Online teacher development: collaborating in a virtual learning environment

Over recent years educational institutions have been making increasing use of virtual environments to set up collaborative activities for learners. While it is recognized that teachers play an important role in facilitating learner collaboration online they may not have the necessary skills to do so successfully. Thus, a small scale professional development programme was set up and piloted by two distance universities. The aims were to develop teachers’ experience of online group work; to trial a set of pilot activities which would raise awareness of factors contributing to successful collaborative online activity; and to identify professional development needs in this area. This article reports on the hands-on experience of a group of 20 teachers, examines some of the competences that are needed to successfully collaborate in virtual environments, and presents the skills that teachers need to foster online collaborative learning in the virtual classroom. Quantitative and qualitative data were collected, examining the levels of participation among participants, the collaborative activity of two groups, and teacher perception of the collaboration which took place. The skills identified include planning and managing the collaboration, designing appropriate activities, giving clear instructions and getting students to negotiate ground rules for participation, moderating at the right level, and choosing the right environment and the appropriate tool(s). While this study was carried out with language teachers, many of the findings are applicable to other subject areas where growing emphasis is placed on the development of collaborative skills

Bottom trawl fishing footprints on the world’s continental shelves

Bottom trawlers land around 19 million tons of fish and invertebrates annually, almost one-quarter of wild marine landings. The extent of bottom trawling footprint (seabed area trawled at least once in a specified region and time period) is often contested but poorly described. We quantify footprints using high-resolution satellite vessel monitoring system (VMS) and logbook data on 24 continental shelves and slopes to 1,000-m depth over at least 2 years. Trawling footprint varied markedly among regions: from 50% in some European seas. Overall, 14% of the 7.8 million-km2 study area was trawled, and 86% was not trawled. Trawling activity was aggregated; the most intensively trawled areas accounting for 90% of activity comprised 77% of footprint on average. Regional swept area ratio (SAR; ratio of total swept area trawled annually to total area of region, a metric of trawling intensity) and footprint area were related, providing an approach to estimate regional trawling footprints when high-resolution spatial data are unavailable. If SAR was ≤0.1, as in 8 of 24 regions, there was >95% probability that >90% of seabed was not trawled. If SAR was 7.9, equal to the highest SAR recorded, there was >95% probability that >70% of seabed was trawled. Footprints were smaller and SAR was ≤0.25 in regions where fishing rates consistently met international sustainability benchmarks for fish stocks, implying collateral environmental benefits from sustainable fishing