"The International Regulations for Preventing Collisions at Sea 1972 (COLREGs) are a set of rules to avoid collisions at sea. However, a study undertaken by Ziarati et al (2008) and later Acar et al (2011) showed that almost 50% of seafarers disregard or ignore the COLREGs at sea. This is supported by recent Mariners' Alerting and Reporting Scheme (MARS) and Marine Accident Investigation Branch (MAIB) case law, which indicates that many of the principles of collision avoidance are improperly applied, particularly relating to more complex rules or more complex real-life situations (Ziarati et al, 2015).Collisions remain a major source of accidents at sea resulting in serious injuries and loss of life and property. European Maritime Safety Agency’s (EMSA) 2014 Accident Review found that between 2011-2013 in the category of 'accidents with a ship', collisions were the second leading cause of accidents resulting in serious injuries. It was accepted that there will be no changes to the COLREGs in the short to medium future when the International Maritime Lecturers’ Association made its position supporting the COLREGs clear in its June 2014 Newsletter, where it stated that ""COLREG specific"" accidents can be attributed to ""the unsatisfactory results of maritime training"". Seeing the severity of this issue, along with the target of zero collisions in the European Union’s (EU) Research and Development (R&D) Framework (Horizon 2014), research was carried out during the ACTs project (2013-15) to identify training needs. This led to the ACTs+ project aims which were as follows:1.To develop learning materials to improve the ability of seafarers to apply the COLREGs in complex real-life scenarios.2.To develop a teacher training programme to improve the ability of teachers to teach the correct application of the COLREGs.3.To develop an e-learning delivery platform.4.To involve shipping companies in the development of these learning materials so that real-life situations are addressed.5.To submit a case study to the international policymaker and professional associations to raise the need for improved teacher and cadet/seafarer training on COLREGs.It is estimated that a little over 50,000 participants were involved in the project either directly or indirectly through dissemination. These participants fell into the following target markets:1.PrimaryoMaritime trainers / teachers oMaritime companiesoSeafarers (inactive and active)oCadets (still in training at their Maritime Education and Training Institutions (METs))2.SecondaryoMaritime education policymakers (national, European and international)oInternational awarding, accrediting and licensing bodiesThe primary target audiences were identified because they were to be the end users of the ACTs+ project outputs. The secondary target audiences were selected because they provide the environment that the primary audiences operate in. The policymakers set the training requirements, and the professional bodies accredit and licence training courses and learning materials giving the international 'stamp' of quality.The project contained a mix of intellectual outputs and multiplier events covering: •The development of the delivery system (an online learning platform)•The development of online learning scenarios and accompanying self-assessment quizzes•The development of a teacher training course for the teaching of the COLREGs in more complex situations•Validation workshops during the development of the learning scenarios, self-assessment quizzes and teacher training course•Piloting of all the learning materials•The Final Conference•The report to relevant international maritime associations and policymakers with recommendations for changes in teacher training and learning practices in relation to the COLREGsCOLREGs content is currently taught in bridge simulators that have limited capacity and are expensive. To address this multi-ship and/or multi-rule situations were transformed into a set of PC based scenarios, which Ziarati (2007) reported to be as good as bridge simulators in terms of acquiring navigational skills and competencies. The PC based scenario approach to developing such skills is based on a proven methodological approach developed in several recently completed Leonardo projects: M’aider (2009-11), SURPASS (2009-2012) and ACTs (2013-2015). The project was designed to produce a range of impacts from the long-term reduction of collision-related accidents and consequently safer seas, to the improved competencies of maritime lecturers in designing and delivering digital e-learning materials, and a more mobile and qualified EU maritime labour force able to compete on the global stage for higher skilled jobs. It was also intended to help build the e-learning infrastructure of the EU and the maritime industry and position the EU as a centre of high quality and innovative e-learning based maritime education."