K. Govindarajan, T. Somasundaram, Vivekanandan Kumar, Kinshuk
Learners' attainment of academic knowledge in postsecondary institutions is predominantly expressed by summative or formative assessment approaches. Recent advances in educational technology has hinted at a means to measure learning efficiency, in terms of personalization of learner competency and capacity in terms of adaptability of observed practices, using raw data observed from study experiences of learners as individuals and as contributors in social networks. While accurate computational models that embody learning efficiency remain a distant and elusive goal, big data learning analytics approaches this goal by recognizing competency growth of learners, at various levels of granularity, using a combination of continuous, formative and summative assessments. This study discusses a method to continuously capture data from students' learning interactions. Then, it analyzes and clusters the data based on their individual performances in terms of accuracy, efficiency and quality by employing Particle Swarm Optimization (PSO) algorithm.
{"title":"Continuous Clustering in Big Data Learning Analytics","authors":"K. Govindarajan, T. Somasundaram, Vivekanandan Kumar, Kinshuk","doi":"10.1109/T4E.2013.23","DOIUrl":"https://doi.org/10.1109/T4E.2013.23","url":null,"abstract":"Learners' attainment of academic knowledge in postsecondary institutions is predominantly expressed by summative or formative assessment approaches. Recent advances in educational technology has hinted at a means to measure learning efficiency, in terms of personalization of learner competency and capacity in terms of adaptability of observed practices, using raw data observed from study experiences of learners as individuals and as contributors in social networks. While accurate computational models that embody learning efficiency remain a distant and elusive goal, big data learning analytics approaches this goal by recognizing competency growth of learners, at various levels of granularity, using a combination of continuous, formative and summative assessments. This study discusses a method to continuously capture data from students' learning interactions. Then, it analyzes and clusters the data based on their individual performances in terms of accuracy, efficiency and quality by employing Particle Swarm Optimization (PSO) algorithm.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114902582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kartik Vermun, Mohit Senapaty, Anindhya Sankhla, P. Patnaik, A. Routray
With the growth of online education, there have been many attempts by educators to identify the learner's emotions and attention so as to improve feedback during the learning process. Such systems have mostly used the learner's interaction with the system, audio and video monitoring, and profiling to identify the user's empathic state and provide feedback accordingly. Facial expressions, eye tracking as well as eye PERCLOS have been used to identify both alertness and emotions. However, identification of cognitive as well as affective states using gestures is a relatively neglected area, though in the field of gaming and pedagogy, gesture recognition is an important area of research for interaction with computers. In this paper, we report a work in progress where we have been able to determine some of the user's empathic states through her gestures using Kinect, and have proposed to create an accurate system for cognitive state and affective gesture recognition by first developing a database of gestures signifying user's emotional and affect states related to e-learning context, and then by calibrating the system for accurate detection of emotions and allied states through gestures. This can be used independently or with other multimedia inputs for accurate feedback in e-learning environments.
{"title":"Gesture-Based Affective and Cognitive States Recognition Using Kinect for Effective Feedback during e-Learning","authors":"Kartik Vermun, Mohit Senapaty, Anindhya Sankhla, P. Patnaik, A. Routray","doi":"10.1109/T4E.2013.34","DOIUrl":"https://doi.org/10.1109/T4E.2013.34","url":null,"abstract":"With the growth of online education, there have been many attempts by educators to identify the learner's emotions and attention so as to improve feedback during the learning process. Such systems have mostly used the learner's interaction with the system, audio and video monitoring, and profiling to identify the user's empathic state and provide feedback accordingly. Facial expressions, eye tracking as well as eye PERCLOS have been used to identify both alertness and emotions. However, identification of cognitive as well as affective states using gestures is a relatively neglected area, though in the field of gaming and pedagogy, gesture recognition is an important area of research for interaction with computers. In this paper, we report a work in progress where we have been able to determine some of the user's empathic states through her gestures using Kinect, and have proposed to create an accurate system for cognitive state and affective gesture recognition by first developing a database of gestures signifying user's emotional and affect states related to e-learning context, and then by calibrating the system for accurate detection of emotions and allied states through gestures. This can be used independently or with other multimedia inputs for accurate feedback in e-learning environments.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134117025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We describe the implementation and evaluation of a large-scale, distance mode, training workshop in Research Methods in Educational Technology (ET), for in-service engineering college teachers in India. The goal of the workshop was to prepare the teachers to conduct action research in their courses. The workshop consisted of 4 stages: i) pre-workshop assignment, ii) main workshop with two days of synchronous sessions on RM concepts, and a week in between of asynchronous hands-on activities, iii) 2-week post-workshop final assignment and iv) mentoring to conduct a research study. A total of 3896 teachers participated in the workshop, with 1141 (29%) participants completing at least 50% of the assignments. To evaluate the effectiveness of the workshop, we conducted a study with pre-post research design. We found that learning gains from the pre-to the post-test were statistically significant. We administered a questionnaire to determine participants' learning perception and satisfaction from the workshop and found that a majority of responses (>90%) were favourable.
{"title":"Training In-Service Teachers to Do Action Research in Educational Technology","authors":"J. Warriem, S. Murthy, Sridhar V. Iyer","doi":"10.1109/T4E.2013.53","DOIUrl":"https://doi.org/10.1109/T4E.2013.53","url":null,"abstract":"We describe the implementation and evaluation of a large-scale, distance mode, training workshop in Research Methods in Educational Technology (ET), for in-service engineering college teachers in India. The goal of the workshop was to prepare the teachers to conduct action research in their courses. The workshop consisted of 4 stages: i) pre-workshop assignment, ii) main workshop with two days of synchronous sessions on RM concepts, and a week in between of asynchronous hands-on activities, iii) 2-week post-workshop final assignment and iv) mentoring to conduct a research study. A total of 3896 teachers participated in the workshop, with 1141 (29%) participants completing at least 50% of the assignments. To evaluate the effectiveness of the workshop, we conducted a study with pre-post research design. We found that learning gains from the pre-to the post-test were statistically significant. We administered a questionnaire to determine participants' learning perception and satisfaction from the workshop and found that a majority of responses (>90%) were favourable.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127348967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Growth in technical education (in terms of #of institutes and # of seats) is phenomenal in last 5 years. Academic Scheduling preparation is a time consuming and difficult task. The complexity and challenges increases along with college size increase (in terms of divisions and faculty). We have many tools available to build timetable. The team faces great difficulties in making run time adjustments in timetable or identifying best solution First Time Right(FTR). In the recent past the Six sigma methodologies are successfully used for quality management and process improvement in manufacturing industry using. In this paper, DMAIC methodology of Six sigma is used to build Decision Support System for Academic Scheduling. The DSS system not only achieves its set goals of reduction of processing time but also narrates that we can apply DMAIC in non-manufacturing area like Academic.
{"title":"Decision Support System Using DMAIC for Academic Scheduling: ICT in Education Support Activities","authors":"Jignesh C. Doshi, Bhushan Trivedi","doi":"10.1109/T4E.2013.26","DOIUrl":"https://doi.org/10.1109/T4E.2013.26","url":null,"abstract":"Growth in technical education (in terms of #of institutes and # of seats) is phenomenal in last 5 years. Academic Scheduling preparation is a time consuming and difficult task. The complexity and challenges increases along with college size increase (in terms of divisions and faculty). We have many tools available to build timetable. The team faces great difficulties in making run time adjustments in timetable or identifying best solution First Time Right(FTR). In the recent past the Six sigma methodologies are successfully used for quality management and process improvement in manufacturing industry using. In this paper, DMAIC methodology of Six sigma is used to build Decision Support System for Academic Scheduling. The DSS system not only achieves its set goals of reduction of processing time but also narrates that we can apply DMAIC in non-manufacturing area like Academic.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127885775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Acquisition of programming concepts and skills is a key goal of computer science and engineering curricula. It has been shown that students find programming to be a difficult and complex cognitive task. Program visualizations have been shown to improve students' understanding, but most studies have been conducted in resource equipped classrooms, for example, in which students have personalized access to laptops. In this paper, we report findings from a two-group experimental study (N=60) in a resource constrained classroom with a single computer and mounted LCD. One group was taught with an interactive program visualization tool and the other with traditional chalk and blackboard approach. Analysis showed a statistically significant higher performance on a post-test for the program visualization group compared to the traditional group. This difference was seen regardless of students' visual/verbal learning style, leading to the conclusion that use of program visualization in large resource constrained classroom is an effective strategy to teach computer programming.
{"title":"Effect of Program Visualization to Teach Computer Programming in a Resource Constrained Classroom","authors":"Dipali D. Awasekar","doi":"10.1109/T4E.2013.31","DOIUrl":"https://doi.org/10.1109/T4E.2013.31","url":null,"abstract":"Acquisition of programming concepts and skills is a key goal of computer science and engineering curricula. It has been shown that students find programming to be a difficult and complex cognitive task. Program visualizations have been shown to improve students' understanding, but most studies have been conducted in resource equipped classrooms, for example, in which students have personalized access to laptops. In this paper, we report findings from a two-group experimental study (N=60) in a resource constrained classroom with a single computer and mounted LCD. One group was taught with an interactive program visualization tool and the other with traditional chalk and blackboard approach. Analysis showed a statistically significant higher performance on a post-test for the program visualization group compared to the traditional group. This difference was seen regardless of students' visual/verbal learning style, leading to the conclusion that use of program visualization in large resource constrained classroom is an effective strategy to teach computer programming.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116930208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
21st century learning involves virtual, physical and remote learning spaces. Access to a variety of learning technologies has led to next generation physical spaces: Technology Enhanced Learning Environments (TELEs) being designed for active, social and collaborative learning. This paper reviews how TELEs have been adopted widely, including those in the Asia-Pacific education sector. Being flexible, the components of TELEs lend themselves to contextualization to local needs, resources and pedagogies but have not been researched widely. This desk-based study of contextualization of TELE components in the Asia-Pacific region involved analyses of eleven TELEs within the framework of recommended "design objectives of 21st Century learning spaces". Three common contextualization design themes emerged: (i) designs for collaborative pedagogies, (ii) design for multiple usage and (iii) designs for hands-on practical learning. These are discussed in the light of increased enrolments in the higher education sector.
{"title":"Globalisation of Next Generation Technology Enhanced Learning Environment (TELE) for STEM Learning: Contexualizations in the Asia-Pacific Region","authors":"Arkendu Sen, D. Passey","doi":"10.1109/T4E.2013.35","DOIUrl":"https://doi.org/10.1109/T4E.2013.35","url":null,"abstract":"21st century learning involves virtual, physical and remote learning spaces. Access to a variety of learning technologies has led to next generation physical spaces: Technology Enhanced Learning Environments (TELEs) being designed for active, social and collaborative learning. This paper reviews how TELEs have been adopted widely, including those in the Asia-Pacific education sector. Being flexible, the components of TELEs lend themselves to contextualization to local needs, resources and pedagogies but have not been researched widely. This desk-based study of contextualization of TELE components in the Asia-Pacific region involved analyses of eleven TELEs within the framework of recommended \"design objectives of 21st Century learning spaces\". Three common contextualization design themes emerged: (i) designs for collaborative pedagogies, (ii) design for multiple usage and (iii) designs for hands-on practical learning. These are discussed in the light of increased enrolments in the higher education sector.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126137528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A Question Paper Template defines the scope of question paper with respect to syllabus contents and cognitive skills to be tested. Reforms in the educational system emphasize more on continuous assessment. Continuous assessment needs to test progress of study of various topics of a subject under various cognitive skills at different stages of learning. In order to assist instructors in continuous assessment process and ensure overall quality of the assessment, there is a need to generate Question Paper Templates dynamically and use these templates in framing examination question papers. This paper focuses on the application of Bi-proportional matrix scaling technique for generation of dynamic question paper templates. The results presented in the case study are promising to continue further research.
{"title":"Dynamic Question Paper Template Generation Using Bi-proportional Scaling Method","authors":"D. V. Paul, J. Pawar","doi":"10.1109/T4E.2013.28","DOIUrl":"https://doi.org/10.1109/T4E.2013.28","url":null,"abstract":"A Question Paper Template defines the scope of question paper with respect to syllabus contents and cognitive skills to be tested. Reforms in the educational system emphasize more on continuous assessment. Continuous assessment needs to test progress of study of various topics of a subject under various cognitive skills at different stages of learning. In order to assist instructors in continuous assessment process and ensure overall quality of the assessment, there is a need to generate Question Paper Templates dynamically and use these templates in framing examination question papers. This paper focuses on the application of Bi-proportional matrix scaling technique for generation of dynamic question paper templates. The results presented in the case study are promising to continue further research.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126164801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Subhayan Mukherjee, Hitesh Singhal, Prashant Jha, Amol Kokane, Priyanka Rastogi, Ravi Mittal, R. R. Guddeti
Most of the existing E-learning system designs have focused on the development of feature-rich, but usable systems with little effort in motivating students to develop interest in the teaching-learning process. This paper discusses the learner centered design approach for web-based tutoring to motivate young learners using 3D virtual tutors in a requirement-based, flexible pedagogical model. Students can choose course(s) and the study-mode. In the guided mode, the student is mentored by a human tutor, whereas a student in un-guided mode is tutored by 3D avatar. The student has access to study materials, educational videos and applets that are provided by the tutors, the student also has access to forums for doubt clearing and online assignments to be submitted for tutors' evaluation. Tutors can track students' progress using online quiz and reports modules. Further, tutors have access to teaching aids like online chat system and whiteboard-based teaching in a virtual classroom environment.
{"title":"Learner Centered Design Approach for e-Learning Using 3D Virtual Tutors","authors":"Subhayan Mukherjee, Hitesh Singhal, Prashant Jha, Amol Kokane, Priyanka Rastogi, Ravi Mittal, R. R. Guddeti","doi":"10.1109/T4E.2013.39","DOIUrl":"https://doi.org/10.1109/T4E.2013.39","url":null,"abstract":"Most of the existing E-learning system designs have focused on the development of feature-rich, but usable systems with little effort in motivating students to develop interest in the teaching-learning process. This paper discusses the learner centered design approach for web-based tutoring to motivate young learners using 3D virtual tutors in a requirement-based, flexible pedagogical model. Students can choose course(s) and the study-mode. In the guided mode, the student is mentored by a human tutor, whereas a student in un-guided mode is tutored by 3D avatar. The student has access to study materials, educational videos and applets that are provided by the tutors, the student also has access to forums for doubt clearing and online assignments to be submitted for tutors' evaluation. Tutors can track students' progress using online quiz and reports modules. Further, tutors have access to teaching aids like online chat system and whiteboard-based teaching in a virtual classroom environment.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"4 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113931904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Problem posing refers to the generation of a new problem or a question, by a learner of a given topic. It has been shown to be an effective strategy for learning of complex material in domains such as mathematics. In this study we have defined Problem Posing Exercises (PPE) as a problem posing based instructional strategy to scaffold the learning of complex material and problem solving in a first year undergraduate computer science course (CS1). We implemented PPE in a large CS1 course of 450 students and found that PPE has positive effects on students' learning and engagement. We also examined the differences in effect of PPE for novice and advanced learners and found that PPE has more evident effects on novices than advanced learners.
{"title":"Problem Posing Exercises (PPE): An Instructional Strategy for Learning of Complex Material in Introductory Programming Courses","authors":"Shitanshu Mishra, Sridhar V. Iyer","doi":"10.1109/T4E.2013.45","DOIUrl":"https://doi.org/10.1109/T4E.2013.45","url":null,"abstract":"Problem posing refers to the generation of a new problem or a question, by a learner of a given topic. It has been shown to be an effective strategy for learning of complex material in domains such as mathematics. In this study we have defined Problem Posing Exercises (PPE) as a problem posing based instructional strategy to scaffold the learning of complex material and problem solving in a first year undergraduate computer science course (CS1). We implemented PPE in a large CS1 course of 450 students and found that PPE has positive effects on students' learning and engagement. We also examined the differences in effect of PPE for novice and advanced learners and found that PPE has more evident effects on novices than advanced learners.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132771945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
'History of Architecture' is an important core course offered in first and second year of Bachelor of Architecture (B.Arch.) Program in academic institutions in India. The descriptive format of teaching and the prevailing pedagogical issues associated with this course make it difficult for students to assimilate the course content. The study presented in this paper was conducted on two groups, wherein one group was taught with 'Conventional Teaching Method' while other group with 'Interpretative Treatment Method'. It was observed that the later teaching method developed motivation and encouraged participation amongst students. Outcome of both the methods when assessed using Bloom's Taxonomy showed that students taught with interpretative method developed better understanding, comprehension and analytical ability.
{"title":"Role of Interpretative Treatment Method in Teaching-Learning History of Architecture","authors":"Sarika Bahadure, Amit Wahurwagh, Pankaj Bahadure","doi":"10.1109/T4E.2013.49","DOIUrl":"https://doi.org/10.1109/T4E.2013.49","url":null,"abstract":"'History of Architecture' is an important core course offered in first and second year of Bachelor of Architecture (B.Arch.) Program in academic institutions in India. The descriptive format of teaching and the prevailing pedagogical issues associated with this course make it difficult for students to assimilate the course content. The study presented in this paper was conducted on two groups, wherein one group was taught with 'Conventional Teaching Method' while other group with 'Interpretative Treatment Method'. It was observed that the later teaching method developed motivation and encouraged participation amongst students. Outcome of both the methods when assessed using Bloom's Taxonomy showed that students taught with interpretative method developed better understanding, comprehension and analytical ability.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129520241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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