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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)
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Aquaculture International, Volume 23, Issue 3 - Special Issue - Advances in teaching and learning in aquaculture

Aquaculture International, Volume 23, Issue 3 - Special Issue - Advances in teaching and learning in aquaculture | Aqua-tnet | Scoop.it

Very pleased to announce the publication of the Aquaculture International Special Issue in Advances in teaching and learning in aquaculture, written and edited by members of the Aqua-tnet project. Special thanks to Margaret Eleftheriou and Sonia Seixas for all their hard work as issue editors and to Gavin Burnell the Journal Editor.

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Congratulations and thanks to everyone who contributed!

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AQUA-TNET: an overview of the development of European Master programmes in the aquaculture sector - Online First - Springer

AQUA-TNET: an overview of the development of European Master programmes in the aquaculture sector - Online First - Springer | Aqua-tnet | Scoop.it

By Odd-Ivar Lekang, Michael Moulton & Margaret Eleftheriou: 

The paper presents the activities and developments in Master level education over the last 18 years in European aquaculture specifically with regard to the ERASMUS Thematic network AQUA-TNET and its partners. The Master group’s progress is described alongside its response to the ever-evolving challenges posed by the Bologna reforms. The differences and variations in the way that Master degrees were conducted throughout Europe are clearly documented, a situation that led to substantial changes in Master degrees within a relatively short time period. The dedication of the AQUA-TNET network enabled its partners to meet European challenges within aquaculture education through its cooperative activities.

John Bostock's insight:

Another excellent and really informative publication from Aqua-tnet workpackage 1 on European Masters Cooperation in aquaculture and fisheries

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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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European Journal of Open, Distance and E-Learning: Web 2.0 Use in Higher Education

European Journal of Open, Distance and E-Learning: Web 2.0 Use in Higher Education | Aqua-tnet | Scoop.it

An article by Michelle Rogers-Estable on research carried out in the USA

"This study analyzed current uses of emerging Web 2.0 technologies in higher education with the intent to better understand which tools teachers are using in the classroom. A total of 189 faculty in higher education from three western US universities were invited to participate, with 54 completing the survey. The survey included open-ended questions as well to offer an alternative analysis approach. In this study, the respondents claimed that the intrinsic factors of a lack of time and training were the main barriers to use, and reported positive views of Web 2.0 use in class, with 75% saying that these tools would benefit students and 83% saying they would benefit teacher-student interactions. In contrast to these results only 44% of the respondents used at least 4 of the 13 listed Web 2.0 tools with students. The reported uses did not match with the reported benefits, and this would support the results that extrinsic factors (time, training, support), instead of intrinsic factors (beliefs, motivation, confidence) are the main barriers to faculty in this study using more Web 2.0 in education. The top five Web 2.0 tools used, in order of preference, follow: (a) video sharing with tools like YouTube; (b) instant messaging; (c) blogs; (d) social communities, such as Facebook; and (e) podcasts or video casts."

John Bostock's insight:

This mirrors Aqua-tnet findings in Europe, that lack of training and confidence in using Web 2.0 tools on the part of faculty (teachers) is one of the major constraints to wider adoption.

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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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Evaluation on the use of e-learning tools to support teaching and learning in aquaculture and aquatic sciences education - Online First - Springer

Evaluation on the use of e-learning tools to support teaching and learning in aquaculture and aquatic sciences education - Online First - Springer | Aqua-tnet | Scoop.it

The study aimed to capture a snapshot of the status of educational means used in teaching and learning in the area of aquaculture, fisheries and aquatic resources management at European level, with specific consideration on the use of information and communication technologies (ICT) and e-learning tools. To achieve this goal, an online survey was compiled and made available to teachers and students across Europe. In total, teachers from 31 institutions and students from 40 institutions participated in this survey. This paper presents the findings, considers trends and poses further questions for sector stakeholders to help in the development of future programmes and support. In summary, it can be concluded that few teachers have a comprehensive knowledge of the wide range of ICT tools available and can make use of e-learning tools with complete confidence. There is therefore a real and urgent need to “train the trainers” to use ICT in their teaching environments. From the students’ end, there is a strong desire to learn more about the application of e-learning tools and to use them in their learning process.

John Bostock's insight:

A third article from the AQUA-TNET project examining the use of information and communication technologies and digital media in aquaculture education across Europe.

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Rene Mejia's curator insight, September 30, 2014 10:23 AM

Herramientas de e-learning Aplicadas a Nuestra Vida #eduvm

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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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Open Access to research | EU Portal

Open Access to research | EU Portal | Aqua-tnet | Scoop.it

The librarians in the EU Central Library created this portal to users find freely accessible results of scholarly research on the Internet.

 

More content is being added with the help of the librarians of Directorate General Research and Innovation and Open Access experts of Directorate General Communications Networks, Content and Technology.

 

The portal presents a selection of Open Access search tools, gives examples of Open Access repositories, gathers the latest news on Open Access, and lists the latest Economics Papers by topic. There are also several linked portals including one for journal articles and research papers on education.

John Bostock's insight:

A useful bringing together of resources and links to help people locate and use open access research.

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John Bostock's curator insight, June 15, 2014 6:05 AM

A useful bringing together of resources and links to help people locate and use open access research.

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Most Cited Fisheries Research Articles

Most Cited Fisheries Research Articles | Aqua-tnet | Scoop.it
The most cited articles published since 2009, extracted from Scopus. (RT @FisheriesIIM: Yeah!
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A handy check on current awareness..

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Investing in the human capital of the aquatic food sector: AQUA-TNET and the road ahead - Online First - Springer

Investing in the human capital of the aquatic food sector: AQUA-TNET and the road ahead - Online First - Springer | Aqua-tnet | Scoop.it

By John Bostock & Sónia Seixas.

Global aquaculture production now provides around 50 % of human seafood consumption and with expected population growth and increased per capita seafood consumption, production is expected to rise from the current 63 million tonnes to almost 100 million tonnes by 2030. In contrast, aquaculture production in the European Union is relatively low, having more or less stagnated since 2000, despite the EU being the largest global importer of seafood. However, a new strategy for aquaculture development is in place with every EU Member State committed to preparing a national plan. This will involve greater focus on current constraints and issues that need to be overcome through innovation and engagement with a wide range of stakeholders. This will require the input of research, knowledge exchange and human capacity building. The AQUA-TNET thematic network for lifelong learning in aquaculture, fisheries and aquatic resource management has brought together European organisations engaged in these activities since it first started in 1996. This paper aims to present some of the analyses and thinking of that network in relation to the role of education and training in strengthening the human capital of the European aquaculture sector as a contribution to overall sector development. The approach is therefore that of a review article, drawing on a diverse range of previous work to identify themes and trends to help inform future research and activities. Further and higher education institutions play a partial but nonetheless significant role in aquaculture sector development. When considering future contributions to the sector, account needs to be taken of the changes taking place within the tertiary education sector as new technologies, global competition and government policies challenge the status quo of current organisation and practice. Though these present risks, they also offer considerable opportunities to build new collaborations, adopt new patterns of teaching and learning and perhaps apply new frameworks for accrediting learning and skills that could benefit the aquaculture sector. With funding from the European Commission Lifelong Learning Programme for AQUA-TNET having come to an end in 2014, future work of the network in promoting and enabling innovation will need to be reconfigured around other types of sector organisations. It may also be the right time to look towards a more global platform for aquaculture education and knowledge exchange.

John Bostock's insight:

The final article in the Aquaculture International AQUA-TNET special edition is now available from Springer - looking more to the future of both education and aqua-tnet.

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Cambridge Journals Online - Parasitology - Abstract - Economic costs of protistan and metazoan parasites to global mariculture

Cambridge Journals Online - Parasitology - Abstract - Economic costs of protistan and metazoan parasites to global mariculture | Aqua-tnet | Scoop.it

Parasites have a major impact on global finfish and shellfish aquaculture, having significant effects on farm production, sustainability and economic viability. Parasite infections and impacts can, according to pathogen and context, be considered to be either unpredictable/sporadic or predictable/regular. Although both types of infection may result in the loss of stock and incur costs associated with the control and management of infection, predictable infections can also lead to costs associated with prophylaxis and related activities. The estimation of the economic cost of a parasite event is frequently complicated by the complex interplay of numerous factors associated with a specific incident, which may range from direct production losses to downstream socio-economic impacts on livelihoods and satellite industries associated with the primary producer. In this study, we examine the world's major marine and brackish water aquaculture production industries and provide estimates of the potential economic costs attributable to a range of key parasite pathogens using 498 specific events for the purposes of illustration and estimation of costs. This study provides a baseline resource for risk assessment and the development of more robust biosecurity practices, which can in turn help mitigate against and/or minimise the potential impacts of parasite-mediated disease in aquaculture.

 

John Bostock's insight:

Congratulations to Andy Shinn and his co-authors on this massive review of the economic impact of parasites on mariculture. This should be widely read by students of aquaculture for its contribution to risk assessment and management, but also by investors and policy makers who might decide to allocate a little more resource to research and health management...

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John Bostock's curator insight, December 11, 2014 8:52 AM

The economic impact of aquatic animal parasites and disease is very poorly documented, so this is a major and very welcome contribution from Andy Shinn and colleagues 

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Innovation and educational changes: two e-Learning cases in aquaculture - Online First - Springer

Innovation and educational changes: two e-Learning cases in aquaculture - Online First - Springer | Aqua-tnet | Scoop.it

By Sónia Seixas, Sathappan Saravanan and Susana Gonçalves


In this paper, we investigate the potential changes that education innovation can bring to education and training in aquaculture. When introducing Information and Communication Technology methods into new educational contexts, situations and/or practices, in the process teacher/practitioners will almost always make use of innovatory technology which in itself can lead to a measure of change within the relevant educational system. Nevertheless, it should not be forgotten that the use of technology is not an end in itself, its use is only justified as a tool to achieve the educational goals that have been set. It is in this spirit that two case studies are presented from current aquaculture curricula, which make use of innovative teaching methodology in the form of e-Learning: one case study is from the Open University (Universidade Aberta) in Portugal [distance teaching in a Master’s programme (Second Cycle)]; the second is from the NAFC Marine Centre, Scottish Qualifications Authority accredited courses in Scotland, UK. We report the pedagogical models on which these courses were built, the tools required to achieve the intended educational objectives and the teaching and learning resources used. We also report the creative stimulus inherent in the innovation processes that allowed the two teachers/instructors to achieve the same, or better, results than traditional teacher-led classroom methods, by using a technology-enhanced teaching process without the need for face-to-face interaction.

John Bostock's insight:

Another article from the Aqua-tnet project showcasing two examples of using e-learning for teaching aquaculture and fisheries

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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 

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, 2014 7:44 PM

hummmmmmmmmm!

Kiruthika Ragupathi's curator insight, November 4, 2014 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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The Promotion of Language Learning and Linguistic Diversity through the aquatic sciences ERASMUS network AQUA-TNET - Online First - Springer

The Promotion of Language Learning and Linguistic Diversity through the aquatic sciences ERASMUS network AQUA-TNET - Online First - Springer | Aqua-tnet | Scoop.it
The ERASMUS academic network AQUA-TNET, prompted by reports of a lack of concern regarding language training provision for exchange students which had been raised in successive European Universities Association Trends reports, carried out a detailed examination of the language training provided by its partners for exchange students through its Language Learning and Linguistic Diversity (LLLD) group. The group carried out several European-wide surveys to ascertain whether the reported lack of concern was also evident in the AQUA-TNET partnership. The results of these surveys reveal some disparity between staff and student perceptions of language provision for exchange students. The group also investigated the incidence of English as the main delivery language for aquatic science courses, as well as the need for language provision at the basic rather than the intermediate or advanced level, as advocated by the academic sector. The AQUA-TNET LLLD group’s activities were responsible for several studies and reports used to inform or update the network on developments relevant to their language learning policies: desk study on marine science courses in the AQUA-TNET network; review of European schools’ language (and science) policies; reports on EUROPASS, the Common European Framework of Reference for Languages and the use of the Internet for delivery of multilingual language learning. The needs analysis derived from the student survey on online language course provision led to changes in the chosen online language course.
John Bostock's insight:

Another valuable output from the AQUA-TNET project on linguistic diversity and language learning linked with aquaculture and aquatic science student mobility 

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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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Researching the history of aquaculture?

Researching the history of aquaculture? | Aqua-tnet | Scoop.it

For a short time only, Stirling Aquaculture is clearing shelves of old aquaculture journals, magazines, reports, brochures, scientific reprints, books and other items collected over the last 30 years. First consignment has already gone to a Scottish Fisheries Museum - Send an e-mail to aquaconsult@stir.ac.uk if you are interested. 

John Bostock's insight:

Just in case anyone is thinking of setting up an aquaculture museum !

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Digital literacies and ecompetence | eLearning Papers Issue 38

Digital literacies and ecompetence | eLearning Papers Issue 38 | Aqua-tnet | Scoop.it

Digital literacy is crucial for being able to confidently and effectively use digital media for the purposes of work, learning and leisure. It consists of the ability to access digital media and ICT, to search, understand and critically evaluate different aspects of digital media and media contents, and to communicate effectively in a variety of contexts. Without basic digital literacy, it is difficult to fully participate in society. This issue of eLearning Papers provides new documentation on research and practice to further the European endeavor of closing the digital divide. 

John Bostock's insight:

What is "digital literacy" and how can it be taught or nurtured? This latest edition of eLearning Papers addresses these and other questions relating to digital literacy

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EUROPA - PRESS RELEASES - Open access to research publications reaching 'tipping point'

EUROPA - PRESS RELEASES - Open access to research publications reaching 'tipping point' | Aqua-tnet | Scoop.it

European Commission - Press Release details page - European Commission Press release Brussels, 21 August 2013 The global shift towards making research findings available free of charge for readers—so-called 'open access'—was confirmed today in a study funded by the European Commission. This new research suggests that open access is reaching the tipping point, with around 50% of scientific papers published in 2011 now available for free. .

 

The Commission will make open access to scientific publications a general principle of Horizon 2020. As of 2014, all articles produced with funding from Horizon 2020 will have to be accessible:

articles will either immediately be made accessible online by the publisher (“gold” and “hybrid” open access) - up-front publication costs can be eligible for reimbursement by the European Commission; or

researchers will make their articles available through an open access repository no later than six months (12 months for articles in the fields of social sciences and humanities) after publication (“green” open access).

John Bostock's insight:

Progress...

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Roy D Palmer's curator insight, August 30, 2013 5:55 PM

Goodpick up by John Bostock