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  • 1.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Lars, Norqvist
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Digital didactical designs: reimagining designs for teaching and learning2015Ingår i: Educational development in a changing world, 2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    In order to progress in educational development, digitaldidactical designs area promising approach. Ourthreestudies show principlesof new designs including a) new learning goals where more than one correct answer exists, b) focus on learning as a process in informal-in-formal learning using guided reflections, c) making learning visible in different products. The studies illustratethatit is time for re-consideringestablished concepts of teaching–higher educationmovesfrom course-based learning into learning expeditions.

  • 2.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Designs of Digital Didactics: What Designs of Teaching Practices Enable Deeper Learning in Co-located Settings?2014Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The  approach  of  “Digital  Didactical  Designs”  (Jahnke,  Norqvist, &  Olsson 2013;Norberg & Jahnke, 2013) sounds promising to support a changing perspectiveon designs  for  teaching  and  learning.  It  uses  the  European  tradition  of  Didaktik  and scrutinizes  teaching  and  learning  as  socially  constructed  forms  of  social  practices.There is a difference between the theories of designing for learning and doing it. Our empirical studiesin Denmark and Sweden explore key principles,a) new learning goals where  more  than  one  correct  answer  exists,  b)  focus  on  learning  as  a  process  in informal-in-formal  learning  using  guided  reflections,  c)  making  learning  visible  in different products. Course-based learning turns into learning expeditions.

  • 3.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Tablettien Käytön Digitaalis-Didaktist Mallit Kouluissa: TVT on enemmäm kuin pelkkä työkalu2015Ingår i: Digitaalinen oppiminen ja oppimisympäristöt / [ed] Marki Kuuskorpi, Tampere: Juvenes Print – Suomen Yliopistopaino Oy , 2015, s. 65-85Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [fi]

    Vuonna 2012 seitsemään kouluun Odderin kunnassa Tanskassa hankittiin tabletit. Noin 2000 iältään 6–16 vuotiasta oppilasta sekä noin 170 opettajaa saivat käyttöönsä henkilökohtaiset tabletit niin sanotun 1:1 ohjelman puitteissa (yksi tabletti per oppilas). Tutkija-ryhmämme aloitti työn koulujen parissa. Ensimmäinen tavoite oli ymmärtää opettajien didaktisia malleja. Miten opettajat käyttävät tabletteja, mihin tarkoituksiin ja miksi? Näihin kysymyksiin etsittiin vastauksia eri menetelmillä, joita olivat mm. syvähaastattelu, luo-kan observointi, ryhmätapaamiset opettajien ja oppilaiden kans-sa sekä verkkokysely. Olemme tehneet töitä kyseisten koulujen kanssa yli kolme vuotta. Kerromme yksityiskohtaisesti viiden eri oppitunnin opetuskäytännöistä ja -kokemuksista. Teknologian in-tegrointi määritellään digitaalis-didaktisen mallin kautta joka poh-jautuu sosio-teknis-pedagogiseen näkemykseen opetuskäytänteis-tä. Tutkimuksemme osoitti, että TVT on enemmäin kuin pelkkä työkalu ja että TVT ja luokkahuoneet ovat yhdistymässä joksikin uudeksi kokonaisuudeksi – uudeksi kommunikointi- ja viestintä-ympäristöksi.

  • 4.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Designing for iPad-classrooms2013Ingår i: Proceedings of the European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus, 2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    Our study explores Digital  Didactics  Designs  using  mobile  technology  in  colocated settings. What kinds of digital didactical designs do teachers apply in their iPadclasses  in  schools? Classroom  observations  and  qualitative  data  were  collected  in aDanish community where 200  teachers  and  2,000  students  aged  6-16  use  iPads  in classrooms implemented  in  2012.  Based  on  the  theoretical  framework  called  Digital Didactics (DD),  five  patterns  of  Digital  Didactical  Designs and  following  the  innovative designs,  three  key  aspects  could  be  explored:  The  teachers’  digital  didactical  designsembrace a) new learning goals where more than one correct answer exists, b) focus on learning as a process in informal-in-formal learning spaces, c) making learning visible in different products (e.g., text, comics, podcasts). The study informs system developers for mobile learning applications in schools and teachers as workplace designers.

  • 5.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Digital Didactical Designs in iPad-Classrooms2013Ingår i: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 8095, s. 611-612Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Traditionally, Information and Communication Technology (ICT) "has been segregated from the normal teaching classroom" P[12], e.g. in computer labs. This has been changed with the advent of smaller devices like iPads. There is a shift from separating ICT and education to co-located settings in which digital technology becomes part of the classroom. This paper presents the results from a study about exploring digital didactical designs using iPads applied by teachers in schools. Classroom observations and interviews in iPad-classrooms in Danish schools have been done with the aim to provide empirical evidence on the co-evolutionary design of both, didactical designs and iPads. The Danish community Odder has 7 schools where around 200 teachers and 2,000 students aged 6-16 use iPads in a 1: 1 iPad-program. Three key aspects could be explored: The teachers' digital didactical designs embrace a) new learning goals where more than one correct answer exists, b) focus on producing knowledge in informal-in-formal learning spaces, c) making learning visible in different products (text, comics, podcasts etc.). The results show the necessity of rethinking traditional Didaktik towards Digital Didactics.

  • 6.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Digital didactical designs in iPad-classrooms2013Ingår i: Scaling up Learning for Sustained Impact: 8th European Conference, on Technology Enhanced Learning, EC-TEL 2013, Paphos, Cyprus, September 17-21, 2013. Proceedings / [ed] Davinia Hernández-Leo, Tobias Ley, Ralf Klamma, Andreas Harrer, Springer Berlin/Heidelberg, 2013, s. 611-612Konferensbidrag (Refereegranskat)
    Abstract [en]

    Traditionally, Information and Communication Technology (ICT) "has been segregated from the normal teaching classroom" [12], e.g. in computer labs. This has been changed with the advent of smaller devices like iPads. There is a shift from separating ICT and education to co-located settings in which digital technology becomes part of the classroom. This paper presents the results from a study about exploring digital didactical designs using iPads applied by teachers in schools. Classroom observations and interviews in iPad-classrooms in Danish schools have been done with the aim to provide empirical evidence on the co-evolutionary design of both, didactical designs and iPads. The Danish community Odder has 7 schools where around 200 teachers and 2,000 students aged 6-16 use iPads in a 1:1 iPad-program. Three key aspects could be explored: The teachers' digital didactical designs embrace a) new learning goals where more than one correct answer exists, b) focus on producing knowledge in informal-in-formal learning spaces, c) making learning visible in different products (text, comics, podcasts etc.). The results show the necessity of rethinking traditional Didaktik towards Digital Didactics.

  • 7.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Digital Didactical Designs of Learning Expeditions2014Ingår i: Open Learning and Teaching in Educational Communities: 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014, Proceedings / [ed] Cristoph Rensing, Sara de Freitas, Tobias Ley, Pedro J. Muños-Merino, 2014, s. 165-178Konferensbidrag (Refereegranskat)
    Abstract [en]

    Current studies on media tablets illustrated that mobile technology may improve learning when truly integrated into learning settings. The question remains what truly integrated means, how it might be operationalized. In a study of Scandinavian classrooms, the question was how teachers adopt and integrate media tablets in their teaching practices in order to provide learning opportunities for their students. Seven K-9 schools implemented media tablets for around 2,000 students aged 6-16 and ca. 170 teachers in a 1:1 programme launched in 2012 (one tablet per student). Mixed methods, interviews, classroom observations and online surveys have been applied. The findings illustrate new forms of teaching practices. Studying technology integration from the angle of a socio-technical-pedagogical practice, it reveals the interrelationship of teaching processes and quality of learning. This study shows five forms of Digital Didactical Design in practice, which affect tablet-mediated learning expeditions – most of the designs boost learning, others restrict learning.

  • 8.
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). Umeå University/Department of Applied Educational.
    Framing perceived values of education: when perspectives of learning and ICTs are related2016Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This thesis offers dialogue about the relations between learning and Information and Communication Technologies (ICTs). The dialogue is guided by the question of how to design education to increase perceived values of learning. It pays attention to how learners approach learning availabilities in various learning settings based on learners’ perceived values of learning. The aim is to understand the perceived values of learning in order to reflect its relation to ICTs. The field of learning is understood from the perspectives of formal, non-formal and informal learning. The field of ICTs is understood from the perspectives of information, communication and technology. The perspectives of learning and ICTs are chosen as a way to understand them by ‘going back to basics’ to find an origin or a point of departure for reinterpreting and understanding them. This approach has influenced the presentation of the thesis and how it is structured so that dialogic and interpretive research opens up dialogic spaces for reflections regarding the relations between learning and ICTs.

    Two studies in two different education systems, formal and non-formal, are included in the thesis work. The data are collected via qualitative methods such as photo interviews and individual and group interviews in which learners’ expressions of learning are in focus. The approach of the included articles that present the two studies was to first understand learning and then relate it to the understanding, potential and use of ICTs. The results and contributions from the articles are summarised via the three perspectives of the perceived values of learning, the relations between learning and ICTs and the influences of perceived values of learning. The theoretical tools, pedagogical attitude and positioning of ICTs guide the discussions and analysis of these perspectives towards the conclusions of the thesis work.

    The reader of the thesis can expect a journey along a winding road, which both addresses and involves policies’ and researchers’ implications and conceptions of learning and education. A framework for the perceived values of education when perspectives of learning and ICTs are related is considered to represent the understanding of the coherent whole of the thesis work. Three main contributions of the thesis work are put forth. The first contribution is the framework for perceived values of education, or the perceived value framework (PVF). The second contribution is the understanding of perceived values of learning. The third contribution is the specific photo interviews about learning situations that is considered to be a contribution to already existing methods such as photo-eliciting (Cappello, 2005) and stimulated recall (Haglund, 2003). 

  • 9.
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). Umeå University/Department of Applied Educational.
    Learning Centred Evaluation In A 1:1 Tablet Learning Culture Where The Use Of ICT Can Be Taken For Granted2015Konferensbidrag (Refereegranskat)
  • 10.
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Learning, tablet, culture: coherence?2016Ingår i: Universal Journal of Educational Research, ISSN 2332-3205, E-ISSN 2332-3213, Vol. 4, nr 6, s. 1306-1318Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper presents understandings of learning in schools where Internet-enabled Information and Communication Technologies (ICTs) are taken for granted. The context is a full-scale 1:1 tablet project in Danish municipality schools where this study bring forward expressions of learning from one class (12-13 year old children) in order to offer interpretations of how the learning is possible to relate to the use of the tablet and the municipality intentions of changing the teaching and learning culture. The aim is a deeper understanding of learning and the learning-tablet relation. The qualitative research involves asking learners to describe learning with the help of their own pictures of learning situations. The learners' expressions of 'what learning is' are related to tablet use and municipality intentions of developing teaching and learning. Five themes show how the learners express learning, in coherence with the municipality's intentions. Key learning outcomes are related to this coherence and to the fact that learners use tablets in 55% of all expressed learning.

  • 11.
    Norqvist, Lars
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    The Learners' Expressed Values of Learning in a Media Tablet Learning Culture2014Ingår i: Open Learning and Teaching in Educational Communities: 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014, Proceedings / [ed] Rensing, C., de Freitas, S., Ley, T., Munoz-Merino, P.J., 2014, s. 458-463Konferensbidrag (Refereegranskat)
    Abstract [en]

    What do learners value as learning and how does this value relate to the use of mobile technology? Inspired by Stimulated Recall and Photo Eliciting, 207 K-9 students took photos (a total of 283 photos) of what they considered learning situations. Using these photos as starting points, we conducted 21 group interviews that generated 293 utterances. From these utterances, seven themes were generated that shows how the learners expressed their values of learning in a rich and diverse way. Without asking explicitly about technology, 33% of the utterances addressed the adoption of media tablets. These statements also revealed that when the learners personally "see" a perceived value for them as individuals, then they label the situation as learning. This study's findings show that identifying what young learners value as learning per se should be considered when designing teaching and learning towards learner-friendly active environments for pro-sumers. These findings also open the door for developing alternative ways for evaluating projects in schools that integrate educational technology.

  • 12.
    Norqvist, Lars
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Leffler, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Learning in non-formal education: is it “youthful” for youth in action?2017Ingår i: International Review of Education, ISSN 0020-8566, E-ISSN 1573-0638, Vol. 63, nr 2, s. 235-256Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article offers insights into the practices of a non-formal education programme for youth provided by the European Union (EU). It takes a qualitative approach and is based on a case study of the European Voluntary Service (EVS). Data were collected during individual and focus group interviews with learners (the EVS volunteers), decision takers and trainers, with the aim of deriving an understanding of learning in non-formal education. The research questions concerned learning, the recognition of learning and perspectives of usefulness. The study also examined the Youthpass documentation tool as a key to understanding the recognition of learning and to determine whether the learning was useful for learners (the volunteers). The findings and analysis offer several interpretations of learning, and the recognition of learning, which take place in non-formal education. The findings also revealed that it is complicated to divide learning into formal and non-formal categories; instead, non-formal education is useful for individual learners when both formal and non-formal educational contexts are integrated. As a consequence, the division of formal and non-formal (and possibly even informal) learning creates a gap which works against the development of flexible and interconnected education with ubiquitous learning and mobility within and across formal and non-formal education. This development is not in the best interests of learners, especially when seeking useful learning and education for youth (what the authors term "youthful" for youth in action).

  • 13.
    Norqvist, Lars
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Leffler, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). School of Information Science and Learning Technologies (SISLT, iSchool), University of Missouri, USA.
    Sweden and informal learning: Towards Integrated Views of Learning in a Digital Media World. A Pedagogical Attitude?2016Ingår i: Handbuch Informelles Lernen: Interdiziplinäre und Internationale Perspektiven / [ed] Harring, M., Witte, M. D, Burger, T., Weinheim/München: Juventa Verlag, 2016, s. 217-235Kapitel i bok, del av antologi (Refereegranskat)
  • 14.
    Norqvist, Lars
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). School of Information Science and Learning Technologies (SISLT, iSchool), University of Missouri, USA.
    Foundations For a Tablet-Mediated Learning Culture: CSCL in Education with regard to Learners' Perspective of What Learning is2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    What is learning from the learners' point of view and how does this relate to the use of tablets? Young learners (6-14 years old) created own photos of learning situations, which served as premise in a qualitative research approach. Explorative conversations and photo-based group interviews were used as methods. Inspired by the methods Stimulated Recall and Photo Eliciting, a total of 283 photos were taken by the learners including 21 group interviews generated individual statements and utterances from 207 pupils in Scandinavian schools (K-9). Seven themes from [5] show the children’s view on "what learning is" with respect to their definitions of learning situations and then related to the use of tablets With the seven themes as a starting point, the authors are especially interested in discussing foundations for tablet-mediated learning cultures and its relation to CSCL in education.

  • 15.
    Olsson, Andreas
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). Umeå University/Department of Applied Educational.
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). Umeå University/Department of Applied Educational.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). School of Information Science and Learning Technologies (SISLT, iSchool), University of Missouri, USA.
    Learning Situations: Learning and the Use of Mobile Technology from a Learners Perspective2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    What is learning from the learners’ point of view and how does this relate to the use of mobile technology? Young learners (6-14 years old) created own photos of learning situations, which served as premise in a qualitative research approach. Explorative conversations and photo-based group interviews were used as methods. Inspired by the methods Stimulated Recall and Photo Eliciting, a total of 283 photos were taken by the learners including 21 group interviews generated individual statements and utterances from 207 pupils in Scandinavian schools (K-9). The authors are especially interested in discussing the methodology, a section that could be seen as fairly unorthodox in some research communities, since this workshop paper contributes with awareness and discussion about research methods in which young people have an important role as co-producers of knowledge. 

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