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Collated articles relevant to Aqua-tnet, the EU Erasmus Lifelong Learning Thematic Network for Aquaculture, Fisheries and Aquatic Resources Management (www.aquatnet.com)
Curated by John Bostock
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Farmed in the EU - School Project - Learning about European Aquaculture - European Commission

Farmed in the EU - School Project - Learning about European Aquaculture - European Commission | Aqua-tnet | Scoop.it

It may be the fastest growing sector in food production worldwide, but aquaculture, or fish farming, remains surprisingly unknown to many outside of the industry.

The “Farmed in the EU” school project has been designed to raise awareness of the aquaculture sector among Europe’s teenagers (12-18 years old). The project will bring students closer to fish farming and find out how it affects their local community. They will explore its role in food production and in preserving the environment. And they'll discover the different business and career opportunities aquaculture offers.

There is plenty of scope for student research and discovery of the different marine and freshwater fish, molluscs, crustaceans and algae which are produced and the different traditional and more modern production methods used.

The project is currently being piloted in 20 schools across 10 EU countries (Czech Republic, France, Germany, Greece, Hungary, Ireland, Italy, Poland, Spain, and the United Kingdom).

It’s back to school for aquaculture producers

A key part of the project is an on-site visit by a local fish farmer, providing students with the opportunity to talk to an expert, to build on their own research, and to take part in a fun and interactive visitor session.

A project kit has been designed for teachers to give you everything you need to help them plan and run the project, from the first lesson, through the visit, to the follow up activities which can focus on anything from Nutrition & Cooking, Science & Technology, or Communication and Arts.

John Bostock's insight:

Let's hope school teachers have the time and freedom to pick up this resource and find aquaculture producers ready to engage..

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LINQ 2015 Calls are published! | LINQ 2014 - Learning Innovations and Quality

LINQ 2015 Calls are published! | LINQ 2014 - Learning Innovations and Quality | Aqua-tnet | Scoop.it

LINQ 2015 has published its Calls! The motto of the international LINQ Conference 2015 is: “The Need for Change in Education: Openness as Default?” Continuing the successful series of conferences from 2013 in Rome and 2014 in Crete, LINQ returns to its birthplace in Brussels to discuss the place of open education and research in contemporary society. From 12 to 13 May 2015, LINQ will convene international learning experts and practitioners from all educational sectors. Interested parties are invited to submit research papers, project overviews, and workshop proposals on the following themes by 4 February, 2015:

- Vision and needs for change in education through open learning worldwide
- Strategies and implementations of openness in learning processes
- Global aspects of high-quality open education
- Quality indicators and methods to describe, measure and evaluate quality for open education, OER and MOOCs
- Conceptual contributions on new and innovative quality models, methodologies, standards and approaches for open education and e-learning
- Practical experiences and reports with implementations of quality approaches for open education
- Competences required by institutions as well as by learners for designing, practicing and improving the quality of open learning
- Methodologies for and experience of increased recognition of open learning in formal, non-formal and informal learning, education and training
- Certification of open education and e-learning in institutions, programs & courses
- Integrated innovation and quality approaches for opening up education
International, national and regional quality projects related to the themes of the conference

John Bostock's insight:

Here are the key details for this major 2015 European conference for education professionals

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European Journal of Open, Distance and E-Learning: Accreditation of MOOCs

European Journal of Open, Distance and E-Learning: Accreditation of MOOCs | Aqua-tnet | Scoop.it

Article by David Pundak, Nissim Sabag and Elena Trotskovsky:


Higher education institutions face conflicting challenges; they must equip students with up‑to‑date knowledge in fields in which knowledge is constantly being renewed, while they also need to guide students to examine reality through broad-based observation and consider different scientific disciplines. They operate within different constrictions such as: learning program boundaries, budgetary constrictions, and lack of accessibility to experts in different areas, and the range of courses offered to students is limited. To cope with these constrictions, Ort Braude Academic College of Engineering opened an experimental program. As part of this program, students were allowed to study MOOC courses under the college’s supervision, and were eligible for accreditation if they completed the courses successfully. Only 15 out of the 600 students offered the program, registered for these courses. Only seven were accepted for the program. This paper describes the background for the college’s decision, the registration process and supervision of students, detailing students’ challenges and achievements in the MOOC courses. Students who completed the MOOC courses reported that they enjoyed meaningful learning, requiring serious efforts in comparison to the courses that the MOOC courses replaced. Given this positive feedback by the students, it was decided to continue with the experiment.

John Bostock's insight:

A very interesting article on integrating MOOCs into traditional higher education programmes and the approaches and challenges involved.

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Juan Pedro Balibrea's curator insight, November 30, 9:23 AM

Instituciones de educación superior se enfrentan a desafíos en conflicto; tienen que equipar a los estudiantes con el conocimiento actualizado en campos en los que se renueva constantemente el conocimiento, mientras que también tienen que guiar a los estudiantes a examinar la realidad a través de la observación de base amplia y considerar las diferentes disciplinas científicas. Operan en diferentes constricciones tales como: los límites del programa de aprendizaje, constricciones presupuestarias, y la falta de accesibilidad a los expertos en diferentes áreas, y la gama de cursos que se ofrecen a los estudiantes es limitada. Para hacer frente a estas constricciones, Ort Braude Colegio Académico de Ingeniería abrió un programa experimental. Como parte de este programa, los estudiantes se les permitía estudiar cursos MOOC bajo la supervisión de la universidad, y fueron elegibles para la acreditación si se completaron los cursos con éxito. Sólo 15 de los 600 estudiantes ofrecieron el programa, registrada para estos cursos. Sólo siete fueron aceptados para el programa. En este trabajo se describen los antecedentes de la decisión de la universidad, el proceso de registro y supervisión de los estudiantes, que detalla los retos y logros de los estudiantes en los cursos MOOC. Los estudiantes que completaron los cursos MOOC reconocen que les gusta el aprendizaje significativo, que requiere esfuerzos serios en comparación a los cursos que los cursos MOOC reemplazados. Teniendo en cuenta esta retroalimentación positiva por los alumnos, se decidió continuar con el experimento

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Innovating Pedagogy 2014 | Open University Innovations Report #3

Innovating Pedagogy 2014 | Open University Innovations Report #3 | Aqua-tnet | Scoop.it

The series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.

 

This third report proposes ten innovations that are already in currency but have not yet had a profound influence on education.  


Via QLET
John Bostock's insight:

An easy-to-read summary of this year's top ten pedagogy innovations!

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Workshop: Innovative Use of Video in Higher Education

Workshop: Innovative Use of Video in Higher Education | Aqua-tnet | Scoop.it

Video is everywhere today: it has entered our lives, transforming the way we live, work, learn, communicate and play. In education, video can be found at the heart and the helm of some of the most innovative trends in higher education: to achieve deeper learning during face-to-face time, as primary part of content in distance and blended learning situations, especially in MOOCs. This one day workshop aims to bring together some of the most innovative practitioners involved in providing video services in European Higher Education Institutions to discuss and exchange experiences, to highlight collective challenges and to explore opportunities for collaboration. It builds on the successful workshops held on lecture capture in Leuven in 2012 and 2013 prior to the Media & Learning Conference.

 

This full day pre-conference event is organised by the Media & Learning Association SIG on Video in Higher Education in association with the new SIG Media & Education from SURFnet in the Netherlands which brings together the previous work of the WEBstroom and Weblectures SIGs.

 

Location: Ministry of Education and Training, Brussels
19 November 2014, 10:00 - 17:15

Cost: €75 + VAT

John Bostock's insight:

A few places left at this workshop for anyone able to attend next week.

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IRRODL Vol 15, No 5 (2014) - Special Issue: Research into Massive Open Online Courses

IRRODL Vol 15, No 5 (2014) - Special Issue: Research into Massive Open Online Courses | Aqua-tnet | Scoop.it

Vol 15, No 5 (2014)

Special Issue: Research into Massive Open Online Courses
Guest Editor: George Siemens 


Via Andreas Link
John Bostock's insight:

This looks a very interesting set of papers for all keen followers of MOOC trends and developments.

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Isabellefr10's curator insight, October 30, 7:44 PM

hummmmmmmmmm!

Kiruthika Ragupathi's curator insight, November 4, 7:04 PM

This special issue reflects the research questions and methodologies deployed by MOOC researchers over the past year and represents the current front line evaluation of how open online courses are impacting education.

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Generic skills needs for graduate employment in the aquaculture, fisheries and related sectors in Europe - Online First - Springer

Generic skills needs for graduate employment in the aquaculture, fisheries and related sectors in Europe - Online First - Springer | Aqua-tnet | Scoop.it

There is an increasing demand for highly skilled workers in all advanced industrialised economies. Although most jobs require occupation-specific skills to carry them out, it is widely recognised that generic skills are ever more needed by job seekers, to increase job opportunities and maintain employability; this applies to all sectors of the economy, from selling cars to undertaking marine research. Several recent European Union strategy documents emphasise the importance of generic skills. However, the apparent mismatch between the skills sets that employers seek and that job seekers offer remains a major challenge. This paper focuses on perceptions of and attitudes to generic skills training for university graduates intending to gain employment in aquaculture, fisheries or other marine sectors and presents the results of a survey administered to academics, industry representatives, students (at different stages of their academic career) and graduates. The various respondents regarded most of the 39 generic skills under investigation as important, with none classified as unimportant. However, students undertaking different types of degree (i.e. B.Sc., M.Sc. and Ph.D.) prioritized different generic skills and the level of importance ascribed to generic skills training increased as students progressed in their university careers. On the other hand, university staff and other employers were fairly consistent in their choice of the most important generic skills. We argue that there remains a need to place generic skills and employability attributes and attitudes at the centre of the higher education curriculum.

John Bostock's insight:

Another great and timely output from the AQUA-TNET project (sorry I'm biased...!)

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Designing and building dedicated Ph.D. courses contributing to international EU mobility at doctoral level - Online First - Springer

Designing and building dedicated Ph.D. courses contributing to international EU mobility at doctoral level - Online First - Springer | Aqua-tnet | Scoop.it

After the Bologna framework formally incorporated doctoral education in the three-cycle structure of degrees as part of its nine Action lines in the Berlin Ministers Communiqué in 2003 (Berlin 2003), the AQUA-TNET network devoted a significant part of its activities to follow the subsequent developments in order to help its members understand and meet the demands of the Bologna reforms at the doctoral level. To this end, the network carried out a series of detailed and comprehensive surveys of its members. Interestingly, the results of these independent surveys reveal close similarities with the EUA survey of Doctoral Programmes for the European Knowledge Society (2005) and the sets of guidelines known as the Salzburg Principles (EUA 2005b) and the Salzburg II Recommendations (EUA 2010). The article describes the measures taken by the AQUA-TNET network to design, develop and implement structured doctoral programmes for its members in response to the specific needs as identified by its academic and industry members from those surveys.

John Bostock's insight:

I'm really happy to post this first of several articles arising from the EU AQUA-TNET project. 

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Classcraft - Make learning an adventure

Classcraft - Make learning an adventure | Aqua-tnet | Scoop.it

Classcraft is a free online educational role-playing game that teachers and students play together in the classroom. Acting as a gamification layer around any existing curriculum, the game transforms the way a class is experienced, throughout the school year. Explore the different sections below to get a better understand of how Classcraft works.

 

 


Via Nik Peachey
John Bostock's insight:

Its going to be interesting to see how much traction this gets in the school sector.... and then what happens when these students land in University lectures....! 

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Judih Weinstein Haggai's curator insight, September 5, 11:37 PM

Do you want to gamify your classroom? Try Classcraft!

 

William Henderson's curator insight, September 14, 10:00 AM

Brilliant.. gamification here we go!

magnus sandberg's curator insight, October 1, 4:23 AM

I don't know how I feel about Classcraft. Is it a way to make school more exciting or is it a way to make games more boring. Or both? Or neither? I dont know, but it certainly is interesting!

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Remember the young ones: Improving career opportunities for Britain’s young people | IPPR

Remember the young ones: Improving career opportunities for Britain’s young people | IPPR | Aqua-tnet | Scoop.it
This report looks at five critical elements of the school-to-work transition for young people – the role of employers, vocational education, apprenticeships, careers guidance, and the benefits system – and at lessons the UK can learn from European economies with better youth employment records.

A long period without work at a young age can have a long-lasting effect on a person’s life chances, leading to a higher future likelihood of unemployment and lower future earnings. For this reason, UK policymakers should be particularly worried about the present level of youth unemployment. There are currently 868,000 young people aged 16–24 unemployed in the UK, and 247,000 of them have been looking for work for over a year.

This is not simply due to the financial crash and recession. While the last six or seven years have been particularly tough for the latest generation of young people, even before the financial crisis many of those entering the labour market for the first time were struggling to compete with older workers for jobs. This suggests that even a full-blown economic recovery is unlikely to solve the problem of youth unemployment in the UK.

John Bostock's insight:

Another report from the UK Institute for Policy Research on vocational education and the need for strong engagement between employers and the education system. The UK needs to learn lessons from elsewhere in Europe!

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Education vs Learning - What Exactly is the Difference? - EdTechReview™ (ETR)

Education vs Learning - What Exactly is the Difference? - EdTechReview™ (ETR) | Aqua-tnet | Scoop.it
Surely learning and formal education are not entirely the same thing? But what exactly is the difference?
John Bostock's insight:

Nice article reflecting on the decreasing cost and increasing accessibility of learning materials in comparison with the rising cost of formal tertiary education - where will it lead us?

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The iceberg model of OER engagement - The Ed Techie

The iceberg model of OER engagement - The Ed Techie | Aqua-tnet | Scoop.it
I'm pretty sure I'm the first person to ever use the iceberg analogy... I've been pondering ways of thinking about open education awareness, and OER usage that might help shape OER policy. So here's one I want to try out....
John Bostock's insight:

Open Educational Resources (OER) can help open up education and improve efficiency. A thoughtful insight from Martin Weller on how much use there is already without necessarily recognising it.  

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Mor, Yishay, Mellar, Harvey & Warburton, Steven (eds.) - Practical Design Patterns for Teaching and Learning with Technology - 2014

Mor, Yishay, Mellar, Harvey & Warburton, Steven (eds.) - Practical Design Patterns for Teaching and Learning with Technology - 2014 | Aqua-tnet | Scoop.it

"Education aspires to bring about change; whether to change individuals and societies, or to change knowledge, attitudes, and practices. The act of devising plans of activities, resources, and tools to achieve such change is an act of learning design. This book sets out to share design knowledge about the use of technology in teaching and learning, and to explore how we might best share this design knowledge amongst educators, but also between educators, researchers, and technology developers."


Via Andreas Link
John Bostock's insight:

This looks a very interesting collection of papers and open access too!

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Book: The Battle for Open - Martin Weller

Book: The Battle for Open - Martin Weller | Aqua-tnet | Scoop.it

With the success of open access publishing, Massive open online courses (MOOCs) and open education practices, the open approach to education has moved from the periphery to the mainstream. This marks a moment of victory for the open education movement, but at the same time the real battle for the direction of openness begins. As with the green movement, openness now has a market value and is subject to new tensions, such as venture capitalists funding MOOC companies. This is a crucial time for determining the future direction of open education.

In this volume, Martin Weller examines four key areas that have been central to the developments within open education: open access, MOOCs, open education resources and open scholarship. Exploring the tensions within these key arenas, he argues that ownership over the future direction of openness is significant to all those with an interest in education.

 
John Bostock's insight:

Thanks to Andreas Link for this. I'm looking forward to digging into this as Martin Weller is both very well placed to assess current trends in higher education and always very insightful.

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AQUA-TNET thematic network: an 18-year chronicle of development and achievement in European aquaculture education - Online First - Springer

AQUA-TNET thematic network: an 18-year chronicle of development and achievement in European aquaculture education - Online First - Springer | Aqua-tnet | Scoop.it

By Margaret Eleftheriou, Marieke Reuver, John Bostock, Patrick Sorgeloos & Jean Dhont

 

The long-running higher education network AQUA-TNET, a tightly-knit collaboration of university departments, research institutes and other stakeholders from the aquaculture industry, was established in 1996 by AQUATT, a coordinating partner in the SOCRATES-ERASMUS Thematic Network DEMETER led by ICA (Association for European Life Sciences Universities). Later, AQUA-TNET activities continued under an umbrella organisation, the AFANET Thematic Network. Previous work on accreditation in European aquaculture courses carried out by AQUA-TNET’s first coordinator, the UETP (University Enterprise Training Partnership) AQUATT enabled the fledging network of 15 partners to publish details of aquaculture courses in all its 15 member countries and to focus on issues soon to be raised as part of the emergent Bologna Process (1999). AQUA-TNET’s ground-breaking work in educational reforms led to its steady expansion, with the result that in 2005 it was established as a stand-alone ERASMUS Thematic Network. Its achievements from 2005 to 2011 under the coordination of Gent University (Belgium) and from 2011 to 2014 of the University of Stirling (UK), demonstrate the incremental impact of AQUA-TNET’s long-term activities. AQUA-TNET played a leading co-operative role between higher education institutions, further education providers, research institutions and industry, defining and developing a high-quality European dimension within its academic disciplines. Activities included contributions to Bologna priorities such as student and staff mobility (M.Sc. and Ph.D. online portals detailing all members’ courses); development of innovative M.Sc., Ph.D., HE/VET and Lifelong Learning (LLL) programmes; organisation of hands-on workshops on new technologies (e-learning, ICT); identification of flexible pathways for lifelong learners (EQF and ECVET); developing diversified language learning for HE; excellent online forum (www.aquatnet.com) disseminating comprehensive information to all stakeholders, including industry.

 

John Bostock's insight:

Here it is... the concise but definitive history of Aqua-tnet ! 

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ISAFE2 - 2nd International Symposium on Aquaculture and Fisheries Education

ISAFE2 - 2nd International Symposium on Aquaculture and Fisheries Education | Aqua-tnet | Scoop.it

The 2nd International Symposium on Aquaculture and Fisheries Education (ISAFE2) jointly organized by Asian Fisheries Society (AFS) and Shanghai Ocean University (SHOU) will be convened on SHOU campus at Lingang New City in Shanghai from Wednesday 22nd to Friday 24th April, 2015.

 

The ISAFE2 will once again bring educators, students and training agencies from across the aquaculture and fisheries industries, teaching institutions and education regulatory agencies to discuss many critical issues pertaining to the needs of the industry on the one hand and the issues confronting the training, academic and education regulatory agencies in ensuring a sustainable well-educated industry sector on the other hand in the Asia-Pacific (AP) region.

 

The theme for ISAFE2 is “Better Education, Better Professionals, Better Industry”. The symposium will discuss issues highlighted during ISAFE1 and on-going issues confronting aquaculture and fisheries education in the AP region. It will:

   ● Discuss the current status of aquaculture and fisheries education in the AP countries with special reference to

     √ Curricula and courses;

     √ Accreditations, quality and certification; and

     √ Collaboration and partnership.

   ● Examine the existing and future linkages between AFS and regional educators with international agencies and institutions.

  ● Explore the on-going development of distance education and its impacts on the delivery of aquaculture and fisheries education. Presentation and working language in the symposium will be English. Welcome to Shanghai Ocean University and the fabulous city of Shanghai in April 2015!

John Bostock's insight:

Good to hear about this conference - it will be an excellent opportunity to build international collaborative links, especially throughout the Asia-Pacific region.

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Got Skills? Why Online Competency-Based Education Is the Disruptive Innovation for Higher Education (EDUCAUSE Review)

Got Skills? Why Online Competency-Based Education Is the Disruptive Innovation for Higher Education (EDUCAUSE Review) | Aqua-tnet | Scoop.it

Online competency-based education can even out the playing field by taking students to the furthest point possible in their learning experiences, regardless of their starting point, race, geographical location, or family income. <Article by Michelle R Weise>

John Bostock's insight:

I have mixed feelings about competency-based education but see its role and importance in many contexts. This is a very thought provoking article from Michelle Weise which although focused on higher education in the USA underlines the importance of the work Aqua-tnet has been doing in Europe with ESCO, ECVET, Tuning and other initiatives. 

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AQUA-TNET News - Last edition

AQUA-TNET News - Last edition | Aqua-tnet | Scoop.it

Here is the last edition of Aqua-tnet News as a monthly e-mail newsletter. The Aqua-tnet project as the European Thematic Network in the field of aquaculture, fisheries and aquatic resources management, funded under the European Commission Lifelong Learning Programme, from 2011 - 2014 has come to an end. Members of the network will continue to pursue its aims and maintain activities wherever possible - including the Scoop.It news service and website updates.


In this last newsletter you will find some reflections on the project, news of the latest outputs and the usual links to other projects and events of interest for aquaculture & fisheries training and education. 

John Bostock's insight:

The project funding has finished, but the network is strong and the need for continued collaboration to drive forward the agendas of innovation and quality remains clear.

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Erasmus+ Programme Guide - European Commission

Erasmus+ Programme Guide - European Commission | Aqua-tnet | Scoop.it
Information on the opportunities and application process for the 2015 Erasmus+ General Call for Proposals.
John Bostock's insight:

Here we go... start working on your project proposals.

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Positioning lifelong learning in aquaculture: challenges and opportunities - Online First - Springer

Positioning lifelong learning in aquaculture: challenges and opportunities - Online First - Springer | Aqua-tnet | Scoop.it
Lifelong learning has been one of the building blocks of the Bologna Process since 1999. The Thematic network AQUA-TNET (Aquaculture, Fisheries and Aquatic Resource Management TN—2008–2011—142245-LLP-1-2008-1-BE-ERASMUS-ENW) in its response to each development has made a significant contribution to the network members’ knowledge and understanding of the different aspects concerned in the provision of university lifelong learning. Various definitions and interpretations of the concept led to relatively slow implementation of lifelong learning in many European universities; however, the EUA European Universities Charter of Lifelong Learning Surveys undertaken by AQUA-TNET showed that the AQUA-TNET approach has successfully incentivised its partners, since a higher percentage of AQUA-TNET partners (54 %) have a LLL strategy in place than the HE organisations surveyed by the EUA (average 39 %).
John Bostock's insight:

Here's a second great article detailing the contribution of AQUA-TNET to lifelong learning opportunities in aquaculture

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AQUA-TNET Newsletter: August 2014

AQUA-TNET Newsletter: August 2014 | Aqua-tnet | Scoop.it

CONTENTS of this month's newsletter:

AQUA-TNET NEWS

   AquaCase Website

   Timesheets Reminder 

 

PROGRAMMES, COURSES & PEOPLE

RESEARCH & EDUCATION

Call for Submissions: #design4learning - from Blended Learning to Learning Analytics in Higher Education

Call for Proposals for Pilot Project on Open Knowledge Technologies: Mapping and Validating Knowledgewww.enic-naric.netGoogle Classroom Opens Its Doors

Scottish Marine Institute (SAMS) Courses

Are You the Recipient of an FP7 Marie Curie Grant? Compete to Win a MSCA prize!

The Open Education Handbook Needs Your Feedback

Fisheries Stakeholders Discuss Maximum Sustainable Yield

AQUAEXCEL at Aquaculture Europe 2014
Implementing EU Fishery Policies in the Baltic Sea

ARRAINA 'Technology for Novel Fish Feeds' Course

 

OTHER

Mercury – Have Your Say on the EU Implementation of the Minamata Convention

Herring dispute: EU lifts Measures Against the Faroe Islands

Final Call for FREE Access to Top-Class Aquaculture Research Infrastructures: AQUAEXCEL 9th Call for Access Deadline Approaching

Introduce Budding Scientists to Marine Microorganisms with the MaCuMBA Education Supplement

 

AQUA-TNET CALENDAR

AQUATT TRAINING NEWS & ANNOUNCEMENTS

PISCES JOBS

John Bostock's insight:

The latest Aqua-tnet Newsletter contains the usual mix of project news and information about other related initiatives and events. Featured this month is the AQUACASE website which provides aquaculture case study materials for teachers and learners.

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Enic-Naric

Enic-Naric | Aqua-tnet | Scoop.it
This site, a joint initiative of the European Commission, the Council of Europe and UNESCO, has been created primarily as a tool to assist the ENIC-NARIC Networks in carrying out the tasks they have been mandated to accomplish within their own jurisdiction, by directing them to up-to-date information supplied and maintained by the competent bodies in each member country and by each member organisation. It is also its express purpose to help other interested organisations and individuals easily find information on current issues in international academic and professional mobility, and on procedures for the recognition of foreign qualifications.
John Bostock's insight:

Mobility tool: Access information about national qualification frameworks, mutual recognition and professional recognition procedures.

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Winning the global race? Jobs, skills and the importance of vocational education | IPPR

Winning the global race? Jobs, skills and the importance of vocational education | IPPR | Aqua-tnet | Scoop.it
This briefing paper analyses the latest projections on the changing shape of the jobs market in the UK to presents a more complex picture of the skills needs of our economy.

In their desire to ‘win the global race’, policymakers have focused on increasing the number of graduates in the economy. However, winning the race will require more than simply expanding general higher education.

John Bostock's insight:

A timely report highlighting the need for greater focus and support for vocational education in the UK

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How Educators Around The World Are Implementing Mobile Learning (And What You Can Learn From Them) - InformED

How Educators Around The World Are Implementing Mobile Learning (And What You Can Learn From Them) - InformED | Aqua-tnet | Scoop.it

In less than a decade, mobile technology has spread to the furthest corners of the planet. Of the estimated 7 billion people on Earth, 6 billion now have access to a working mobile phone. Africa, which had a mobile penetration rate of just 5% in the 1990s, is now the second largest and fastest growing mobile phone market in the world, with a penetration rate of over 60% and climbing...

John Bostock's insight:

Thoughtful and informative blog article from Saga Briggs - get your phone out and see what you can do with it!

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EUROPA - PRESS RELEASES - Education and training is not up to the job, say quarter of Europeans in survey

EUROPA - PRESS RELEASES - Education and training is not up to the job, say quarter of Europeans in survey | Aqua-tnet | Scoop.it

A new Eurobarometer survey on the 'European Area of Skills and Qualifications' (Special Eurobarometer 417) shows also that around a quarter (23%) of EU citizens feel that their education or training has not provided them with the skills to find a job in line with their qualifications. While over half of the respondents (56%) think their qualifications would be recognised in other Member States, 6% tried to work or study in another Member State but were unable to do so, either because their qualifications were not recognised by their prospective employer or education institution, or because the respondents lacked information about recognition of their qualifications abroad.


The survey's findings are echoed by the results of a separate Commission online consultation, 'Towards a European Area for Skills and Qualifications', aimed at education and training specialists. It collated views on the obstacles faced by people in having their skills and qualifications recognised across Europe and found that there is strong support for action to simplify European tools for recognition of skills and qualifications, to make them more coherent and easier to use, and to ensure a stronger focus on the needs of pupils, students, workers and employers. Respondents also call for more emphasis in education and training on what is learnt rather than the number of hours of instruction.

 

"Our objective is simple: everyone in Europe should be able to have their skills and qualifications understood and recognised, within and across national borders, by employers and educational institutions. They need to be recognised in a fair, comparable and transparent way, so that people's skills and qualifications improve their employability or open the way for further learning," said Androulla Vassiliou, European Commissioner for Education, Culture, Multilingualism and Youth.

John Bostock's insight:

Here's some background context for our discussions next week in Malta!

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