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E-learning methodologies and good practices

A guide for designing and delivering e-learning solutions from the FAO elearning Academy, second edition











FAO. 2021. E-learning methodologies and good practices: A guide for designing and delivering e-learning solutions from the FAO elearning Academy, second edition. Rome.



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    Brochure, flyer, fact-sheet
    E-learning methodologies and good practices
    FAO E-learning Academy
    2022
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    The purpose of the guide is to provide guidance on designing and developing e-learning-based solutions for trainers and instructional designers who are new to e-learning design. The guide also provides basic concepts and information on the processes and resources involved in e-learning development, which may be of interest to human resource and capacity-development managers. The content of the guide is based on consolidated instructional design models and learning theories and incorporates more than 15 years of experience of the FAO elearning Academy, including work practices, standards and quality criteria adopted for the delivery of learning programmes and self-paced e-learning courses in development contexts.
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    Book (series)
    Better data collection in shark fisheries – Learning from practice 2021
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    Some species and stocks of sharks, rays, skates, and chimaeras (termed shark in this review) are rapidly depleting due to climate change, land-based influences, and overfishing. These pressures, coupled with sharks’ low reproductive potential (slow growth and delayed maturation; long reproductive cycles; low fecundity; and long lifespans) place sharks in a risk profile that is more akin to mammals on land than fish in the ocean. The development of policy, and the delivery of management and conservation measures regulating the use, international trade, and capture of sharks (whether as a targeted species or as bycatch in fisheries), is hindered by gaps in basic knowledge – a knowledge that is required in order to get a clear sense of their status in real-time. Many countries are establishing or strengthening monitoring across shark value chains to overcome these shortfalls in information. This document reviews what shark fisheries data is being collected, highlighting the opportunities and constraints in collecting information on sharks in fisheries, based on practical experience. It includes information from 28 surveys across 19 countries: 9 in the Mediterranean, 5 in Africa, 3 in Asia, and 1 in Oceania. Interviews were conducted with data collectors and managers across the entirety of the survey process, while data collection variables were documented in order to inform those interested in the collection, provision, and exchange of shark information on common practices and their commonalities. The review identifies standardized information metrics which, if collected more generally, would strengthen the opportunity for harmonized reporting and cross-comparability across surveys. In addition – and in order to assess the status quo – the current data collection requirements of management measures applied to sharks by regional fisheries management organizations (RFMOs) were reviewed, including “no retention” measures. Finally, the review proposes a list of the minimum standard measurements and common life-history parameters required to support the assessment of shark stocks in fisheries.
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    Document
    FAO Good Learning Practices for Effective Capacity Development. FAO Capacity Development - Learning module 3 (LM3) 2012
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    This Module is the third in a series of four that address capacity development competencies in FAO. It is intended to enhance FAO’s practices in designing, developing, delivering and evaluating its activities in support of learning in Member Countries, while ensuring that learning leads to sustainable capacity development. This Module is intended for FAO technical officers and collaborators who are involved in conceptualizing, planning, managing and coordinating learning initiatives for stakehol ders in Member Countries.

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