Author: Barbara (Bobbi) Kurshan.
This article explores the impact that Open Educational Resources (OER) can have on eliminating the “Education Divide.” Advances in information technologies have created unique opportunities for the free exchange and access to knowledge on a global scale.
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
An introduction to Open Educational Resources (OER) delivered to educational technology masters students. This particular presentation focuses on the issues of materials reuse, produsage, and the shift to open educational practices.
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
An introduction to Open Educational Resources (OER) delivered to educational technology masters students. This particular presentation focuses on the issues of materials reuse, produsage, and the shift to open educational practices.
A Summative Table of the Framework for the Co-creation Model of Open Scholarship. See Slides and ALT-C 2011 Proceedings (Publication) Published as "Towards a Framework for the Co-creation of Open Scholarship" by Fred Garnett & Nigel Ecclesfield
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
The driving goal for this Tier 3 IITG project was the integration of the Open SUNY Metaliteracy Badging System with Coursera’s MOOC platform. We proposed that merging these two innovative and flexible learning models would provide an exciting prospect to implement metaliteracy competencies across a wide and diverse audience. Coursera’s analytics also provided the opportunity to gather valuable data about the impact of the badging system on the learning experience, especially in regards to student motivation.
As we set out to build our MOOC, however, we encountered both technological and pedagogical barriers to our original course design. The first of these barriers was that full integration of the badging system in the way we had envisioned was not possible with Coursera's current functionalities.
The other barrier we encountered was related to the incompatibility of our original assessments with
the automated nature of MOOCs. The assessments we had designed for the badging system are mostly open-ended, reflective assignments that cannot be automatically graded, but rather must be reviewed by an instructor. While we wanted to maintain the integrity of the original assignments, instructor
grading of massive numbers of submissions was not possible. We decided to adapt the assignments to a peer-review model, which involved careful construction of rubrics and explicit instructions for student reviewers to follow as they graded their peers.
These challenges presented an important turning point in our project. Do we modify our content according to the platform, or do we push the limits of the platform in order to accommodate our content? Our ultimate solutions involved a little bit of both.
We discovered that Canvas, another major player in the MOOC world, provides tools that enable a more robust integration of the badging system. However, we didn’t want to give up the opportunity to host a MOOC on Coursera, due to their high profile in the MOOC arena, and their selection as the platform of
choice for SUNY. We decided to proceed with the creation of two MOOCs, which would be offered in succession on the two different platforms, and would allow us to take advantage of the unique strengths offered by each.
This panel will offer insights about the collaborative development and facilitation of both the Coursera and Canvas MOOCs and the extent to which we were able to integrate the digital badging system. We will discuss the process of deciding how to incorporate the Metaliteracy Badges, how determinations were made about video production and use, and the unanticipated challenges and strengths of this combined model that featured structured modules and competency based learning. We will also discuss
completion rates, and offer student feedback on both MOOCs. The development of MOOCs in both Coursera and Canvas presented the unique opportunity to compare the advantages and drawbacks of both platforms.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Keynote: Spurring Open Educational Innovation for the Sustainable Advancement of Learning and Teaching
Toru Iiyoshi
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
A way of looking at all of education and learning to promote discussion about the relationship between informal, non-formal & formal learning ahead of EU i2015. Can help thinking about; business models of institutions, the social processes of learning, learning resource design, OER co-creation of learning processes
Slides from the first Salford Method talk by Fred Garnett. Looking at how to incorporate Heutagogy into teaching practice using the theme of 'Tools & Skills,' or rather Skills & Tools. With emergent examples
Authors: Sandra Schaffert, Guntram Geser.
In the last few years, Open Educational Resources (OER) have gained much attention. From January 2006 to December 2007 the Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning.
A Summative Table of the Framework for the Co-creation Model of Open Scholarship. See Slides and ALT-C 2011 Proceedings (Publication) Published as "Towards a Framework for the Co-creation of Open Scholarship" by Fred Garnett & Nigel Ecclesfield
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
The driving goal for this Tier 3 IITG project was the integration of the Open SUNY Metaliteracy Badging System with Coursera’s MOOC platform. We proposed that merging these two innovative and flexible learning models would provide an exciting prospect to implement metaliteracy competencies across a wide and diverse audience. Coursera’s analytics also provided the opportunity to gather valuable data about the impact of the badging system on the learning experience, especially in regards to student motivation.
As we set out to build our MOOC, however, we encountered both technological and pedagogical barriers to our original course design. The first of these barriers was that full integration of the badging system in the way we had envisioned was not possible with Coursera's current functionalities.
The other barrier we encountered was related to the incompatibility of our original assessments with
the automated nature of MOOCs. The assessments we had designed for the badging system are mostly open-ended, reflective assignments that cannot be automatically graded, but rather must be reviewed by an instructor. While we wanted to maintain the integrity of the original assignments, instructor
grading of massive numbers of submissions was not possible. We decided to adapt the assignments to a peer-review model, which involved careful construction of rubrics and explicit instructions for student reviewers to follow as they graded their peers.
These challenges presented an important turning point in our project. Do we modify our content according to the platform, or do we push the limits of the platform in order to accommodate our content? Our ultimate solutions involved a little bit of both.
We discovered that Canvas, another major player in the MOOC world, provides tools that enable a more robust integration of the badging system. However, we didn’t want to give up the opportunity to host a MOOC on Coursera, due to their high profile in the MOOC arena, and their selection as the platform of
choice for SUNY. We decided to proceed with the creation of two MOOCs, which would be offered in succession on the two different platforms, and would allow us to take advantage of the unique strengths offered by each.
This panel will offer insights about the collaborative development and facilitation of both the Coursera and Canvas MOOCs and the extent to which we were able to integrate the digital badging system. We will discuss the process of deciding how to incorporate the Metaliteracy Badges, how determinations were made about video production and use, and the unanticipated challenges and strengths of this combined model that featured structured modules and competency based learning. We will also discuss
completion rates, and offer student feedback on both MOOCs. The development of MOOCs in both Coursera and Canvas presented the unique opportunity to compare the advantages and drawbacks of both platforms.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Keynote: Spurring Open Educational Innovation for the Sustainable Advancement of Learning and Teaching
Toru Iiyoshi
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
A way of looking at all of education and learning to promote discussion about the relationship between informal, non-formal & formal learning ahead of EU i2015. Can help thinking about; business models of institutions, the social processes of learning, learning resource design, OER co-creation of learning processes
Slides from the first Salford Method talk by Fred Garnett. Looking at how to incorporate Heutagogy into teaching practice using the theme of 'Tools & Skills,' or rather Skills & Tools. With emergent examples
Authors: Sandra Schaffert, Guntram Geser.
In the last few years, Open Educational Resources (OER) have gained much attention. From January 2006 to December 2007 the Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning.
Advantages of Open Educational Resources: 1. Affordability and Accessibility 2. Customization and Adaptability 3. Global Collaboration and Knowledge Sharing 4. Innovation in Teaching and Learning
OER and OEP towards Equitable and Quality Education for AllROER4D
OER and OEP towards Equitable and Quality Education for All
Patricia B. Arinto
University of the Philippines - Open University
Open Education Global Conference, Cape Town, 8-10 March 2017
Empowering Education: The Symbiosis of Open Education/OER and Artificial Inte...Ebba Ossiannilsson
My presentation at CO24 on 23 February 2024 on Empowering Education: The Symbiosis of Open Education/OER and Artificial Intelligence (GAI). xploring the Transformative Intersection of Openness and AI in Education
This chapter discusses the question of what needs to be addressed in “the major infrastructural, cultural and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime”.
It argues that two conceptual models can help address these issues. Firstly a social media participation model, Aggregate then Curate, that was developed on a JISC-funded project, MOSI-ALONG, which itself was designed using an integrated model of formal and informal learning called the Emergent Learning Model. Secondly a “development framework” for institutional flexibility called an 'organisational Architecture of Participation', which was co-created with 15 UK Further Education colleges to better enable e-learning within educational institutions.
Recommendations are made concerning how to address the various infrastructural, cultural and organisational issues that emerged during MOSI-ALONG, as we worked with local partners to better enable adult eLearning. These also include broader proposals concerning the need for individual adult learning institutions to have ongoing support from collaborative hubs if they are to evolve a community-responsive institutional life-cycle appropriate for adult learning.
A presentation entitled 'Mediating Open Education: popular discourses, situated policies and institutional practices for participatory learning'. Presented at the MeCCSA (Association of Media, Communication and Cultural Studies) conference, 6-8 January 2010, London School of Economics and Political Science .
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
Author: Patrick McAndrew
OER are becoming accepted as part of the range of materials that learners and educators can use.
However, the methods and practices that enable learners, teachers and institutions to best engage with OER are not yet established and may well be more important in enabling change in education systems than the availability of the resources themselves.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced
researches in neuroscience show that brain ageing may be reversible: the brain
is plastic in all stages of life, and its maps can restructure themselves through learning experiences.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
The design of elearning content requires several areas of educational psychology to be
integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative evaluation of elearning modules.
It covers the content, segmenting, sequencing and navigation, adaptation to target audience,
design of text and graphics, learning tasks and feedback, and motivation. In the context of a project on designing elearning modules on renewable energies, this
checklist was successfully used for providing formative feedback to the developers.
The International Student and the Challenges of Lifelong LearningeLearning Papers
Although few people would oppose the view that lifelong learning is intended to be a positive experience, it should be borne in mind that an ageing student body might require the development of additional tools and skills for the online educator.
In this short paper we present two cases of challenges faced by international learners who brought with them into the learning environment some issues that were the product, not only of the age of the learner in question, but also of the geographical environment
in which they studied. The names of the learners have been changed.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
This collaboration involves the launch of an updated ICT training programme adapted to older people’s needs: a revised version of the ECDL Foundation’s accessible ICT training programme, EqualSkills.
eLearning and Social Networking in Mentoring Processes to Support Active AgeingeLearning Papers
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Training people on the job or using elderly people as mentors can be organised to address aspects like skill shortage in organisations, recruiting and retaining personal with the necessary knowledge and active involvement of older people. In this paper we present some aspects of mentoring, particularly the ICT support of such process and
give examples.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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OER Models that Build a Culture of Collaboration: A Case Exemplified by Curriki
1. OER Models that Build a Culture of Collaboration:
A Case Exemplified by Curriki
Dr. Barbara Kurshan
Curriki
Summary
This article explores the impact that Open Educational Resources (OER) can have on
eliminating the “Education Divide.” Advances in information technologies have created unique
opportunities for the free exchange and access to knowledge on a global scale. To this end, a
growing number of education organizations and foundations are finding that an open source
approach can bridge the educational content gap.
Open Source Curriculum (OSC), which refers to instructional resources and is based on the
open source software model, empowers educators to freely exchange ideas and leads to the
development of best practices and exemplary curricula. Curriki, an online community for
creating and sharing open source primary and secondary education curricula and instructional
resources, is a pioneer in applying an open source approach to classroom content and curricula
development. Drawing on the social network model, Curriki is advancing a collaborative culture
of learning, creating and sharing that is paramount to a networked learning environment.
Committed to the idea that access to knowledge is a basic right for every child, Curriki is a
“disruptive change” (Christenson & Overdorf, 2000) that is transforming the traditional model of
how content is developed, published, distributed and evaluated. The opportunity exists today to
build a sustainable community that empowers teachers that want to teach and students that
want to learn with high-quality open source educational resources at no cost.
Keywords: Open Source, Curriculum, Collaborative, Learning, Accessibility, Content, Online
Community, Network model
1 Introduction
One of the UN Millennium Development Goals for 2015 declares that all children, everywhere,
will be able to complete a full course of primary schooling. Included in this resolution is that
girls and boys will have equal access to all levels of education (UN Millennium Declaration,
2000). Improving educational opportunities directly improves a nation’s economy and the lives
of its people. The challenge is making quality education universally available to all.
The Internet has contributed extensively to the proliferation of the free exchange of knowledge
on a global scale. More recently, Web 2.0, second-generation browsers, better graphics and
simulations, and interactive systems have sparked collaboration among networked
communities (Atkins et al., 2007). At the heart of the Open Educational Resources (OER)
movement is the simple and powerful idea that new technologies provide an extraordinary
opportunity to change the curricula paradigm, and thereby to dramatically expand access to
quality learning and the free exchange of knowledge (Casserly & Smith, 2006).
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2. 2 Open Source – The Solution
The major driver in lowering barriers to access is the “open sourcing” of education. The basic
principle behind open source projects is that the community contributes in the development.
What is it that makes the efforts of a volunteer community so effective? Virtually every
successful open source project has several common elements (OECD, 2007):
− An infrastructure and process that supports collaboration between disparate individuals.
− A community that is energized and motivated to complete, publish, and support their
work.
− A critical mass of content that can be used as a base from which a specific community
of practice can create an enhanced or customized version exactly suited to their specific
needs.
The open source framework is especially conducive to the way people interact online today in
the new “Participation Age” (Schwartz, 2005). The Participation Age is about access and
sharing, where networks of engaged participants work collaboratively to meet a shared
objective. In the process, these networks create meaningful content, connections and
relationships never before possible. As an outgrowth of this participation age, a growing number
of education organizations and foundations are finding that an open source approach can bring
free, high quality educational resources to those that need them.
The OER movement can help educators around the world share appropriate educational tools,
resources and best practices that advance their learning and teaching experiences. Ideally, this
model must allow educators and learners to contribute back to an ever-growing global
knowledge repository of open educational resources. This collaborative format supports OER
in what Curriki describes as the 3D model: one that includes the capacity to DEVELOP
curriculum through community contributions, DELIVER the curriculum globally and
DETERMINE or measure the impact on an individual or project basis, as illustrated in Figure 1.
DEVELOP
OER
DELIVER DETERMINE
Figure 1. Curriki 3D Model
This active process of building and sharing educational resources by educators supports a
deeper level of involvement and understanding of the material. This in turn builds support for
creating pedagogical knowledge beyond just an isolated instance, but towards a complete
curricular solution (Petrides, 2006).
3 Open Source Curricula (OSC)
The open source framework, for building content, can be applied to any formal instructional
design model that creates Open Source Curriculum (OSC), which is defined as an online
instructional resource that is freely shared, used, and modified (Wikipedia, 2008). The OSC
process invites feedback and participation from developers, educators, government officials,
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3. students and parents and empowers them to exchange ideas, improve best practices, and
create high quality curricula. These ad-hoc “development communitiesquot; (Wikipedia, 2008) form
within the same subject area or around a common student need, and allow for a variety of
editing and workflow structures.
In the more common traditional model, educators wanting to implement a lesson have to
purchase the material before using it, and licensing restrictions prohibit any modifications or
adaptations for specific use. In an open source model, communities of teachers, parents and
students can work together to modify lesson plans, textbooks, or full courses and then share
them with other learners and teachers, at no cost. This kind of cooperation and knowledge
sharing is driving open education as a viable solution to equalizing access to educational
opportunities (Atkins et al., 2007).
4 Opening Education in an OER Environment
A central aspect of the OER movement is the opening of education to help people around the
world find, share and adapt educational resources that advance their local learning objectives.
Ideally, this will enable educators to contribute back to a developing global repository of open
education resources. This learning environment centered on a culture of collaboration is
exemplified in the Curriki 1 model, built on the principles of: collaboration; assessment and
evaluation; and promoting participation.
4.1 Collaboration
Curriki supports an online collaborative environment for educators, learners and committed
educational experts to work together to share and create educational materials. Collections of
material can be drawn from a wide range of contributors to target a particular learning objective.
Facilitated by online collaboration tools and publishing templates, groups and individuals can
also modify learning materials and adapt or improve them to further meet the needs of their
individual learning community. Additionally, Curriki provides hosting and support for
development and localization efforts, including the support of curricula in multiple languages.
4.2 Assessment and Evaluation
Through its open source community, Curriki supports, aggregates and leverages the work of
other organizations and individual curriculum developers. Content is provided by members of
the community and by content partners. To assure quality, member created content is reviewed
and validated by subject matter experts through a robust Curriki Review System (CRS).
In addition, Curriki evaluates the impact and usefulness of the site through independent studies
that have shown evidence of the impact and the value of the open education resources model.
A case study conducted by the Institute for the Study of Knowledge Management in Education
(ISKME, 2008) on how Curriki is engaging the online community found that more than 70% of
users surveyed plan to return to Curriki in the future and that finding materials that help to
inform their own lesson was the most cited reason for visiting the site. In addition, users
indicated that they are taking advantage of what Curriki and OER offer by:
− Sharing Curriki resources with others (38%)
− Contributing resources to Curriki (33%)
− Remixing resources (27%)
1
Curriki is a nonprofit social entrepreneurship organization dedicated to improving education by empowering
teachers, students and parents with universal access to free and Open Source Curricula (OSC). Curriki provides a
virtual space for educators to share curricula, best practices, and other teaching resources and work collaboratively
to develop new instructional materials. Curriki was founded by Sun Microsystems in March 2004 and became an
independent 501 (C)(3) organization in 2006 to accelerate and focus the OSC repository effort.
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4. − Editing resources (27%)
− Supplementing their own content with Curriki resources (20%)
− Connecting to other teachers and learners (25%)
In another research study, conducted by West Chester University in Pennsylvania, USA
(August 2008), pre-service teachers used Curriki to create online curriculum. The research
project included an assessment of the usability of the Curriki.org site and quality of the training
materials. The qualitative data analysis revealed that Curriki is an excellent resource for
teachers, students and parents to access open and free educational materials as well as for
posting and sharing curriculum ideas. Of the pre-service teachers that used Curriki, the
following statements represent their responses to the assessment survey questionnaire:
− 40% agreed that they would use Curriki frequently as a teacher.
− 73% agreed that the Curriki site was easy to use.
− 72% agreed that it was easy to create a new resource on Curriki.
− 57% agreed that they felt very confident with using the Curriki site.
− 41% agreed that as a teacher they would recommend the Curriki site to other teachers.
4.3 Promoting Participation
The Curriki open repository and set of collaboration tools empower educators in a global
community of teaching and learning. By engaging educators in a shared curriculum
development process, Curriki is seeking to further a new paradigm – one that engages teachers
to easily create their own knowledge; these “engaged” teachers, in turn, have more engaged
students and more engaged students have improved achievement.
5 A Strategy for Building Open Source Curricula
Curriki’s strategy is to build and support a community that cultivates an Open Source
Curriculum movement. Drawing on the social network model, Curriki is advancing the kind of
collaborative culture of learning, creating and sharing that is paramount to a networked learning
environment.
Facilitated by the website, there are three elements to building this strategy:
− FIND - Build a repository of Open Source Curricula
− CONTRIBUTE - Engage a global community
− CONNECT - Build a community of educators
5.1 A Website
The website, as illustrated in Figure 2, supports
community content creation by providing
scaffolding such as curricula guidelines and
publishing tools. These tools simplify content
creation, insertion of appropriate metatags and
alignment of content to curriculum frameworks or
standards. Other technologies, such as the group
tools, support the collaborative development and
improvement of the curricula.
Figure 2. Curriki homepage
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5. 5.2 FIND - Build a repository of Open Source Curricula
A comprehensive repository of learning assets is fundamental to the model. Curriki’s repository
supports curricula covering a range of subject areas for primary and secondary levels in areas
such as mathematics, science, social studies, language arts, languages and technology. The
repository currently features more than 17,000 content assets ranging from individual lesson
plans on Romeo and Juliet to complete multimedia courses in math and science. Each asset is
contributed under a Creative Commons open content license so the content can be “mixed and
remixed”. Any ministry or department of education can localize the material in Curriki’s
repository, to meet their specific educational objectives and frameworks that are relevant to the
learning experience of their students. Currently the site is being translated into Spanish, French,
Russian, Hindi, Bahasa Indonesia, and Arabic.
Given the open nature of the site a review process is an essential element of the FIND process.
This process encompasses quality evaluation and validation, which is a constant challenge in
an open source community. On an ongoing basis, content in the repository is selected for a
detailed and thoughtful review from Curriki-selected qualified subject matter experts. This
process helps members identify learning resources within the Curriki repository and also guides
contributors to improve the learning resources they have contributed.
5.3 CONTRIBUTE - Engage a global community
Engaging a global community builds the network to fuel growth. Curriki’s website was
developed with the goal of supporting and encouraging a deeper level of collaboration among
educators in a global, interactive community. This approach not only fosters the exchange of
ideas and develops teachers’ skills, but it also furthers the educator’s relationship with curricula
from one of consumer to one of producer.
To promote collaboration among the community, Curriki provides group tools, which allow
members to work together on curriculum development efforts in a systematic fashion. The
group functions, as illustrated in Figure 3, allow members to use collaborative tools to create
and edit instructional materials.
Figure 3. Curriki group tools
5.4 CONNECT - Build a community of educators
Curriki has a two-pronged approach for building a community of educators. First, Curriki
attracts individual educators who want to contribute Open Source Curricula by providing unique
online tools that streamline the curriculum development process. Second, Curriki is working to
secure collaborative agreements and partnerships with Ministries of Education (MOE), for-profit
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6. and not-for profit publishers, graduate and undergraduate schools of education, policy makers,
state/regional departments of education, and teacher/parent/school organizations. Involving the
stakeholders in the curriculum development process assures that they play a vital role in
evaluating and assessing progress towards meeting specified goals for their constituents.
6 OER In Action
There have been many successes in the OER movement, many of which originated from
tertiary level resources and distance learning efforts including MIT’s OpenCourseWare 2 , the
Connexions 3 project at Rice University, the Center for Open and Sustainable Learning 4 at Utah
State University, OpenLearn 5 in the United Kingdom, the Center for Educational Technology 6 at
the University of Cape Town, South Africa, and many others. These initiatives have been
successful in part because they have formed a community that promotes the kind of
cooperation and knowledge sharing that is paramount to an OER movement. In addition their
successes have also been attributed to the reciprocal relationships with partners they have
developed and maintained who share the OER objectives and values.
By creating strategic partnerships many new learning communities have evolved to share
educational innovations and pedagogical knowledge, beyond the free dissemination of
educational tools and resources. One such example is OERCommons 7 , created through the
joint efforts of the Institute for Study of Knowledge Management in Education (ISKME) and the
Hewlett Foundation, which represents more than a dozen collaborations with OER partners and
communities around the world.
Similarly, Curriki is helping to advance OER by working with partners in the US and abroad to
develop educational content in multiple languages and to create local federated Curriki sites
that support local educational learning objectives. Federated sites are customized to meet the
national standards of each country, conforming to educational and language requirements.
Learning assets maintained within these sites are linked back to the global repository and
accessible by the entire global community of educators. By making content relevant and
transferable you eliminate the barriers to implementation of OER initiatives on the local level.
Curriki supports the notion that all education is local by adopting a bottom-up and top-down
approach that have a fundamental impact on the local community, as well as, all educator
communities worldwide. Such projects underway include:
− In India – Curriki’s platform will be used as the basis for a teacher portal to host
educational content provided by the Premji Foundation.
− In Korea – Curriki is working with the Korean Education and Research Information
Services (KERIS) to create a local model for content development and sharing.
− In Argentina – Curriki’s website has been translated into the Spanish language.
− In Indonesia – Curriki conducted extensive local teacher-training workshops on
developing Open Educational Resources, which resulted in a memorandum of
understanding (MOU) to develop courses for pre-service teacher and to create an open
source guide for developing open source content.
− In the United States – the state of Wyoming is using Curriki’s website to provide middle
school Spanish curriculum and instructional materials statewide.
These examples and many other international projects are bringing together a unique and
powerful set of alliances across a spectrum of organizations, all dedicated to the mission of
eliminating the education divide by making high-quality learning materials freely available to
2
http://ocw.mit.edu
3
http://www.cnx.org
4
http://cosl.usu.edu
5
http://openlearn.open.ac.uk
6
http://www.cet.uct.ac.za
7
http://www.oercommons.org
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7. educators around the world. By focusing these groups on a common goal of sharing high-
quality educational resources with the global learning community, they have the motivation to
innovate and develop the OER movement.
7 Conclusion
The advancement of the open educational movement represents a paradigm shift to a
participatory culture of learning. At the center of this movement is the powerful idea that access
to knowledge and tools for learning is a basic right for every child. To realize this “big idea,”
Curriki and others in the OER movement are completely rethinking the traditional model of how
content is developed, published, distributed and evaluated. By leveraging the power of open
source communities, OER supports collaboration and participation through a global community
of educators and learners that create, use, edit, extend, and share resources with one another.
As the OER model continues to evolve and expand, Curriki and other initiatives will have to
address the challenging questions that this innovative approach to educational content
generates. These questions include:
− How open is open for education? Standards and governance drive education policies.
These policies inherently impose limitations on openness, by discouraging innovation
and change. Finding a balance between the need to align to standards and a desire to
customize content will be a fundamental challenge to the OER movement.
− Can you build high-quality curriculum collaboratively? New models of instructional
design are now defined by collaboration and participation, whereas institutional
governance led older models. Given the fundamental shift this change represents, will
educators and teachers participate in this new process”?
− Can you trust the community? Experts in the form of publishers and administrators
have historically been the source of curricular material. If the community is now the
expert, a whole new definition of validation and review is required.
Through a scaffolded model of support, Curriki and others in the movement are seeking to
provide the infrastructure to let the community collaboratively answer these questions.
Around the globe, technology has enabled us to democratize the development and distribution
of learning materials like never before. The opportunity exists to empower every teacher that
wants to teach and every student that wants to learn with high-quality educational resources at
no cost.
References
Atkins, D., Brown, J., & Hammond, A., (2007). A Review of the Open Educational Resources (OER)
Movement: Achievements, Challenges, and New Opportunities. Report to The William and Flora Hewlett
Foundation. February 2007. http://www.hewlett.org
Casserly, C., & Smith, M. (2006). The Promise of Open Educational Resources. Change Magazine, 38
(5), 8-17.
Center for Educational Technology at the University of Cape Town, South Africa.
http://www.cet.uct.ac.za
Center for Open and Sustainable Learning at Utah State University. http://cosl.usu.edu
Christenson, C., & Overdorf, M. (2000) Meeting the Challenge of Disruptive Change. Harvard Business
Review, March-April 2000.
Connexions Project at Rice University. http://cnx.org
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8. Giving Knowledge for Free—The Emergence of Open Educational Resources. (2007) Centre For
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Open Source Curriculum (2008). Wikipedia, retrieved June 2, 2008 from
http://en.wikipedia.org/wiki/Open_source_curriculum
Penny, C. & Bolton, D. (2008). Curriki and West Chester University: Usability Study. West Chester
University, Pennsylvania, USA. August 2008.
Petrides, L. (2006). Creating Knowledge Building and Sharing Capacity Through Case Study
Development. The Institute for the Study of Knowledge Management in Education. October 3, 2006.
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Petrides, L. (2008). OER Case Study Framework. The Institute for the Study of Knowledge
Management in Education. Available fall 2008.
http://wiki.oercommons.org/mediawiki/index.php/OER_Case_Study_Framework
Schwartz, J. (2005). The Participation Age. IT Conversations Legacy Programs. Recorded April 4, 2005.
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Author
Dr. Barbara (Bobbi) Kurshan
Executive Director
Curriki
bkurshan@curriki.org
Copyrights
The texts published in this journal, unless otherwise indicated, are subject to a
Creative Commons Attribution-Noncommercial-NoDerivativeWorks 2.5 licence.
They may be copied, distributed and broadcast provided that the author and the e-journal that
publishes them, eLearning Papers, are cited. Commercial use and derivative works are not
permitted. The full licence can be consulted on http://creativecommons.org/licenses/by-nc-
nd/2.5/
Edition and production
Name of the publication: eLearning Papers
ISSN: 1887-1542
Publisher: elearningeuropa.info
Edited by: P.A.U. Education, S.L.
Postal address: C/ Muntaner 262, 3º, 08021 Barcelona, Spain
Telephone: +34 933 670 400
Email: editorial@elearningeuropa.info
Internet: www.elearningpapers.eu
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