Part I: Online Learning:Opportunities for Motivation

Curt Bonk, Indiana UniversityPresident, CourseShare.com

cjbonk@indiana.edu

http://php.indiana.edu/~cjbonk

http://CourseShare.com

Exponential Growth of the Web

A Vision of E-learning for America’s Workforce, Report of the

Commission on Technology and Adult Learning, (2001, June)

• A remarkable 84 percent of two-and four-year colleges in the United States expect to offer distance learning courses in 2002” (only 58% did in 1998) (US Dept of Education report, 2000)

• Web-based training is expected to increase 900 percent between 1999 and 2003.” (ASTD, State of the Industry Report 2001).

To Cope with the Explosion, We Need Instructor E-Learning

Support!!!

Problems FacedAdministrative:• “Lack of admin vision.”• “Lack of incentive from

admin and the fact that they do not understand the time needed.”

• “Lack of system support.” • “Little recognition that this

is valuable.”• “Rapacious U intellectual

property policy.”• “Unclear univ. policies

concerning int property.”

Pedagogical:• “Difficulty in performing

lab experiments online.”• “Lack of appropriate

models for pedagogy.”Time-related:• “More ideas than time to

implement.” • “Not enough time to

correct online assign.”• “People need sleep; Web

spins forever.”

Asynchronous Possibilities

1. Link to peers and mentors.

2. Expand and link to alternative resources.

3. Involve in case-based reasoning.

4. Connect students in field to the class.

5. Provide e-mail assistance

6. Bring experts to teach at any time.

7. Provide exam preparation.

8. Foster small group work.

9. Engage in electronic discussions & writing.

10. Structure electronic role play.

Types of Synchronous Activities

1. Webinar, Webcast2. Guest speaker or expert moderated (or open)

Q&A forum3. Discussion plus expert chat4. Instructor-led discussion or training (general or

private discussions, testing, and tutoring)5. Peer Dialogue or Team activities or meetings6. Panels, Press Conferences, Symposia7. Role Play or Electronic Séance8. Quick Polls/Quizzes, Voting Ranking, Surveys9. Brainstorming ideas, What-Ifs, Quick reflections10.Graphic Organizers in Whiteboard (e.g., Venn)

Help Wanted Jennifer Hoffman, Online Learning Conference (2001, Oct.)

Wanted:Synchronous Trainer. Experienced

training professional with 5 yeas working with synchronous training methods. Must be able to create HTML, PowerPoint, and use various authoring tools in order to create engaging media. Masters in Educational Technology preferred.

Best of Online Pedagogical Strategies…

Online Strategies(Karen Lazenby, University of Pretoria, Nov., 2001)

• Limit lecturing online—promote self-directed learning

• Set clear rules for posting and interaction• Explain tasks and overlooked info.• Let learners synthesize key points.• Publish best work of students (with

permission)• Involve participation from outside experts

Changing Role of the TeacherThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)

• From oracle to guide and resource provider

• From providers of answers to expert questioners

• From solitary teacher to member of team• From total control of teaching

environment to sharing as a fellow student

• From provider of content to designer of learning experiences.

Knowledge Sharing & ConstructionE-Moderating: The Key to Teaching and Learning Online, (Gilly

Salmon, (1999) Kogan Page)

• Be an equal participant in the conference.• Provide sparks or interesting comments.• Avoid directives and right answers.• Acknowledge all contributions.• Weave, summarize, and model discussion.• Support others for e-moderator role.• Reward knowledge construction &

accomplishments.• Be tolerant of twists in the discussion.

Pedagogical Recommendations(Berge, 1995, The role of the online instructor/facilitator)

• Don’t expect too much/thread• Draw attention to conflicting views• Do not lecture (Long, coherent

sequence of comments yields silence)

• Request responses within set time• Maintain non-authoritarian style• Promote private conversations

• Little or no feedback given

• Always authoritative• Kept narrow focus of

what was relevant• Created tangential

discussions• Only used “ultimate”

deadlines

• Provided regular qual/quant feedback

• Participated as peer• Allowed perspective

sharing• Tied discussion to grades,

other assessments.• Used incremental

deadlines

Poor Instructors Good Instructors

Dennen’s Research on Nine Online Courses (sociology, history,

communications, writing, library science, technology, counseling)

Web-Based Resources(Oliver & McLoughlin, 1999)

• URL Postings in Dynamic Database (for inquiry)• Electronic Discussions (to see ideas unfold)• Debates (submit arguments in a public space)• Personal Reflections (encourage to rebut/refute)• Concept Maps (see relationships)• Nominal Group Process (to gain consensus)• Survey (can aggregate student responses)

Pedagogical Techniques of CMC(Paulsen, 1995, The Online Report on Pedagogical Techniques for

Computer-Mediated Communication)

1. Collective databases

2. Informal socializing (online cafes)

3. Seminars (read before going online)

4. Public tutorials

5. Peer counseling

6. Simulations, games, and role plays

7. Forum

8. Email interviews

9. Symposia or speakers on a theme

10. The notice board (class announcements)

Synchronous Considerations Jennifer Hoffman, ASTD, Learning Circuits, (2001, March)

• Log on early; students come 15 minutes early.• Do tech checks of microphones (sound

check).• Check to see if students brought needed items• Welcome to the session/class; explain goals;

ask for feedback on goals.• Vary instructional strategies; max interactivity• Make it visual—color, sound, animation A “Do Not Disturb” sign & be near a restroom;

pitcher of water

Pedagogical Tips (Bonk 1998)

• Test system with immediate task• Build peer interactivity• Embed choices (avatars, tasks, etc.)• Simplify (everything!!!)• Embed peer and portfolio fdbk tools• Offer early feedback• Link to prior work (legacies)

What do we need???

FRAMEWORKS!

1. Reflect on Extent of Integration:The Web Integration Continuum

Level 1: Course Marketing/Syllabi via the WebLevel 2: Web Resource for Student ExplorationLevel 3: Publish Student-Gen Web ResourcesLevel 4: Course Resources on the WebLevel 5: Repurpose Web Resources for Others======================================Level 6: Web Component is Substantive & GradedLevel 7: Graded Activities Extend Beyond ClassLevel 8: Entire Web Course for Resident StudentsLevel 9: Entire Web Course for Offsite StudentsLevel 10: Course within Programmatic Initiative

2. Reflect on Interactions:Matrix of Web Interactions(Cummings, Bonk, & Jacobs, in press)

Instructor to Student: syllabus, notes, feedback

to Instructor: Course resources, syllabi, notes

to Practitioner: Tutorials, articles, listservs

Student to Student: Intros, sample work, debates

to Instructor: Voting, tests, papers, evals.

to Practitioner: Web links, resumes

Practitioner to Student: Internships, jobs, fieldtrips

to Instructor: Opinion surveys, fdbk, listservs

to Practitioner: Forums, listservs

3. Four Key Hats of Instructors:

– Technical—do students have basics? Does their equipment work? Passwords work?

– Managerial—Do students understand the assignments and course structure?

– Pedagogical—How are students interacting, summarizing, debating, thinking?

– Social—What is the general tone? Is there a human side to this course? Joking allowed?

– Other: firefighter, convener, weaver, tutor, conductor, host, mediator, filter, editor, facilitator, negotiator, e-police, concierge, marketer, assistant, etc.

4.

2. Questioning: "What is the name of this concept...?," "Another reason for this might be...?," "An example of this is...," "In contrast to this might be...,""What else might be important here...?," "Who can tell me....?," "How might the teacher..?." "What is the real problem here...?," "How is this

related to...?,“, "Can you justify this?"

5. Feedback/Praise: "Wow, I'm impressed...," "That shows real insight into...," "Are you sure you have considered...," "Thanks for responding to ‘X’...," "I have yet to see you or anyone

mention..."

6. Cognitive Task Structuring: "You know, the task asks you to do...," "Ok, as was required, you should now summarize the peer responses that you have received...," "How might the textbook authors have solved this case."

8. Push to Explore: "You might want to write to Dr. ‘XYZ’ for...," "You might want to do an ERIC search on this topic...," "Perhaps there is a URL on the Web that addresses this topic..."

How to Combine these Roles?

E-Moderator

• Refers to online teaching and facilitation role. Moderating used to mean to preside over a meeting or a discussion, but in the electronic world, it means more than that. It is all roles combined—to hold meetings, to encourage, to provide information, to question, to summarize, etc. (Collins & Berge, 1997; Gilly Salmon, 2000); see http://www.emoderators.com/moderators.shtml.

Other Hats

Other Hats

• Weaver—linking comments/threads• Tutor—individualized attention• Participant—joint learner• Provocateur—stir the pot (& calm flames)• Observer—watch ideas and events unfold• Mentor—personally apprentice students• Community Organizer—keep system going

Still More Hats

AssistantDevil’s advocateEditorExpertFilterFirefighterFacilitator

GardenerHelperLecturerMarketerMediatorPriestPromoter

Web Facilitation???Berge Collins Associates

Mauri Collins and Zane L. Bergehttp://www.emoderators.com/moderators.shtml#mod

Facilitating Electronic Discussion

• Have Students Initiate, Sign up for Roles• Provide Guidelines and Structure• Weave and Summarize Weekly• Be patient, prompt, and clear• Foster Role Play, Debate, and Interaction• Assign Due Dates, Times, and Points• Constantly Monitor, Converse not Dictate• Assign Buddies/Pals or Include Mentoring

Isit

thatsimple?

NOPE!!!

There is a Problem…

We’re Handing out degrees in electronic page turning!!!

• To get the certificate, learners merely needed to “read” (i.e. click through) each screen of material

But How Avoid Shovelware???

“This form of structure… encourages teachers designing new products to simply “shovel” existing resources into on-line Web pages and discourages any deliberate or intentional design of learning strategy.” (Oliver & McLoughlin, 1999)

How Bad Is It?

“Some frustrated Blackboard users who say the company is too slow in responding to technical problems with its course-management software have formed an independent users’ group to help one another and to press the company to improve.”

(Jeffrey Young, Nov. 2, 2001, Chronicle of Higher Ed)

Must Online Learning be Boring?

What Motivates Adult Learners to Participate?

Intrinsic Motivation“…innate propensity to engage one’s

interests and exercise one’s capabilities, and, in doing so, to seek out and master optimal challenges

(i.e., it emerges from needs, inner strivings, and personal curiosity for growth)

See: Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. NY: Plenum Press.

Extrinsic Motivation

“…is motivation that arises from external contingencies.” (i.e., students who act to get high grades, win a trophy, comply with a deadline—means-to-an-end motivation)

See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon.

E-Learning Pedagogical Strategies

Motivational/Ice Breakers:1. 8 Noun Introductions

2. Coffee House Expectations

3. Scavenger Hunt

4. Two Truths, One Lie

5. Public Commitments

6. Share-A-Link

Creative Thinking:1. Brainstorming

2. Role Play

3. Topical Discussions

4. Web-Based Explorations & Readings

5. Recursive Tasks

6. Electronic Séance

Critical Thinking:1. Electronic Voting and Polling

2. Delphi Technique

3. Reading Reactions

4. Summary Writing and Minute Papers

5. Field Reflection

6. Online Cases Analyses

7. Evaluating Web Resources

8. Instructor as well as Student Generated Virtual Debates

Collaborative Learning:1. Starter-Wrapper Discussions

2. Structured Controversy

3. Symposium or Expert Panel

4. Electronic Mentors and Guests

5. Round robin Activities

6. Jigsaw & Group Problem Solving

7. Gallery Tours and Publishing Work

8. Email Pals/Web Buddies and Critical/Constructive Friends

Motivational Terms?See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon. (UW-Milwaukee)

1. Tone/Climate: Psych Safety, Comfort, Belonging2. Feedback: Responsive, Supports, Encouragement3. Engagement: Effort, Involvement, Excitement4. Meaningfulness: Interesting, Relevant, Authentic5. Choice: Flexibility, Opportunities, Autonomy6. Variety: Novelty, Intrigue, Unknowns7. Curiosity: Fun, Fantasy, Control8. Tension: Challenge, Dissonance, Controversy9. Interactive: Collaborative, Team-Based, Community10.Goal Driven: Product-Based, Success, Ownership

Encourage activities that motivate thinking.

(Sheinberg, April 2000, Learning Circuits)

1. Tone:A. Instructor Modeling

• The first week of a course is a critical • If an instructor is personable, students

will be personable• If formal, students will be formal• Too little instructor presence can cause

low levels of student involvement• Too much presence can cause

uninspired student involvement

1. Tone: B. Thiagi-Like Ice Breakers

1. Introductions: require not only that students introduce themselves, but also that they find and respond to two classmates who have something in common (Serves dual purpose of setting tone and having students learn to use the tool)

2. Peer Interviews: Have learners interview each other via e-mail and then post introductions for each other.

1. Tone/Climate:B. Thiagi-Like Ice Breakers

3. Eight Nouns Activity:1. Introduce self using 8 nouns2. Explain why choose each noun3. Comment on 1-2 peer postings

4. Coffee House Expectations1. Have everyone post 2-3 course expectations2. Instructor summarizes and comments on how they

might be met(or make public commitments of how they will fit into

busy schedules!)

1. Tone/Climate:C. Thiagi-Like Ice Breakers

5. Pair-Ups: Have pairs of students summarize the course syllabus for each other or summarize initial materials sent from the instructor.

6. 99 Seconds of Fame: In an online synchronous chat, give each student 99 seconds to present themselves and field questions.

7. Chat Room Buds: Create a discussion prompt in one of “X’ number of chat rooms. Introduce yourself in the chat room that interests you.

1. Tone/Climate:B. Thiagi-Like Ice Breakers

8. Storytelling Cartoon Time: Find a Web site that has cartoons. Have participants link their introductionsor stories to a particular cartoon URL. Storytelling is a great way to communicate. http://www.curtoons.com/cartooncoll.htm

9. Favorite Web Site: Have students post the URL of a favorite Web site or URL with personal information and explain why they choose that one.

10.Who Has Polls: During initial meeting, pool students on various interesting topics (e.g., who has walked on stilts, swam in the ocean, sat in a casket, flown a plane, etc.)

1. Tone/Climate:B. Thiagi-Like Ice Breakers

11. KNOWU Rooms:a. Create discussion forums or chat room

topics for people with diff experiences (e.g., soccer parent, runner, pet lovers, like music, outdoor person). Find those with similar interests.

b. Complete eval form where list people in class and interests. Most names wins.

12. Public Commitments:

Have students share how they will fit the coursework into their busy schedules.

Multiple Rooms for Chat

1. Tone/Climate: B. Thiagi-Like Ice Breakers

13. Scavenger Hunt1. Create a 20-30 item online scavenger

hunt (e.g., finding information on the Web)

2. Post scores

14. Two Truths, One Lie1. Tell 2 truths and 1 lie about yourself2. Class votes on which is the lie

2. FeedbackA. Requiring Peer Feedback

Alternatives:1. Require minimum # of peer

comments and give guidance (e.g., they should do…)

2. Peer Feedback Through Templates—give templates to complete peer evaluations.

3. Have e-papers contest(s)

2. Feedback:A. Web-Supported Group

Reading Reactions

1.Give a set of articles.

2.Post reactions to 3-4 articles that intrigued them.

3.What is most impt in readings?

4.React to postings of 3-4 peers.

5.Summarize posts made to their reaction.

(Note: this could also be done in teams)

2. Feedback:B. Acknowledgement via E-mail, Live Chats, Telephone (Acknowledge

questions or completed assignments)

2. Feedback:C. Self-Testing and Self-Assessments

2. Feedback:C. Self-Testing and Self-Assessments

(Giving Exams in the Chat Room!, Janet Marta, NW Missouri State Univ, Syllabus, January 2002)

1. Post times when will be available for 30 minute slots, first come, first serve.

2. Give 10-12 big theoretical questions to study for.

3. Tell can skip one.

4. Assessment will be a dialogue.

5. Get them there 1-2 minutes early.

6. Have hit enter every 2-3 sentences.

7. Ask q’s, redirect, push for clarity, etc.

8. Covers about 3 questions in 30 minutes.

2. Feedback (Instructor)D. Reflective Writing

Alternatives:1. Minute Papers, Muddiest Pt Papers2. PMI (Plus, Minus, Interesting), KWL3. Summaries4. Pros and Cons

1. Email instructor after class on what learned or failed to learn…

(David Brown, Syllabus, January 2002, p. 23)

3. Engagement:A. Questioning

(Morten Flate Pausen, 1995; morten@nki.no)

1. Shot Gun: Post many questions or articles to discuss and answer any—student choice.

2.Hot Seat: One student is selected to answer many questions from everyone in the class.

3.20 Questions: Someone has an answer and others can only ask questions that have “yes” or “no” responses until someone guesses answer.

3. EngagementA. Questioning: XanEdu Coursepacks

3. EngagementB. Annotations and Animations:

MetaText (eBooks)

3. Engagement:C. Electronic Voting and Polling

1. Ask students to vote on issue before class (anonymously or send directly to the instructor)

2. Instructor pulls our minority pt of view

3. Discuss with majority pt of view

4. Repoll students after class

(Note: Delphi or Timed Disclosure Technique: anomymous input till a due date

and then post results and

reconsider until consensus

Rick Kulp, IBM, 1999)

3. EngagementC. Survey Student Opinions

(e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)

4. Meaningfulness: A. Perspective Taking

1. Perspective sharing discussions: Have learners relate the course material to a real-life experience.

Example: In a course on Technology & Culture, students freely shared experiences of visiting grandparents on rural farms. The discussion led to a greater interest in the readings.

4. Meaningfulness: B. Job or Field Reflections

1. Field Definition Activity: Have student interview (via e-mail, if necessary) someone working in the field of study and share their results

• As a class, pool interview results and develop a group description of what it means to be a professional in the field

4. Meaningfulness:B. Job or Field Reflections

1. Instructor provides reflection or prompt for job related or field observations

2. Reflect on job setting or observe in field

3. Record notes on Web and reflect on concepts from chapter

4. Respond to peers

5. Instructor summarizes posts

4. Meaningfulness:C. Case Creation and Simulations

1. Model how to write a case

2. Practice answering cases.

3. Generate 2-3 cases during semester based on field experiences.

4. Link to the text material—relate to how how text author or instructor might solve.

5. Respond to 6-8 peer cases.

6. Summarize the discussion in their case.

7. Summarize discussion in a peer case.(Note: method akin to storytelling)

5. Choice:A. Multiple Topics

• Generate multiple discussion prompts and ask students to participate in 2 out of 3

• Provide different discussion “tracks” (much like conference tracks) for students with different interests to choose among

• List possible topics and have students vote (students sign up for lead diff weeks)

• Have students list and vote.

5. Choice:B. Discussion: Starter-Wrapper

(Hara, Bonk, & Angeli, 2000) 1. Starter reads ahead and starts discussion and others

participate and wrapper summarizes what was discussed.

2. Start-wrapper with roles--same as #1 but include roles for debate (optimist, pessimist, devil's advocate).

Alternative: Facilitator-Starter-Wrapper (Alexander, 2001)

Instead of starting discussion, student acts as moderator or questioner to push student thinking and give feedback

5. Choice:C. Web Resource Reviews

6. Variety:A. Brainstorming

• Come up with interesting or topic or problem to solve

• Anonymously brainstorm ideas in a chat discussion

• Encourage spin off ideas• Post list of ideas generated• Rank or rate ideas and submit to instructor• Calculate average ratings and distribute to group

6. Variety:B. Roundrobin

• Select a topic• Respond to it• Pass answer(s) to next person in group• Keep passing until everyone contributes or ideas

are exhausted• Summarize and/or report or findings

7. Curiosity:A. Electronic Seance

• Students read books from famous dead people• Convene when dark (sync or asynchronous).• Present present day problem for them to solve• Participate from within those characters (e.g.,

read direct quotes from books or articles)• Invite expert guests from other campuses• Keep chat open for set time period• Debrief

7. Curiosity

B. Online Fun and Games

(see Thiagi.comOr deepfun.com)

1. Puzzle games2. Solve puzzle against

timer3. Learn concepts4. Compete5. Get points

7. Curiosity: C. Electronic Guests & Mentoring

1. Find article or topic that is controversial2. Invite person associated with that article

(perhaps based on student suggestions)3. Hold real time chat4. Pose questions5. Discuss and debrief (i.e., did anyone

change their minds?)(Alternatives: Email Interviews with expertsAssignments with expert reviews)

7. Curiosity:D. Synchronous Chats

1. Webinar, Webcast2. Guest speaker moderated (or open) Q&A forum3. Instructor meetings, private talk, admin help4. Quick Polls/Quizzes, Voting Ranking, Surveys5. Swami Questions6. Peer Q&A and Dialogue7. Team activities or meetings8. Brainstorming ideas, What-Ifs, Quick reflections9. Graphic Organizers in Whiteboard (e.g., Venn)10.Twenty Questions, Hot Seat, etc.

Tech check since anything can happen…

E. Peer Questions & Team Meeting

F. Peer Questions & Team Meeting: Moderated

8. Tension:A. Role Play

A. Role Play Personalities• List possible roles or personalities (e.g., coach, optimist,

devil’s advocate, etc.)• Sign up for different role every week (or 5-6 key roles)• Reassign roles if someone drops class• Perform within roles—refer to different personalities

B. Assume Persona of Scholar– Enroll famous people in your course– Students assume voice of that person for one or

more sessions– Enter debate topic or Respond to debate topic– Respond to rdg reflections of others or react to own

8. Tension.B. Six Hats (from De Bono, `985; adopted

for online learning by Karen Belfer, 2001, Ed Media)

• White Hat: Data, facts, figures, info (neutral)

• Red Hat: Feelings, emotions, intuition, rage…

• Yellow Hat: Positive, sunshine, optimistic

• Black Hat: Logical, negative, judgmental, gloomy

• Green Hat: New ideas, creativity, growth

• Blue Hat: Controls thinking process & organization

Note: technique used in a business info systems class where discussion got too predictable!

8. Tension:D. Instructor Generated Virtual Debate (or student generated)

1. Select controversial topic (with input from class)

2. Divide class into subtopic pairs: one critic and one defender.

3. Assign each pair a perspective or subtopic

4. Critics and defenders post initial position stmts

5. Rebut person in one’s pair

6. Reply to 2+ positions with comments or q’s

7. Formulate and post personal positions.

9. Interactive: B. Critical/Constructive Friends,

Email Pals, Web Buddies1. Assign a critical friend (perhaps based on

commonalities).2. Post weekly updates of projects, send

reminders of due dates, help where needed.3. Provide criticism to peer (I.e., what is strong

and weak, what’s missing, what hits the mark) as well as suggestions for strengthening. In effect, critical friends do not slide over

weaknesses, but confront them kindly and directly.

4. Reflect on experience.

9. Interactive:C. Symposia, Press Conference,

or Panel of Experts

1. Find topic during semester that peaks interest

2. Find students who tend to be more controversial

3. Invite to a panel discussion on a topic or theme

4. Have them prepare statements

5. Invite questions from audience (rest of class)

6. Assign panelists to start

(Alternative: Have a series of press conferences at the end of small group projects; one for each group)

10. Goal Driven:A. Group Problem Solving

• Provide a real-world problem• Form a committee of learners to solve the problem• Assign a group reporter/manager• Provide interaction guidelines and deadlines

– Brainstorming– Research– Negotiation– Drafting– Editing– Reflecting============================================

Alternative: Jigsaw Technique:Assign chapters within groups

(member #1 reads chapters 1 & 2; #2 reads 3 & 4, etc.)

10. Goal Driven:B. Gallery Tours

• Assign Topic or Project

(e.g., Team or Class White Paper, Bus Plan, Study Guide, Glossary, Journal, Model Exam Answers)

• Students Post to Web• Experts Review and Rate• Try to Combine Projects

Motivational Top Ten 1. Tone/Climate: Ice Breakers, Peer Sharing

2. Feedback: Self-Tests, Reading Reactions

3. Engagement: Q’ing, Polling, Voting

4. Meaningfulness: Job/Field Reflections, Cases

5. Choice: Topical Discussions, Starter-Wrapper

6. Variety: Brainstorming, Roundrobins

7. Curiosity: Seances, Electronic Guests/Mentors

8. Tension: Role Play, Debates, Controversy

9. Interactive: E-Pals, Symposia, Expert Panels

10. Goal Driven: Group PS, Jigsaw, Gallery Tours

Pick One…??? (circle one)

Pick an Idea

• Definitely Will Use: ___________________________

• May Try to Use: ___________________________

• No Way: ___________________________