This is a higher education student and staff mobility project, please consult the website of the organisation to obtain additional details.

The decline of freshwater fish biodiversity is proceeding at an alarming and persistent rate. Given that most fish must undertake some form of migration in order to complete their life-cycle, of particular concern is the proliferation of hydropower schemes that block migration routes, as well as a variety of other barriers such as weirs and culverts. Several locations in the southern hemisphere are among the major global hotspots of hydropower development. They are also home to some of the least studied fish communities in the world. Mitigation measures for fish passage have traditionally relied on designs developed for strong swimming fishes of the northern hemisphere. These designs are ineffective for generally smaller, relatively weak swimming fish, such as those found in temperate regions of the southern hemisphere, but there is very little understanding of the mechanisms involved. This innovative project represents the first systematic attempt to bring together world-leading practitioners from Europe with biologists, engineers and stakeholders from the southern hemisphere in an effort to exchange knowledge and construct a shared vision for fish passage science and policy. This will be achieved through systematic review, expert consultation, ecological modelling, training programmes, networking and stakeholder engagement using a novel combination of approaches. The outcomes will include: high quality journal publications; a summer school; a set of funding bids based on a co-constructed research strategy; and a model predicting fish passage for species of the southern hemisphere. The project’s key performance indicators will include: number of publications on fish passage in the southern hemisphere; uptake of robust methods in fish passage research; corresponding citations; metrics indicating public awareness (online activity, readership of popular publications, number of people reached in public engagement events); and policy citations.

"Study programmes following blended-learning or even pure online approaches are becoming increasingly popular in higher education. Two main drivers for this development are increasing international cooperations among universities and with industry partners and the special requirements of students in continuing education programmes. But even regular courses use online platforms to establish a permanent point of exchange beyond the weekly course meetings. Yet in a time, where the use of eLearning platforms, Google Drive and Skype feels commonplace, the abundance of available tools conceals the scarcity of processual knowledge to use them, especially compared to the richness of methods we use to apply in physical teaching and collaboration.The OnCreate partnership is about the exchange, implementation and evaluation of processual and contextual knowledge of online collaborative courses with focus on creation and innovation. By the term “Creative Online Collaboration Processes” we refer to all such activities which aim to solve in a group problems that do not have standard solutions, mediated through web-based tools. Typically, such problems require interdisciplinary, lateral thinking, social empathy and extensive ideation with the aim of mutual inspiration. The processes applied are often nonlinear and rely on multimodal means of synchronous and asynchronous communication, with a special focus on visual tools. The project was organized around the four main objectives:RESEARCH - about the state-of-art of creative online collaboration inside and outside the consortiumCREATE - and implement transnational online coursesEVALUATE - online and blended courses for their affordance and support for creative collaborationGENERALIZE - our insights to make them accessible to the publicThe consortium created twenty courses addressing different creative challenges from design to TV development to innovation management. Most of which are suitable to be re-implemented based on the course blueprints available on the project website. Furthermore, the project created a set of seven evaluation packages to enable teachers to evaluate their courses and online course environments with regard to how much they afford creative collaboration. Along came a number of useful teaching methods to structure synchronous and asynchronous activities online. Finally, we gave general recommendations for running online courses on social media platforms, project management apps and learning management systems.The project has attracted four university partners outside the consortium and three industry partners, who have been collaborating actively at least in one course or research activity. Two multiplier Events at Magdeburg, Germany and Lincoln, UK disseminated the project results to a wider audience of practitioners and academics in the fields of media design and digital journalism.Six partners from among the consortium and associated partners are already committed to run at least one common course annually based on the blueprint of the most successful courses. At the same time, the project sparked the idea of a ""blended student exchange"", which comprises online collaborative courses with the partner university the semester before students actually go abroad. This will be the focus of further Erasmus+ activities within the consortium."

Ever since its foundation, Magdeburg-Stendal University of Applied Sciences with its five departments on two campuses (Magdeburg and Stendal) has been specifically targeting the internationalisation of academic studies and teaching, thus embracing the opportunity to develop its profile. A substantial part of the internationalisation efforts focuses on the European area with emphasis on Spain, France and Scandinavia. This is particularly the case with the disciplines of Communication and Journalism, which provide for the highest number of mobilities. Magdeburg-Stendal University of Applied Sciences runs more than 90 Inter-institutional Agreements with partner institutions in programme countries, which proves the crucial role of the ERASMUS programme in its internationalisation.Taking part in the programme, Magdeburg-Stendal University of Applied Sciences pursues targets defined in its internationalisation strategy: Raising the number of mobile students, teaching and other staff and increasing the number of international students and staff on its campuses.Fifty-nine outbound mobilities taking place in 17 host countries and at 42 host institutions were carried out altogether in the project of 2015. Of these, 45 were mobilities of students for studying purposes (mainly first cycle), eight were staff mobilities for teaching purposes and six were staff mobilities for training purposes. Forty-two of the outgoing participants were female and 17 male. In the reporting period, the university welcomed 40 incoming students (mainly first cycle) from six countries and seven teaching staff on its two campuses. A large number of activities were conducted in order to create and develop underlying structures, support participants in an optimum way and advertise the programme.As in the preceding years, the successful completion of the project contributed considerably to achieving the targets of the university's internationalisation strategy. The participants could extend their personal and professional skills in a variety of ways, build networks, exchange examples of good practice and contribute to a cosmopolitan and tolerant society. The university benefits mainly in view of the improvements in the quality and relevance of its teaching and learning reached. However, it obtains also an advantage from the enhanced working and learning atmosphere and its perception as a carrier of interculturalism and tolerance within the cities of Magdeburg and Stendal and the land of Saxony-Anhalt.