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Reflections on “Hollywood meets higher ed” [Ripley]

On 03/13/2013, in creativity, Daniel S. Christian, digital learning, digital storytelling, disruption, Learning from the Living [Class] Room, media/film, MOOCs -- Massive Open Online Courses, multimedia, by Daniel Christian

From DSC:
Some reflections on “Hollywood meets higher ed“ — a thought-provoking post by Amanda Ripley

Excerpt:

But online classes are different than the in-person kind: Not only do they have a huge potential profit upside, given the ability to attract tens of thousands of students worldwide, but they are, at their best, performances. No one likes to say this out loud in academia, but it’s true: the most impactful MOOCs are also entertaining. The teacher does not need to be a singing, dancing, joke-telling maniac, but the teacher does need to be riveting, one way or another. The production quality needs to be high. Or the students will evaporate, clicking off to Facebook or Twitter or one of the many other online classes multiplying on the Internet.

 

From DSC:
I post this with a fair amount of hesitation, as mixing the words “higher ed” with Hollywood makes me very uneasy…but Amanda makes some good points in her posting and she highlights yet another potential disruption to the way things are:

 

creativelive-mardch2013

 

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How long before we have an OVEE for communities of practice? [Christian]

On 03/13/2013, in 21st century, communities of practice, Daniel S. Christian, Learning from the Living [Class] Room, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, social learning / networks, by Daniel Christian
From DSC:
How long before we have an OVEE for communities of practice?
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A history of media streaming and the future of connected TV [Zambelli]

On 03/01/2013, in Adobe, digital audio, digital learning, digital video, education technology, educational games / serious games, learning ecosystem, Learning from the Living [Class] Room, machine-to-machine communications, mirroring and/or multiple devices, MOOCs -- Massive Open Online Courses, smart/connected TV, transmedia, trends, UK, by Daniel Christian

A history of media streaming and the future of connected TV — from guardian.co.uk by Alex Zambelli
We’re close to broadly available HD streaming which could trigger mass adoption of connected TV. 

.

internet streaming real shockwave flash netflix

 

 

A precursor to…

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

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Reflections on “MOOCs and online learning: An interview with Jack Welch” [Glader]

On 02/28/2013, in corporate / business world, Daniel S. Christian, learning ecosystem, Learning from the Living [Class] Room, MBA, MOOCs -- Massive Open Online Courses, online learning, real-world assignments, by Daniel Christian

MOOCs and online learning: An interview with Jack Welch  — from edudemic.com by Paul Glader

Excerpt:

WA – What do you think of this trend in Massive Open Online Courses, or MOOCs? Where is it going?

JW – Tom Friedman talked about it a few weeks ago (in the New York Times). It seems a little like the stigma associated with online learning, similar to online dating sites, is washing away. Every trend is going in that direction. We can give an MBA for $30,000 and you keep your job and are moving up in a company. Contrast that with leaving a job for two years and you lose $100,000 or whatever your salary is. You pay these exorbitant MBA costs for two years – $125,000. The economics are all going in the right direction for online education. It’s just as rigorous or more rigorous because you can’t just BS the classes. Everything is going in our direction. We can offer a rigorous MBA program while we make you a better leader. The theme of our school is we teach you on Tuesday and you put it into practice on Wednesday. In other MBA programs, you learn on Tuesday and, two years later, you put it to work.

From DSC:
I continue to wonder if and when corporate training and development programs/departments will shift their attention to two main things:
  • Helping employees build their own learning ecosystems — based upon each employee’s career goals, current/near-future positions, projects that they are working on, etc.
  • Creating MOOCs — and/or what MOOCs eventually morph into — for their own companies; then selecting the cream of the crop for an interview or an immediate job offer

 

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In Cisco’s classroom of the future, your professor is just an illusion [Schwartz]

On 02/26/2013, in Daniel S. Christian, education technology, emerging technologies, future, future of higher education, higher education, innovation, Learning from the Living [Class] Room, New "Amazon.com" of Higher Education, telepresence, web-based collaboration, by Daniel Christian

In Cisco’s classroom of the future, your professor is just an illusion — from fastcoexist.com by Ariel Schwartz
New telepresence software could let you take a class from anywhere and appear as if you’re in the classroom.

 

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What are we doing?! We will all pay for these broken strategies — for generations to come! Time for some new goals!

On 02/22/2013, in communities of practice, dangers of the status quo, Daniel S. Christian, experimentation, faith, hearts -- matters of the heart, higher education, homeschooling/homeschoolers, instructional design, interactivity, K-12 related, leadership, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, lifelong learning, love of learning, morals/values, more voice more choice more control, real-world assignments, social learning / networks, strategy, student-related, vision/possibilities, by Daniel Christian

From DSC:
Some very frustrated reflections after reading:

Excerpt:

Right now, boys are falling out of the kindergarten through 12th grade educational pipeline in ways that we can hardly imagine.

 

This situation continues to remind me of the oil spill in the Gulf (2010), where valuable resources spilled into the water untapped — later causing some serious issues:
.

From DSC:
What are we doing?!!! We’ve watched the dropout rates grow — it doesn’t seem we’ve changed our strategies nearly enough! But the point that gets lost in this is that we will all pay for these broken strategies — and for generations to come!  It’s time to seriously move towards identifying and implementing some new goals.

What should the new goals look like? Here’s my take on at least a portion of a new vision for K-12 — and collegiate — education:

  • Help students identify their God-given gifts and then help them build up their own learning ecosystems to support the development of those gifts. Hook them up with resources that will develop students’ abilities and passions.
    .
  • Part of their learning ecosystems could be to help them enter into — and build up — communities of practice around subjects that they enjoy learning about. Those communities could be local, national, or international. (Also consider the creation of personalized learning agents, as these become more prevalent/powerful.)
    .
  • Do everything we can to make learning enjoyable and foster a love of learning — as we need lifelong learners these days.
    (It doesn’t help society much if students are dropping out of K-12 or if people struggle to make it through graduation — only to then harbor ill feelings towards learning/education in general for years to come.  Let’s greatly reduce the presence/usage of standardized tests — they’re killing us!  They don’t seem to be producing long-term positive results. I congratulate the recent group of teachers who refused to give their students such tests; and I greatly admire them for getting rid of a losing strategy.)
    .
  • Give students more choice, more control over what their learning looks like; let them take their own paths as much as possible (provide different ways to meet the same learning objective is one approach…but perhaps we need to think beyond/bigger than that. The concern/fear arises…but how will we manage this? That’s where a good share of our thinking should be focused; generating creative answers to that question.)
    .
  • Foster curiosity and wonder
    .
  • Provide cross-disciplinary assignments/opportunities
    .
  • Let students work on/try to resolve real issues in their communities
    .
  • Build up students’ appreciation of faith, hope, love, empathy, and a desire to make the world a better place. Provide ways that they can contribute.
    .
  • Let students experiment more — encourage failure.
    .

 

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Interesting… “Defiance: The first video-game television show” [spectrum.ieee.org]

On 02/20/2013, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, active learning, Daniel S. Christian, digital learning, educational games / serious games, emerging technologies, engagement / engaging students, Learning from the Living [Class] Room, more voice more choice more control, motivation, multimedia, online learning, participation, simulations, smart/connected TV, social learning / networks, technologies for your home, television, transmedia, by Daniel Christian

Defiance-FirstVideoGameTVShow-Feb2013

 

Excerpt:

It’s not unusual for a science fiction television show to spin off a video game. What is unusual is linking the show and the game together on an ongoing basis, with plot elements and characters from each crossing over to the other. In April, gaming company Trion Worlds and the Syfy cable television channel will unveil Defiance, the first such crossover massively multiplayer online game (MMO) and TV show.

 

From DSC:

Transmedia.

Multimedia.

Interactivity.

Participation.

Gamification.

Sounds like there must be something here for the next gen of learners — and learning from the living room.

 

 

Also see:

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More examples of the conversation moving away from traditional higher ed

On 02/20/2013, in business side of he, changing business models, cost of getting a degree, dangers of the status quo, Daniel S. Christian, economics, experimentation, future of higher education, game-changing environment, higher education, innovation, learning ecosystem, Learning from the Living [Class] Room, MOOCs -- Massive Open Online Courses, staying relevant, surviving, by Daniel Christian

From DSC:
While I think MOOCs have a ways to go, I continue to support them because they are forcing higher ed to innovate and experiment more.  But the conversation continues to move away from traditional higher ed, as the changes — especially the prices — aren’t changing fast enough.

Besides President Obama’s repeated promptings for higher to respond and to become more cost effective — as well as his mentioning that the U.S. Government will be pursuing new methods of accreditation if the current institutions of higher ed don’t respond more significantly — here is yet another example of the conversation moving away from traditional higher ed.

I wonder…
How small/large is the window of time before traditional higher ed is moved into the “Have you driven a Ford lately?” mode…?  It seems that it’s much harder to get customers to come back once they’ve lost their trust/patience/belief/support/etc. in an organization or institution.  As Ford has shown, it can be done, but my point is that there is danger in the status quo and broken business relationships can take a long time to heal — while opening up opportunities for others to step in (such as Toyota, Honda, and others in the case of the automotive industry).

Again, we see whether in higher ed, K-12, or in the corporate world, the key thing is to learn how to build one’s own learning ecosystem.

 

 

With thanks to Stephen Downes for mentioning the item below in his presentation here.

 

MyEducationPath-Feb2013

 

MyEducationPath2-Feb2013

 

MyEducationPathDSC-Feb2013

 

 

Other examples of the conversation moving away from traditional higher ed:

  • Educating the Future: The End of Mediocrity –by Rob Bencini
    Students facing uncertain future opportunities (but very certain debt loads) may increasingly turn away from private colleges and universities that offer little more than a diploma. Instead, they’ll seek more-affordable alternatives for higher education, both real and virtual.
  • The Half-Life of a College Education — from futuristspeaker.com by Thomas Frey
    Excerpt:
    6.) Expanding number of long tails courses – In much the same way “hit” television shows attract millions of viewers while niche TV shows are proliferating, far more niche courses will be developed as traditional college gatekeepers get circumvented.

 

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Reflections after reading ‘Warnings From the Trenches’ [Flaherty]

On 02/19/2013, in assessment, global / globalization, higher education, homeschooling/homeschoolers, K-12 related, Learning from the Living [Class] Room, legislatures / government / legal, love of learning, passions, student-related, ubiquitous learning, by Daniel Christian

‘Warnings from the trenches’ — from insidehighered.com by Colleen Flaherty

Excerpt (emphasis DSC):

“Thus, students arriving in our high school lacked experience and knowledge about how to do the kinds of writing that are expected at higher levels of education,” he wrote. And even though high school teachers may try their best to make up for lost time, they, too, are held accountable for standardized test scores. Beyond mandatory state tests, the broad scope of Advanced Placement exams can have the same short-sighted effect on instruction, he added (many of Bernstein’s courses were AP U.S. government and politics).

Consequently, he said in an interview, students now arriving at college — even elite ones — are better at “filling in bubbles” than thinking outside a discrete set of multiple choices, in the ways the higher education and adult life demand.

Bernstein said he’d planned on retiring from his Maryland high school several years from now, but decided to leave last month due to a combination of factors, including the increasingly frustrating nature of teaching in a test-focused system.

 

From DSC:
I saw a question out on the blogosphere the other day that asked, “After the SATs are gone, then what?”  I’d like to see us pursue that line of thinking, as we need to strive to do more things for students’ learning and not so much because that’s the most efficient way to “manage” education.  (I wonder about CMS’s/LMS’s in this regard as well.)  My vote is for helping students identify their God-given talents, interests, passions, abilities and to help them develop those gifts — creating WIN-WIN situations throughout society and the globe. Assessment is a key element of teaching and learning, but I think we’ve gone too far with these standardized tests — the pendulum needs to swing back the other way.

 

Also see:

  • The Future of Education .. from Isaac Asimov, 1988 #edcmooc — from dontwasteyourtime.co.uk
    Excerpt:
    “Once we have computer outlets in every home, each of them hooked up to enormous libraries where anyone can ask any question and be given answers, be given reference material in something you’re interested in knowing … you ask,you can find out, you can follow it up and you can do it in your own home, at your own speed, at your own direction, in your own time, then everyone will enjoy learning.”
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Man o’ man — if IBM’s Watson gets integrated into what MOOCs morph into!

On 02/14/2013, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, collaboration, Daniel S. Christian, digital learning, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, innovation, intelligent systems, intelligent tutoring, internet, learning ecosystem, Learning from the Living [Class] Room, learning spaces, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, online learning, online tutoring, second screen apps, smart classrooms, smart/connected TV, streams of content, ubiquitous learning, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, by Daniel Christian

From DSC:
Below are some reflections after seeing these items:

Image1

 

 

  • Watson supercomputer goes to college, Revenge Of The Nerds style antics imminent — not an exemplary article from geekosystem.com, but the underlying topic has enormous implications
    Excerpt:
    …the team developing Watson is sending the computer to college, where it will bone up on coursework in English and math.
    …
    While the original Watson will be staying put at the IBM research center it calls home, the hardware to run the program is being installed at the Rensselaer Polytechnic Institute in upstate New York, where researchers and grad students will be spend the next three years teaching Watson all they can while also hoping to learn more about how the software learns and make it more effective.

 

.

 

Watson-MOOCs-NewTypesCollaboration-DChristian-2-14-13

 

From DSC:
The current set of MOOCs are very powerful, but, like a bush that needs pruning, they can become unwieldy and hard to control.  Not only do the current set of MOOCs help me to see the importance of instructional design, but trying to drink from the firehose often presents problems (i.e. wading through thousands of tweets, hundreds of blog posts, etc.).  How can we still provide openness and yet provide people with better methods/tools for setting their desired level of drinking from this firehose? Tags are helpful, but for most people, they are not doing enough to filter/curate the content at this point.

Enter the technologies being developed in IBM’s Watson, Apple’s SIRI, or in Knewton’s product lines. End-user controllable setting might include:

  • Full throttle — like current form of MOOCs — thousands of tweets, hundreds of blog posts, etc.
  • IBM Watson-enabled curation/filtering only — each individual adjusts how many items they want to see in the various portions of the interface (see above); these settings control how many items and/or streams of content get presented to you

The ideas involving learning agents, artificial intelligence, intelligent tutoring, intelligent systems and more seem to get roped in here…hmm…just thinking out loud and sharing potentially-useful ideas.

 

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Game-changing reflections re: “College branding: The tipping point” [Dooley]

On 02/10/2013, in 21st century, 24x7x365 access, analytics, Artificial Intelligence/Agents/LLMs/and Related, business side of he, change, changing business models, CMS/LMS, colleges, community colleges, consortiums, cost of getting a degree, creativity, dangers of the status quo, Daniel S. Christian, data related items, digital learning, disruption, education reform, education technology, elearning, experimentation, faculty, funding / grants, future of higher education, game-changing environment, higher education, innovation, intelligent systems, intelligent tutoring, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, marketplaces, MOOCs -- Massive Open Online Courses, multimedia, new business models, online learning, online media, online tutoring, pace of change, reinvent, staying relevant, streams of content, surviving, universities, using teams, by Daniel Christian

College branding: The tipping point — from forbes.com by Roger Dooley

Excerpt:

Change is coming to this market. While there are multiple issues of increasing importance to schools, two stand out as major game-changers.

 

From DSC:
Important notes for the boards throughout higher education to consider:

Your institution can’t increase tuition by one dime next year. If you do, you will become more and more vulnerable to being disrupted. Instead, work very hard to go in the exact opposite direction. Find ways to discount tuition by 50% or more — that is, if you want to stay in business.

Sounds like the scene in Apollo 13, doesn’t it? It is. (i.e. as Tom Hanks character is trying to get back to Earth and has very little to do it with. The engineers back in the United States are called upon to “do the impossible.”)

Some possibilities:

  • Pick your business partners and begin pooling resources and forming stronger consortia. Aim to reduce operating expenses, share the production of high-quality/interactive online courses, and create new streams of income. Experimentation will be key.
  • Work with IBM, Apple, Knewton and the like to create/integrate artificial intelligence into your LMS/CMS in order to handle 80% of the questions/learning issues. (Most likely, the future of MOOCs involves this very sort of thing.)
  • Find ways to create shorter courses/modules and offer them via online-based exchanges/marketplaces.  But something’s bothering me with this one..perhaps we won’t have the time to develop high-quality, interactive, multimedia-based courses…are things moving too fast?
  • Find ways to develop and offer subscription-based streams of content


 

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Extremely powerful ideas for new types of face-to-face & web-based collaboration [Tidebreak; Christian]

On 02/01/2013, in 21st century, A/V -- audio/visual, active learning, adult learning, blended learning, Bring your own device (BYOD), cloud-based computing / apps / other cloud-related, collaboration, communities of practice, convergence, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital video, education technology, emerging technologies, engagement / engaging students, experimentation, face-to-face, higher education, human-computer interaction (HCI), ideas, innovation, interactivity, interface design, internet, K-12 related, learning ecosystem, Learning from the Living [Class] Room, learning spaces, lifelong learning, machine-to-machine communications, mirroring and/or multiple devices, mobile learning, mobile technologies, more voice more choice more control, multi-touch, multimedia, Near Field Communication (NFC), online learning, online media, participation, platforms, presentations, productivity / tips and tricks, project-based learning, real-world assignments, second screen apps, smart classrooms, smart/connected TV, social learning / networks, tablets, technologies for your home, technology (general), tools, training / L&D, transmedia, user experience (UX), user interface design, using teams, vendors, videoconferencing, web-based collaboration, webinars, workplace, by Daniel Christian

From DSC:
As a team of us have been charged with putting together a new collaborative workspace/conference room, I’ve been thinking about some ideas for a new type of interface as well as some new types of Human Computer Interaction (HCI) to be used in group collaboration/web-based collaboration.  I was thinking it would be good to not only display files from various devices but also to be able to share files/URLs/other resources with each other.  (Some type of storage device that processes files — and scans them for viruses would be needed in addition to a large display or an interactive multitouch surface/wall.)

People within the same room could contribute files/items to a variety of “areas” — and so could others who joined in via the Internet.  Here’s what I had wanted to be able to do and I had pictured in my mind:

 

New-types-of-collaboration--DChristian-2-1-13

 

ADDITIONAL NOTES:
.

  • People could select which files/URLs/resources that they wanted to contribute
    .
  • People could select which files/URLs/resources that they wanted to download to their own devices (during and after the meeting)
    .
  • Could be powerful in the next generation of our Smart Classrooms as well as in corporate training/learning spaces
    .
  • Could be powerful in the what I’m envisioning in “Learning from the Living [Class] Room”
    .
  • Could be powerful in conference room situations
    .

 

 It’s very similar to what Tidebreak has created/envisioned in their product lines.
Check out their innovative work/products/concepts!

 

Transforming learning spaces: 3 big ideas — from Tidebreak

 

 

Also see:

 

Tidebreak-Jan2013

 

 

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Some interesting items re: the app ecosystem — via research from Park Associates

On 01/31/2013, in Bring your own device (BYOD), changing business models, cloud-based computing / apps / other cloud-related, corporate / business world, emerging technologies, human-computer interaction (HCI), innovation, learning ecosystem, Learning from the Living [Class] Room, marketing/social marketing, mobile learning, mobile technologies, second screen apps, smart/connected TV, technologies for your home, trends, workplace, by Daniel Christian

Some interesting items re: the app ecosystem — via research from Park Associates

 

ParkAssociates-AppEcosystem-Jan2013

 

Also see:

 

From DSC:
How might this changing landscape affect what’s possible with developing our learning ecosystems within higher education? K-12? Corporate training?

 

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The object formerly known as the textbook [Young]

On 01/28/2013, in 21st century, A/V -- audio/visual, cloud-based computing / apps / other cloud-related, Daniel S. Christian, digital learning, digital textbooks, e-publishing related items (EPUB and more), human-computer interaction (HCI), innovation, intelligent systems, intelligent tutoring, interactivity, learning ecosystem, Learning from the Living [Class] Room, multimedia, new business models, online learning, personalized/customized learning, publishing, smart classrooms, smart/connected TV, trends, by Daniel Christian

The object formerly known as the textbook –– from The Chronicle by Jeff Young

.

Don't Call Them Textbooks 1

Holly Gressley for The Chronicle

 

Excerpt:

Textbook publishers argue that their newest digital products shouldn’t even be called “textbooks.” They’re really software programs built to deliver a mix of text, videos, and homework assignments. But delivering them is just the beginning. No old-school textbook was able to be customized for each student in the classroom. The books never graded the homework. And while they contain sample exam questions, they couldn’t administer the test themselves.

One publisher calls its products “personalized learning experiences,” another “courseware,” and one insists on using its own brand name, “MindTap.” For now, this new product could be called “the object formerly known as the textbook.”

 

From DSC:
Imagine how this sort of thing might fit into the “chalkboard of the future” — as applications and content flow onto the “board” from open source repositories and/or from the publishers’ cloud-based repositories of content…

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Daniel Christian: The Chalkboard of the Future

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or in learning from the living room…

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The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

Also see:

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Reflections on “The new intelligence” by Kolowich

On 01/25/2013, in 21st century, 24x7x365 access, analytics, Artificial Intelligence/Agents/LLMs/and Related, assessment, Daniel S. Christian, data related items, education technology, educational games / serious games, emerging technologies, engagement / engaging students, experimentation, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), innovation, intelligent systems, intelligent tutoring, interactivity, internet, K-12 related, learner profiles, learning agents, learning ecosystem, Learning from the Living [Class] Room, mobile learning, MOOCs -- Massive Open Online Courses, multimedia, new media literacies, personalized/customized learning, real-world assignments, simulations, smart/connected TV, social learning / networks, technologies for your home, tools, trends, using teams, vendors, virtual tutoring, by Daniel Christian

From DSC:

In real estate, one hear’s the mantra:
Location. Location. Location.

In higher education, I have it that we’ll be hearing this for a while:
Experimentation. Experimentation. Experimentation.

Consider the following reflections on Steve’ Kolowich’s solid article, The new intelligence (from InsideHigherEd.com)

Excerpt:

And for the largest public university in the country, it is hardly fiction. Arizona State University has become ground zero for data-driven teaching in higher education. The university has rolled out an ambitious effort to turn its classrooms into laboratories for technology-abetted “adaptive learning” — a method that purports to give instructors real-time intelligence on how well each of their students is getting each concept.
.

 

From DSC:
Besides being used in blended learning environments…some predictions:

  • These technologies will become integrated into what MOOCs eventually morph into and provide a significant piece of the assessment/guidance puzzle
  • Such tools will be a part of one’s future learning ecosystem
  • Such tools will be part of interactive, massively open online educationally-related games
  • Such tools will be integrated into personalized learning agents — spiders/recommendation engines that scan the web for relevant items that one needs to complete one’s cognitive gaps in a subject/topic
  • They will be accessible from your living room as well as from your mobile devices
  • They will integrate into web-based learner profiles

It’s the sort of thing I was trying to get at with this graphic from 3 years ago:
.

Like a mechanic...

 

Please don’t misunderstand me, the human mind is far beyond the complexity of an engine. But I still think that there will be more tools & technologies developed that will help the teachers/professors in their efforts to guide students into the knowledge of a discipline.

I beseech the corporate world to get involved more here — and not with the end goal of earning profits — but rather, with the aim of making the world a better place and giving a huge gift to the generations yet born. 

I urge the corporate world to reach into their deep pockets (1.X trillion in cash at this point in time) and team up with our youth/teachers/professors/instructional designers/programmers/etc. to develop sophisticated, educationally-related, engaging games that are relevant to the world that our youth will be growing up in; and/or create interactive simulations that provide more choice/more control to the learners. 

I urge more of the corporate world to join Knewton and Pearson and allocate some significant resources to help develop the next gen learning tools.  I’ll bet that we’ll be amazed at what can be produced! Your daughters, sons, granddaughters, and grandsons will really appreciate the work that you did for them!!!

 

 

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