Combined stable-isotope and fatty-acid analyses demonstrate that large wood increases the autochthonous trophic base of a macroinvertebrate assemblage

This research was carried out within the Erasmus Mundus Doctorate Program SMART (http://www.riverscience.eu) funded by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European commission

Persuasive Technology for Learning and Teaching – The EuroPLOT Project

The concept of persuasive design has demonstrated its benefits by changing human behavior in certain situations, but in the area of education and learning, this approach has rarely been used. To change this and to study the feasibility of persuasive technology in teaching and learning, the EuroPLOT project (PLOT = Persuasive Learning Objects and Technologies) has been funded 2010-2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) in the Life-long Learning (LLL) programme. In this program two tools have been developed (PLOTMaker and PLOTLearner) which allow to create learning objects with inherently persuasive concepts embedded. These tools and the learning objects have been evaluated in four case studies: language learning (Ancient Hebrew), museum learning (Kaj Munk Museum, Denmark), chemical handling, and academic Business Computing. These case studies cover a wide range of different learning styles and learning groups, and the results obtained through the evaluation of these case studies show the wide range of success of persuasive learning. They also indicate the limitations and areas where improvements are required

MAGICC:A Project of the EU Lifelong Learning programme: Modularising Multilingual and Multicultural Academic Communication Competence

This report introduces the ERASMUS project of the EU Lifelong Learning programme MAGICC: Modularising Multilingual and Multicultural Academic Competences (2011-2014). Conceived as a complement to the CEFR, the project's main objective was to develop a framework and instruments that can be used to conceptualize and evaluate multilingual and multicultural academic communication competences. Through the Bologna Process, these competences have been becoming increasingly important to students in higher education and therefore need to be integrated as graduate learning outcomes at BA and MA level. To that end, MAGICC provides a conceptual framework, pedagogical scenarios, transparency tools, an academic e-portfolio and an executive summary for future employers.In the final assessment, the project received 9/10 from the Education, Audiovisual and Culture Executive Agency (EACEA) and was evaluated as an excellent project. Furthermore, experts from the Directorate-General for Education and Culture of the European Commission call it a success story.</p

Making women’s works visible: the MoMoWo project

What is MoMoWo? MoMoWo - Women’s Creativity Since the Modern Movement is the first project to win a grant from the European Union’s Education, Audiovisual and Culture Executive Agency (EACEA) to highlight women’s achievements between 1918 and 2018 in the fields of architecture, civil engineering, urban planning, landscape architecture, conservation and restoration, and interior and furniture design. MoMoWo’s challenge is to make visible women’s hidden achievements in design fields that have his- torically been considered almost exclusively a man’s prerogative. Even today, some fields are still perceived as predominantly male

Educating the Next Generation of Global Information Managers

In this paper we examine the only T-Shaped,Atlantis-supported global dual degree program inInformation Management, the International Bachelor’sin Information Management. Atlantis promotes astudent-centered, transatlantic dimension to a highereducation and training in a wide range of academic andprofessional disciplines and funds collaborative efforts todevelop programs of study leading to joint or dualundergraduate or graduate degrees. The Atlantisprogram, jointly administered and funded by the U.S.Department of Education’s Fund for the Improvement ofPostsecondary Education and the European Union’sEducation, Audiovisual and Culture Executive Agency,supports the level of international educational immersionrecommended here

Enabling creativity in learning environments: lessons from the CREANOVA project

The paper employs data from a European Union funded project to outline the dif- ferent contexts and factors that enable creativity and innovation. It suggests that creativity and innovation are supported by flexible work settings, adaptable learning environments, collaborative design processes, determined effort, and liberating in- novative relationships. It concludes that learning environments that seek to enable creativity and innovation should encourage collaborative working, offer flexibility for both learners and educators, enable learner-led innovative processes, and recognize that creativity occurs in curriculum areas beyond the creative arts

European external cultural relations: paving new ways?

This study forms part of a reflection on the future actions of the European Union (EU) in the field of external cultural relations. It begins by taking stock of the main EU mechanisms for supporting European external cultural relations since 2007 in order to ascertain which policy areas are involved in funding culture and the kinds of projects and actors that receive funding. The second part of the paper looks at the shortcomings of current EU funding possibilities and proposes some alternative models of cooperation and funding, which have been developed by other actors in the area of European external cultural relations. The review of the current situation with regard to EU support for external cultural relations is largely based on internet research into various EU programmes and on interviews with representatives of the EU. The alternative cooperation and financial models presented in the second part of the study were identified within the framework of interviews with stakeholders in European external cultural relations and in an experts' workshop held in Brussels on 20 February 2014 under the banner "New cooperation models for European external cultural relations"

Portuguese Higher Education System and Bologna Process Implementation

This research aims to analyze the grown of the Portuguese higher education system, as well as the courses diversification, after the implementation of the Bologna Process in 2006. On the one hand, the Constitution of the Portuguese Republic of April 2, 1976, gives to all citizens a right to equal opportunities for school success and to access to the higher education. On the other hand, the Bologna Process aims to construct a European higher education area that establishes comparability, compatibility and coherence between the higher education system through the harmonization of academic degrees and the guarantee of quality in all the European institutions. Thus, methodologically, this research relied on a two-track approach. The first approach takes the form of a literature review, based in the legal regime of Portuguese and European higher education system. The second approach takes the form of an empirical research based on a descriptive statistical analysis, supported on the statistical information provided by Portuguese Ministry of Education and Science that shows the increases of the Portuguese’ qualifications and the courses diversification, after the implementation of the Bologna Process in 2006. Indeed, the research provides empirical evidence about the Portuguese higher education institutions engagement in the Bologna process

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.