RESERACHES AND INNOVATIONS IN PRACTICE TEACHING : USE OF MULTI-MEDIA IN DISTANCE EDUCATION
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Research Paper ISSN No : 2454-9916 | Volume-1 | Issue-1 | August-2015 RESERACHES AND INNOVATIONS IN PRACTICE TEACHING : USE OF MULTI-MEDIA IN DISTANCE EDUCATION Prof. Vimal Pandya Head, Department of Computer Applications, Shri HK Arts College, Ahmedabad-380009. 5 International Education & Research Journal [IERJ] “If a country is to be corruption free and become a nation of beauti- ful minds, I strongly feel there are three key societal members who can make a difference. They are the Father, the Mother and the Teacher.” Dr. A.P.J. Abdul Kalam, Former President of India 21st Century is known as a knowledgebase century. As we know that in this century knowledge is must. If we want to be a success in different field, in these era we need quality base education not only knowledge or education. We all are seeing the innovation of Infor- mation Technology in 20th Century. Each and every field need new vision to see the world due to Information Technology and world become like a village – Global Village. Computer, Communication, Tele Medicine, etc. is a part of Informa- tion Technology. Now a days we see all the sector’s growth are nice, with the help of IT or Computer. Here we have just discussed educa- tion field only. Indian culture is too rich rather then other country. Indian history is also rich and very ancient. In those days Education, Social, Economy and Religion all are include in the Indian Culture. Our past genera- tion also know the value of Education and that’s why developed ‘Valabhi’, ‘Takshila’ etc. institute in the old era. Generally education system divide in five eras. (1) Gurukul (Vedic Education) (2) Buddhism (Buddha Period) (3) Medieval (Mughal Period) (4) British Period (3) Present and Future Right time we didn’t discussion about Vedic Education, Buddhism Period, Medieval, British Period Education system. We have discussion present scenario and how to useful tools multi- media in distance education. We have just discussed Distance education. In all education system there some benefit and some disadvantages and some challenges too. Distance Education : Distance education, or distance learning, is a field of education that focuses on the pedagogy, technology, and instructional system designs that aim to deliver education to students who are not physi- cally "on site" in a traditional classroom or campus. It has been described as "a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both." In other words, distance learning is the process of creating an educational experience of equal quality for the learner to best suit their outside the classroom. Distance educa- tion courses that require a physical on-site presence for any reason considered a hybrid or blended course of study. This emerging tech- nology is becoming widely used in universities and institutions around the globe. With the recent trend of technological advance, distance learning is becoming more recognized for its potential in providing individualized attention and communication with stu- dents internationally. The most widely cited pedagogical theory of distance education is that of "transactional distance". Distance learning is a flexible form of learning where a student can study from home, work, on the move or wherever else is convenient. Difference types of distance education courses : Ÿ Correspondence conducted through regular and electronic mail Ÿ Internet conducted either synchronously or asynchronously Ÿ Telecourse/Broadcast, in which content is delivered via radio or television Ÿ CD-ROM, in which the student interacts with computer content stored on a CD-ROM Ÿ PocketPC/Mobile Learning where the student accesses course content stored on a mobile device or through a wireless server. Ÿ Integrated distance learning, the integration of live, in-group instruction or interaction with a distance learning curriculum Ÿ Online tutoring Main Benefits of use : Distance education provides major benefits to at least six main mar- kets or categories, such as: Ÿ Cost reduction: Distance education can turn production of con- tent into a repeatable and durable learning tool that does not require as much infrastructure. As most material can be pack- aged in an easy to deliver "just-in-time" format, the expanding payroll of educational institutions becomes unnecessary.
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Transcript of RESERACHES AND INNOVATIONS IN PRACTICE TEACHING : USE OF MULTI-MEDIA IN DISTANCE EDUCATION
ResearchPaper ISSNNo:2454-9916|Volume-1|Issue-1|August-2015
RESERACHESANDINNOVATIONSINPRACTICETEACHING:USEOFMULTI-MEDIAINDISTANCEEDUCATION
Prof.VimalPandya
Head,DepartmentofComputerApplications,ShriHKArtsCollege,Ahmedabad-380009.
5InternationalEducation&ResearchJournal[IERJ]
“Ifacountryistobecorruptionfreeandbecomeanationofbeauti-ful
minds,Istronglyfeeltherearethreekeysocietalmemberswhocanmakeadifference.TheyaretheFather,theMotherandtheTeacher.”
Dr.A.P.J.AbdulKalam,FormerPresidentofIndia21stCenturyisknownasaknowledgebasecentury.Asweknowthatinthiscenturyknowledgeismust.Ifwewanttobeasuccessindifferentfield,intheseeraweneedqualitybaseeducationnotonlyknowledgeoreducation.WeallareseeingtheinnovationofInfor-mationTechnologyin20thCentury.EachandeveryfieldneednewvisiontoseetheworldduetoInformationTechnologyandworldbecomelikeavillage–GlobalVillage.
Computer,Communication,TeleMedicine,etc.isapartofInforma-tionTechnology.Nowadaysweseeallthesector’sgrowtharenice,withthehelpofITorComputer.Herewehavejustdiscussededuca-tionfieldonly.
Indiancultureistoorichratherthenothercountry.Indianhistoryisalsorichandveryancient.InthosedaysEducation,Social,EconomyandReligionallareincludeintheIndianCulture.Ourpastgenera-tionalsoknowthevalueofEducationand that’swhydeveloped‘Valabhi’,‘Takshila’etc.instituteintheoldera.Generallyeducationsystemdivideinfiveeras.
(1)Gurukul(VedicEducation)(2)Buddhism(BuddhaPeriod)(3)Medieval(MughalPeriod) (4)BritishPeriod(3)PresentandFuture
Righttimewedidn’tdiscussionaboutVedicEducation,BuddhismPeriod,Medieval,BritishPeriodEducationsystem.
Wehavediscussionpresentscenarioandhowtousefultoolsmulti-mediaindistanceeducation.
WehavejustdiscussedDistanceeducation.Inalleducationsystemtheresomebenefitandsomedisadvantagesandsomechallengestoo.
DistanceEducation:Distanceeducation,ordistancelearning,isafieldofeducationthatfocuses on the pedagogy, technology, and instructional systemdesignsthataimtodelivereducationtostudentswhoarenotphysi-cally "on site" in a traditional classroomor campus. It has beendescribedas "aprocess to createandprovideaccess to learningwhenthesourceofinformationandthelearnersareseparatedbytimeanddistance,orboth."Inotherwords,distancelearningistheprocessofcreatinganeducationalexperienceofequalqualityforthelearnertobestsuittheiroutsidetheclassroom.Distanceeduca-tioncoursesthatrequireaphysicalon-sitepresenceforanyreasonconsideredahybridorblendedcourseofstudy.Thisemergingtech-nology is becoming widely used in universities and institutionsaroundtheglobe.Withtherecenttrendoftechnologicaladvance,distancelearningisbecomingmorerecognizedforitspotentialinproviding individualized attention and communicationwith stu-dentsinternationally.Themostwidelycitedpedagogicaltheoryofdistance education is that of "transactional distance". Distancelearning isa flexible formof learningwhereastudentcanstudyfromhome,work,onthemoveorwhereverelseisconvenient.
Differencetypesofdistanceeducationcourses:Ÿ Correspondenceconductedthroughregularandelectronicmail
Ÿ Internetconductedeithersynchronouslyorasynchronously
Ÿ Telecourse/Broadcast,inwhichcontentisdeliveredviaradioortelevision
Ÿ CD-ROM,inwhichthestudentinteractswithcomputercontentstoredonaCD-ROM
Ÿ PocketPC/MobileLearningwherethestudentaccessescoursecontentstoredonamobiledeviceorthroughawirelessserver.
Ÿ Integrateddistance learning, the integrationof live, in-groupinstructionorinteractionwithadistancelearningcurriculum
Ÿ Onlinetutoring
MainBenefitsofuse:Distanceeducationprovidesmajorbenefitstoatleastsixmainmar-ketsorcategories,suchas:
Ÿ Costreduction:Distanceeducationcanturnproductionofcon-tentintoarepeatableanddurablelearningtoolthatdoesnotrequireasmuchinfrastructure.Asmostmaterialcanbepack-agedinaneasytodeliver"just-in-time"format,theexpandingpayrollofeducationalinstitutionsbecomesunnecessary.
6 InternationalEducation&ResearchJournal[IERJ]
ResearchPaper ISSNNo:2454-9916|Volume-1|Issue-1|August-2015
Ÿ Emergingmarketopportunities:Distanceeducationfuelsthepublic's need for lifelong learning in education by providingaccesstolearnersnotinthetraditionalk-12agegroup.
Ÿ Expandingaccess:Distanceeducationcanreachunderservedpopulationsofstudentswhocannotattendaschoolthatofferstheeducationalservicestheydesire,perhapsbecausetheylivetoofaraway.
Ÿ Adaptingtonewtechnologyandenvironments:Educationalinstitutionsmayadoptdistanceeducationasameanstoadaptto the rapid changes in technology being used in educationtoday.
Ÿ Flexibility for students: Some distance learning programsallowstudentstotailortheirindividualclassesand/orcurricu-lumtomeettheirindividualneeds.
Ÿ Newfund-raisingopportunities:Distanceeducationcreatesnewgraduateswhomightbewilling todonatemoneyto theschoolwhowouldhaveneverhavebeenassociatedwith theschoolunderthetraditionalsystem.
GenerallywehaveseentheacademicstructureofDistanceEdu-cationasunder:Ÿ StudyMaterialŸ LecturesŸ AssignmentsŸ PracticalWork
Wehavejustseenthehowdistanceeducationworkandusefultothesociety.NowwehaveseetheMultimediaandwiththehelpofmultimediawhichtypeofchangesrequiredorbenefitorchallengesfacesindistanceeducation.Sofirstofallseewhatismultimedia?
Multimedia:Multimediaismediaandcontentthatusesacombinationofdiffer-entcontentforms.Thetermcanbeusedasanoun(amediumwithmultiplecontentforms)orasanadjectivedescribingamediumashavingmultiplecontentforms.Thetermisusedincontrasttomediawhichonlyusetraditionalformsofprintedorhand-producedmate-rial.Multimediaincludesacombinationoftext,audio,stillimages,animation,video,andinteractivitycontentforms.
Multimediaisusuallyrecordedandplayed,displayedoraccessedbyinformationcontentprocessingdevices,suchascomputerizedandelectronicdevices,butcanalsobepartofaliveperformance.Multi-media (as an adjective) also describes electronic media devicesusedtostoreandexperiencemultimediacontent.Multimediaisdis-tinguished frommixedmedia in fine art; by including audio, forexample,ithasabroaderscope.Theterm"richmedia"issynony-mous for interactivemultimedia.Hypermedia canbe consideredoneparticularmultimediaapplication.
The term "multimedia" was coined[citation needed] by BobGoldsteintopromotetheJuly1966openingofhis"LightWorksatL'Oursin"showatSouthampton,LongIsland.OnAugust10,1966,RichardAlbarinoofVarietyborrowedtheterminology,reporting:“Brainchildofsongscribe-comicBobGoldstein,the‘Lightworks’isthelatestmulti-mediamusic-cum-visualstodebutasdiscothequefare.”. Two years later, in 1968, the term “multimedia” was re-appropriatedtodescribetheworkofapoliticalconsultant,DavidSawyer,thehusbandofIrisSawyer—oneofGoldstein’sproducersatL’Oursin.
Intheinterveningfortyyears,thewordhastakenondifferentmean-ings.Inthelate1970sthetermwasusedtodescribepresentationsconsistingofmulti-projectorslideshowstimedtoanaudiotrack.However,bythe1990s'multimedia'tookonitscurrentmeaning.
Inthe1993firsteditionofMcGraw-Hill’sMultimedia:MakingItWork,TayVaughandeclared“Multimediaisanycombinationoftext,graphicart,sound,animation,andvideothatisdeliveredbycom-puter.Whenyouallowtheuser–thevieweroftheproject–tocon-trolwhatandwhentheseelementsaredelivered,itisinteractivemultimedia. When you provide a structure of linked elementsthrough which the user can navigate, interactive multimediabecomeshypermedia.”
TheGerman languagesociety,Gesellschaft furdeutscheSprache,decidedtorecognizetheword'ssignificanceandubiquitousnessinthe1990sbyawardingitthetitleof'WordoftheYear'in1995.Theinstitute summed up its rationale by stating "[Multimedia] hasbecomeacentralwordinthewonderfulnewmediaworld”
Incommonusage,thetermmultimediareferstoanelectronicallydeliveredcombinationofmediaincludingvideo,stillimages,audio,textinsuchawaythatcanbeaccessedinteractively.Muchofthecon-tentonthewebtodayfallswithinthisdefinitionasunderstoodbymillions.Somecomputerswhichweremarketedinthe1990swerecalled "multimedia" computers because they incorporated a CD-ROMdrive,whichallowedforthedeliveryofseveralhundredmega-bytesofvideo,picture,andaudiodata.
Education&Multimedia:InEducation,multimediaisusedtoproducecomputer-basedtrain-ingcourses(popularlycalledCBTs)andreferencebookslikeency-clopediaandalmanacs.ACBTletstheusergothroughaseriesofpre-sentations,textaboutaparticulartopic,andassociatedillustrationsinvariousinformationformats.Edutainmentisaninformaltermused todescribecombiningeducationwithentertainment,espe-ciallymultimediaentertainment.
Learning theory in the past decade has expanded dramaticallybecauseoftheintroductionofmultimedia.Severallinesofresearchhaveevolved(e.g.Cognitiveload,Multimedialearning,andthelistgoeson).Thepossibilitiesforlearningandinstructionarenearlyendless.
Theideaofmediaconvergenceisalsobecomingamajorfactorineducation,particularlyhighereducation.Definedasseparatetech-nologiessuchasvoice(andtelephonyfeatures),data(andproduc-tivityapplications)andvideothatnowshareresourcesandinteractwitheachother,synergisticallycreatingnewefficiencies,mediacon-vergenceisrapidlychangingthecurriculuminuniversitiesallovertheworld.Likewise,itischangingtheavailability,orlackthereof,ofjobsrequiringthissavvytechnologicalskill.
HereIamtryingtoseethedifferencebetweenLecture,Audio,Print,Multimediaresultwithdifferentaspectslikevideo,written,color,still picture etc. howstudent react or understandwhen lecturerlearnthem.Howstudentunderstand?Etc.
LECTURE AUDIO PRINT COMPUTER[MULTIMEDIA]
Voice Voice No Voice[Withthehelpofmedia]
Writeen No Written Written
Colour No Colour Colour
StillPicture No StillPicture StillPicture
No No No Animation
No Events Events Events
No No No FullMovement[Withthehelpofmedia]
InshortwehavesaycomputerisakeytoolsofMultimedia.Fromapedagogicalpointofviewtheseconsiderationarestillvalidandtheparameters still of the highest importance to considerwhenwedesignlearningmaterials.Thedifferentsymbolicsystemsdosup-portdifferentcommunicativeactionsand,inthatway,stimulatedif-ferentaspectsofthelearningprocess.
Fromatechnologicalpointofviewthediagramisanillustrationofhowfastsometechnologieschange.InrelationtothecomputerallBates''questionmarks'and'no's'areoutdated!Atthemomentthecomputerisabletosupportcommunicationinvoice,writtenlan-guage,colour,stillpicture,animation,dramaticeventsandfullmove-mentalmostatthesamelevelastelevision.Furthermore,thecom-puteroffersthestudentanopportunitytointeractphysicallywiththelearningmaterialonasymboliclevel,whereastheothermedia–atthephysicallevel–onlyallowforbrowsingandrepetition(turn-ingthepagesandwinding-rewindingthetapes).
Thispossibilityforinteractiononthesymbolicleveliswhatmakesthecomputerunique.Thecomputerisnolongeroneoptionoronechoiceofmediaamongothersinamediamixasitwasconsideredafewyears back,when computers primarilywereused forword-processing, e-mail, computer conferencing and running of CBT-programmes.Thecomputerhasotheroptionsbecauseitreliesonanewlanguageusingabinarycode(0and1)whichisabletohandleboth signs, visuals, soundsandotherkindsof formal systems inapproximately the samewayas thealphabet supportsprint andwrittenlanguage(Finnemann1996).
ThecomputerisanintegratedmediumforŸ production(paper,pencil,typewriter,brush,etc.)Ÿ preparation(content,form,layout,etc.)Ÿ storage(book,library,database,etc.)Ÿ copying(printing,copymachine.etc.)Ÿ search(index,catalogue,etc.)Ÿ distribution(mail)Ÿ communication(telephone,fax)Ÿ ofknowledgeorsymbolicformulatedcontent.
Due to this integrationofpreviouslydisintegrated functionsandoperationsthecomputerhasbecomethevehicle formultimedia.Butthisdevelopmenthasnotbeensupportedsomuchby'thecom-puterasamachine'similartotheradioandtelevisionmonitorasby'thecomputerasamedium'usingadigitalcommunicationssystemdifferentfromtheanalogsystemusedinothermedia.
Toclarifytheterm'multimedia'furtherarecentDanishpublicationon'multimediaandthedevelopmentoftechnology'(Jensen,1995)hasdrawnupadiagramwithaseparationbetweenmultimediaandnon-multimediaontheonehandandinteractivity(symbolicinter-action)andnon-interactiveontheotherdiagram.Followingthisdia-gramitbecomesobvious
thatnoteveryapplicationwhichrunsonacomputerisamultime-dia,e.g.text-basedprogrammes–hyperstructuredornot.
thatthetermmultimediaisusedalsoforapplicationwhicharenon-interactive,e.g.linearpresentationsordemoswhichmayrunoncomputers,thatwithininteractivemultimediathereisadividingline between hyperstructured and nonhyperstructured applica-tions.
LearningMediafortheFutureTheadvantageofthecomputeristheuseofdigitalinformationpro-cessing,butthiswayofhandlingdataisabouttobeintegratedintoothermedia.Atthemomentmosttelephonecommunicationisdigi-tal–atleastintheWesternworld,andtelevisionwillbecomedigitalwithinafewyearsofferingtheusersHighDefinitionTelevision,amultiplicationofavailableprogrammesandseveralinteractiveser-vices. Especially, families connected to cabletelevision will havethese new options and providers of cable-television are at themomentexploringthepossibilitiesofofferingtelecommunicationfacilitiesastelephony,e-mailandinternetaccessthroughthecablesexchangingtheremote-controlwithasmallkey-board.Fromanedu-cationalpointofviewoneoftheimportantquestionsis:willthehome-basedPCandinteractivetelevisionmergeintoonemedium?Inthatcasewe–asprovidersofeducationandlearningmaterials–wouldonlyhavetodevelopforoneplatform:thedigitalinteractivetelevisionwithintegratedtwo-waycommunication.
SomestatisticsonthepenetrationofcommunicationhardwareinDanishhouseholdsmaygiveanindicationofthedirectioninwhichthedevelopmentismoving.DenmarkisinthismatteronlinewiththeotherScandinaviancountriesandintheupperendofEuropeasawhole.
CommunicationHardware:inDanishHouseholds1996(per-cent)Television 97% Text-tv 69%Video 66% Cable-tv 56%Satellite-receiver 11% Telephone 96%Mobil-telephone 43% HomebasedPC 47%Modem 9%
Thelowpenetrationofmodemsputseverelimitationsontheuseofcomputer-basedcommunicationinlearningandespeciallyindis-tancelearning.Inpracticeitrestrictsthepossibilitiesofusingmulti-media inhome-based education to stand-alone systems likeCD-ROMandexcludesfacilitiesliketheWWWande-mail–atleastforthenextyears.ComparedtothesituationintheUnitedStatestheamountofmodemsshouldhavebeendoubled.Probably,thelowpenetrationiscausedbytherelativelyhighleveloflocalratesontele-phonyinEurope.
Asaconsequenceoftheselimitationsforcomputernetworkingtheeducationalprovidersmayplaceconfidence indigital interactivetelevision. Not least, because this development will be pushedforewardbytheapparentlyneverdecliningmarketforentertain-ment.AsmallDanishco-operativecompanywithinterestsinlocaltelevisionhaslauncheditsvisionsforthiscomingpieceofhardware–a'TVPC2005DigitalStandard',whichcouldbeavailableonthemarketforChristmasyear2005(AEMInvest,1996).Aselectedlistoftheimagined
specificationslooklikethis:
TVPC2005DigitalStandard
Hardware: Software:SonyColorMonitor MSWindowsIntelProcessor ElectronicProgrammeGuideDigitalVideoDrive ChildrenSafe(Music,Video,CD-ROM)
ResearchPaper ISSNNo:2454-9916|Volume-1|Issue-1|August-2015
7InternationalEducation&ResearchJournal[IERJ]
Non-Multimedia Multimedia
NonInteractivity
Television,radio,�ilm,print,books,
dias,etc.
Linearpresentationsanddemosetc.
Interactivity Non-Hyperstructure
Wordprocessing,desk-top-
publishing,spreadsheets,database,
etc.
Computergames,
computer�iction,etc.
Hyperstructure Hypertext Non-linearpersentations,www,etc.
RemoteControl Television:NokiaDigitalDesk 10NationalChannelsNokiaMobilePhone(Hand-free)20EuropeanChannelsBuildinstereospeakersSonyWeb(modem)
ExtraEquipment: ExtraProgrammePackages:KeyBoard AEuropeanPackageMulti-roomserver AnAmericanPackageVideoPhoneRecorder AGlobalPackagePhoneExchange PayTelevision:Roomsurveillance InternationalNews:HealthandLightregulation Sport,Nature,Childrenetc.SurroundSoundLink FilmNetColourPrinter SEGA(games)Scanner On-lineServices:Microphone AltaVistaJoystick OpasiaKaraoke Newspaperson-line NationalInformationService TicketNet HomeShopping: Banks,etc.
Certainly,thisisanimpressivepieceofequipment–100%digital,independent of cable-network for interactive communication,instead,usingmobiletelephonyandsatellitedeskreceivers.Onthesoftwaresidetheuserwillhavearunningon-lineupdateofthelat-estversionofanyprogrammesheorshesignsupfor.
MymainpointisthattheTVPCandthehomebasedPCaretwodif-ferentmedia.Theyrelateto
eachotherinapproximatelythesamewayasfilmsrelatetotelevi-sion. Filmsmay be shown on television, but the experiences ofwatchinginthelivingroomareverydifferentfromthatofgoingtothecinema.
Ontelevision–andalsooneducationaltelevision–thepresenter,normally,isphotographed
fromanangelslightlybelowgivinghimorherauthority.Buttrytopresenttheseimagesonacomputerandyouwillhavethefeelingofthepresenterspeakingdowntoyou.Educationalmaterialonthecomputerhastorespecttheequalitybetweenthelearnerandthelearningmaterial – the computer supports an anti-authoritarianmodeofcommunicationinlearning.
Presentation,inthiseducationalcontext,isreferringtothelevelofdiscourse, viewingpresentations as, basically, senderdominatedone-way communication of information in one of two formatsdidacticornarrative.Inadidacticpresentationinformationistoldbyanexpert,organisedaccordingtologicanddisplayedinasortof'eternal'tensewithnoclearseparationofpast,presentandfuture.
Interactionineducationalcommunicationisalso,basically,dealingwithpresentationofinformation.Although,thelearnerhasapossi-bilitytointeractwiththelearningmaterialthecommunicationisone-way.Interactivemediaarestand-alonesystemsinwhichalltheinformation is stored before the interaction begins. Interactivemediaaremoresuitableforpresentation
ofinformationorganizedalonglogicdidacticlinesthanforpresen-tationasnarratives.Thehierarchicandramifiedstructureswhichareusedtopresentmaterialininteractivemediacorrespondmoreeasilywithlogic.Botharespeakinginadiscourseof'eternal'tense.Interactivemediamayberankedinfourcategoriesaccordingtolev-elsofpossibleinteraction:
+browsing+consultation +games +hypothesisTesting
Dialogueisnotalearningmodeinitsownright–unlesswefollowaSocraticmodel–butanoptiontocombinewithanydisseminationofinformation.Bothdidacticandnarratedpresentationsaswellasinteractivematerialsmaybeintegratedwithdialogue–especiallyonthesynchronouslevel,butthroughtelematicsalsoattheasyn-chronouslevel.
Ihavejusttrytogivefewinformationregardingthemultimediaanditstechnologyhowtouseinthefieldofeducation.
References:Ÿ AEMInvest(1996)Denintelligentetossekasse.TVPCsamfun-
derar2005.AIMInvestA/s.
Ÿ Laurillanrd,D(2003)RethinkingUnviersityTeaching,London.
Ÿ JorgenBang(2005),ImplicationofUsingCD-ROM,London
Ÿ www.encyclopedia.jrank.org/articles/pages/6821/Multimedia-in-education.html
ResearchPaper ISSNNo:2454-9916|Volume-1|Issue-1|August-2015
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