Rapid expansion of open educational resources and rise of massive open online courses, flipped classroom and other educational models and platforms have put forward new demands on teaching knowledge of micro-course coaching teachers. It has been found that technological pedagogical knowledge (TPK) has the most significant influence on TPACK structure of pre-service teachers (Zhang, 2015). This study explores technological pedagogical knowledge (TPK) structures of pre-service teachers who participated in competitions of micro-courses for Flipped Classroom on C20 platform. Based on existing video analysis system, this paper develops a micro-courses teaching encoding system. By combining quantitative and qualitative analysis and adopting comparative analysis, it explores pre-service teacher's TPK structures and characteristics in micro-courses from four aspects: teaching links, prospective students' cognition level, teaching medias and TPK.
{"title":"Study on TPK Structure of Pre-Service Teachers by Micro-Courses Analyzing","authors":"Yixian Wang, Hai Zhang, Yining Wang, Liu He","doi":"10.1109/EITT.2017.17","DOIUrl":"https://doi.org/10.1109/EITT.2017.17","url":null,"abstract":"Rapid expansion of open educational resources and rise of massive open online courses, flipped classroom and other educational models and platforms have put forward new demands on teaching knowledge of micro-course coaching teachers. It has been found that technological pedagogical knowledge (TPK) has the most significant influence on TPACK structure of pre-service teachers (Zhang, 2015). This study explores technological pedagogical knowledge (TPK) structures of pre-service teachers who participated in competitions of micro-courses for Flipped Classroom on C20 platform. Based on existing video analysis system, this paper develops a micro-courses teaching encoding system. By combining quantitative and qualitative analysis and adopting comparative analysis, it explores pre-service teacher's TPK structures and characteristics in micro-courses from four aspects: teaching links, prospective students' cognition level, teaching medias and TPK.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128779047","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}
With the rapid growth of digital learning resources, the problem of learners' information overload has become increasingly prominent. Aiming at the problem of resource aggregation and personalized needs in digital learning, this paper proposes a resource aggregation method based on knowledge element correlation. The main contributions are threefold. Firstly, to depict the correlation between learning resources and knowledge elements, this paper propose a multi-dimensional weights strategy; Secondly, to depict the relationships among knowledge points, this paper proposes a concept of hierarchical knowledge elements tuples; and thirdly, to maintain and explore the relationships of knowledge points, a mechanism of multi-views is proposed.
{"title":"Research on Resource Aggregation Method Based on Knowledge Correlation","authors":"Xu Du, Liqiu Ke, Hao Li, Juan Yang","doi":"10.1109/eitt.2017.60","DOIUrl":"https://doi.org/10.1109/eitt.2017.60","url":null,"abstract":"With the rapid growth of digital learning resources, the problem of learners' information overload has become increasingly prominent. Aiming at the problem of resource aggregation and personalized needs in digital learning, this paper proposes a resource aggregation method based on knowledge element correlation. The main contributions are threefold. Firstly, to depict the correlation between learning resources and knowledge elements, this paper propose a multi-dimensional weights strategy; Secondly, to depict the relationships among knowledge points, this paper proposes a concept of hierarchical knowledge elements tuples; and thirdly, to maintain and explore the relationships of knowledge points, a mechanism of multi-views is proposed.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128541359","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 supplementary strokes refer to a writing behavior in which the finished strokes get extended, covered, connected or other modified again when writing Chinese characters. There is strokes' supplement behavior in traditional "paper-pen" writing, generally, it doesn't affect the subjective judgments of the writing Chinese characters' correctness. But in the digital collection of Chinese characters writing, strokes' supplement behavior will interfere with the intelligent judgment of their correctness. To solve this problem, this paper presents a method which takes "marking—integration" as the basic strategy, it can effectively judge strokes' supplement behavior in the digital collection about the writing of Chinese characters, then achieve the judgment of the writers' true intention, and finally bring about the judgment of writing Chinese characters' correctness. The experimental results show the effectiveness of the proposed method.
{"title":"An Experimental Study on the Digital Collection, Judgment and Improvement of Strokes' Supplement Behavior","authors":"Jing Wang, Jie Jing, Yi Li","doi":"10.1109/eitt.2017.84","DOIUrl":"https://doi.org/10.1109/eitt.2017.84","url":null,"abstract":"The supplementary strokes refer to a writing behavior in which the finished strokes get extended, covered, connected or other modified again when writing Chinese characters. There is strokes' supplement behavior in traditional \"paper-pen\" writing, generally, it doesn't affect the subjective judgments of the writing Chinese characters' correctness. But in the digital collection of Chinese characters writing, strokes' supplement behavior will interfere with the intelligent judgment of their correctness. To solve this problem, this paper presents a method which takes \"marking—integration\" as the basic strategy, it can effectively judge strokes' supplement behavior in the digital collection about the writing of Chinese characters, then achieve the judgment of the writers' true intention, and finally bring about the judgment of writing Chinese characters' correctness. The experimental results show the effectiveness of the proposed method.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121826966","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}
At present, the majority classrooms of university teachers take 'classroom, teacher and computer' as center, using blackboard and projection to impart knowledge. It is a common phenomenon for teachers just to read out loud from computers to give lessons with the lack of paying close attention to individual differences and effective study. It is necessary to achieve a 'concept reconstruction' of classroom for the future talents cultivation and teaching reform. The future classroom should include contextuality, openness, intelligence, interactivity and cloud five characteristics, should have five functions which are pan-network and seamless access, multi-screen display and facilitate cooperation, classroom record and conducive to selfstudy, virtual & reality combination and resources expansion, intelligent control and people-oriented to achieve the design concept of classroom.
{"title":"Future Classroom Design of Teaching from the Perspective of Educational Technology","authors":"A. Zhang, Tangbo Zhou","doi":"10.1109/EITT.2017.56","DOIUrl":"https://doi.org/10.1109/EITT.2017.56","url":null,"abstract":"At present, the majority classrooms of university teachers take 'classroom, teacher and computer' as center, using blackboard and projection to impart knowledge. It is a common phenomenon for teachers just to read out loud from computers to give lessons with the lack of paying close attention to individual differences and effective study. It is necessary to achieve a 'concept reconstruction' of classroom for the future talents cultivation and teaching reform. The future classroom should include contextuality, openness, intelligence, interactivity and cloud five characteristics, should have five functions which are pan-network and seamless access, multi-screen display and facilitate cooperation, classroom record and conducive to selfstudy, virtual & reality combination and resources expansion, intelligent control and people-oriented to achieve the design concept of classroom.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114187607","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 determine conditions for sufficiently utilizing various services provided in Japanese learning commons. In this study, five good practices utilized by Information and Communication Technology (ICT) devices and provided as services in learning commons were chosen. The survey was carried out through the observation of the five learning commons and semi-structured interviews that were guided by those items and conducted by the person in charge of the learning commons. The results suggest that there are five conditions that allow for various services in learning commons to be sufficiently utilized: (1) Providing useful services to all students, (2) Providing services that the whole university needs, (3) Making students' use of the learning commons convenient, (4) Including entertainment space, and (5) Providing greater incentives for students. These conditions could make students extrinsically and intrinsically motivated to study and learn.
{"title":"A Survey of the Effective Utilization of Services Provided at Learning Commons in Japan","authors":"Yoshikazu Takenaka","doi":"10.1109/eitt.2017.31","DOIUrl":"https://doi.org/10.1109/eitt.2017.31","url":null,"abstract":"The purpose of this study is to determine conditions for sufficiently utilizing various services provided in Japanese learning commons. In this study, five good practices utilized by Information and Communication Technology (ICT) devices and provided as services in learning commons were chosen. The survey was carried out through the observation of the five learning commons and semi-structured interviews that were guided by those items and conducted by the person in charge of the learning commons. The results suggest that there are five conditions that allow for various services in learning commons to be sufficiently utilized: (1) Providing useful services to all students, (2) Providing services that the whole university needs, (3) Making students' use of the learning commons convenient, (4) Including entertainment space, and (5) Providing greater incentives for students. These conditions could make students extrinsically and intrinsically motivated to study and learn.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114392143","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}
E-learning has gradually become an important learning modality in modern society. How to present the suitable and high-quality learning resource to students from massive learning resources is particularly important. Personalized recommendation technology is one of the effective solutions. However, because of the lack of consideration of learning context information, the existing learning resource recommendation methods cannot effectively solve the problems such as knowledge navigation loss and learning topic drift. In order to solve these problems, this paper proposes an e-learning resource recommendation method based on learning contexts. By constructing the learners' learning context map and "knowledge-resource" context correlation model, combining with the personalized recommendation technology, the learners are treated with learning resources that fit their learning goals, knowledge ability and individual preference. This strategy can help learners to grasp the knowledge system and learning direction, and improve their learning efficiency.
{"title":"Research on the Strategy of E-Learning Resources Recommendation Based on Learning Context","authors":"Hao Li, Libin Wang, Xu Du, Mingyan Zhang","doi":"10.1109/EITT.2017.58","DOIUrl":"https://doi.org/10.1109/EITT.2017.58","url":null,"abstract":"E-learning has gradually become an important learning modality in modern society. How to present the suitable and high-quality learning resource to students from massive learning resources is particularly important. Personalized recommendation technology is one of the effective solutions. However, because of the lack of consideration of learning context information, the existing learning resource recommendation methods cannot effectively solve the problems such as knowledge navigation loss and learning topic drift. In order to solve these problems, this paper proposes an e-learning resource recommendation method based on learning contexts. By constructing the learners' learning context map and \"knowledge-resource\" context correlation model, combining with the personalized recommendation technology, the learners are treated with learning resources that fit their learning goals, knowledge ability and individual preference. This strategy can help learners to grasp the knowledge system and learning direction, and improve their learning efficiency.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126651106","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}
Pub Date : 2017-12-01DOI: 10.5772/INTECHOPEN.92231
Keiko Tsujioka
We have developed Personalized Education and Learning Support System (PELS) [1], which has been formed by motion model theory of a rehabilitation robot HAL (hybrid assistive limb) [2] for general purposes in Education. By using this system, we have supported for instructors and learners to make the best use of individual traits for collaborative learning in group work. In this paper, we will introduce the concept of the PELS structure and the results of the examination in practical nursing class. PELS is consisted by a main controller, feedforward control and two kinds of feedback control. Firstly, we will gather various kinds of data and analyze them after Big Data processing (Main controller) so that we can find patterns of learners' behavior (Feedforward Control). Next, instructors will be informed those results of Big Data analysis (Feedback Control) and consulted by supporters to optimize grouping and teaming in which learners will be able to communicate interactively with each other. Lastly, through those interactive communication smoothly, learners might become aware of their own learning methods in collaborative group work (Feedback Control). The results of practical examination have shown that students' performances and their attendance have become significantly better than previous year. We have also observed that students have been becoming greater autonomy and positive attitude in practical class. From those results, we can say that this support system might work effectively.
{"title":"Development of Support System Modeled on Robot Suit HAL for Personalized Education and Learning","authors":"Keiko Tsujioka","doi":"10.5772/INTECHOPEN.92231","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.92231","url":null,"abstract":"We have developed Personalized Education and Learning Support System (PELS) [1], which has been formed by motion model theory of a rehabilitation robot HAL (hybrid assistive limb) [2] for general purposes in Education. By using this system, we have supported for instructors and learners to make the best use of individual traits for collaborative learning in group work. In this paper, we will introduce the concept of the PELS structure and the results of the examination in practical nursing class. PELS is consisted by a main controller, feedforward control and two kinds of feedback control. Firstly, we will gather various kinds of data and analyze them after Big Data processing (Main controller) so that we can find patterns of learners' behavior (Feedforward Control). Next, instructors will be informed those results of Big Data analysis (Feedback Control) and consulted by supporters to optimize grouping and teaming in which learners will be able to communicate interactively with each other. Lastly, through those interactive communication smoothly, learners might become aware of their own learning methods in collaborative group work (Feedback Control). The results of practical examination have shown that students' performances and their attendance have become significantly better than previous year. We have also observed that students have been becoming greater autonomy and positive attitude in practical class. From those results, we can say that this support system might work effectively.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130749185","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}
With the development of Internet and technology, educational information development has entered into the situation—" deep-water zone ". As a powerful means to promote the development of educational information, educational information service has attracted the attention of researchers. Based on the literature research and questionnaire of educational information enterprise, we conduct an investigation on the current operation situation of educational information enterprise, the type and mode of educational information consulting service, product satisfaction, application effect and challenges. The study found that the types of educational information consulting services mainly focused on teaching reform, basic environmental construction, teaching evaluation, ability training of applying information technology, but weak in the capability certification and IT strategic consulting. And the service satisfaction is positively related to the response speed of the enterprise to the customer demand. There are four aspects about difficulties and challenges in the development of educational information enterprise—weak advisory service concept, the lack of reference standards, talent bottlenecks and inadequate leadership support. Especially the lack of reference standards and talent bottlenecks are the current urgent challenge which educational information consulting services industry need to overcome.
{"title":"The Present Situation and Development Suggestion of Educational Information Consulting Service Enterprise","authors":"Wang Yongling, Tong Ling, L. Mingzhuo","doi":"10.1109/eitt.2017.85","DOIUrl":"https://doi.org/10.1109/eitt.2017.85","url":null,"abstract":"With the development of Internet and technology, educational information development has entered into the situation—\" deep-water zone \". As a powerful means to promote the development of educational information, educational information service has attracted the attention of researchers. Based on the literature research and questionnaire of educational information enterprise, we conduct an investigation on the current operation situation of educational information enterprise, the type and mode of educational information consulting service, product satisfaction, application effect and challenges. The study found that the types of educational information consulting services mainly focused on teaching reform, basic environmental construction, teaching evaluation, ability training of applying information technology, but weak in the capability certification and IT strategic consulting. And the service satisfaction is positively related to the response speed of the enterprise to the customer demand. There are four aspects about difficulties and challenges in the development of educational information enterprise—weak advisory service concept, the lack of reference standards, talent bottlenecks and inadequate leadership support. Especially the lack of reference standards and talent bottlenecks are the current urgent challenge which educational information consulting services industry need to overcome.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133714050","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}
Ning-fa He, Xuzhen Yang, Hai Zhang, Yining Wang, Zhe Wang
Recently, TPACK has drawn much attention from researchers and has become focus in the field of educational research. Surveys are used in this study to investigate middle school math teachers' TK and PCK. A correlation analysis is then done to the TK and PCK data to determine their relationship. Aspects of investigation included the awareness, sophistication, and application of information technology; the assessment of the teaching level and on-site class investigation; the correlation analysis between the middle school mathematics teachers' TK and PCK. Results indicate that middle school teachers have relatively higher awareness and sophistication in terms of information technology. In addition, TKand PCK are significantly positively correlated with each other.
{"title":"Structure of TKPCK of Mathematics Teachers in Junior Middle Schools in China","authors":"Ning-fa He, Xuzhen Yang, Hai Zhang, Yining Wang, Zhe Wang","doi":"10.1109/EITT.2017.70","DOIUrl":"https://doi.org/10.1109/EITT.2017.70","url":null,"abstract":"Recently, TPACK has drawn much attention from researchers and has become focus in the field of educational research. Surveys are used in this study to investigate middle school math teachers' TK and PCK. A correlation analysis is then done to the TK and PCK data to determine their relationship. Aspects of investigation included the awareness, sophistication, and application of information technology; the assessment of the teaching level and on-site class investigation; the correlation analysis between the middle school mathematics teachers' TK and PCK. Results indicate that middle school teachers have relatively higher awareness and sophistication in terms of information technology. In addition, TKand PCK are significantly positively correlated with each other.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114164504","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}
With the development of the Internet and the explosive increase of information, the ability of critical thinking to identify, discriminate and utilize the Internet information has become a significant skill of digital literacy. Asynchronous online discussion is an important way to cultivate learners' critical thinking, which has been widely adopted by MOOC and SPOC. Focusing on the characteristics of learners' critical thinking in the asynchronous online discussion, this research adopted the content analysis method, and used Newman's critical thinking depth coding schema to analyze learners' discussion text in a Digital Reading Online Course. The analysis showed that learners could express their opinions by integrating external knowledge and experience appropriately in asynchronous online discussion, but lack of a sense of evidence-based expression, which resulted that learners' expressions are full of opinions while lack of proofs. Besides, learners were weak in clarifying themselves, so they often gave ambiguous and unclear ideas. The findings are consistent with the situation of writing education in Chinese, which emphasizes opinions, emotions and rhetoric, but does not value the importance of evidence-based writing and accurate expression.
{"title":"Learners' Critical Thinking Characteristics in Asynchronous Online Discussion","authors":"Jie Gao, Wenge Guo, Mengqian Wang","doi":"10.1109/EITT.2017.25","DOIUrl":"https://doi.org/10.1109/EITT.2017.25","url":null,"abstract":"With the development of the Internet and the explosive increase of information, the ability of critical thinking to identify, discriminate and utilize the Internet information has become a significant skill of digital literacy. Asynchronous online discussion is an important way to cultivate learners' critical thinking, which has been widely adopted by MOOC and SPOC. Focusing on the characteristics of learners' critical thinking in the asynchronous online discussion, this research adopted the content analysis method, and used Newman's critical thinking depth coding schema to analyze learners' discussion text in a Digital Reading Online Course. The analysis showed that learners could express their opinions by integrating external knowledge and experience appropriately in asynchronous online discussion, but lack of a sense of evidence-based expression, which resulted that learners' expressions are full of opinions while lack of proofs. Besides, learners were weak in clarifying themselves, so they often gave ambiguous and unclear ideas. The findings are consistent with the situation of writing education in Chinese, which emphasizes opinions, emotions and rhetoric, but does not value the importance of evidence-based writing and accurate expression.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127737270","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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