Seventh Framework Programme (FP7)- ICT Proposers’ day 2011- Budapest

Last week I was in Budapest,  in the event ICT Proposers’ day 2011 organized by the European Community. I had a number of meetings with Small and Medium enterprises (SMEs),  universities and National Contact Points (NCPs) that mainly helped me to understand the complexity of the FP7th.

The FP7, as you may know, is the latest research programme initiated in 2007 and ending in 2013, having a budget of over €50 billion to spend.  As I understand it, the FP7th framework has  the following objectives: cooperation, capacities, ideas and people.

The objective cooperation (€ 32,4 bn)  is meant to help researchers to build European leadership in ten key themes namely: Health, Food, Agriculture and fisheries, and biotechnology; Information and Communication technologies; Nanosciences, nanotechnologies, materials and new production technologies: Energy; Environment; Transport; Socio-economic sciences and humanities; Space and Security. The Information and Communication Technologies (ICT) element is the largest theme having a budget of €9, 1bn. Capacities (€4.1bn)aims at building world class infrastructure for European researchers. Ideas (€4.5 bn) is  an autonomous Europoean Research Council destined to reinforce European science and People (4,7 bn) has the objective to strengthen the human potential of Europe research.

Each objective has specific programmes. The programme which interests me is ICT, which is by the way, the largest with a budget of €9.1bn. Within the programme (also called theme) the calls 8 and 9 are the ones I am keeping an eye open. The call 8  and 9 are within the ICT challenge 8, also called ICT for Learning and Acces to Cultural Resources.

If you are interested in call 8, please contact me with your project idea!




Doctoral Course Interaction Design, Multimodality and Learning

Last week we, Staffan Selander and I had the examination of the course where  7 course participants presented their essays.

Here is the course description. Staffan and I intend to give the course next spring term 2012.

Interaction Design, Multimodality and Learning – Ph D Course- Spring 2011


The goal of the course is for participants to discuss and reflect on the concept of learning from the perspectives of Interaction Design, the social semiotic approach to communication also called “Multimodality” and Didactic Design respectively. The reason behind the need to unpack the concept of learning from these perspectives is in part related to the ongoing debate on how “new media” (i.e. mobile social media, Web 2.0 technologies etc.) is transforming learning and the social relationships to learning.

The course seeks to discuss questions such as: How is new media changing our ways to learn? How is learning seen today? What is new about the new media? What are the relationships between interaction design and new media for learning?

The course is addressed to Ph D students and post-doc fellows who are working in the research field of Technology-Enhanced Learning (TEL), especially with design and didactic design of resources and environments for learning.

The course is organized into three main blocks namely; interaction design practice and theory (block 1), multimodality understood as a social semiotic approach to contemporary communication (block 2) and the didactic design perspective applied in learning environments (block 3).

Teaching activities

The course consists of four lectures, three literature seminars and two workshops.

The goal of the lectures is to present main theoretical concepts, methods and examples in each one of the topics of the course. The objective of the literature seminars is to discuss course participants’ specific research cases in relation to the course literature. The workshops aim at discussing and examining course participants’ ongoing research work.


The examination consists of writing an academic essay. The essay should articulate a specific research situation with one of the theoretical perspectives discussed during the course.

The length of the essay should not be more than 10 pages. The essay should include 8 scientific references at least.



Course responsible

Associate professor Teresa Cerratto-Pargman, DSV/SU and Professor Staffan Selander, DOPA/SU.

Course schedule 2011

February 17. Introduction to the course by T. C-Pargman and S. Selander. at 13.00 15.00. Stockholm University, Frescati.

February 25. Interaction Design by J. Löwgren – Room 6405 DSV- Kista. Floor 6th Lift C

Seminar session from 10.00-12.00

Literature seminar from 13.00-15.00

Course literature to read before the seminar:

• Löwgren, J. (2007). Interaction design, research practices and design research on the digital materials. In S. Ilstedt Hjelm, Under Ytan: om designforskning. Raster Förlag, Stockholm May 2007.

• Löwgren, J., Stolterman, E. (2004). Thoughtful interaction design: A design perspective on information technology. Cambridge, Mass.: MIT Press.
First published in Swedish in 1998 with second edition in 2004 as Design av informationsteknik: Materialet utan egenskaper, Studentlitteratur, Lund. Chapters 2, 3, 4, 5 och 7.

• Jewitt, C. (2006). Technology, literacy and learning. A multimodal approach. London: Routledge. Chapter 4 (pp 53-76) and 7 (pp 138-161). [Will be handed out during the intro Feb. 17th]

March 2011

March, 7. Multimodality by G. Kress – Room 6405 DSV- Kista. Floor 6th Lift C

Seminar session from 10.00-12.00

Literature seminar from 13.00-15.00

Course literature to read before the seminar:

• Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication. London: Routledge.

March 22.       Design for learning by S. Selander. Stockholm University,Frescati.

Seminar session from 10.00-12.00

Literature seminar from 13.00-15.00

Course literature to read before the seminar:

• Selander, S. & Kress, G. ( 2010). Design för lärande – ett multimodalt perspektiv. Norstedts.

• Selander, S. & Svärdemo – Åberg, E. (red; 2009). Didaktisk design i digital miljö. Stockholm: Liber. Kapitel 10, 11, 12, 13.

For English speakers:

• Selander, S. (2008). Designs for learning – a theoretical perspective. Designs for Learning. 1(1) 2008.

• Selander, S. (2008). Socio-cultural theories as ideology? The need for a design-theoretic, multimodal approach to learning. Medien Journal 1(32) 2008.

• Selander, S. (2008). Designs for learning and ludic engagement. Digital Creativity 3(19) 2008.

March 28 Workshop. Starting at 13.00-15.00. Room 6405 DSV- Kista. Floor 6th Lift C

Discussions about contradictions, unsolved problems and methodological issues not yet discussed. Talk about the examination (afternoon session).

Course literature to read before the seminar:

Leeuwen, T. van (2006). Introducing social semiotics. London: Routledge.  Chapter 1, 2, 3, 4, 8, 10, 11.

April 2011

April 12          Preliminary deadline for the written essay.

May 5 Workshop examination and group discussion of papers. Stockholm. 13-16. Room 6405 DSV- Kista. Floor 6th Lift C.


The course is organized by the Department of Computer and Systems Sciences (DSV) and the Pedagogy and Didactic Institution (DOPA), Stockholm University.

Contact person is Teresa C-Pargman


The course is funded by the research network “Learning ecosystems and activities of the future”(LEAF) financed by NordForsk,