Vol. 2 No. 2 (2020): Special issue: ICED 2020 proceedings

DOI: https://doi.org/10.16906/lt-eth.v2i2

Published: 2020-12-09

Full Issue

Editorial

Foreword by ETH Zurich Rector Sarah M. Springman

Sarah M. Springman

1
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Articles

Preface

Allan Goody

8
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Introduction by the ICED 2020 organisers

Katherine Hahn Halbheer, Karin Brown, Gerd Kortemeyer, Joy Schuurmans Stekhoven, Philip Barth, Benno Volk

9
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Instructional design based on the problem-solving decisions of scientists and engineers

Carl Wieman, Argenta Price, Candice Kim

10-17
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The future(s)-ready graduate: Whose future? Which graduate?

Kasturi Behari-Leak

18-21
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A future unlike our present. Contributions from the ICED 2020 Student Ambassadors

Gabriel Reyes, Natalia Pérez-Luco Alarcón, Shuoyang MENG, Olufunmilayo Arogbokun, Ali Leota, Goitsione Mokou

22-26
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The ICED 2020 interdisciplinary panel discussion

Geneviève Feraud, Simon Henein, Roland Tormey

27-32
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Partnerships and career development learning: Creating equitable shared futures

Kylie Austin, Sarah O’Shea, Olivia Groves, Jodi Lamanna

34-38
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How does Université Paris-Saclay support pedagogical transformation and innovation to prepare for the future of education?

Isabelle Bournaud, Lionel Husson, Valérie Camel, Elisabeth Dufour-Gergam

39-43
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“You going to uni?”: Imagining futures from the perspectives of regional students

Janine Delahunty

44-48
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Sharing the wisdom: Applying cycles of experiential learning to engage in cultural humility

Jane L. Fowler, Mark P. Lynch

49-52
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Future ready tutors: Articulating and evidencing tutoring skills for employment outside the university

Amanda Gilbert, Bernadette Knewstubb

53-57
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Tutoring of young people with disabilities: Experiential learning that prepares tutors for an inclusive professional and civic perspective

Lionel Husson

58-63
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Pre-empting academic misconduct and improving learning outcomes with a teaching and learning approach – A preliminary report

Dongmei Li

64-68
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Peer tutoring programme as a student academic development strategy in a selected university of technology

Cephas Makwara

69-72
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Inclusion and employability: Supporting all students to become future-ready graduates through the curriculum

Aranee Manoharan

73-77
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Theorising the boundary condition between psychological capital and graduate employability: Does grit matter?

Hartini Mashod, Kabiru Maitama Kura, Kabiru Jinjiri Ringim

78-83
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PhD support beyond teaching: The need to communicate effectively in (research) writing

Lynn McAlpine

84-86
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“Universities just pretend that getting that piece of paper is all you need, like they are selling ice cream.” Supporting diverse graduates to achieve post-graduation goals

Sarah O’Shea, Janine Delahunty, Olivia Groves

87-92
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Building inclusive and anti-racist futures: Reimagining higher education for a world in flux

Chandani Patel

93-96
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Reaching intercultural speakers of Spanish as a second language with a new curriculum design

Cynthia Potvin

97-100
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Working life competences that matter for the newly graduated: Views of recruiters in the domain of knowledge work

Joachim Ramström, Laura Helle

101-108
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Engaging faculty in designing inclusive and collaborative classroom strategies with students with disabilities: A guide for faculty developers

Sara Schley, Carol Marchetti

109-112
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Enhancing reflection skills with social video learning

Pascal Schmidt, Marion Lehner, Patrik Christen

113-118
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Measuring and documenting graduate learning outcomes in the co-curricular space

Alvin Sim

119-124
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Career competencies amongst early career researchers: A response to contemporary uncertain work contexts?

Isabelle Skakni, Jonas Masdonati, Christian Maggiori

125-130
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Enhancing transition into HE for diverse, non-traditional students: Steps toward connected pedagogical partnerships

Christine Smith, Clare Gartland

131-136
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Experiences of PhD graduates researching and learning for sustainable development in an inter- and transdisciplinary setting

Lilian Julia Trechsel

137-140
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Large-scale flipped classroom with a single lecturer

Menny Akka Ginosar, Meike Akveld, Alexander Caspar, Laura Keller, Andreas Steiger

142-147
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Maximizing learning using cognitive load theory

Robert Bledsoe, Deborah Richardson

148-152
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Artificial Intelligence enabled Smart Learning

Debdeep Bose, Pathan Faisal Khan

153-156
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Evaluating the use of a collaborative content curation tool to support online assessments

Ralph Buadromo, Nicolas Halter

157-161
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Exploring the drivers and barriers to teaching excellence

Emily Chapman-Waterhouse

162-166
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Conditions for the development of online teaching capacity: A case study

Luciano da Rosa dos Santos

167-171
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Integrated and interactive workbook for fostering the visibility of interconnectivity of disciplines in food science

Melanie M. Erzinger, Laura M. Nyström

172-175
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Evidence-based teaching practices in online courses: The end of a lone-instructor model

Robyn Foshée, Milan Vidaković

176-180
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Can video support improve attainment? Evaluating the impact of teaching videos on student performance

Sandor Gellen, Fiona Saunders, Jack Stannard, Colin McAllister-Gibson, Lisa Simmons

181-186
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Virtual exchange: Future-ready teaching of multiliteracies across borders and cultures

Judit Háhn

187-190
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Beyond the student-centered higher education classroom: The student-centered ecosystems framework

Sabine Hoidn

191-195
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Creating a “Teaching Portfolio Chart” for reflection and clarifying one’s own teaching philosophy

Kayoko Kurita, Lui Yoshida

196-200
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Forming future-ready graduates by focusing on the collective dimension of employability

Mariangela Lungren-Resenterra

201-205
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Engineers of the future: Integrating professional competences via PAL

Ann Nestor, Lynn Van den Broeck

206-210
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A practical workshop on Universal Design for Learning and shared experiences

Viveca Olofsson

211-214
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Supporting academics who teach international students

Gabriela Pleschová

215-219
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Workshop: Experiential learning for future ready teaching

Gillian Roddie, Karl Thomas

220-223
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Using “escape boxes” to promote constructive learning and positive thinking

Ayelet Shvalb, Tal Harshoshanim

224-227
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Bridging the gap between thinking and doing: Industry expert adjuncts and future-ready teaching methods

Erica Walker, D. Matthew Boyer

228-231
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The impact of the faculty-student relationship on student course engagement

Xing Zhang

232-240
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Significant lifelong learning: A framework for preparing future-ready graduates in the age of uncertainty

Laura Zizka, Rachel C. Plews

241-246
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An innovative approach to implementing and evaluating formative assessment strategies in higher education: A Norwegian case study

Isabela Pires Darcie, Robert Gray

248-252
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Moving from secrecy to transparency: Turning grade appeals into learning experiences

Vidar Gynnild

253-255
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Students helping students to provide valuable feedback on course evaluations

Adriana Signorini

256-261
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Future proofing assessment: Using a design thinking approach to embed graduate qualities in a time of change

Luce Abrate, Karen Garlan, Graham Hendry, Corinne Caillaud

263-266
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Redesigning the BSc. in tourism of HES-SO Valais-Wallis to address the future challenges of the touristic economy

Dominique Fumeaux, Alain Imboden

267-270
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Exploring future work processes – Conclusions from an interdisciplinary project in Building Information Modeling

Jonas Lilienthal, Ines Sonnenschein

271-275
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Towards an integrated support policy based on connected curricula and blended learning

Sylke Vandercruysse, Lies Demeulenaere

276-280
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Integrating transferable skills into an existing curriculum: The example of Geospatial Engineering at ETH Zurich

Andreas Wieser, Eva Buff Keller, Simon Graf

281-286
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Collaborating to innovate high-level teaching engagement programs and cross-disciplinary teaching practitioner fellowships

Stefanie Baier, Judith Stoddart, Henry (Rique) Campa III

288-291
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Developing digital capabilities of future students through consensus curriculum development

Christine Brown Wilson, Christine Slade

292-295
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AP innovations for postgraduate teaching assistants: A case to prepare early career colleagues for future-proof teaching scenarios

Silvia Colaiacomo

296-300
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Investing in our future: Preparing incoming faculty for today and tomorrow using education developer / faculty mentoring teams

Kata Dósa, Katalin Tóth, Lilla Sebestyén

301-307
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Shifting our educational development practice: Responding to change

Patti Dyjur, Kim A. Grant

308-311
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Designing for blended learning to foster deeper learning: Exploring the use of ICAP theory of cognitive engagement as a professional development activity to support academic teachers’ practices

Jeanette Lyn Fung Choy, Adrian Michael Lee

312-316
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How we are cultivating future-ready graduates in Japan: Issues and expectations emerging from SoTL research at Teikyo University

Fumiko Inoue, Takashi Yasuoka, Susan C. Eliason

317-321
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Emotions as pedagogical tools: The role for educational developers in university learning and beyond

Kate Ippolito, Nikki Boyd, Richard Bale, Martyn Kingsbury

322-326
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Developing a curriculum mapping framework to enhance discipline-specific academic professional development in South Africa

Ashwini Jadhav, Sipho Hlabane

327-332
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Future-ready faculty: Developing the characteristics of expertise in teaching in higher education

Helen King

333-337
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Educate the educators in teaching and learning for sustainable development

Maria Melén, Christel Persson, Daniel Einarson

338-341
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The challenges and benefits of an online conference: Lessons learned by Celia Popovic (York University) and Erika Kustra (Windsor University)

Celia Popovic, Erika Kustra

342-346
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Beyond teaching: Enabling holistic academic practice

Jackie Potter, Jane Pritchard

347-350
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Mindset and motivational predictors of effective teaching practice: Research informs the future of professional development

Deborah South Richardson, Robert Bledsoe

351-353
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Fostering transnational virtual mentoring relationships: Possibilities and pitfalls

Zeenar Salim, Jane Rarieya

354-357
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Preparing for the future: Building SoTL bridges at a research university

Kelly Schrum, Laura Lukes, E. Shelley Reid, Holly Mitchell Osborn

358-362
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Learning through conversations: How can we research informal professional development?

Kate Thomson, Gabriela Pleschová, Torgny Roxå, Peter Felten

363-366
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Transformative approaches to radical wellbeing in higher education

Judit Török, Maura Conley

367-373
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Supporting educational developers’ change practices: Examining educator and student beliefs of and relationships in teaching practice

Nancy Turner, Donna Ellis

374-377
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How to support faculty in educational innovation

Riemke van der Meer, Marjolein van der Moolen

378-381
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Getting it right: A review of the new UFV faculty development program

Maureen Wideman

382-385
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Critical reflection as an essential part of developing higher education teachers to be future-ready – Why and how?

Sidsel Winther

386-391
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Sharing the burdens of responsibility for a better future in transnational academia: Reflections of displaced Syrian academics on an atypical academic development event

Shaher Abdullateef, Nidal Ajaj, Rida Anis, Fateh Shaban, Dina Zoe Belluigi, Tom Parkinson

393-396
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Challenges for higher education and staff development towards sustainability: Empowerment of people and shaping of organizations

Thorsten Braun, Jochen Spielmann

397-402
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Applied strategies for educational development as cultural work

Karin Brown, Pia Scherrer, Robert Kordts-Freudinger, Roman Suter

403-407
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Future-ready directors: Owning a new educational development leadership role

Martha Kalnin Diede, Laurel Willingham-McLain

408-412
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Possible, probable and preferable futures of university teaching, and how to explore them as academic developers

Florence Dujardin, Phil Long

413-416
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Guided by theory, informed by practice: Teaching philosophies of academics from universities of teacher education

Mònica Feixas, Amira Berzi

417-421
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An experiential learning approach to educational development: Responses to teaching architecture through the lenses of reflective practice

Ingrid Le Duc, Dieter Dietz, Patricia Guaita

422-427
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Towards sustainable transformative, universal and lifelong learning: Emerging regional communities of practice in educational development

Mary Omingo

428-431
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Sustainability mindset framework for educational developers supporting future-ready curricula and student learning

Gesa Ruge

432-436
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A future-ready teaching philosophy: Opportunities to reflect, re-value and re-frame a teaching philosophy

Dieter J. Schönwetter, Gesa Ruge, Coralie McCormack, Robert Kennelly, Nicole Gareau-Wilson

437-443
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The future is now as educational developers foster academic integrity in universities

Christine Slade, Karen Benson

444-449
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Why do I teach? A glimpse into teacher motivation

Abigail Grover Snook, Asta B. Schram

450-454
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Faculty development initiatives offered by Centers of Teaching and Learning

Dilmeire Sant’anna Ramos Vosgerau, Lincon Venancio Bilibio

455-459
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Back to the future – Challenging traditional positions and hierarchies in academic development

Patric Wallin

460-463
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Faculty Fellows: A promising program using the power of Dialogue Education

Nancy V. Winfrey, Audrey M. Dentith

464-468
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Engaging students as partners in learning and teaching

Jiaxin Wu, Haiyan Zhou

469-472
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Fostering a culture of innovation in teaching and learning in research-intensive universities: Implications for academic developers

Adriana Briseño-Garzón, Karin Cattell-Holden, Hannah Lora Freeman, Jeff Miller, Andreas Reinhardt

474-478
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An “excellence turn”? Rethinking teaching excellence awards for a future-ready South African university

Karin Cattell-Holden

479-483
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An online interactive monitoring system as an instrument for data-driven self-reflection on education policy and quality assurance processes at faculty and study programme level

Ilse De Bourdeaudhuij, Hilde Van Puyenbroeck, Janis Vanacker, Sien Uytterschout, Joke Claeys, Katrijn De Cock, Nele Mahieu

484-486
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What does the future tell us about the present? Learning pathways as future models for universities and a stimulus for student reflection

Maren Lübcke, Funda Seyfeli, Klaus Wannemacher

487-490
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Recognizing and assessing student entrepreneurship competences

Anna-Greta Nyström

491-496
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Collaboration in curriculum design: Embedding employability for future graduate success

Rebecca Scriven, Katrina Strampel

497-501
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A future-ready model for cooperation in curriculum development

Elke Tomforde, Benno Volk, Philip Barth, Andreas Vaterlaus

502-507
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Translating lifelong learning policies in Flanders: A case study

Charlotte Cailliau

509-512
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Interdisciplinary learning in industry and community projects

Leela Cejnar, Melanie J. Hayes

513-516
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Lesson study (jugyou kenkyuu) as an educational development practice for faculty members at the University of Barcelona

Gabriel Hervas

517-522
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Nudging self-regulation as a means of study assistance and educational development

Maren Lübcke, Funda Seyfeli, Klaus Wannemacher, Rüdiger Rhein

523-526
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Vol. 2 No. 2 (2020): Special issue: ICED 2020 proceedings

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Editorial

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