Meta-analysis of the Sea Change Consultation Reports

Sea Change is a three-year, EU funded, Horizon 2020 project with 17 partners in nine European countries (Belgium, Denmark, Greece, Sweden, France, Ireland, Portugal, Spain and UK). During April and May 2016, eight of these countries (except France) carried out consultations with education stakeholders (classified as incumbents, regulating agencies and challengers, see p. xii) for the purpose of gaining deeper insights into the barriers to teaching 12-19 year olds about the ocean, and to identify options for overcoming these barriers. The Sea Change partners used the method Collective intelligence (CI) to consult with the education stakeholders. The CI method used facilitation and problem solving to harmonise input from education stakeholders from different backgrounds and perspectives. This report was built on the Collective Intelligence consultation work completed and reported in Sea For Society (D2.4 Global Analysis of the SFS Consultation Process from a Social Sciences Perspective), as reported in Domegan et al., 2014

Using collective intelligence to identify barriers to teaching 12–19 year olds about the ocean in Europe

Since the degradation of the marine environment is strongly linked to human activities, having citizens who appreciate the ocean's influence on them and their influence on the ocean is important. Research has shown that citizens have a limited understanding of the ocean and it is this lack of ocean literacy that needs to change. This study maps the European landscape of barriers to teaching 12–19 year olds about the ocean, through the application of Collective Intelligence, a facilitation and problem solving methodology. The paper presents a meta-analysis of the 657 barriers to teaching about the ocean, highlighting how these barriers are interconnected and influence one another in a European Influence Map. The influence map shows 8 themes: Awareness and Perceived knowledge; Policies and Strategies; Engagement, formal education sector; the Ocean itself; Collaboration; Connections between humans and the ocean and the Blue Economy, having the greatest influence and impact on marine education. “Awareness and Perceived knowledge” in Stage 1, exerts the highest level of overall influence in teaching 12–19 year olds about the ocean. This map and study serves as a roadmap for policy makers to implement mobilisation actions that could mitigate the barriers to teaching about the ocean. Examples of such actions include free marine education learning resources such as e-books, virtual laboratories or hands-on experiments. Thus, supporting educators in taking on the challenge of helping our youth realise that the ocean supports life on Earth is essential for education, the marine and human well-being

Dissolving the digital divide : Creating coherence in young people's social ecologies of learning and identity building

This chapter discusses current research on educational efforts to connect school learning with young people’s digital practices in- and out-of-school. Instead of focusing on divides between in-school and out-of-school learning or between the “digital generation” and other age groups, in this chapter we discuss what recent research says about the ways in which school can become a space in which young people’s digital practices can transformatively converge with schooling, and how this convergence is related to their learning and identity building. We begin our narrative reflection of current research by focusing on the myth of digital natives. Next, we will conceptualize recent efforts to researching and understanding young people’s engagement, learning and identity building across sites and contexts. We will then turn to illuminating some key rationales of current educational research on creating convergence in young people’s social ecologies via the use of digital technologies and media. We conclude our reflections by pointing out that although there are some promising findings on how digital technologies and media can create convergence in young people’s engagement and learning across sites and contexts, less research attention is given to young people’s personal sense-making and self-making mediated by their digital practices, and how formal education could build on those practices for academic, vocational and/or civic ends.Peer reviewe

Promoting community socio-ecological sustainability through technology: A case study from Chile

The importance of community learning in effecting social change towards ecological sustainability has been recognised for some time. More recently, the use of Information and Communication Technology (ICT) tools to promote socio-ecological sustainability has been shown to have potential in community education for sustainable development (ESD). The effective design and use of technology for community learning implies an understanding of a range of cross- dimensional factors including: socio-cultural characteristics and needs of the target audience; considerations of available and culturally responsive types of technology; and non-formal pedagogical ESD strategies for community empowerment. In addition, both technology itself and social communities are dynamically evolving and complex entities. This article presents a case study which evaluated the potential of ICT for promoting ecological literacy and action competence amongst community members in southern Chile. The case study addressed the ecological deterioration of a lake, which is having deep social, economic, recreational and cultural implications locally. The authors’ research involved developing a theoret- ical framework for the design, implementation and use of ICT for community learning for sustainability. The framework was based on key ideas from ESD, ICT and community education, and was underpinned by a systems thinking approach to account for the dynamism and complexity of such settings. Activity theory provided a frame to address overarching socio-cultural elements when using technology as a mediating tool for community learning. The authors’ findings suggest that the use of an ICT tool, such as a website, can enhance ecological literacy in relation to a local socio-ecological issue

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Molecular epidemiology of Mycobacterium tuberculosis complex in Brussels, 2010-2013

The tuberculosis (TB) incidence rate in Brussels-Capital Region is 3-fold higher than in Belgium as a whole. Eight years after the realization of initial prospective population-based molecular epidemiology investigations in this Region, a similar study over the period 2010-2013 was conducted. TB strains isolated from 945 patients were submitted to genotyping by standardized 24-locus-MIRU-VNTR typing and spoligotyping. The phylogenetic analysis showed that the LAM (16.7%) and Haarlem (15.7%) branches are the two most prevalent TB lineages circulating in Brussels. Analysis of the MDR subgroup showed an association with Beijing strains (39.9%) and patients native of Eastern Europe (40.7%). Genotyping detected 113 clusters involving 321 patients, giving a recent transmission index of 22.9%. Molecular-guided epidemiological investigations and routine surveillance activities revealed family transmission or social contact for patients distributed over 34 clusters. Most of the patients were foreign-born (75.7%). However, cluster analysis revealed only limited transnational transmission. Comparison with the previous study shows a stable epidemiological situation except for the mean age difference between Belgian-born and foreign-born patients which has disappeared. This study confirms that molecular epidemiology has become an important determinant for TB control programs. However, sufficient financial means need to be available to perform all required epidemiological investigations. © 2017 Vluggen et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited