Nitrogen-containing compounds, including glycine betaine (GBT), choline and trimethylamine N-oxide (TMAO) are ubiquitous in marine organisms. They are used by marine organisms as compatible solutes in response to changes in environmental conditions, such as increasing salinity, because they do not interfere with cell metabolism. They also have beneficial effects in protecting proteins against denaturation due to chemical or physical damage. In the marine environment, these compounds are frequently released from these organisms directly into seawater due to changing environmental conditions, such as by viral lysis or grazing. The released nitrogenous osmolytes serve as important nutrients for marine microorganisms, which can use them as carbon, nitrogen and energy sources. It is well known that the degradation of these nitrogenous osmolytes contribute to the release of climate-active gases, including volatile methylamines. Methylamines are important sources of aerosols in the marine atmosphere, which help to reflect sunlight and cause a cooling effect on the climate. Our NERC-funded research is starting to understand the microbial metabolism of these compounds and their seasonal cycles in the coastal surface seawater, but our understanding across the world's oceans is limited. Of particular importance to the Earth's climate is the Southern Ocean. The Southern Ocean is an important player in the Earth climate system, and is an ideal region to study ocean-atmosphere connections because of its isolation from continental emissions and the strong circumpolar atmospheric circulation, rendering its air pristine. Opportunities to study the Southern Ocean are rare however, and it remains under sampled even for the most routine measurements compared to the rest of the World's oceans. We have a unique opportunity within the Antarctic Circumnavigation Expedition (ACE) to make measurements and collect samples around the entire Southern Ocean, and near Antarctica. Twenty one other international projects will also be conducting research from the same expedition, and six of these projects have excellent links to our research. Unfortunately, there are no plans for after the expedition for the projects to collaborate and integrate data, which is a real missed opportunity. This proposal aims to develop a new international network with six ACE projects and use post-cruise activities to exploit data and knowledge generated to capitalise on our NERC-funded research on nitrogenous osmolytes and to increase its international breadth.

Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.

Our schools should be incubators of exploration and invention. They should be accelerators of innovation. They should promote Open Schooling. School leaders should set a vision for creating learning experiences that provide the right tools and supports for all learners to thrive. Teachers should be collaborators in learning, seeking new knowledge and constantly acquiring new skills alongside their students. A holistic approach to innovation is needed. We need to facilitate the process with a provision of the necessary catalyst: This is the foreseen role of the OSOS Coordination Action, to describe and implement at scale a process that will facilitate the transformation of schools to innovative ecosystems, acting as shared sites of science learning for which leaders, teachers, students and the local community share responsibility, over which they share authority, and from which they all benefit through the increase of their communities’ science capital and the development of responsible citizenship. In this framework the proposed coordination action is aiming to support a large number of European schools to implement Open Schooling approaches by a) developing a model that promote such a culture, b) offering guidelines and advice on issues such as staff development, redesigning time, and partnerships with relevant organisations (local industries, research organisations, parents associations and policy makers), and c) suggesting a range of possible implementation processes from small-scale prototypes through to setting up an “open school within a school” or even designing a new school while it is testing and assessing them in more than 1,000 school environments in 12 European countries. The themes of the project activities developed and pursuit in participating schools that will take place will focus on areas of science linked with the Grand Societal Challenges as shaped by the EC, will be related to RRI and will link with regional and local issues of interest.

<< Background >>Educational Data Analytics (EDA), that is, the use of educational data generated during teaching and learning (including assessment) for better supporting individual learners' in online and blended courses, became even more relevant during the emergency remote teaching forced by the COVID19 pandemic lockdown. As a result, Educational Data Literacy (EDL) competences for e-Learning professionals, as well as, school teachers and leaders, are highlighted as a key competence in the post COVID19 era.<< Objectives >>To produce and validate a comprehensive proposal for an Educational Data Literacy Competence Profile for e-Learning Professionals and Educators. To design, develop, offer and evaluate a competence-based Professional Development Massive Open Online Course (MOOC) leading to a Certificate of Achievement in Educational Data Literacy. To facilitate building a professional community around Educational Data Analytics with the participants and the graduates of the L2A MOOC.<< Implementation >>Researched, developed and validated the L2A Educational Data Literacy Competence Profile (L2A-EDL-CP). Designed, developed, promoted, offered, evaluated (all in 2 cycles), revised and re-offered the L2A MOOC, a professional competence development MOOC of 200 hours of study. Almost 5.000 people enrolled on the L2A MOOC and 521 successfully completed an L2A Certification of Achievement in EDL. Presented project to 24 academic conferences and 5 industry exhibitions (# 6.500 reached out)<< Results >>The L2A Educational Data Literacy Competence Profile, researched and validated by 210 experts [R2, 3, 4]The L2A MOOC & Certification implemented, offered and evaluated in 2 cycles [R5a&b, 6a&b, 7a&b, 8, 9, 10]A comprehensive MOOC evaluation strategy & a systematic, in-depth evaluation study for both versions of the L2A MOOC [R12a&b, R13, R14]2 open access books negotiated and agreed with Springer, 1 journal & 10 conference papers published,14 invited keynotes in international conferences