis Museum (Greece);
  • CICANT – Universidade Lusófona (Portugal);
  • Tirana Ekspres (Albania).

Find more:


ResponSeable aims at supporting the emergence of an effective and dynamic European ocean knowledge system that contributes to raising awareness on everybody’s (individual and collective, direct and indirect) responsibility and interest in a healthy and sustainable ocean


World Ocean covers more than 72% of the planet surface. But as citizens, local authorities, economic sectors and civil society, what do we know about the oceans, the state of their ecosystems or the services they deliver to society? Do we (individually and collectively) know enough for us to act responsibly, so the pressures on marine ecosystems are reduced and opportunities offered by the oceans duly seized?

ResponSEAble’s Objectives

  • To contribute to the sharing of knowledge on the human-ocean relationships
  • To support the development of cost-effective initiatives and strategies on ocean literacy in Europe
  • To raise the awareness of specific target groups on their role and responsibility to achieving the sustainable development of the oceans

Overall, contributing to changes in behavior of key stakeholders, so pressures on marine ecosystems are reduced and opportunities, offered by the ocean, duly sized.

This research will build towards an interactive and publicly accessible ocean knowledge system which can be used to develop and test innovative targeted communication materials including social media activities and serious games. It will also feed into the development of clear guidance for ocean literacy decision makers on the development of effective strategies. The RESPONSEABLE project is regionally focused, and will cover North and Atlantic, Black, Baltic and Mediterranean seas, mobilising regional stakeholders and building on existing initiatives.

The partners

A consortium of 15 partners and 3 transatlantic contributors, coordinated by ACTeon, will work on ResponSEAble. The strengths of our Consortium are:

  • The combination of expertise and skills
  • The capacity to cover all components of the ocean knowledge system, from the production of knowledge to its final use
  • Experience in a wide range of communication and literacy products and initiatives
  • Its coverage of the main regional seas relevant to the EU (the Black Sea, the Mediterranean Sea, the North Sea, the Baltic Sea and the Atlantic façade)
  • Its transatlantic dimension
  • An excellent access to the main regional, European and international Networks on Marine knowledge

Team and partners:


This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 652643.

CICANT’s role

CICANT and the ULHT team play an important role in two Work packages, namely in the the identification and analysis of the functioning of the Ocean Knowledge System and Knowledge Perception and in the effective implementation of project results.

Project website

Project leaflet

Other sources: CORDIS

Suporte à motivação para a auto-gestão da pessoa com diabetes através de Comunicação Digital e acesso remoto a dados de Saúde

Support to self-management motivation for persons with diabetes via Digital Communication and Health data remote access


Suporte à motivação para a auto-gestão da pessoa com diabetes através de Comunicação Digital e acesso remoto a dados de Saúde (Support to self-management motivation for persons with diabetes via Digital Communication and Health data remote access) is a project led by the Portuguese Diabetes Association (Associação Protectora dos Diabéticos de Portugal – APDP) in partnership with the Centre for Research in Applied Communication, Culture and New Technologies (CICANT), University of Texas and Evolute.

This project in funded in the context of a recent call for projects that aim to develop support to patients.

CICANT and Film and Media Arts Department (DCAM) will contribute to the project through the development of media and communication technologies for supporting persons with diabetes.

Project Website (soon)

GAMILearning – Jogos Digitais para a Literacia Mediática e Informacional

The Games for Media and Information Literacy (MIL) Learning project (GAMILearning) is funded by FCT and aims to develop the critical and participative dimensions of media literacy of tweens, through the gamification of the learning experience


Working with cohorts of youth aged 9 to 12 in Portugal and Austin, Texas, GAMILearning (UTAP-ICDT/IVC-ESCT/0020/2014) builds on field-tested research to address the need for student awareness and skill in managing their digital identities with game play and production.  In the process, the project explores the way that the game analysis and production supports a wide range of media literacy and learning skills.

There is a generalized consensus that “promoting and enhancing media literacy, for child and adult populations, is of growing importance, in a context of digital media convergence and a highly complex media and information ecology” (Livingstone, Bulguer, & Zaborowski, 2013, p. 4; Hobbs, 2008, p. 431). In Portugal, media literacy and education policies are available; schools already have computers with internet access, a Guideline for Media Education in Pre-school, Elementary and Secondary School was recently launched by Direção Geral da Educação (DGE). Nonetheless, there is a general consensus about the lack of teachers’ training and content in formal education (Costa, Jorge, & Pereira, 2013).  Furthermore, several initiatives in promoting media literacy are already in place but they lack user-based design and outcome measurement.

According to EU Kids online II report, when children begin to use the internet, the first things they do are schoolwork and playing games alone or against the computer (100%) and they continue to “play games” as they embrace other leisure activities (Livingstone, Haddon, Görzig, Ólafsson, & al., 2011).

Games have been used in teaching for quite a while and their learning potentials have been discussed extensively (Gee 2007, 2010). They can be integrated in teaching in several ways, such as using commercial titles, developing games with specific learning goals or leading the students to create their own games (Van Eck, 2006). The latter has traditionally been practiced as a way of teaching programming and problem-solving skills (Ibid.). In addition to these approaches, the GAMILearning project deals with games as reflexive tools that children can use for establishing and developing their own critical understanding of media. First of all, critical media literacy requires the development of reflexive knowledge: a child needs to know a topic very well to be able to produce a related game. Secondly, in the process of game creation, children engage in collaboration and peer-learning, which has been shown to support critical literacy and learning across the curriculum (Salen & Zimmerman, 2004; Torres, 2009).  Third, game design and content creation also provides children with opportunities to integrate and reflect on their everyday media experience. Moreover, the GAMILearning project creates reciprocal links between critical analysis of game design and content with the technical skills and knowledge need for the production of games.

One of the strengths of GAMILearning consortium lies in an international team of researchers (ULHT, UAveiro and UT-Austin) and a partner from Industry (PTC-SAPO) that already has in place a social network (SAPO Campus) with nearly 100 Portuguese schools. SAPO campus is a secure and private social network where each school could configure the degree of communication and sharing with other schools. Since SAPO Campus is not mandatory (it’s not an institutional platform) one can expect motivation and creativity from its members as well diversity in practitioners’ pedagogical approaches.

Capitalizing on the above opportunities and strengths, the researchers will focus on advancing the methodologies to create and measure an innovative approach to the usage of digital games in classroom. Indeed, a substantial part of the project deals with research and creation of such methodologies and tools that will enable the usage of a digital gamification system in a classroom ecosystem, by teachers and children.

A key challenge of the GAMILearning project is to go beyond deploying games to be played in the classroom: indeed, we will create conditions that allow teachers and students to construct their own games, as they perform other learning activities.  The Consortium brings significant experience with games-based education that will ensure the achievement of the GAMILearning objectives. Furthermore, through comparing critical media literacy development of participants in GAMILearning with non-participants of similar age, demographic and media access profiles, this project will assess the separate but related impacts of game design, pedagogy and peer community experiences on MIL development in the learning process.

GAMILEARNING-5181183460_1e99218481_z Team and partners:
  • Conceição Costa (Principal Investigator), ECATI, Universidade Lusófona de Humanidades e Tecnologias
  • José Rogado (COPELABS), ECATI, Universidade Lusófona de Humanidades e Tecnologias
  • Sara Henriques, ECATI, Universidade Lusófona de Humanidades e Tecnologias
  • Kathleen Tyner, University of Austin-Texas
  • Carlos Santos, Universidade de Aveiro
  • João Batista, Universidade de Aveiro
  • Luis Pedro, Universidade de Aveiro
  • Pedro Figueira Torres, SAPO-PT
Resultados de concurso de Bolsas de Investigação do Projeto

Project Website

ECFOLI – Eco for Life

ECFOLI is a Media Education and Information literacy project in the Mediterranean region. Youth and adults from Cyprus, Palestine, Marocco, Portugal and France will foster conflict resolution strategies through the lens of common cultural heritage.


ECFOLI is a Media Education and Information literacy project, developing between April 2015 and February 2017, which aims to empower youth in conflict local situations to be active citizens, responsible media consumers and media content creators in a participatory society. ECFOLI also aims to promote peace by implementing MIL through the lens of cultural heritage.

Other objectives of ECFOLI are: the creation of different and interacting media products which illustrate and bring alive common cultural heritages; the building of long-lasting friendship and true dialogue between communities; the fostering of conflict resolution strategies by taking ownership of their common culture heritage, brought alive in today’s digital world.

Team and partners:

  • Katherine Kotsireas, Orestis Tringides, Nathalie Konyalian (Cyprus Community Media Centre)
  • Bérangère Blondeau (Children & Youth Film Festival of Cyprus)
  • Osman Elkovan (Cyprus International University)
  • Divina Frau-Meigs (Université Sorbonne Nouvelle, France)
  • Khadija Ramram (Citizenship Forum, Morocco)
  • Bader Alhudhud (Partners for Sustainable Development, Palestine)
  • Ana Cunha (Lusófona University, Portugal)
  • Conceição Costa (Lusófona University, Portugal)
  • José Rogado (Lusófona University, Portugal)
  • Sara Henriques (Lusófona University, Portugal)
  • Tiago Loureiro (Lusófona University, Portugal)
  • Carla Sousa (Lusófona University)
Project Website

Delivering Repeated Health Messages through Digital Media to Increase Physical Activity in Dialysis Patients

This project builds on past research on redundant communication and tests how these principles work in physical activity messages delivered to dialysis patients in the US and Portugal.


This project builds on past research on redundant communication and tests how these principles work in physical activity messages delivered to dialysis patients in the US and Portugal.

We will use existing digital media materials from the Portugal team as the content for this intervention. To create the parallel content to deliver to the US audience, we will translate the Portugal digital materials into English and create videos. We will also create paper brochures for the English-speaking and Portuguese-speaking patients that contain similar content to the videos. After delivering repeated messages through digital media and paper brochures, we will assess the impact on health outcomes including increases in physical activity.

Principal Investigators:

  • Keri K. Stephens, PhD – Department of Communication Studies, UT Austin
  • Manuel José Damásio, PhD – School of Communication, Arts and Information Technologies, Lusophone University of Humanities and Technologies

Team Members:

  • Yaguang Zhu, doctoral student – Department of Communication Studies, UT Austin

Project Website soon

Improving Prenatal Health Communication: Engaging Men via e-Health

The purpose of this project is to develop an e-health intervention that could be used to engage men in issues around prenatal health.


Improving Prenatal Health Communication: Engaging Men via e-Health builds on pilot work conducted by members of this team, and it will involve:

  1. building a new e-health intervention specifically for men,
  2. evaluating the intervention qualitatively with a local U.S. sample and quantitatively with a nationally representative U.S. sample,
  3. evaluating the intervention in Portugal to enable cross-cultural comparisons of its utility. The entire team will be involved in the development and evaluation of the intervention, as well as efforts to disseminate findings.

Principal Investigators:

  • Michael Mackert, PhD – Department of Advertising, UT Austin; The University of Texas Health Science Center at Houston School of Public Health
  • Manuel José Damásio, PhD – School of Communication, Arts and Information Technologies, Lusophone University of Humanities and Technologies

Team members:

  • Erin Donovan, PhD – Department of Communication Studies, UT Austin
  • Alex Garcia, PhD, RN – School of Nursing, UT Austin
  • Aaron Rochlen, PhD – Department of Educational Psychology, UT Austin
  • Marie Guadagno, doctoral student – Department of Advertising, UT Austin
  • Allison Lazard, doctoral student – Department of Advertising, UT Austin
  • Amanda Mabry, doctoral student – Department of Advertising, UT Austin

Project Website soon

KINOEYES – The European Movie Masters

kinoeyes KEM is an original study programme that seeks to promote new teaching and learning opportunities for learners and teachers in the areas of fiction film making and creativity studies. This two year MA programme is a brand-new highly intensive fiction film making masters degree supported by ERASMUS+.


The programme takes the form of four semesters’ teaching, along with a summer school. The teaching is unique for a film making MA in that it is split between three different film schools in three different European states: Lusófona University in Lisbon, Portugal, Screen Academy Scotland in Edinburgh/ Napier University, UK, and the Baltic Film and Media School in Tallinn, Estonia. The teaching in each campus reflects the strengths of the staff and educational history of each school, so providing each specialist student with a choice of the best possible options for learning. Each school has a substantial track record teaching masters film-making courses.

Also unique is the programme’s focus on the feature film as the object of study and aspiration, rather than the short film, as in most other courses.

Students will be recruited in the following areas: Directing, screenwriting, producing, cinematography, editing and sound. Around half the teaching will be geared to each specialism, while the rest will consist of transferable skills in film making, creative practice, entrepreneurship and critical thinking – skills that are essential for all film students.

Students will form collaborative teams and work towards a funded graduation project. These final thesis films will be expected to perform at first-tier international film festivals. Teaching on the programme will be supplemented by a comprehensive course of professional practice preparation, involving industry professionals from all over Europe, including production and craft specialists, distributors, festival programmers, financiers, lawyers and casting directors.

Project Website

CIAKL II – Cinema and Industry Alliance for Knowledge and Learning


Research and business project by a cross-European network of schools and organizations focused on promoting entrepreneurship teaching and research and reinforcing the linkage between training and entrepreneurship and new businesses in the areas of the creative industries.


CIAKL II is a research and business project on entrepreneurship and innovation in the realm of film, media and arts training in Europe. The main objectives of this project are to reinforce entrepreneurship as a relevant subject in the domains of arts and media disciplines; to introduce the teaching of entrepreneurship at the higher education level, to bridge the gap between art’s skill sets and business skills sets, to create a cross European network of schools and organizations focused on promoting entrepreneurship teaching and research and in reinforcing the linkage between training and the promotion of new business and activities in the areas of the creative industries.

By focusing on film teaching and learning, the CIAKL II project seeks to address both schools and the film and media production industry in general identified need for the provision of training that introduces business and entrepreneurship oriented skills as a key part of training in this area. It also addresses the clear need for collaborative solutions that promote the matching between companies’ needs and student’s projects, through universities platforms and in a knowledge and competences transfer, hence bridging the gap between creative and innovative content and approaches being developed at schools and industrial project development practices.

The expected results of this project are an objective and measurable increase of the integration of academic and professional skills produced and empowered by a platform of innovative collaboration in the realm of film, media and arts training in Europe, an increase in teachers and staff mobility between consortium organizations, the production and dissemination of teaching materials on entrepreneurship and innovation between consortium members, the actual provision of b-learning based training and the design of dedicated curricula and content.

Project Website



Projeto de investigação financiado pela Fundação para a Ciência e Tecnologia (PTDC/CCI/70893/2006)


O projecto de investigação Mediacult-pt teve como objectivo central compreender e investigar a forma como a apropriação de ferramentas de comunicação mediadas por computador permitem potenciar o volume de capital social partilhado dentro de uma comunidade, permitindo novas e originais formas de inter-relação, aumentando o sentido de pertença à comunidade e o envolvimento activo e participativo dos seus membros em actividades internas. No sentido de alcançar o objectivo descrito, o projecto introduz três comunidades de análise, investigando as expectativas e usos que as mesmas fazem de ferramentas de comunicação on-line.

O desenho de investigação desenvolvido para o projecto perspectivou a análise do sentido de pertença à comunidade e do volume de capital social patenteado pela mesma, antes e após a introdução de uma ferramenta on-line construída com e para a comunidade, atendendo às suas necessidades e objectivos específicos, permitindo realizar uma comparação dos níveis de pertença de pertença à comunidade e do capital social partilhado pela mesma antes e depois do uso da ferramenta on-line.

Project Website