Innovative teacher education through personalised learning: designing teaching and learning scenarios

The growing diversity of the student population twinned with a shift towards more learner-centred education provides the impetus to develop innovative teaching approaches. Imagined as personalised learning (PL), this approach argues for greater flexibility for the learner and more opportunities to include students' voice in the design and enactment of learning. This paper distils the learning from the members of the INTERPEARL project consortium including Lithuanian Universities Siauliai University (SU), Vytautas Magnus University (VMU), and Vilnius University (VU) together with their international partners University of Iceland (UI), and University College Cork, Ireland (UCC). The paper is based on the theoretical assumptions of social construction and takes mixed method approach to uncover the learning from implementing a personalised learning process to encourage greater learner agency and co-creation of learning. This paper will introduce the PL framework developed by the INTERPEARL consortium and two related concepts, namely Learning Scenarios and Learning Design. The learning from the implementation of the PL Framework in Iceland, Ireland, and Lithuanian is uncovered, with a methodology of self-study of teaching and teacher education practices (S-STEP), and student-teachers surveys providing a strong rationale for more PL approach

Ocean current connectivity propelling the secondary spread of a marine invasive comb jelly across western Eurasia

Aim: Invasive species are of increasing global concern. Nevertheless, the mechanisms driving furtherdistribution after the initial establishment of non-native species remain largely unresolved, especiallyin marine systems. Ocean currents can be a major driver governing range occupancy, but this hasnot been accounted for in most invasion ecology studies so far. We investigate how well initialestablishment areas are interconnected to later occupancy regions to test for the potential role ofocean currents driving secondary spread dynamics in order to infer invasion corridors and thesource–sink dynamics of a non-native holoplanktonic biological probe species on a continental scale.Location: Western Eurasia.Time period: 1980s–2016.Major taxa studied: ‘Comb jelly’ Mnemiopsis leidyi.Methods: Based on 12,400 geo-referenced occurrence data, we reconstruct the invasion historyof M. leidyi in western Eurasia. We model ocean currents and calculate their stability to match thetemporal and spatial spread dynamics with large-scale connectivity patterns via ocean currents.Additionally, genetic markers are used to test the predicted connectivity between subpopulations.Results: Ocean currents can explain secondary spread dynamics, matching observed range expansionsand the timing of first occurrence of our holoplanktonic non-native biological probe species,leading to invasion corridors in western Eurasia. In northern Europe, regional extinctions after coldwinters were followed by rapid recolonizations at a speed of up to 2,000 km per season. SourceJASPERS ET AL. | 815areas hosting year-round populations in highly interconnected regions can re-seed genotypes overlarge distances after local extinctions.Main conclusions: Although the release of ballast water from container ships may contribute tothe dispersal of non-native species, our results highlight the importance of ocean currents drivingsecondary spread dynamics. Highly interconnected areas hosting invasive species are crucial forsecondary spread dynamics on a continental scale. Invasion risk assessments should considerlarge-scale connectivity patterns and the potential source regions of non-native marine species