Parents, along with teachers, play crucial roles in the academic development of children. Studies in the developed countries have found that parental engagement in the children's education is an important predictor for children's academic success. However, less is studied about how parents in a developing country context could engage in their children's education. The recent ASER report 2018 states that the quality of school education has gone down although there is a significant improvement in the enrollment in the last 5 years. In such a case, what supplementary support can the parents provide for better academic outcomes of the children? It is also interesting to investigate how much do the parent and the teacher know about the child's subject knowledge. Are they on the same tangent? Secondly, do the parents who are better engaged make a better academic assessment of the child? We did a baseline study with 6 teachers and 22 parents whose children study in 6th standard in a Odia medium school in Khordha, Odisha. We compared the self-reported assessments by the parents and the teachers about the child's understanding of a particular subject through Likert-scale questionnaires. We also compared them with the actual test scores of the children obtained from the school. We found that there is a medium correlation between the assessment by the parents and that by the teachers. The correlation between the parent's subjective assessment and the child's actual test score was found to be poor. Surprisingly, we also found the same for teacher's subjective assessment and the child's actual test score. We discuss several qualitative insights for these results. Also, we provide potential design implications for better parental engagement in the developing country context.
{"title":"A Correlational Study between the Parent and the Teacher's Self-Reported Assessments on the Child's Performance","authors":"D. Padhi, Anirudha N. Joshi","doi":"10.1109/T4E.2019.00074","DOIUrl":"https://doi.org/10.1109/T4E.2019.00074","url":null,"abstract":"Parents, along with teachers, play crucial roles in the academic development of children. Studies in the developed countries have found that parental engagement in the children's education is an important predictor for children's academic success. However, less is studied about how parents in a developing country context could engage in their children's education. The recent ASER report 2018 states that the quality of school education has gone down although there is a significant improvement in the enrollment in the last 5 years. In such a case, what supplementary support can the parents provide for better academic outcomes of the children? It is also interesting to investigate how much do the parent and the teacher know about the child's subject knowledge. Are they on the same tangent? Secondly, do the parents who are better engaged make a better academic assessment of the child? We did a baseline study with 6 teachers and 22 parents whose children study in 6th standard in a Odia medium school in Khordha, Odisha. We compared the self-reported assessments by the parents and the teachers about the child's understanding of a particular subject through Likert-scale questionnaires. We also compared them with the actual test scores of the children obtained from the school. We found that there is a medium correlation between the assessment by the parents and that by the teachers. The correlation between the parent's subjective assessment and the child's actual test score was found to be poor. Surprisingly, we also found the same for teacher's subjective assessment and the child's actual test score. We discuss several qualitative insights for these results. Also, we provide potential design implications for better parental engagement in the developing country context.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128949371","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}
Augmented reality (AR) is an emerging technology that has been shown to have positive impact on the cognitive and affective learning outcomes for students of all grades. However, the use of AR has been limited to self-study space in India and not percolated into school classrooms. A precondition for this to happen is teacher acceptance of AR as a teaching resource. In this paper, we report a pilot study done with six secondary school teachers to test their acceptance of AR through semi-structured interviews. These interviews explored teachers' AR acceptance, based on the three core constructs of the Technology Acceptance Model (TAM2) – perceived usefulness, perceived ease of use and behavioral intention to use. Thematic analysis of interviews show teachers have positive acceptance for AR. The analysis also throws light on two additional contextual factors that govern teachers' intention to use and the type of teacher support needed for effective integration of AR in school education in India. The findings of this paper will be of interest to AR researchers and learning solutions companies.
{"title":"Exploring in-Service Teachers' Acceptance of Augmented Reality","authors":"Gargi Banerjee, Siddhesh Walunj","doi":"10.1109/T4E.2019.00043","DOIUrl":"https://doi.org/10.1109/T4E.2019.00043","url":null,"abstract":"Augmented reality (AR) is an emerging technology that has been shown to have positive impact on the cognitive and affective learning outcomes for students of all grades. However, the use of AR has been limited to self-study space in India and not percolated into school classrooms. A precondition for this to happen is teacher acceptance of AR as a teaching resource. In this paper, we report a pilot study done with six secondary school teachers to test their acceptance of AR through semi-structured interviews. These interviews explored teachers' AR acceptance, based on the three core constructs of the Technology Acceptance Model (TAM2) – perceived usefulness, perceived ease of use and behavioral intention to use. Thematic analysis of interviews show teachers have positive acceptance for AR. The analysis also throws light on two additional contextual factors that govern teachers' intention to use and the type of teacher support needed for effective integration of AR in school education in India. The findings of this paper will be of interest to AR researchers and learning solutions companies.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129041398","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}
Jitendra R. Satam, Pushpendra Rai, Bharati Choudhari, Druman Utekar
Traditional classroom teaching practices often lacks the active engagement of students in the class. Performing experiment in the laboratory is one of the most effective methods for getting deep knowledge in chemistry. But sometimes listening theory lectures and performing related experiments in the laboratory does not helps the students to understand the concepts clearly, as this lacks repeatability and visualization of concepts. Induction of virtual laboratory in combination with theory lectures and physical laboratory could solve this problem. Virtual laboratory have multi-faceted advantages such as repetitive performance, easy to handle simulations and remote triggered experimentations. Such remote triggered laboratories found to enhance students' academic performance as it enables them to perform anytime-anywhere. In this paper, we report our observations regarding the use of virtual laboratory experiments in chemistry subject and their role in enhancing First Year B. Tech. engineering students' performance when induced as a blended classroom. UV-Visible spectrophotometry experiment was performed to verify the usefulness of virtual laboratory from student's knowledge perspective. The effect of a blended learning approach was carefully studied and evaluated in comparison with traditional classroom teaching and virtual laboratory. Our study reveals the enhancement of student's performance in a blended learning environment compared to just physical performance in the laboratory and performing individually with the virtual laboratory.
{"title":"Blended Learning Approach using Virtual Laboratory Applications in Engineering Chemistry","authors":"Jitendra R. Satam, Pushpendra Rai, Bharati Choudhari, Druman Utekar","doi":"10.1109/T4E.2019.00045","DOIUrl":"https://doi.org/10.1109/T4E.2019.00045","url":null,"abstract":"Traditional classroom teaching practices often lacks the active engagement of students in the class. Performing experiment in the laboratory is one of the most effective methods for getting deep knowledge in chemistry. But sometimes listening theory lectures and performing related experiments in the laboratory does not helps the students to understand the concepts clearly, as this lacks repeatability and visualization of concepts. Induction of virtual laboratory in combination with theory lectures and physical laboratory could solve this problem. Virtual laboratory have multi-faceted advantages such as repetitive performance, easy to handle simulations and remote triggered experimentations. Such remote triggered laboratories found to enhance students' academic performance as it enables them to perform anytime-anywhere. In this paper, we report our observations regarding the use of virtual laboratory experiments in chemistry subject and their role in enhancing First Year B. Tech. engineering students' performance when induced as a blended classroom. UV-Visible spectrophotometry experiment was performed to verify the usefulness of virtual laboratory from student's knowledge perspective. The effect of a blended learning approach was carefully studied and evaluated in comparison with traditional classroom teaching and virtual laboratory. Our study reveals the enhancement of student's performance in a blended learning environment compared to just physical performance in the laboratory and performing individually with the virtual laboratory.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124435899","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}
Now a days, blended learning approach in education making a transformation in academic behavior of teachers and students to the great extent. Teaching and learning analytics based on evidences collected through technology tools can lead to fulfill the personalized/customized learning. This paper presents analysis of teacher and students Learning, Reflection, Participation, Engagement and Performance due to adoption of blended learning approach. This work is an outcome of "technology-enhanced and evidence-based education and learning (TEEL)" workshop, participated in Technology for Education (T4E) conference 2018 at IIT Chennai. I have designed (prepared and conducted) online course for a VI semester diploma students on Moodle platform being hosted by LET lab at Kyoto University, Japan. Technology tools like BookRoll and LA-ViEW utilized for improving learning experience and support reflective practices in teaching and learning. Significant engagement and Performance improvement of the students is observed.
{"title":"Analysis of Enhancement in Teacher-Learner's Academic Behavior by using TEEL Platform of LET Media Kyoto Universty, Japan.","authors":"Atul Kulkarni","doi":"10.1109/T4E.2019.00031","DOIUrl":"https://doi.org/10.1109/T4E.2019.00031","url":null,"abstract":"Now a days, blended learning approach in education making a transformation in academic behavior of teachers and students to the great extent. Teaching and learning analytics based on evidences collected through technology tools can lead to fulfill the personalized/customized learning. This paper presents analysis of teacher and students Learning, Reflection, Participation, Engagement and Performance due to adoption of blended learning approach. This work is an outcome of \"technology-enhanced and evidence-based education and learning (TEEL)\" workshop, participated in Technology for Education (T4E) conference 2018 at IIT Chennai. I have designed (prepared and conducted) online course for a VI semester diploma students on Moodle platform being hosted by LET lab at Kyoto University, Japan. Technology tools like BookRoll and LA-ViEW utilized for improving learning experience and support reflective practices in teaching and learning. Significant engagement and Performance improvement of the students is observed.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132677165","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}
Twenty-two students have opted Solid State Physics as an elective in their second semester of their B. Tech course at GITAM Hyderabad. These students were introduced to learning by collaborative methods for new concepts and solve tutorial problem. The A-B-A-B method [1] of instructions was used to evaluate the effect of collaborative learning (CL), with A type being traditional methods and B type active learning methods. The gain has been calculated on the post test for every student after implementing this methodology was obtained to be insignificant. This research articles also tries to analyze, what could be possible causes for such insignificant gain, when CL methods is well studied.
{"title":"Implementing Inquiry Based Collaborative Learning in Solid State Physics Course","authors":"Sai Preeti Gouripeddi, Vijayanandhini Kannan","doi":"10.1109/T4E.2019.00059","DOIUrl":"https://doi.org/10.1109/T4E.2019.00059","url":null,"abstract":"Twenty-two students have opted Solid State Physics as an elective in their second semester of their B. Tech course at GITAM Hyderabad. These students were introduced to learning by collaborative methods for new concepts and solve tutorial problem. The A-B-A-B method [1] of instructions was used to evaluate the effect of collaborative learning (CL), with A type being traditional methods and B type active learning methods. The gain has been calculated on the post test for every student after implementing this methodology was obtained to be insignificant. This research articles also tries to analyze, what could be possible causes for such insignificant gain, when CL methods is well studied.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114886462","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}
The purpose of this study is to measure the effectiveness of a MOOC delivered by a leading edu-tech company in India. Effectiveness was evaluated along multiple metric, including the response and learning layers of Kirkpatrick Model. Course statistics and data collected through qualitative and quantitative survey questions and summative assessment performance of the participants were analyzed. The findings indicate that the MOOC was able to address the gaps identified during needs analysis of creating such a MOOC as part of our product training for teachers. Other findings point towards recommendations for designing future MOOCs for our teachers.
{"title":"Evaluating Effectiveness of a Teacher Training MOOC: Industry Perspective","authors":"S. Menon, Gargi Banerjee","doi":"10.1109/T4E.2019.00-42","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-42","url":null,"abstract":"The purpose of this study is to measure the effectiveness of a MOOC delivered by a leading edu-tech company in India. Effectiveness was evaluated along multiple metric, including the response and learning layers of Kirkpatrick Model. Course statistics and data collected through qualitative and quantitative survey questions and summative assessment performance of the participants were analyzed. The findings indicate that the MOOC was able to address the gaps identified during needs analysis of creating such a MOOC as part of our product training for teachers. Other findings point towards recommendations for designing future MOOCs for our teachers.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130707821","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}
Meltem Alkoyak-Yildiz, Sooraj K. Babu, P. Anitha, MV Mukil
Virtual Reality (VR) technology enables students to be trained in new behaviour in an authentic and situated learning context. The pilot study investigated the effects of a scaffolded five-minutes 360-degree video-based VR training on communication skills, achievement emotions and motivation among university students in India. The results of an experimental trial with repeated measures show, except for a slight rise in positive emotions for the control group, no significant differences in the VR-condition. Nevertheless, students are highly convinced that VR-training has the potential to improve their academic skills and performance. High acceptance of VR-based education and the potential to replace real education settings at university level were observed.
{"title":"\"Was It Real?\" - The Effects of Virtual Reality Communication Skills Training Among University Students in India","authors":"Meltem Alkoyak-Yildiz, Sooraj K. Babu, P. Anitha, MV Mukil","doi":"10.1109/T4E.2019.00073","DOIUrl":"https://doi.org/10.1109/T4E.2019.00073","url":null,"abstract":"Virtual Reality (VR) technology enables students to be trained in new behaviour in an authentic and situated learning context. The pilot study investigated the effects of a scaffolded five-minutes 360-degree video-based VR training on communication skills, achievement emotions and motivation among university students in India. The results of an experimental trial with repeated measures show, except for a slight rise in positive emotions for the control group, no significant differences in the VR-condition. Nevertheless, students are highly convinced that VR-training has the potential to improve their academic skills and performance. High acceptance of VR-based education and the potential to replace real education settings at university level were observed.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131040239","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 outcome-based learning pedagogy essentially needs to be supported by effective use of technology in teaching learning. Developing learner centered MOOCs is a popular tendency these days. In India, MHRD has initiated a program called SWAYAM. The present paper examines the impact of NPTEL on faculty and students in non-technical colleges affiliated to Swami Ramanand Teerth Marathwada University, Nanded. The impact is calculated in terms of learning outcomes, graduate attributes, FDP, etc.
{"title":"Impact of NPTEL on Faculty and Students in Non-technical Colleges","authors":"Rohidas Nitonde","doi":"10.1109/T4E.2019.000-4","DOIUrl":"https://doi.org/10.1109/T4E.2019.000-4","url":null,"abstract":"21st century outcome-based learning pedagogy essentially needs to be supported by effective use of technology in teaching learning. Developing learner centered MOOCs is a popular tendency these days. In India, MHRD has initiated a program called SWAYAM. The present paper examines the impact of NPTEL on faculty and students in non-technical colleges affiliated to Swami Ramanand Teerth Marathwada University, Nanded. The impact is calculated in terms of learning outcomes, graduate attributes, FDP, etc.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131424620","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}
Management of large data sets of question papers can be cumbersome, especially when dealing with potential duplicate or erroneous questions. The addition of a natural language system that automatically handles these issues would greatly speed up the verification of such data sets. This is a tool for identifying semantic similarity between sentences in plain-text English. Handpicked features were selected which included simple structural features and word embedding features using word2vec with multiple distance metrics between the resulting sentence vectors. The model is trained on weak hardware allowing for sufficiently high accuracy on low end machines. Results demonstrate the effectiveness of boosting for improving the performance of simple learning models, allowing for complex learning in the absence of high end hardware.
{"title":"Duplicate Question Management and Answer Verification System","authors":"Somak Mukherjee, N. S. Kumar","doi":"10.1109/T4E.2019.00067","DOIUrl":"https://doi.org/10.1109/T4E.2019.00067","url":null,"abstract":"Management of large data sets of question papers can be cumbersome, especially when dealing with potential duplicate or erroneous questions. The addition of a natural language system that automatically handles these issues would greatly speed up the verification of such data sets. This is a tool for identifying semantic similarity between sentences in plain-text English. Handpicked features were selected which included simple structural features and word embedding features using word2vec with multiple distance metrics between the resulting sentence vectors. The model is trained on weak hardware allowing for sufficiently high accuracy on low end machines. Results demonstrate the effectiveness of boosting for improving the performance of simple learning models, allowing for complex learning in the absence of high end hardware.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128097620","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}
R. Pillutla, Venkatesh Choppella, Lalit Mohan S, Mrudhvika Dammaraju, P. Raman
Virtual Labs is an MHRD (Ministry of Human Resource Development, India) initiative in which over 1100 virtual experiments are freely available to engineering students across India and the rest of the globe to access and learn. Until the beginning of 2018, the lab usages by students were mostly in the push mode during the workshops. The average usage per workshop was significantly low, at about 8 usages per student. Interventions were proposed in the process to improve the usage by enhancing 'Arousal' and 'Choices' as students' motivation. Qualitative observation of the results shows that students conducted more than the requested 15 experiments, along with the expectation of instant appreciation and recognition. This change in the process to create extrinsic motivation increased the usage per student from 8.62 to 19.7. self-reported motivation levels of students after doing the experiments improved from 5 to 8, 10 being the highest on the scale. There was a reduced variability represented by the coefficient of variation changing from 51.9% to 21.39%.
{"title":"Enhancing Virtual Labs Usage in Colleges","authors":"R. Pillutla, Venkatesh Choppella, Lalit Mohan S, Mrudhvika Dammaraju, P. Raman","doi":"10.1109/T4E.2019.00-31","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-31","url":null,"abstract":"Virtual Labs is an MHRD (Ministry of Human Resource Development, India) initiative in which over 1100 virtual experiments are freely available to engineering students across India and the rest of the globe to access and learn. Until the beginning of 2018, the lab usages by students were mostly in the push mode during the workshops. The average usage per workshop was significantly low, at about 8 usages per student. Interventions were proposed in the process to improve the usage by enhancing 'Arousal' and 'Choices' as students' motivation. Qualitative observation of the results shows that students conducted more than the requested 15 experiments, along with the expectation of instant appreciation and recognition. This change in the process to create extrinsic motivation increased the usage per student from 8.62 to 19.7. self-reported motivation levels of students after doing the experiments improved from 5 to 8, 10 being the highest on the scale. There was a reduced variability represented by the coefficient of variation changing from 51.9% to 21.39%.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131911151","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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