Stefania Savva

• PhD in Museum Gallery and Heritage Studies - Director of Research
• Director of Research - Head of Higher Education Unit at Synthesis Center for Research and Education

Today’s emerging technological achievements seem to be moving towards the realization of ubiquitous learning as described by Mark Weiser. Nevertheless ubiquitous learning does not exist as preconceived or ‘a priori’; the possibilities offered by such learning can only happen if breakthrough strategies and practices are implemented to recapture and...

In the context of the WESTEM project, we developed this cross-country report aiming to provide with the overarching picture of the project lifecycle since it especially relates to project result 3 which runs through the 24 months of implementation of the project. The cross-country report derives from the 5 country reports developed by the partner o...

Promoting Inclusive Employment in the GLAM Sector through Open Innovation (INCLUDED), is a 24-month project co-funded by the Erasmus+ Programme of the European Union (EU), with 6 partner countries from Austria, Cyprus, Greece, Italy and Lithuania. The comprehensive/comparative report includes a summary of all data collected from the national repor...

This presentation discusses the nature and affordances of the post digital era we are living in, following the effect of COVID and the implications on the future of culture, through the lens of multiliteracies.

Part of the Teseo project (https://www.teseoproject.eu/), this presentation focusses on the concept of territorial marketing and how its connected with cultural heritage for innovation.

The 2-year (11/2018-10/2020) MAS project opens up museum-multiliteracies, virtual museums, and novel interdisciplinary pedagogical scenarios as part of sustainable and inclusive museum-school partnerships. This presentation provides an overview of the project and delves into the narratives from the students' experiences from participation and int...

In 2020, the coronavirus outbreak and the second wave that followed this outbreak compelled Higher Education (HE) institutions worldwide to cancel campus-based teaching and conduct a variety of lessons remotely. This transition was implemented in a short period because it was deemed necessary to maintain continuity of teaching and learning provisio...

This toolkit provides a collection of embedded-learning and design-based learning activities and resources. It is based on a pedagogical framework informed by the European Entrepreneurship Competence Framework (EntreComp) for entrepreneurship education and developed specifically by the Creation team. CREATION (Cultural and Arts Entrepreneurship in...

In early 2020, the coronavirus outbreak compelled Higher Education (HE) institutions worldwide to cancel campus-based teaching and conduct a variety of lessons remotely. This transition was implemented in a short period because it was deemed necessary to maintain continuity of teaching and learning provision. Even in ordinary times, i.e. in periods...

This presentation was presented during the closing MAS research project symposium and provided insights on the findings of the funded postdoctoral project: "Museum Affinity Spaces (MAS): Re-imagining Museum-School Partnerships for the 21st century through a Multiliteracies Lens". MAS is a project funded by the Research and Innovation Foundation in...

Despite the recognition that cultural and creative industries can foster significant economic potential and are one of Europe's most dynamic sectors, contributing to the creation of millions of jobs across the European Union, there is a noticeable lack of cultural and arts entrepreneurship programmes of study. The project CREATION (Cultural and Art...

Europe faces various challenges towards sustainable development. The influx of refugees, youth and gender unemployment, frequent global health threats, spiraling conflict, cultural intolerance, socially marginalized groups, and others are some of the diverse and large-scale social challenges that cannot be ignored. Such reality requires innovative...

The ECAS framework seeks to transform social design theory and practice through an emergent instructional paradigm of heritage-led, local learning ecosystem approaches, to leverage on diverse assets of people in community settings. This includes the cultural, social, sexual and religious diversity of locals. Such reconfiguration of design for socia...

Η έρευνα αυτή στόχο έχει να διερευνηθεί η προοπτική ενός νέου θεωρητικού πλαισίου για τα ψηφιακά/εικονικά μουσειακά περιβάλλοντα (VLEs), που θα λειτουργούν ως πλατφόρμες για την ανάπτυξη και την αξιολόγηση της συμμετοχής των μαθητών σε εμπειρίες μουσειακών πολυγραμματισμών. Το ενδιαφέρον εστιάζεται ακόμη στο πώς διαμορφώνονται οι εμπειρίες ροής των...

Social innovation is not a new fact, but it has grown in importance over the last years as a driver for social change [1]. Although there is no universal definition of it, one widely-used is ‘ideas that are social in their ends and in their means’ [2] and concerns the process of developing and deploying new solutions to often systemic and complex s...

With contributions from four continents, this volume reveals a ‘snapshot’ of some of our best thinking for building new education futures. Diverse experiences, visions, and ideas are shared to help spark new thinking among educators and policymakers, provoke conversation, and facilitate new ideas for meeting human development needs in a rapidly tra...

INTRODUCTION: The ECAS (Entrepreneurial Cultural Affinity Spaces) framework seeks to transform social design theory and practice, through an emergent instructional paradigm of heritage-led, local learning ecosystem approaches, to leverage on diverse assets of people in community settings.OBJECTIVES: This paper addresses the theoretical backdrop of...

This chapter is a discursive response to the discussions and ideas proposed by Cristóbal Cobo, in Knowmad Society (2013), in an attempt to address the “skills and competencies for knowmadic workers.” Cobo (2013, p.59), seeks to “explore and outline, the conditions required to foster critical skills, such as problem-solving, reflection, creativity, c...

The transition from ambiguous and unclear areas of academic enquiry towards well-defined knowledge boundaries confronts design for social change. Research relevant to the epistemological dimensions of the related academic discipline is limited. Identification of Threshold Concepts (TCs) unique to this academic area can help define appropriate knowl...

Developing “multiliteracy” skills and engaging in multimodal learning have been recognized among educational researchers and in the literature as very important in the Information Age. Nevertheless, for such learning to be meaningful, it requires the reconceptualization of delivery strategies and assessment of multimodally mediated experiences. The...

While there are a few Europe-wide Higher Education courses and/or programmes of study in social design and innovation at national levels, efforts to upscale them to a wider cross-national audience are lagging behind. If we are to develop a disciplinary benchmark that transcends national borders and achieves a wider consensus on the disciplinary bou...

While there are a few Europe-wide Higher Education courses and/or programmes of study in social design and innovation at national levels, efforts to upscale them to a wider cross-national audience are lagging behind. If we are to develop a disciplinary benchmark that transcends national boundaries and achieve a wider consensus on the disciplinary b...

This paper investigates the perceptions about creativity and Social Networking Sites (SNS) among undergraduate design students. This is an under-researched area, and the use of phenomenography to examine this topic was deemed appropriate due to the objective of the study, which is to unpack the spectrum of views (referential aspects) and the respec...

This chapter aims to present an instructional approach for undertaking museum-school partnerships in the 21st century in response to the increasingly multimodally-mediated world we are living in. Employing a Design-Based Research (DBR) approach, this chapter presents the design, implementation and evaluation of a museum-school partnership that unfo...

The present chapter introduces a post-doctoral project which involves the design, implementation and evaluation of an online continuing professional development program, adhering to a multimodal literacy teaching paradigm, in order to accommodate for inclusive education. The proposed research is based on the development of Multiliteracies Affinity...

The chapter introduces a post-doctoral project which involves the design, implementation, and evaluation of an online continuing professional development program, adhering to a multimodal literacy teaching paradigm, in order to accommodate for inclusive education. The proposed research is based on the development of multiliteracies affinity practic...

Europe is confronted with a variety of social challenges such as climate change, influx of refugees, ageing populations, wealth disparities, unemployment, cultural intolerance and many more. However, demand for the graduate skills and competencies that foster design for social change and innovation outstrips supply. To a large extent this has to do...

Currently, evolving ways of communication, interpretation and creation of meaning are challenging the ways people view themselves and the world, altering their learning demands and needs. Closely related to this process of change is the need to re-conceptualize schooling. Working within these realizations, the theories of affinity spaces and multil...

This doctoral thesis has two aims equally significant: firstly to explore the potential of an instructional approach for developing museum-school partnerships that would empower the multiliteracies experiences of diverse students; second to reveal the fine details of the performances deriving from these experiences. The focus is on the experiences...

The widespread use of iPads in higher education brings to the forefront questions about the contribution of these computer tablets towards teaching and learning. However, there is a noticeable gap in research on the educational potential of iPads in higher education. This article describes the second stage of a research project on the use of iPads...

The widespread use of iPads in higher education brings to the forefront questions about the contribution of these computer tablets towards teaching and learning. However, there is a noticeable gap in research on the educational potential of iPads in higher education. This article describes the second stage of a research project on the use of iPads...

The widespread use of iPads in higher education brings to the forefront questions about the contribution of these computer tablets towards teaching and learning. However, there is a noticeable gap in research on the educational potential of iPads in higher education. This article describes the second stage of a research project on the use of iPads...

Although a substantial amount of learning takes place in situ and outside the boundaries of formal education, not much is known about how graphic design graduates engage with sources of Informal Learning (IL). Yet, an understanding of how this takes place is of significance, because it can inform the related disciplines about the competencies that...

This paper compares the perceptions of art and design students and faculty of the instructional value of iPads. More specifically, this paper draws from the main conclusions of two previous studies to compare the views of the two stakeholders, using as a framework of comparison the Rieber and Welliver (1995) five-step hierarchical model of technolo...

The increasingly widespread use of iPad s in higher education ( HE ) brings to the forefront questions about the contribution of these computer tablets towards teaching and learning. However, there is a noticeable gap of research on the instructional potential of iPad s in HE . This paper describes the first stage of a research project on the use o...

Today’s emerging technological achievements seem to be moving towards the realization of ubiquitous learning as described by Weiser (1991). Nevertheless, ubiquitous learning is not preconceived or a priori; the number of possibilities offered by such learning can only happen through strategies and practices that re-conceptualize the content, proces...

Today’s emerging technological achievements seem to be moving towards the realization of ubiquitous learning as described by Weiser (1991). Nevertheless, ubiquitous learning is not preconceived or a priori; the number of possibilities offered by such learning can only happen through strategies and practices that re-conceptualize the content, proces...

Abstract: Currently, dramatic changes take place in terms of rapidly emerging modes of communication, technologies, increased cultural diversity, evolving workplaces cultures, new challenges for equitable education and the varying and changing identities of students everywhere. Bearing this in mind, this paper argues of the need for museums to resp...