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Learning Design voices CFP

Below you can find a necessary and significant call for chapters from folks at the University of Cape Town. As “learning designers, academic developers, instructional designers, curriculum designers, learning experience designers, learning experience engineers” and Centers of Teaching and Learning more broadly have carried institutions through the pandemic, while also facing incredible personal and institutional challenges themselves, this book stands to make visible what this work looks like, how it varies across contexts, how it is implicated in issues of power, opportunity, commitment, resilience, hegemony… and how those issues intersect with educational technology and design. CFP follows, but you can also find it here.

Call for chapters

We’re looking for learning designers, academic developers, instructional designers, curriculum designers, learning experience designers, learning experience engineers…  We don’t mind what you call yourself but if you create learning opportunities for students and staff in post-secondary institutions we want to hear from you! We’re keen to create a space for voices on learning design from a wide range of contexts. We invite you to share your practices and experiences, and to connect with a community of people across the globe who also do this work.  We’re hoping that together we can create the kind of book that you reach for when you need a new idea or want to be inspired by the innovative and responsive work of colleagues in challenging and exciting environments.   

Introduction

During the pandemic, the pivot to emergency remote teaching highlighted the depth and extent of inequalities facing communities, particularly in relation to access to resources and literacies for online learning in higher educational contexts. Imported solutions that failed to take into consideration the constraints and cultures of local contexts were less than successful. The paucity of practitioners with online learning design experience, training and education grounded in diverse contexts made local design for local contexts difficult to carry out.

Although there is substantial research and guidance on online learning design, there is an opportunity to create a text deliberately oriented to practice. Further, online learning design, as a field of practice and research, is strongly shaped by experiences and practices from the Global North. While many of the textbooks written from this perspective are theoretically useful as a starting point, the disjuncture between theory and practice for practitioners in less well-resourced contexts where local experiences are invisible, can be jarring.

#LDVoicesBook

Objective

The goal of this text is to offer a discussion of key themes shaping practice in online learning design, in the form of provocations by key voices in the field, and to offer chapters that illuminate or trouble these themes. Further, we seek to listen more closely to voices from the historical margins to understand better what learning design, as a practice, a field of research and process means in Africa, Asian and South America contexts. This is an opportunity to create a text deliberately oriented to practice, grounded in diverse contexts and showcasing a wide variety of learning design responses while remaining grounded in commitments to equitable access and success.

Target Audience

This book seeks to be useful for both staff and students in formal learning contexts such as diploma or certificate courses, we imagine that it will provide a useful handbook for those working in online learning design from learning designers to academic staff taking courses online to staff developers who support those processes.

Chapters

The book is structured around provocations, highlighting key concepts and debates related to that topic. We invite chapter submissions that respond to one of the provocations below.  This is not another theory book. We’re looking primarily for empirical, place-based pieces, practical advice and experiences  which are theoretically informed. Threaded through all the chapters, we expect border perspectives, peripheral views, equity considerations and the like to be incorporated. We would welcome interactive and multimodal components such as  images, videos, reflective exercises and other multimedia elements in your chapter, that can be used by readers for reflection or as teaching exercises.

Provocation 1: Learning Design as field, praxis and identity

Learning design has emerged as an area of work or practice, a space for research, and a marker of professional  identity.  How do you see learning design? How is learning design viewed in your context?  How do we, or should we, support the development of learning design? What models and assumptions underpin our work in learning design, and to what extent do these models support practice in your context? For this section, we are looking for chapters that offer insight into how learning design is located, functions and is valued in a variety of contexts.

Provocation 2: Humanising Learning Design 

Online learning faces increasing calls to centre inclusivity, diversity, and accessibility.  What inclusive, diverse and accessible online learning looks like is by no means universal. We invite for this section, chapters that demonstrate how the design and experience of critically grounded online learning can create opportunities for learning for a wide range of students, typically “othered”, marginalised, or excluded from online learning spaces.

Provocation 3: Learning activities, processes and materials

Much of the work around process and materials creation in relation to learning design assumes access to resources and skills that are limited in the developing world.  We invite chapters that consider how context shapes choices in relation to learning activities, processes and materials. We hope for chapters that speak to, inter alia,  issues of multilingualism, accessibility, universal design for learning, and racial and cultural representation.

Provocation 4: Assessment and evaluation online 

The question of assessment and the purpose of higher education are unavoidably intertwined. As the shape of higher education and its relationship to society has shifted over time, the nature of assessment has shifted. Concerns about rigour and validity are joined by concerns about authenticity, relevance and transformation. How is online assessment creating opportunities for imagining and challenging the role of assessment? We welcome, for this section, chapters focusing on online assessment practices that offer improvements on well-established practices, or offer wholly innovative takes on the form of assessment in higher education.

Provocation 5: Policy and regulatory environment 

Learning design, materials design and academic expertise all take place within existing institutional, national and international policy, funding and regulatory frameworks. Online learning is still captured by the imaginaries of traditional education. How does the policy and regulatory environment in your context shape the practice of learning design? Is open education enabled or constrained by the policy environment?

Submission Procedure and Due dates

Activity Date
Share an idea 13 June 2021 Do you have an idea that you need to chat to someone about?  Contact Shanali, Tasneem or Laura.
Proposal submission 14 June 2021 Your proposal should include an abstract of not more than 500 words, explaining how you bring a non-dominant perspective, and a one page outline of the chapter structure. Submit a proposal for a chapter.
Notification of acceptance 28 June 2021 You will be notified by 28 June 2021 about the status of your proposals and sent chapter guidelines.
Full Chapter submission 23 August 2021 Full chapters should be submitted by 23 August 2021. We expect chapters to be between 3000 – 5000 words but we are flexible about the length of chapters. Please follow APA 7th referencing.
Peer review process 20 September 2021 All submitted chapters will be reviewed by two peer reviewers, including other chapter authors and external reviewers. Please note, contributors will also be requested to serve as reviewers for this project.
Author changes End November 2021 Once authors have submitted their final changes to the editorial committee, the chapters will be uploaded  to the platform.  The formal launch for the book is planned for March 2022.

For queries, please contact: tasneem.jaffer@uct.ac.zashanali.govender@uct.ac.za or laura.czerniewicz@uct.ac.za

Dissemination and Publication

The book will be published under a creative commons licence, encouraging its dissemination and reuse in teaching and learning spaces. We are currently in the process of selecting an open textbook ebook platform.  Key criteria for the platform include that it will offer multimodal digital formats, options to download copies, and options to order print copies at cost.

Editors

Tasneem Jaffer

(@tasneemjaffer) – Tasneem is a senior project coordinator and learning designer at University of Cape Town in South Africa. She has worked as a learning designer for the last seven years and has prior expertise in the field of user experience (UX). She has completed an MEd in Educational Technology and is currently an MBA candidate. Her work includes being involved in the development and research of MOOCs, the development of formal online courses. She has a passion for learning, specifically the intersection of learning design and UX.

Shanali Govender

(@GovenderShanali) – Shanali is a lecturer within the Academic Staff Development unit at the University of Cape Town’s Centre for Innovation in Learning and Teaching. Her particular brief in the staff development team is to support part-time and non-permanent teaching staff. She currently teaches on the Postgraduate diploma in educational technologies, co-convening the Online Learning Design module. She has designed several online staff development short courses, and teaches two academic staff development online courses, Core Concepts in Learning and Teaching and An online introduction to Assessment.  Shanali also has strong interests in relation to inclusivity and education, working largely in the practice space with colleagues to create more inclusive teaching and learning environments. ​

Laura Czerniewicz

(@Czernie) – Laura  was the first director of the Centre for Innovation in Learning and Teaching (CILT), at the University of Cape Town, (2014 to 2020) having previously led UCT’s Centre for Educational Technology, OpenUCT Initiative and Multimedia Education Group. Her many roles in education over the years  include academic, researcher, strategist, advocate, teacher, teacher-trainer and educational publisher. Threaded through all her work has been a focus on equity and digital inequality. These have permeated her research interests which focus on the changing nature of higher education in a digitally-mediated society and new forms of teaching and learning provision.  She plays a key strategic and scholarly role in the areas of blended /online learning as well as in open education institutionally, nationally and internationally. Check out Laura’s newish blogsite https://czernie.weebly.com/

 

CFP: Attending to Issues of Social Justice through Learning Design

The call for proposals below comes at an opportune time following the Scholar Strike action that occurred on September 8 and 9 both in the US and in Canada.

Journal of Applied Instructional Design Special Issue 2020 
“Attending to Issues of Social Justice through Learning Design” 


We specifically seek contributions from K-12, higher education, and other organizational or workplace contexts (e.g., non-profit organizations, government, corporate) that focus on how learning design can serve as a tool for pushing back against and/or changing systems that often promote or perpetuate injustice and inequality. Such work will likely deviate from more traditional instructional design and performance improvement approaches or improve upon them in some way to address topics that include but are not limited to:

  • Culturally-situated and cross-cultural approaches to instructional design and research
  • Improving performance in the context of workplace inequity
  • Participatory models of learning (e.g., Youth-led Participatory Action Research)
  • Long-term projects that address disparity issues regarding access to technologies and resources (e.g., digital and pedagogical divide)
  • Applications of critical theory in learning design
  • Ethical and responsible (i.e., humanizing) concerns regarding the collection, analysis, and presentation of data and findings

Deadline October 16, 2020. Complete details can be found here:
https://aect.org/news_manager.php?page=21693

CFP: Lifelong learning ecologies

Call for Papers: Lifelong Learning Ecologies

Call for papers for a Special Section of The British Journal of Educational Technology
“Lifelong learning Ecologies: linking formal and informal contexts of learning in the digital era”.

Guest Editors

  • Dr Albert Sangrá*Faculty of Psychology and Education Sciences, Universitat Oberta de Catalunya, Spain
  • Dr Juliana E. Raffaghelli, Faculty of Psychology and Education Sciences, Universitat Oberta de Catalunya, Spain
  • Dr. George Veletsianos, School of Education and Technology, Royal Roads University, Canada
  • Dr. Mercedes González-Sanmamed, Department of Pedagogy & Didactics, Universidade da Coruña, Spain

*Corresponding Guest Editor: asangra@uoc.edu

Overview

The last two decades encompassed the outgrowth of several concepts that attempted to underpin the phenomena of learning in and with the digital. The case of ubiquitous learning (Virtanen, Haavisto, Liikanen, & Kääriäinen, 2018) seamless learning (Wong & Looi, 2011), expanded contexts of learning and personal learning environments (Attwell, 2007; Dabbagh & Kitsantas, 2012) all dealt with forms of learning that a) use the affordances of technology b) go beyond a single context, and c) are personalized and self-directed. Moreover, when social networks entered into the scene, the idea of a personal learning network that is managed by the learner across formal and informal spaces was exacerbated (Dabbagh & Kitsantas, 2012; Manca & Ranieri, 2013). The more recent technological advances, like augmented reality, intelligent tutoring systems, data-driven education based in facial recognition and interactions with the students’ mobile devices in classrooms, to mention but a few, have expanded the digital from the realm of the screen to the physical world, generating new forms of continuity (Adams Becker, Cummins, Davis, Freeman, & Hall Giesinger, C. Ananthanarayanan, 2017). However, the conceptualization of these phenomena seems to be fragmented.

This proposal explores the concept of “Lifelong Learning Ecologies” as a potential construct to address educational interventions and applications supporting new hybrid forms of learning. The central assumption behind the concept relates the connections that the learner can discover between contexts, resources, activities and relationships in a continuum from formal to informal learning, from on site to online experiences. The concept is not new in the field of educational psychology (see for example Bronfenbrenner’s work, 1979) but it has been adopted in highly diversified ways since the middle 2000’s. New empirical and theoretical research addressing this construct could provide an upgraded framework of analysis to understand how the single individual selects, experiences, and proactively promotes activities and relationships into and beyond the digital context, in order to generate opportunities to learn.

This special issue aims at introducing empirical research studies contributing to a) consolidating a definition of “learning ecologies for lifelong learning” as a conceptual framework to observe and analyse the continuum from formal to informal learning experiences across hybrid contexts of learning and along personal timelines; b) introducing new methodological approaches that include new learning phenomena in and with the digital, as well as connected research methods such as public internet data mining methods, quantitative ethnographies and data-driven approaches; c) exploring the applicative potential along innovations based on the concept, like learning recognition tools and methods based on acknowledging learners’ achievement based on ecological arrangements.

Research methodologies should be clearly, but concisely presented and show rigour. All papers should clearly describe the underlying theoretical and conceptual framework that is connected with the concept of learning ecologies. Moreover, we invite the authors to cover issues relevant to an international audience.

Submission and Inquiries
We therefore invite submissions concerning the application of the construct of lifelong learning ecologies to support innovative forms of learning, with learning understood very broadly. The authors must submit a full paper. Therefore, the manuscripts need to demonstrate that the paperfits the special section remit, has a rigorous methodology, is innovative, makes a significant contribution to the field and is relevant to an international audience. Full papers will undergo the standard reviewing process. Therefore, invitation to submit a full paper is just that and should not be taken as indication that the final paper will be accepted.

Authors who are unsure whether their work is suitable for the special issue should submit an abstract with a query to the guest editors well in advance of the deadline.

Abstracts should be clearly and concisely written and generally include the following:
• An introduction of one or two sentences stating the research aims and educational context; e.g. undergraduate; high school; pre-school, all levels etc.
• For empirical reports, a brief summary of the data collection methodology.
• A summary of the outcomes and an indication of their strength and significance
• Concise conclusions and implications in two or three sentences. What new insights does this research provide? What is its unique and significant contribution to the field? How is it relevant for a diverse international audience?

Important Dates

Abstract submission for queries to the guest editors: 20th October 2018
Full paper submission: 10th December 2018
Last Article Acceptances: 30th April 2019
Articles published online as soon as copyediting is completed.
Issue Publication July 2019.

Experiences from the trenches: An add-on to the MOOC special issue CFP

My colleague Charalambos Vrasidas and I are editing a special issue for Educational Media International focusing on learner experiences in massive open online courses. We are interested in empirical and theoretical manuscripts as well as systematic reviews/analyses/syntheses of the literature. Preliminary abstracts are due by December 19th. We have planned for the process to be prompt and aim for the issue to be published within 8 months or so.

As part of the special issue, and prompted by a note by Al Filreis, we have decided to include a section that enables individual learners to tell their own stories about their experiences with MOOCs. If you have taken an open course and would like to write a short piece about an aspect of your experience, this section of the special issue would be relevant to you. Like all other submissions, these will be peer-reviewed as well.

Individuals interested in this route can submit a 200-word abstract summarizing their intended submission and a 200-word bio by the 19th of December to moocs@cardet.org.

Invitations to submit full papers will be send on or before January 9, 2014. Manuscripts should be formatted using APA style and should be 1,200 words long, including references. The process to be followed thereafter is as follows:

  • March 1, 2015: Full-length papers due via email at moocs@cardet.org
  • May 1, 2015:  Notification of acceptance/rejections
  • June 30, 2015: Final papers with revisions due
  • 2015: Special issue is published

 

CFP special issue: What is it like to learn and participate in MOOCs?

Update #1: This special issue will include an “experiences from the trenches” section for individual learners to tell their own stories about their experiences with MOOCs. You can find the requirements for those papers here.

What is it like to learn and participate in MOOCs?

Special Issue – Call for papers 

Educational Media International

Scholarly Peer-Reviewed Journal published by Taylor & Francis

 

Overview

While during 2011-2012 the mass media were largely exuberant about MOOCs (Massive Open Online Courses), claiming that these courses will revolutionize and democratize access to education, in 2013-2014 anti-MOOC sentiment rose amidst concerns pertaining to completion rates, sustainable business models, and pedagogical effectiveness. Heated debates on the status quo and future of higher education have ensued since then, and even though there is “no shortage of prophecies about [MOOC’s] potential impact” (Breslow et al., 2013, pp. 23), the academic community has yet to develop an in-depth understanding of learner experiences in MOOCs. The aim of the special issue is to add to our understanding of learner experiences in MOOCs by providing answers to the question: What is it like to learn and participate in MOOCs?

Learner experiences arise from the ways learners interact with and respond to content, activities, instructional methods, instructors, and the context within which learning and instruction happen (Parrish, 2005). At a time when researchers and online learning providers are embracing the use of learning analytics and big data to examine learner behaviors, activities, and actions, very few researchers have sought to gain a deep, qualitative, and multidimensional understanding of learner experiences with open forms of learning. A nuanced appreciation of how users experience open learning, including the successes and obstacles they face, will assist learning designers, researchers, and providers in making greater sense of the open course phenomenon as well as enable them to improve open online learning.

This CFP arises has its foundations on a 2013 call in which Veletsianos argued that “we only have small pieces of an incomplete mosaic of students’ learning experiences with open online learning” (Veletsianos, 2013). While there’s been an expansive amount of research on MOOCs, the existing literature predominantly focuses on learner behaviors and practices, while investigations of learners’ lived experiences are largely absent (Adams et al., 2014). The availability of large-scale data sets also appears to have shaped the research questions that are being asked about MOOCs, and, while significant insights are developed via that research route, the field will benefit tremendously by gaining a better understanding and appreciation of learners’ experiences.

To address these issues and to support the development of the field, we invite authors to submit manuscripts investigating the learner experience in massive open online courses.  Manuscripts can be of three types:

  • Empirical. Such manuscripts should follow rigor guidelines appropriate for the research methods used.
  • Systematic reviews of the literature and literature meta-syntheses.
  • Theoretical manuscripts, contributing to the development of theory pertaining to learner experiences in open courses.

We are interested in hosting a forum for leading edge contributions to the nascent field that help us make sense of learner experiences, and allow practitioners and researchers to benefit from these contributions. Towards this aim, recommended topics of interest for this special issue include, but are not limited to, the following research questions:

  • What is it like to learn in massive open online courses?
  • What are learners’ experiences in open courses?
  • Why are learners participating in open courses in the ways that they do?
  • What are learner-learner and learner-instructor interactions like?
  • How do learners respond to various instructional design decisions and instructor roles?
  • How do learners perceive their relationships with each other, content, instructors, institutions, and MOOC providers?

Submission Process

Interested authors should submit 500-word abstracts and 200-word bios by December 19 at moocs@cardet.org. Submissions should include short descriptions of the following:

  • Identified gap/problem addressed
  • Methods or modes of inquiry
  • Data sources
  • (in-progress or final) results

Invitations to submit full papers will be send on or before January 9, 2014. Manuscripts should be formatted using APA style and should be 6,000 words, including references. The process to be followed thereafter is as follows:

  • March 1, 2015: Full-length papers due via email at moocs@cardet.org
  • May 1, 2015:  Notification of acceptance/rejections
  • June 30, 2015: Final papers with revisions due
  • 2015: Special issue is published

Special Issue Editors

Dr. George Veletsianos
Canada Research Chair in Innovative Learning and Technology
Associate Professor
Royal Roads University, Victoria, BC, Canada.

Dr. Vrasidas Charalambos
Executive Director, CARDET (www.cardet.org)
Associate Professor of Learning Innovations & Associate Dean for e-learning, University of Nicosia, Cyprus.

References

Adams, C., Yin, Y., Vargas Madriz, L.F., & Mullen, S. (2014). A phenomenology of learning large: The tutorial sphere of xMOOC video lectures. Distance Education, 35, 202-216.

Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX’s first MOOC. Research & Practice in Assessment, 8, 13-25.

Parrish, P. (2005). Embracing the aesthetics of instructional design. Educational Technology, 45(2), 16-25.

Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Madison, WI: Hybrid Pedagogy Publications. Retrieved from http://learnerexperiences.hybridpedagogy.com.

 

 

AECT 2014 Call for Proposals. Due Feb 24.

The last day to submit a proposal to the 2014 AECT International Convention is Feb 24th, 2014.

Please consider submitting your proposal to the Research and Theory Division. The Research and Theory division promotes the development and advancement of theory; promotes, presents, and disseminates rigorous research and scholarship; advocates the study of social and cultural issues in the field; and supports, fosters, and mentors emerging scholars. Any studies that embody excellent research methods in any area of interest to AECT members could be appropriate for submission to division. Topics such as the relationship between research and theory, innovative research methods, ethical considerations in research, challenges associated with conducting research with data from web-based sources, and the position of Educational Technology as a field in the context of related fields such as the Learning Sciences, Cognitive Science, Psychology, etc., might be of particular interest to R&T division members.

We continue to encourage authors to submit their work in the following categories:

Category 1: Completed Study
Report findings from a study that is complete.

Category 2: Work in Progress
Report the progress of a study currently underway (e.g., as a Reflection Paper Session).

Category 3: Research Methodology
Report innovative research methodologies in the field.

Category 4: Theory
Report on theory pertinent to the field.

The following slides provide more information on submitting a proposal to the Research and Theory Division/

Research and Theory Division team
Jonathan McKeown President-Elect
Michael Grant Past President
George Veletsianos President
David Richard Moore Division Representative to the AECT Board
Wei Wang Secretary
Royce Kimmons Board Member at Large
Pinar Arpaci Graduate Student Board Representative
Enilda Romero-Hall RTD Professional Development Facilitator
Min Kyu Kim RTD Professional Development Facilitator
Lina Metlevskiene Communications Officer

ICEM 2013 Conference CFP (October 1-4)

ICEM 2013 logo
Authors are invited  to submit abstracts and participate in the 63rd International Council for Educational Media (ICEM) Conference that will be held in Singapore from 1 – 4 October 2013.

The late 1990s saw the emergence of e-Learning.  Many schools and institutions have embarked on campus-wide initiatives that comprised content-driven and technology-enhanced pedagogy until the advent of Web 2.0. Now, however, the educational model is undergoing a complete change of approach and both the blended learning model and participative learning have become more possible and meaningful, especially when combined with the changing profile of Gen Y students.

The conference theme ‘we-Learning: Content, Community and Collaboration’ recognises these pervasive and rapid changes that are having a profound impact on education and society.  Education at all levels plays a central role in shaping the way these changes affect the economy, society and a new generation of knowledge workers.  Knowledge and content are now a touch away and the new classroom has no physical boundaries. People and resources are linked across borders allowing for new types of collaboration.  What does this mean for learning and teaching in tertiary education? This conference explores the paradigm shift from e-Learning to we-Learning, and the broad consequences for education in a changing world.

Conference Date and Location
Date: 1 – 4 October 2013
Location: Nanyang Technological University, Singapore

Topics of interest to this international event include, but are not limited to the following:
·         Social and Collaborative Learning
·         Participative Learning
·         Integrative Learning with Technology
·         Learning Design (Theory and Practice)
·         Games and gamification in education and training
·         Borderless mobile learning
·         Massive Online Open Courses (MOOCs)
·         Social media and learning
·         Distance education and Web 2.0
·         Educational media
·         New media, new literacies
·         Research and evaluation methods in educational technology
·         Professional development, teacher education and lifelong learning
·         Social media and learning
·         Creative learning and teaching models
·         New learning spaces and technology
·         Changing conditions of higher education
We encourage the submission of a variety of papers and works including but not limited to position papers, empirical research, case studies, classroom implementations, case studies with applications of educational technology, theoretical discussions, and critical reviews of literature.

Abstract Submission Guidelines
The abstract should include a brief introduction, research questions, research design and methods, and (expected) results in no more than 500 words (approximately 1-2 pages, single spaced).

Submit your abstract here:              http://icem2013.elite.sg/

Abstracts submission deadline:          31 March 2013
Acceptance notification:                       30 June 2013
Final camera ready papers due by     15 August 2013

More information of the ICEM2013 conference is available at http://icem2013.ntu.edu.sg

Special issue CFPs on MOOCs, Open Education, and e-research

 

I don’t think I’ve come across as many interesting special issue call for proposals at the same time. In case you are interested, here are some that are worthwhile and current:

Journal of Online Learning and Teaching (JOLT) special issue on Massive Open Online Courses (MOOCs): http://t.co/wj0J6RpD (pdf). Edited by George Siemens, Valerie Irvine, and Jillianne Code. Closed on the 15th, but deadline extended until the 19th.

Learning, Media, and Technology Journal special issue on Critical approaches to Open Education: http://www.dice.education.ed.ac.uk/?p=492. Edited by Sian Bayne, Jeremy Knox and Jen Ross. (As an aside: If you are interested in this, you might also be interested in a recent paper that we published with IRRODL on the assumptions and challenges of open scholarship).

The British Journal of Educational Technology (BJET) special issue on e-Research for education: Applied, methodological, and critical perspectives (pdf). Edited by Lina Markauskaite and Peter Reimann.

 

photo credit: madamepsychosis via photopin cc

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