Against the backdrop of a growing backlash on digital media, around their ‘addictiveness’, concentration of economic power and misfeasance in political processes, users make situated combinations of use and non-use, with different motivations and means. This proposal aims to conduct comparative research on disconnection from digital technologies, focusing on qualitative studies with individuals who disconnect, through interviews in their contexts. For such end, we seek to replicate in Portugal a two-part study conducted in Norway: (1) on participants in organized detox activities (‘no wifi’ touristic venues and programmes), with participant observation to 60 participants and 20 interviews; (2) to young people, of high school age, on their digital media use and disconnection experiences in relation to their social background, with 20 interviews.
Distance learning training for secondary education teachers: using visual thinking as a method to teach digital skills to students with ASD
ASDigital
2020-1-PT01-KA226-SCH-094961
Erasmus +
2021-05-01
2023-10-30
Past
The recent COVID-19 pandemic has resulted in schools closing all across the globe, leaving over 1.2 billion children in 186 countries out of the classroom. As a result, education has seen a dramatic change, with the rise of e-learning, and teaching taking place remotely and on digital platforms. Meaning that teachers have dramatically changed their learning and working materials to digitised options. Many teachers who have never had such experience before, and who have not received sufficient training on how to deal with such a crisis in pre-service and in-service training processes, were caught unprepared for this process. Additionally, recent research suggests that online learning has been shown to increase retention of information, (Zeglen & Rosendale, 2018) and take less time, meaning the changes caused by the pandemic might be here to stay. However, with this sudden shift away from the classroom in many parts of the globe, it became clear that there is a lack of proper teacher training in online learning as only 20% of the countries in Europe provide training on distance education to teachers. In fact, the partnership during the preparation of this proposal conducted a needs analysis of teachers and one of the biggest concerns appeared to be the sudden shift to online training and their lack of training and experience in that matter. This also aligns with the increasing need for the acquisition of digital skills for high-school students, as they are an important part of life not only for their university life but also for employment later on. More and more workplaces worldwide, require digital skills. In most developed countries, digital skills have become almost necessary for employment. Around 90% of jobs in the EU require at least some level of digital skills, rising to 98% for managerial positions (European Commission, 2017). However, despite the growing evidence of the need to include digital skills in education as a core competency, very few countries include digital skills in school curricula (European Commission, 2017).
Moreover, despite the importance of digital skills nowadays, 80 million Europeans are digitally excluded. Digital exclusion, according to European Commission, is part of the overall challenge of exclusion, a widespread and growing phenomenon that takes its toll in life paths like poor lifelong earnings and an increased risk of marginalization. There are many people currently excluded for reasons of low income and education, location, culture, or various disabilities, such as autism. Autism Spectrum Disorder (ASD) is a disorder that affects every individual to a different degree. It is a lifelong complex developmental disorder, characterized by impairments in social communication, social interaction, and social imagination (Wing & Gould, 1979). Representing an estimated 7 million people, ASD is labelled as the fastest-growing disorder with an annual growth rate of 10-17%, according to the Autism Society.
Therefore, in an attempt to minimise the digital exclusion of students with autism while at the same time, contribute to the professional development of secondary-school teachers, so that they are well-equipped to cope with the sudden shift in education due to the COVID breakout, ASDigital aims to:
- Develop an e-course with educational materials, a serious game, and visual thinking video tutorials (specially designed for students with ASD) to train them on the basic digital skills they are going to need when they graduate from school; - To deliver a training course to directly train secondary-school teachers on online learning, a skill necessary for their professional development.
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The DOC NOMADS Erasmus Mundus Joint Master Degree (EMJMD) in Documentary Filmmaking is a two-year, full time, European graduate program (120 ECTS) open to the world and delivered by a consortium of three universities in Portugal, Hungary and Belgium.
The entire DocNomads programme was assessed by an external international panel in 2019 and found compliant with all the standards and sub-standards of the ‘European Approach for External Quality Assurance of Joint Programmes’ framework.
DocNomads is the first joint master in Europe in the field of FILM that was granted the right to use the Erasmus Mundus brand name and the grant support of the European Commission for the first five editions. This backing was granted again for the course editions in the period of 2020-2025.
In each edition, about twenty-four students from all around the world follow a mobility track from Lisbon to Brussels, via Budapest. In doing so, students are immersed within different cultural environments, learning how to make use of their abilities outside their usual social contexts.
Taught entirely in English and taking a practical approach, DOC NOMADS’ unique curriculum and supportive faculty aims at expanding students' skills and creativity, while providing an integrated training that combines a focus on the arts with contemporary practices in film production.
Directing is essentially learnt through making films out in the real world. Students are asked to confront the aesthetic and practical challenges generated by the actual process of filmmaking and in doing so develop their critical thinking skill; gain autonomy in multifarious disciplines; and build – throughout the course – their own repertoire of formal approaches.
Upon completion of the program, degree holders will be prepared and qualified to enter a professional life in the craft of documentary filmmaking – as directors, as producers, as independent artists.
As an Erasmus Mundus Program, DOC NOMADS offers two-year scholarships to some of the selected European and non-European students.
DOC NOMADS Master Course is sponsored and supervised by the EACEA - European Education and Culture Executive Agency of the European Commission.
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The project aims to provide higher education students with a strong theoretical foundation and practical examples to better understand manipulation techniques in digital environments. It also seeks to strengthen the ability of students and academic staff to identify and respond to misleading and harmful content, contributing to their personal development and to the well-being of society. The project also supports the development of innovative training programmes for academic staff, which can be integrated into teaching practices, as well as practical activities that equip students with skills to produce content that counters false information and manipulative narratives. By promoting digital readiness, resilience, and responsible online participation, TruthShield aims to empower its target audiences to navigate digital environments safely, while addressing manipulative practices that may incite ethnic or cultural hostility.
Empowered Participation through Ideating Cultural Worlds and Environments
EPIC-WE
101095058
Horizon Europe
2023-02-28
2026-02-27
Past
EPIC-WE is a Horizon Europe-funded project aiming to empower young people to participate in shaping European Culture and their own future by ‘imagining, creating and exchanging cultural values and heritage through game-making’. It focuses on exploring and developing new models for cultural collaboration, empowered participation, cultural processes and design kits for games through and for culture which can help establish culture hubs across Europe.
The project aims to increase civic and democratic engagement by equipping citizens with media literacy skills to build resilience to disinformation with a strong focus on transnational civil society strengthening. The long-term impact is that citizens, particularly those belonging to vulnerable groups, are empowered and increasingly engaged and participate in civic and democratic life.
Objective 1: Build media literacy skills of citizens to take action against disinformation through training and awareness-raising events across Europe.
Outputs: inclusive on- and offline capacity building events targeting 431 vulnerable citizens, covering media literacy, digital activism (campaigning, narratives).
Result: Citizens (specifically vulnerable groups) have improved media literacy skills, knowledge, and awareness of tactics to take action against disinformation.
Objective 2: Strengthen and grow our transnational network of civic activists across Europe to promote civic engagement initiatives at the local level.
Outputs: transnational events targeting 55 civic activists through training of trainers, mutual learning and capacity building workshops, covering tools to combat disinformation and exclusion.
Result: A transnational network of civic activists across Europe is strengthened and increased, with improved knowledge, exchange and network opportunities in support of civic engagement.
Objective 3: Increase the collaboration of citizens to build resilience to disinformation and promote civic engagement. Outputs: mini-projects or so-called citizen-led Local Action Plans (campaigns, debates, etc.) and an international conference that will bring together key stakeholders for cooperation and connection, targeting 601 direct participants, and over 1.000 indirect participants. Result: Collaboration is increased amongst citizens to build resilience to disinformation and promote civic engagement.
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emSHM-DM: Towards a European Master in Structural Health Monitoring of Civil Infrastructure
emSHM-DM
101177357
2024-09-30
2025-12-30
Past
Civil infrastructure, like bridges, roads, and ports plays a crucial role in modern societies. The safest, most economical, and resilient infrastructure is the one that is well managed and maintained. Structural health monitoring (SHM) has been a promising tool to (i) support the condition assessment, (ii) reduce uncertainty in the planning and designing of maintenance activities, (iii) increase the performance and safety of operation, and (iv) determine in time when and how to perform climate change adaptation of infrastructure. emSHM-DM project pilots the first European master program in SHM oriented towards civil infrastructure. As a 2-year joint master’s degree with 120 ECTS over four semesters, it will train the next generation of structural engineers suitable to support the design, maintenance, and management of infrastructure. The Consortium is composed of four European institutions: Lusófona University – COFAC (Portugal), University of Twente (Netherlands), Universitat Politècnica de Catalunya (Spain), and Silesian University of Technology (Poland). The study plan will be organized into focus areas, like structural analysis, structural design, sensing technology, data science and artificial intelligence, digital twins, and resilience. The graduates will benefit from extensive international collaboration and training opportunities, preparing them to pursue an academic or professional career. The emSHM-DM project will support the organization of remote and in-person meetings, workshop, stakeholder engagement sessions, summer courses, and guest lectures to design a fully integrated curriculum and output multiple partnership and student agreements regarding the master program. This project will increase the European competitiveness in engineering and asset management, support the digital transition, and contribute to achieving the goals of the European Green Deal by fostering the sustainability of built environment through climate change adaptation.
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Enhancing participatory and innovative local development processes
PROMEnhance
KA220-HED-53FF4513
Erasmus +
2022-10-01
2024-12-31
Past
PROMEhnance aims to contribute to the professionalisation, at EU level, of participatory and innovative local development processes. In order to achieve this, the project (SO1) collects evidence of existing and most recent developments on the topic (SO2) defines emerging competence needs and develops a reference competence framework, (SO3) designs and concept-tests a modular curriculum prototype and (SO4) offers learning opportunities and a transnational professional learning community.
By creating a synergic cooperation between HEIs and Civil Society Organisations (CSOs) supporting and collaborating with local public authorities in 5 countries PROMEnhance will promote: a) exchange practices, knowledge and values; b) foster the development of social and intercultural competences and to create a transnational common ground, based on principles of sharing, unity, diversity and solidarity, and c) raise awareness on EU common values and scale up good practices of civic engagement and participation. In particular, the project promotes a long term relationship among HEIs encouraging their cooperation with local authorities and CSOs in view of enhancing social and economic innovation. Transnational learning paths will allow the consolidation of collaboration among research and teaching teams, and authentic intercultural learning experiences for students. The project will also enhance the capacity of HEIs to develop their “third mission” activities locally but within a transnational cooperation framework.
Also, PROMEnhance contributes to the priority of promoting inter-connected higher education systems, as 3 HEIs (+2 HEIs associates) of 5 EU countries will be closely collaborating to analyse practices, to develop and structure new training offers for their curricula. This close collaboration covers both the field of research and training and it will improve and strengthen the relations between the educational institutions involved, resulting in the creation of research and training partnership and exchanges which will benefit the quality of the research and training outputs of each partner involved that will continue even after the project ends.
In addition, stimulating innovative learning and teaching practices is one of the specific priorities to which this project responds (SO3, SO4). Competences and profiles for innovative local development will be identified in order to develop new specific and innovative learning and teaching practices and to include new and (very needed) profiles within academic offer. Furthermore, collecting and analysing evidence of existing and most recent developments on the topic will reinforce the interaction between research and innovation projects and policymakers promoting the development of new methodologies/practices in teaching and learning. Innovation in contents (responding to the identified competence needs) is linked with innovative learning strategies of a practical, project-based and context related nature, involving future and present employers of the students belonging to the relevant target groups. Theory and practice will not be organised in two successive phases, but integrated into jointly developed learning projects in which local authorities and CSOs will play an active co-design role. Intercultural competences development will be integrated in the transnational virtual student exchange that will constitute a significant part of every learning path proposed.
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Three dimensional motion analysis for monitoring of rehabilitation and high performance training of the equine athlete.
The aims of his project is validate several rehabilitation techniques for horses through the kinematic three – dimensional analysis of their locomotion with the vicon system.
The population of this study are horses with previous clinical diagnosis that are admitted on rehabilitation center, and a specific protocol for musculoskeletal pathologies diagnosed is applied to them.
Biomechanical evaluation is performed prior to initiating the protocols, throughout its execution and at the end of it.
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Establishment of safety properties and clinical efficacy of rosmarinic acid in Quality by design (QbD) -optimized dermocosmetic formulations
No Acronym
2019-12-01
2020-05-31
Past
The project was based on the application of the concepts of quality by design (QbD) and process analytical technology (PAT – Process Analytical Technology) to evaluate critical quality parameters and develop an optimized cosmetic formulation with rosmarinic acid. The formulations were developed using a factorial experimental design (DoE – Design of Experiments), characterized physically and physicochemically and evaluated for in vitro antioxidant activity and in vitro photoprotective efficacy, as well as for photostability. The formulations were also characterized for their photoprotective efficacy in vivo, as well as evaluated for their safety.
