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"Environmental pressures in the construction phase of wind energy generation at sea" is an educational program for maritime professionals that strives to make participants aware of the environmental issues connected to the construction of wind energy structures at sea, and to strengthen Ocean Literacy, as a basis for pro-active thinking (in all situations) and taking adequate responsibility for environmental/sustainability in construction projects.
This article presents motivations for the Decade, gives background information and describes goals, anticipated societal outcomes, main areas of research and development, and the approach to use them in achieving societal outcomes. Ryabinin Vladimir, Barbière Julian, Haugan Peter, Kullenberg Gunnar, Smith Neville, McLean Craig, Troisi Ariel, Fischer Albert, Aricò Salvatore, Aarup Thorkild, Pissierssens Peter, Visbeck Martin, Enevoldsen Henrik Oksfeldt, Rigaud Julie. The UN Decade of Ocean Science for Sustainable Development. Frontiers in Marine Science, Vol. 6, 2019. https://www.frontiersin.org/article/10.3389/fmars.2019.00470 DOI: 10.3389/fmars.2019.00470
Focusing on graduate educaiton, this paper tries to answer questions such as: Is the ocean science community pre- pared to educate and inform this new workforce? What pathways for graduate students can our academic institutions create either individually or cooperatively to develop a future workforce with the knowledge, training, skills, and competencies needed to meet the societal demands that we will face in coming years? How can the ocean science community innovate now to make a difference in the future? The article explores some of the ways the field might be able to build on current strengths to facilitate preparation of the future ocean science workforce. Schaffner, L.C., T.W. Hartley, and J.G. Sanders. 2016. Moving forward: 21st century pathways to strengthen the ocean science workforce through graduate education and professional development. Oceanography 29(1):36–43, http://dx.doi.org/10.5670/ oceanog.2016.09.
The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comparison of levels of ocean knowledge across time and location. The IOLS has already been subjected to two rounds of field testing. The results from the second testing, presented in this paper, provide evidence that the IOLS is psychometrically valid and reliable, and has a single factor structure across 17 languages and 24 countries. Géraldine Fauville, Craig Strang, Matthew A. Cannady & Ying-Fang Chen, (2019) Development of the International Ocean Literacy Survey: measuring knowledge across the world., Environmental Education Research, 25:2, 238-263, DOI: 10.1080/13504622.2018.1440381
The project will embed the industrial perspective in ocean literacy initiatives, spreading an updated image for the maritime technologies in the blue economy, with a convincing message that the sector has a high-tech future with a long-term positive perspective. Ocean literacy will act for MATES project as a transversal and multidirectional content in all work packages, by boosting the transfer of scientific knowledge to the industry sectors, integrating the industrial perspective in literacy delivery and widening the industrial perspective about the new possibilities that ‘maritimIZED’ CVs can yield for blue growth and jobs. Martha Papathanasiou, Peter Tuddenham, Kristina Bishop, Paula Keener, Rosa Fernandez Otero, and Lucia Fraga Lago )2018). Publication based on the research supported by the European Project MATES: Maritime Alliance for fostering the European Blue economy through a Marine Technology Skilling Strategy, co-funded by the Erasmus+ Programme of the European Union
Ocean Literacy Essential Principles and Fundamental Concepts represents a significant grassroots effort on the part of the ocean sciences and education communities. Ocean Literacy: The Essential Principles and Fundamental Concepts of Ocean Sciences for Learners of All Ages Version 2, a brochure resulting from the 2-week On-Line Workshop on Ocean Literacy through Science Standards; published by National Oceanic and Atmospheric Administration; Published June 2005, revised March 2013
The aim of the present study was to respond to the increasing demand for comprehensive tools for the measurement of ocean literacy, by investigating the psychometric characteristics of a Greek version of the Survey of Ocean Literacy and Experience (SOLE), an instrument that assesses conceptual understanding of general ocean sciences content, focusing on the knowledge component. Markos, A., Boubonari, T., Mogias, A., & Kevrekidis, T. (2017). Measuring ocean literacy in pre-service teachers: Psychometric properties of the Greek version of the Survey of Ocean Literacy and Experience (SOLE). Environmental Education Research, 23(2), 231-251.
This paper analyses the knowledge about the ocean (or ocean literacy) of a sample of pupils in the UK and in Portugal, as well as the pupils’ modes of gaining information about ocean-related topics by using different media sources of information (such as TV, radio, computer, mobile platforms, magazines, or books) Leitão, R., Maguire, M., Turner, S., Guimarães, L., & Arenas, F. (2018). Ocean literacy and information sources: comparision between pupils in portugal and the uk. In Proceedings of INTED2018 Conference.
Developing the ocean literacy of individuals of all ages from all countries, cultures, and economic backgrounds is essential to inform choices for sustainable living in the future, but how we reach and represent diverse voices is a challenge. Massive Open Online Courses (MOOCs) offer a possible tool to achieve this goal. Fielding, S., Copley, J. T., & Mills, R. A. (2019). Exploring Our Oceans: using the global classroom to develop ocean literacy. Frontiers in Marine Science, 6, 340.
The purpose of this study was to assess the environmental literacy of Oklahoma public high school students. The Oklahoma Environmental Literacy Assessment Tool (OELAT), an instrument designed to ascertain environmental literacy among high school students Literacy Among Oklahoma Public High School Students and the Williams, Riley Denae. 2017. An Assessment of Environmental Factors Affecting Students' Environmental Literacy. Master's thesis, Harvard Extension School
It was found that public interest in marine environmental issues is significant, but that gaps exist in terms of issue-specific awareness and that the availability of independent information on marine issues is limited. Fletcher, S., Potts, J. S., Heeps, C., & Pike, K. (2009). Public awareness of marine environmental issues in the UK. Marine Policy, 33(2), 370-375.
The present study illustrates the level of students’ ocean literacy on a sub-regional level, and provides guidance for a more focused and sound design, development, and implementation of marine-friendly curricula in terms of elementary school courses and textbooks, in-service teacher training, and pre-service teacher preparation programs. Mogias, A., Boubonari, T., Realdon, G., Previati, M., Mokos, M., Koulouri, P., & Cheimonopoulou, M. T. (2019). Evaluating ocean literacy of elementary school students: preliminary results of a cross-cultural study in the Mediterranean region. Frontiers in Marine Science, 6, 396.
This research represents a promising start in the direction recommended by the NMEA (Tran et al., 2010) toward a Systems- and simulation-oriented approach to OL tools. Brennan, C. J., Molloy, O. D., & Ashley, M. (2019). A System Dynamics Approach to Increasing Ocean Literacy. Frontiers in Marine Science, 6, 360.
from Scopus and Web of Science (WoS).In order to better understand OL-related research a bibliometric analysis was performed with data from databases obtained Costa, S., & Caldeira, R. (2018). Bibliometric analysis of ocean literacy: An underrated term in the scientific literature. Marine policy, 87, 149-157.
Assessment of environmental literacy and ocean literacy focus on increasing knowledge and awareness. Umuhire, M. L., & Fang, Q. (2016). Method and application of ocean environmental awareness measurement: Lessons learnt from university students of China. Marine pollution bulletin, 102(2), 289-294.
‘Teachers on board’ is a national project that allows the participation of science teachers in scientific cruises in the North-Atlantic ocean. This project aims to give teachers a clearer insight about ocean sciences, and a better understanding about ocean technology and research studies in order to increase their level of science literacy. The ‘Teachers on board’ program provides a unique learning environment and is driven by the active participation of teachers in hands on research activities. After the cruises, participants are invited to share their experiences with students, colleagues and other education communities and to bring to schools real scientific data that can be used with their classes.
A paper on biological invasions in the Mediterranean, written for kids.
Ocean School is a groundbreaking educational experience that uses powerful storytelling techniques, immersive technologies and interactive media. Its inquiry-based approach advances critical thinking, innovation and environmental awareness
The Ocean Literacy Portal serves as a worldwide one-stop shop, providing resources and content available to all, with the goal of creating an ocean-literate society able to make informed and responsible decisions on ocean resources and ocean sustainability. The Ocean Literacy Portal is a universal sharing platform.
"Adopt-A-Ship is an educational program that informs students about the shipping industry. It was initiated in Cyprus in 2006 and has been running successfully since then. Mr. Tsavliris and Mr. Ierides( CYMEPA) shared this initiative with Project Connect in order to support and run it in Greece. Aim: Build awareness and influence young people to seek seafarer’s careers. Key Points: 1) Learn about the importance of shipping in everyday life as well s its significance role in historical, economic and cultural development of nations. 2) Interdisciplinary approach of the program. 3) Real world life experience. Approach: 1) A ship is assigned to a school classroom (5th or 6th grade). 2) Direct email communication with the vessel crew thus learning about daily duties and activities, cargo carried, trading pattern, routes, loading and un-loading at ports. Duration: About a year"
Free teaching resources by the University of Newcastle, putting theory into practice on marine science, design and technology issues that require practical solutions. PowerPoint presentations, posters, practical exercises and online games. Topics: shipping (buoyancy, design, power, economic value, history and future, environmental problems...), ocean life (habitats, classification, adaptation, sexual reproduction, marine ecology...), oceans and climate change, marine litter and recycling, marine invasions, marine renewable energy, sustainable fisheries and fish stocks, island survalval kit.
Working with local schools, community groups and businesses, ORCA teaches people of all ages about North Sea whales and dolphins, and the threats they face. ORCA helps the general public to understand how they can play a role in protecting the marine environment. Fundamental to the ORCA Your Seas work is the formal Education Programme that is delivered across schools in the north east of the UK. The programme teaches students about dolphin science and builds up skills in dolphin research. The programme culminates in an offshore survey field trip, on board DFDS King Seaways, with experts.
The National Maritime Museum of Ireland is housed in a 180-year-old Mariners' Church at the coastal town on Dun Laoghaire on the south shore of Dublin Bay. The museum offers maritime history tours led by experienced guides who describe Ireland's contribution to the fields of exploration, navigation, radio, deep-sea cable technology, nature and wildlife, as well as lectures by invited experts and a regular newsletter.
"The ‘Portugal is Sea’ map presents the Portuguese territorial reality, accounting not only for its land area, but also for its maritime territory. It includes the area corresponding to the proposed extension of the Portuguese continental shelf. This map was distributed and posted in classrooms across the country. The goal is for students of all ages to have easy access to a visual element that allows them to have a clearer understanding of the true size of the Portuguese territory. On this page you can explore a range of educational materials which are related to the map and are adapted to the specificities of the Portuguese education system. "
Life around the turbines brings together environmental (food webs, habitats & adaptation) and technical information (windfarm technology, underwater sound) on offshore wind farms and renewable energy in an exciting range of resources (information, PowerPoint slides, games, teacher guidance, activity sheets) and workshops for schools (6-16 yrs).
Free teaching resources by the University of Newcastle, putting theory into practice on marine science, design and technology issues that require practical solutions. PowerPoint presentations, posters, practical exercises and online games. Topics: shipping (buoyancy, design, power, economic value, history and future, environmental problems...), ocean life (habitats, classification, adaptation, sexual reproduction, marine ecology...), oceans and climate change, marine litter and recycling, marine invasions, marine renewable energy, sustainable fisheries and fish stocks, island survival kit.
The project ‘Marine Art’ proved that, besides formal education, extramural activities can also be used to enhance ocean literacy and citizens’ involvement in marine and coastal processes. ‘Marine Art’ brought art students and teachers in contact with marine researchers, from whom they learned about the ocean and about marine sciences, through presentations, dialogues or lab visits. The project resulted in an art exhibition, and an illustrated publication that shows the process of this project, the work-in-progress and the resulting art work, complemented with quotes and pictures of participating art students, teachers and scientists.
This Ocean Toolkit has been assembled from the hard work and collaboration inspired by the 50+ educators who participated in the Ocean conference and through support and partnerships with Dr. Susan Crichton, Innovative Learning Centre, UBC, Kelowna Campus, along with the Nova Scotia Department of Education and Early Childhood Development, the Marine People Partnership operating through the Centre for Ocean Ventures and Entrepreneurship (www.coveocean.com), and with financial support from Irving Shipbuilding Inc.
The Ocean Literacy (OL) Development Plan broadly outlines the recommended approach for developing an ocean literacy strategy for Canada, and for establishing a Canadian Ocean Literacy Coalition. The Coalition will create the Canadian Ocean Literacy Strategy while also providing an informal opportunity to improve research, coordination, collaboration, and communication across Canada’s diverse ocean literacy landscape.
The second EMODnet Open Sea Lab hackathon will develop innovative solutions with marine open data to address blue society challenges. During three days, in the city of Ghent (Belgium), teams will compete and bring their expertise to develop novel marine and maritime applications using EMODnet, ICES and Copernicus Marine’s wealth of marine data and services. The challenges to address lie in three main categories: - Blue Growth - Blue Society & Ocean literacy - Marine environment protection & management (including climate change)
This easy-to-use guide is designed to provide maximum flexibility for learners in both formal and informal settings. It may be used as a standalone teaching tool, or to supplement lessons in other areas. This guide includes information about the marine industry with useful lessons for students in grades K-12 with a focus on STEM (Science, Technology, Engineering, Mathematics) objectives and alignment to NGSS (Next Generation Science Standards).
Atlantic Youth is a project (2017-2020) under Erasmus Plus Cooperation for Innovation and Exchange of Good Practices – Strategic Partnerships for School Education. The objective is to develop inclusive maritime and nautical education at school with a strong contribution to the educational projects, accessibility for all pupils and affordability. The project targets secondary schools and classes (aged 11-15), including pupils with physical difficulties, socialising problems and school dropouts. Five locations partake in the initiative: Ayamonte in Spain, Minho-Lima in Portugal, the Landerneau-Daoulas District in France, Cornwall County in the UK and Clare County in Ireland. The project will develop maritime and nautical innovative sessions within the curriculum, three transnational educational events (for one week at a time, gathering one class from each country – the first European Classe de mer), and will also produce pedagogic tools and guides.
"The Marine Institute established the Explorers Education Programme in 2006, with the aim to build on Ireland’s marine and maritime heritage by increasing awareness of the value, opportunities and social benefits of our ocean wealth and identity in primary schools. The Goals of the programme include: - Educate primary school children, teachers and educators in Ireland, enabling them to understand the oceans influence on humans and humans' influence on the ocean, through outreach and centre activities in Ireland. - Coordinate professional development training and workshops for teachers and trainee teachers, to develop their marine literacy skills and promote the use of marine content in line with the national curriculum. - Develop education materials and resources based on the Irish primary school curriculum to support teachers teaching marine in primary schools which are made freely available on - Promote ocean literacy and marine outreach activities with local communities, educators and influencers through events and media, so as to create dialogue and engagement about our ocean. The Explorers Education Programme recently expanded in 2016-2017 and it is now reaching over 15,000 children in primary schools around Ireland annually. The Marine Institute also works with the Explorers Education centres where a pre and post evaluation of the programme is completed annually measuring and gathering qualitative and quantitative data about the delivery of the programme, as well as information about the classes marine ocean literacy and engagement in the programme. The Explorers Education Programme™ is supported by the Marine Institute and is funded under the Marine Research Programme by the Irish Government."
"The Marint Kunskapcenter (SEA-U Marine Science Centre) in Malmö, Sweden is a non-governmental association working mainly with ocean literacy and marine development. The NGO has been tasked by the City of Malmö to help improve marine education and marine development in the city. Today, the Center has 3500-4000 learners in various ocean literacy and marine educational programs and has around 20000 visitors per year. This will be expanded this spring when the Center takes on the role of Naturum Öresund (a visitor center for the sea region 'The Sound') under the auspices of the Swedish Environmental Protection Agency. This will potentially increase visitor numbers to 75000. It will be the first urban visitor center in Sweden, and the first with a focus on the Sound's important shallow areas with seaweed. The Center has its origins in a summer marine education program for school children started in Malmö in 1999. Activities included snorkelling, discovering shallow marine areas and netting in waders. What started as a one year project has now been continuing for twelve years. Programs range from those suitable for four-year olds up to University students. Programs include: - Meet the crab and the seaweed, Age 4-9 - Become a marine biologist for one day on our research vessel, Age 14-25 - Future innovation for a sustainable city, Age 13-19 - Meet the SDG 14, Life Below Water, Age 13-25"
Young Maritime Representatives (YMRs) are enthusiastic maritime youth ambassadors. Young people who are not familiar with the sector generally have no (or incorrect) picture of learning and working in the maritime sector. They can hardly imagine the type and nature of the work. In addition, they do not have a good picture of the opportunities within the sector and the chance of an attractive maritime career. To get young people enthusiastic about a (technical) maritime education and future, NML started a pilot in 2013 to use young people as maritime ambassadors. This pilot has been financed by the maritime industry. Maritime students speak from their own experience and passion how it is to follow a maritime education. This is done from the premise that young people who are close to the target group speak the same 'language' and know how to hit the right chord.
Zeebenen gezocht (Searching for Sea-legs) engages youngsters from 10 years up, as well as parents and lecturers in the maritime field and introduces them to various aspects of seafaring, such as parts of ships, careers in the sector, and more.
The German Shipowners' Association's 'We Show You Sea' school summer holiday enables school pupils to spend time on board a ship and gain a first-hand insight into work and life on board. Internships are offered on tugs, ferries or large container ships. Teenagers of a minimum 16 years old, can get to know how is life on board, what is it like one to have always his job along, how one can deal with foreign colleagues, and maybe how it feels like to get seasick.
"The Future Maritime Craftsman is focusing on vocational educated in and for the Danish maritime industry. 40% of the employees in Blue Denmark have a vocational education which makes it a central point to focus on the current and future group of employees for this industry. More specifically, the project will try to increase the demand of labour and the level of competencies in the maritime sector by focusing on three different areas: - Creating more improved and targeted vocational educations for the Danish maritime industry by developing 60 new maritime courses of education. - Attracting more students and talented students to take a maritime vocational education. The goal of the project is to get 300 more students to become maritime craftsmen. - Establishing 360 extra apprenticeships with maritime companies."
"ROV Maker Competition is an event arranged by the Copenhagen School of Design and Technology in close cooperation with vocational training schools. SEA Europe ́s member, Danish Maritime joined the schools in their efforts to utilizing submarine drones and attracting students when it comes to choosing a future within the maritime industry. The scope of the competition is to make students compete assembling a Remotely Operated Vehicle (submarine drone) from an assembling kit made by the schools. Afterwards, the students are to compete in an underwater obstacle course to obtain the best run during the time available. The submarine drones can be used for inspecting ships under water while in port and for executing service work, e.g. removing fouling on hulls and propellers which has great impact on the fuel consumption of the ships when crossing the oceans. The submarine drones can also be used when working at offshore wind turbines, drilling platforms and similar work under water, e.g. at bridges, docks, dams etc. The ROV Maker Competition is carried out with support from the project “The Maritime Craftsman of the Future” (EU Social Fund project) and the Danish Maritime Fund. The actual purpose of the competition is to strengthen the cooperation between vocational training schools and the Copenhagen School of Design and Technology and to inform students of the existing possibilities to work as skilled craftsman in the maritime industry."
"Navegam amb la Balear is a maritime educational program developed by Consell de Mallorca, which is a local administration. 'La Balear' is an ancient Latin sailboat declared of cultural interest by Historical Heritage of Mallorca. The vessel was built in 1924 for fishing purposes; it is mainly propelled by the wind and fits a crew of 29 people. In 2000, La Balear was restored through employment programs financed by European Social Fund and SOIB. Last two years, there have been 65 sailing trips under the educational program Navegam amb la Balear and have involved 54 primary schools, 4 secondary schools and 4 education centers for people with special needs. This translates into more than 2250 pupils who have been sailing and learning contents related to construction of boats, evolution of ports, marine activities and how to promote sailing sustainability in the Mediterranean Sea."
"The Oceano Azul Foundation will set up the Blue Generation program and will work with the relevant authorities to introduce ocean’s themes in the school curriculum in Portugal, creating a new generation more aware of the importance of the ocean and its fragile condition.The Blue Generation program envisages to bring ocean literacy to all children, resident in Portugal, with a special focus on the group between the ages 5 to 9 years old, creating a new blue generation. It is to be developed in partnership with DG Education in Portugal and with the Education Ministry and the goal is to bring knowledge about the ocean and the importance of the ocean to our life on earth to children in school. There are several initiatives under consideration, including training courses for teachers, developing contents and learning materials and also support to water sports in schools."
Blue School PT’ is an educational programme of the Portuguese Ministry of the Sea. Developed by the Directorate General for Maritime Policy (DGPM), with the support of Ciência Viva, its goal is to improve the level of ocean literacy among the Portuguese population. This programme intends to distinguish the Portuguese schools that regularly work on ocean topics and get them to have a consistent commitment in the education of ocean literate citizens, always in agreement with the national educational agenda. It relies on partnerships with a great variety of entities connected to the sea, which highlights the different perspectives that the ocean can be worked on. A Blue School develops an educational project that promotes a better knowledge of the ocean and its influence on our lives, while not forgetting our own impact on the ocean. A Blue School is able to actively engage the school community in these themes, articulating all its activities and initiatives with the local community and the different players of the sea sector.
"The Kit do Mar project is a result of the work of the Estrutura de Missão para Extensão da Plataforma Continental (EMEPC) and the Cascais Atlantic Agency, which was joined by several other partners such as the Ciência Viva Agency, Aporvela, Vasco da Gama Aquarium, Docapesca, Esri Portugal, Business Forum of the Economy of the Sea, the Ministry of Education, the Lisbon Oceanarium and Zoomarine.KIT do Mar (The Sea Kit) is composed of a set of educational resources related to the Oceans, adapted to the different teaching cycles and framed in the curricular guidelines. The Kit suggests research activities and active participation of children from the ages of 3-9 (1st cycle) to the ages of 10-16 years old (2nd and 3rd cycles). "
“Semana Tanto Mar” is promoted by the Polytechnic Institute of Leiria, with the support of the Local Authority of Peniche, Forum do Estudante and a number of local schools. In the course of one week, students are invited to develop insight of the sea and to have contact with sea activities, research projects, employment and training programmes.The participation is free and the candidates are selected by writing an essay with the subject: "The Portuguese sea".
"The Universidade Itinerante do Mar (UIM) Project (Sea Itinerant University) was created in 2006 from the joint initiative of the University of Porto (Portugal) and the University of Oviedo (Spain) and later with the support of the Portuguese Naval Academy. Its aim is to provide university students a rich and diverse training experience under UIM’s motto: “Knowledge and Adventure”. UIM has three main cicles: Pepraration, Achievents and Conclusion cycle. In the Preparation cycle, meetings between the three organisers and students, as well as training activities in an academic environment take place. In the achievemtn cycle, the main component is the Navigation time (Sea Course) and Academic moments, on board and in the ports, when moored. And in the cocnlusion cycle, development and presentation of the work done by the students, according to the annual theme of each UIM campaign take place The positive evaluation of the project (analyzed by a jury set annually) is equivalent to the addition of ECTS in students Academic Curriculum. It has the following objectives: • Increase sea awareness • Offer additional training to young graduates • Fostering mutual understanding of the Iberian Peninsula • Provide an experience of knowledge and adventure"
The Blue Society Photo contest aimed to use photography to highlight the services and resources provided by the Ocean, as well as the opportunities it offers, and to foster commitment towards a sustainable management of seas and oceans.
The Quiz Sea for the Society, is a quiz created by the Blue Society organisation. It has seven questions related to the sea its importance,its uses and issues of general knowledge. Each of one of these has three multiple choice answers available for the public to choose.
Sea for Society (SFS) is a European Project funded by DG Research & Innovation under the Theme Science in Society. The project engages stakeholders, citizens and youth in an open and participatory dialogue to share knowledge, forge partnerships and empower actors on societal issues related to Ocean. In doing so, the project developed and enriched the concept of "Blue Society", preparing at the same time mechanisms for cooperation.
The European Marine Science Educators Association (EMSEA) is an informal non-profit organisation which provides a platform for ocean education and promoting ocean literacy within Europe. The rationale of EMSEA is educational and scientific. The particular goals and activities of EMSEA are the following: Stimulate dialogue between European and international marine educators and scientists; Provide training and teaching materials to support marine educators; Raise educators awareness of ocean issues and the need for a sustainable future for our coasts, seas and oceans. The Sub‐themes of the conference are Citizen Science Marine Education and Ocean Literacy Blue Careers Transatlantic work Open Session
"The ResponSEAble project has been looking at ways to help people understand their connection to the sea. Whether they live on the coast or inland, the project’s goal has been to figure out how to encourage Europeans to take a more interest in their oceans, improve their understanding and to treat them with greater respect. ResponSEAble is funded by the European Commission’s Horizon 2020 program and has 15 partners from around the European Union. This diverse group has been trying to figure out how to connect people to their seas and to help them better understand the complex human-ocean relationship, hoping that people with better knowledge will make responsible decisions – in other words, they will become “ocean literate”. The project has developed and is testing the effectiveness of several innovative “ocean literacy tools” for different audiences . The findings are consolidated and shared with the public through a series of ResponSEAble webinars."
Marine Renewable Energy has a vital role in powering Europe with clean energy and as an important ‘blue growth’ opportunity for coastal regions but there are concerns about the impact of off shore energy installations on ocean ecosystems and wildlife. Theproducers of the video talked to a major offshore wind developer and to an ecologists to find out how the industry is working to minimise the ecological impact of offshore wind farms – particularly to birds and marine wildlife. The film visits the UK town of Grimsby, once a major fishing port, to look at how the renewable energy industry is offering new opportunities to coastal communities by stimulating jobs and economic growth. The tool is being tested with online feedback surveys and will be tested with focus groups.
This cartoon shows the problems associated to shipping and ballast waters, which can introduce invasive species in our coasts. The cartoon shows a methodology to assess the problems and take management actions, raising awareness.
An interactive internet platform has been developed which has been mounted on two different cruise ships; MS Trollfjord which is part of Hurtigruten going from Bergen to Kirkenes and Color Fantasy which is part of Color Line going from Oslo to Kiel. Additional three have been placed at the head office of NIVA in Oslo, at the Environmental Centre at Runde (Runde Miljøsenter) and at an innovative centre in Arendal (Klimapartnere).
A fun board game quiz about humans and the ocean for ages 10 and up. The player throws a ball to target one of the 7 themes (coastal tourism, plastics, biodiversity, pollution, sustainable fisheries and aquaculture, invasive species and marine renewable energy, and the throwers’ team must answer the question.
International shipping which transports goods across the oceans is vital to global trade. Marine scientists at AZTI, a European technology centre, explain how ships inadvertently carry marine species around the world in their ballast water and on their hulls and how this leads to the introduction of what are termed Invasive Alien Species – non-native species which can harm marine ecosystems and cause economic damage. The film visits the port of Bilbao in Northern Spain to talk to representatives of the shipping industry. The video shows how the ship builders and owners are responding to the problem of IAS and what they are doing to comply with new international regulations for the treatment of ballast water to avoid the spread of IAS.
The tool ‘Importance of the Ocean’ shows the various benefits of the ocean for life on earth and the role of the ocean in everyday life. Showing the many benefits and ecosystem services the ocean provides makes the viewer more aware but will also invoke a ‘wow-factor’ and induce interest and inspiration.
How much plastic is discharged every day in the ocean? What does eutrophication mean? Why are the sandy beaches increasingly smaller? And what can we do to improve the health of the marine environment? Knowing the answers to these questions means to become “ocean literate”. Those who live far from the sea may not be aware of the impact that our daily choices have on the marine ecosystem and we may not know how much the sea, which covers about 70% of the globe, contributes to our wellbeing by regulating the climate and providing oxygen and nourishment. The aim of the game is to conquer all the stages of the game by solving the quizzes presented in the five Stories. The user navigates the archipelago and overcomes various challenges, related to the health of our ocean and the connected value chain. In the journey, the user can get more points and rest a bit with some mini-games. Once the user has completed all the challenges of the game, he will be able to take a selfie and it will be published on the starting screen of the game: it will be the way to show his commitment safeguarding our Ocean. The game lends itself very well to personal use at the same time as a teaching resource in the classroom, for example, discussing materials and questions. The game is free, without advertising and does not collect personal data and is Available in the stores for Android and IOS(iPhone/iPad).
It is an ocean literacy training program managed by the Maritime Institute of Eastern Mediterranean (MarInEM). The objective of the program is to bring children closer to the sea and help them understand individual and collective responsibilities towards the ocean and the seas, and our dependence on them. It also aims to build a civic relationship with the ocean. The project uses the geography, the history, the art, the music, the culture, the archaeology and the myths of the region, as well as the promotion of transdisciplinary activities for this end. Some planned activities are the organisation of summer schools, boot camps for children in cooperation with sea scouts and nautical clubs; visiting ships; building of small floating structures; interacting with marine scientists and engineers, old seafarers and fishers, divers and archaeologists. The publishing of a series of comics and video games utilising the sea peoples' story and linking it with modern issue is also under planning.
A series of local European Maritime Day (EMD) events are organised across Europe. This enables the many European regions with a maritime culture to join in the celebrations and highlight the vital role of the seas and oceans. Eligible activities may include [The list is not exhaustive]: Beach-cleaning initiatives, Guided tours of cities and ports, Workshops, conferences, seminars, exhibitions on maritime themes, Eco-tours and walks in areas with significant maritime heritage (cultural, environmental), excursions by boat, Visits to maritime museums or former ships, shipyards, port facilities. Any other activity for the public with the sea as a central theme and held between April and June 2019.
The European Atlas of the Seas offers a snapshot of environmental and socio-economic features that characterize the coastal and marine environment. The latest release (Version 4) addresses the public in general, but also non-specialist experts involved with environmental issues, human activities or policies related to Europe’s coasts and seas. The information content of the Atlas comprises a series of geographical layers, subdivided in “background maps”, “thematic maps” (i.e. maritime Europe, natural setting, sea bottom, sea level rise, security, transport, tourism, energy, wind, fisheries and fish consumption) and “do-it-yourself maps” (dealing with marine knowledge, nature and environment, socio-economics, fisheries, aquaculture, transport, energy, sea bed mining, coastal tourism, Maritime Spatial Planning, integrated maritime surveillance, and international ocean governance). All maps follow consistent cartographic rules and can be extracted for external use.
A side event of "OUR OCEAN, Malta, 5-6 October 2017" conference was the Our ocean film festival.
"The purpose of these guidelines is to (i) raise awareness of the issues which hinder effective engagement of industry with marine observatories and related data-sharing initiatives, (ii) stimulate an informed debate between public data collectors/providers, data portal managers and data users/providers from the private sector, and (iii) formulate possible solutions to overcome some of the identified barriers which ultimately lead to increased use and provision of marine data by and from industry. The challenges and recommendations presented in this document are a compilation of common views and feedback derived from a combination of direct one-to-one meetings with actors from industry as well as workshops and conferences in the context of promoting marine data-sharing and re-use by private sector professionals"
Havet.nu is Sweden’s largest information platform on the sea and the marine environment. It is the natural starting point for professionals or anyone seeking information on sea-related issues. Havet.nu offers many different things; a forum for the dissemination of information, publications, a collection of links, a summary of what there is to know about marine issues and an expert database. The site is updated daily with news, reports, vacancies and more. This is an initiative of the universities of Umeå, Stockholm and Gothenburg. The language of the website is Swedish only.
"The aim of the project “Boats4Schools: An Educational Challenge“ is to develop a ludic and educational methodology that can get young students attention to the importance of STEM educational opportunities as a possible pathway for a future career. The methodology to be developed in the project is oriented as a youth challenge for young students (12-17 years old), that can be replicable anywhere in the world. The methodology is based on a challenge where students (working in teams) will have to build a small Boat (miniature) under a set of rules like powered by a sustainable energy source or building the boat from a specific material, and, by doing that they will have to get in contact with several technologies like 3D design, Additive Manufacturing, Cloud Manufacturing, Computer Aided Engineering (CAE) tools, Computer Aided Design (CAD) tools, High performance computing (HPC), Math, Physics, Innovative thinking, creativity and so many other skills. At the same time that students are building their Boat and preparing the Boat for the Challenge they are learning relevant contents related to STEM+A (Art/Creativity), with the help of a tutor (teacher) that will guide them towards the creation of the best Boat that will compete in the Challenges (Regional School Challenges, National and International Challenges). Further to the STEM+A (meaning STEAM) related contents, each team of students will be asked to work other competences like marketing their boats and get sponsors, working leadership and presentation in front of a jury, self-employment and entrepreneur techniques among other transversal skills. This empowerment as a team, will be an important asset to promote social inclusion among youngsters."
The European Ocean Observing System, EOOS, is a coordinating framework designed to align and integrate Europe’s ocean observing capacity for the long term; to promote a systematic and collaborative approach to collecting information on the state and variability of our seas and oceans; and to underpin sustainable development, protection and conservation of the marine environment and its resources.
The aim of this special Event is to raise more public knowledge and awareness about the socio-economic contribution of shipping companies to the economy of Cyprus, promote the employment opportunities that exist in the Shipping Industry, offer a social “day-out” for the youngsters and their parents involving various entertainment activities, and at the same time raise money for charity. The "Day of the Sea" Event is open to the General Public and includes various events and children's activities aiming to entertain children, young persons and their parents, as well as other activities that will provide them with the opportunity to get to know the Cyprus Shipping Industry, and the employment opportunities that exist in Shipping.
The aim of the Programme is to assign to a number of primary schools’ classrooms particular vessels for email communication between the children and the masters and crew of the vessels. A world map is provided to all classes participating in the Programme in order to keep track of the vessel’s voyage.
The IOC-UNESCO Ocean Literacy for All A toolkit provides to educators and learners worldwide the innovative tools, methods, and resources to understand the complex ocean processes and functions and, as well, to alert them on the most urgent ocean issues. It also presents the essential scientific principles and information needed to understand the cause-effect relationship between individual and collective behavior and the impacts that threaten the ocean health. F. Santoro et al. (eds). 2017.Ocean Literacy for All - A toolkit, IOC/UNESCO & UNESCO Venice office, Paris (IOC Manuals and Guides, 80 revised in 2018).
The MEDCLIC KIDS APP is an educational app designed to introduce little ones to the world of marine science by playing, developed by the Balearic Islands Coastal Observing and Forecasting System (SOCIB) within the framework of the “MEDCLIC: The Mediterranean just a click away” project in collaboration with Obra Social "la Caixa". APP MEDCLIC KIDS is free-of-charge and ad-free. It has an oceanography-related interactive screen, puzzles, and memory and vocabulary games. In MEDCLIC KIDS APP, Glidey is a friendly, yellow underwater glider who explains to us how marine technologies help us to get to know about and conserve our seas.
MariFuture is committed to identifying the key education and training needs of the maritime industry (termed water transportation by the EU) and responding to these needs by developing innovative and sustainable solutions. MariFuture continuously contributes to an ever expanding knowledge base through a number of innovative research and development projects. The MariFuture platform supports and actively integrates education, research, knowledge, and innovation in the maritime sector.
The IMarEST is supporting a new campaign, “Engineer Your Career”, launched by the International Maritime Employers' Council (IMEC). Targeted towards high school students in the Philippines, the campaign aims to promote a positive image of marine engineering and highlight the benefits of choosing it as a career path.
The North American Marine Environment Protection Association (NAMEPA) is a marine industry-led organization of environmental stewards preserving the marine environment by promoting sustainable marine industry best practices and educating seafarers, students and the public about the need and strategies for protecting global ocean, lake and river resources.
The transmediterranean project PELAGOS (Promoting innovative nEtworks and cLusters for mArine renewable energy synerGies in cOasts and iSlands) is a pilot project funded under the Interreg-MED 2014-2020 program with a total budget of 2.4 million Euros and a total duration of 30 months. The main aim of the project is to increase the transnational activity of networks of the key actors in the Mediterranean Blue Energy sector. https://blue-growth.interreg-med.eu/news-events/news/detail/actualites/pelagos-april-2018/
The Blue Economy is evolving fast, here in Europe, as in the rest of the world. Maritime activities across the board have benefited from high-tech advances. Digitalization and globalization have presented welcome opportunities and unforeseen challenges. Whether in established sectors like shipbuilding or tourism or in emerging ones like ocean energy or marine biotechnology, new methods have meant new growth. And this means that the skills and competences required of workers change over time. We need to help people keep up with the pace of the modern world. Educational institutes and industry need to join forces and develop appropriate schemes for life-long learning and for mobility across the blue economy. Those teaching and learning methods must be constantly updated to reflect new disciplines. For several years now the EU has been promoting lifelong learning and mobility through a variety of programmes - all aiming, like the stories in the booklet, to make the European work force cutting-edge, inclusive and labour-market ready.
Ocean Literacy - best practices and user stories Citation: DG MARE, EU Commission Publication, 2018
The project was born in 2016 to enhance OL in the coastal area of FVG, characterized by important historical links with “Blue Economy”, due to the presence of shipyards - including world leading company Fincantieri, harbours, fisheries, aquaculture plants and coastal tourism. The specific project objectives are: