COLLABORATIVE LEARNING by anna bottari

Anna Bottari, Italy

anna_bottari33 — 2017-10-02 19:52:49 UTC

My classroom has a traditional setting and there aren't interactive whiteboard in every classroom. Students use my computer and their smartphones when we have a collaborative lessons: My students can use Padlet, Tackk, Adobe Spark, Kahoot and Wordle.They use these tools for presentation of their works. They enjoy to work in groups:

Anna Bottari, Italy

anna_bottari33 — 2017-10-02 19:54:16 UTC

I teach in a secondary school and my students often work in collaborative way. Collaborative learning is student-focused and not content-focused. Students learn most by being active. When they work together everyone has an active role in the group and they play an important part to reach a common goal.I use the JINGSAW activity. This technique improves students motivation and increases enjoyment of learning experiences. Each students take an important part in the group because each one becomes a valuable resource for the other students. They develop a lot of skills:leadership competence, self-evaluation, listening skills, team working and the skills of persuasion and negotiation. These skills are the framework of 21st century.

Anna Bottari,Italy

anna_bottari33 — 2017-10-02 19:55:43 UTC

At the end of a collaborative lesson, my student and I discuss about the negative and positive aspects of their work and they evaluate themselves. This is important because it helps students improve how they study and organize better the work of group and solve problems among students. I agre with the Italian teacher because technology gives students the opportunity to enhance the interaction with their classmates by encouraging collaboration.

Anna Bottari, Italy

anna_bottari33 — 2017-10-02 19:56:59 UTC

It is not easy to collaborate with colleagues because a lot of them don't want to change their teaching routine and spend a lot of time for planning their works or imagine using different teaching methods. In addition they haven't digital competence. About to engage all students in team working I ask my students to choose about two or three interesting topics and give students individual tasks in the group so they all contribute to gain the common goal. Student A has to find the materials; student B has to summarize the passage; student C has to create a conceptual map of topic; student D has to prepare a presentation of the work using tools. I also use Jingsaw technique so every student's individual contribution is traceable. Collaborative working is useful for student with learning difficulties too.

Anna Bottari, Italy

anna_bottari33 — 2017-10-02 19:58:11 UTC

I work in high school and in the past school year I proposed to my classes to examine the Musical videoclip and "Metropolis" di Friz Lang. The students study Photography and cinematography .
1. High level of collaboration activities - "Metropolis". Student groups were formed by 6-7 students and they use the Jingsaw technique. Every group had to find materials about the film ( plot, symbols, techniques of editing). Each group analyzed one aspect of the topic and had to summarize own work and to present a well-organized report to the other groups. In the second step each student changed group. In this new " expert group" students wrote a complete report about the topic, planned a padlet or a video with Adobe Spark.
2. Low level of collaboration activities- "Musical Videoclip". Students worked in group of 5/6 student. They chose three different videoclips and analyzed them. Each student had his/her own task and then he/she wrote a report about his/her topic.then they plan a presentation for the class.The first activity is collaborative. It encourages listening, engagement,and empathy by giving each member of the group an essential part to play in learning.Group members must work together as a team to accomplish a common goal.each student depends on all the others. This collaborative way to work facilitates interaction among all students in the class, leading them to value each other as contributors to their common task.

Anna Bottari

anna_bottari33 — 2017-10-02 19:59:09 UTC

Collaboration among teachers.
Good ideas for motivated students.
A well planned and structured project.

Anna Bottari, Italy

anna_bottari33 — 2017-10-03 17:02:57 UTC

I agree about the importance to understand what collaborative learning means because it isn't a "group work" and teachers have to design learning activities that are able to develop collaborative skills. Teachers have to design real-life activities and to choose interesting topics that appeal to teenagers and engage them in the lessons. when they work in collaborative way students learn how to collaborate and interact within a group of people, to understand other peoples' point of view, to promote one's own skills as well as others', to manage conflict situations, to give own contribution to reach common goal.Technology is also important in the process of learning and students have to use it in a confident and critical way.

Anna Bottari, Italy

anna_bottari33 — 2017-10-03 17:43:08 UTC

When teacher designs collaborative learning activities , has to think about the four questions of Professor Butler. Students have to work together in a collaborative way and share responsibilities. They have to interact within the group of teenagers and to understand other people' point of view. they have to manage conflict situations and to give own contribution to reach the common goal.

Anna Bottari, Italy

anna_bottari33 — 2017-10-03 18:03:22 UTC

I find rubric very useful and interesting. It can help teacher to develop meaningful activities and to have a clear idea of the process of learning.I used rubrics last school year about students' evaluation and the Learning Unit's.

Learning DESIGN

anna_bottari33 — 2017-10-06 14:31:48 UTC

METROPOLIS DI FRIZ LANG

Anna Bottari,Italy

anna_bottari33 — 2017-10-06 15:29:12 UTC

The Rubrics are useful to monitor level of collaboration involved in learning activity.If we use the rubrics before planning our activities we can found true collaborative learning activities for the students. I use the rubrics for evaluating my students.
FIRST LEARNING ACTIVITY:In Jingsaw activity students work in individually and group but they always share responsibility. They worked individually about to search materials and to write a passage on they have studied. Then they worked in group and wrote a finally report on their topic. When they worked in group they had to reflect on what it as important, to negotiate their ideas, to accept people's points of view and to choose how to organize the information to create the best presentation.
SECOND LEARNING ACTIVITY: Student worked in group and they shared responsibility. They searched individually the materials and then wrote a report together. Then each group explained their work to the class. The evaluation is applied to the group.

Module 1: What is collaborative learning?

anna_bottari33 — 2017-10-06 15:33:46 UTC

«Distributing roles to each members of the group»
1.Team leader
2.Team reporter;
3. Organizer;
4. Lead researcher
Each team selects a team name and creates a team blog where they will report on their progress...»
in CCL Guide: Learning Story Collaboration

Module 1: What is collaborative learning?

anna_bottari33 — 2017-10-06 15:34:11 UTC

Collaborative tools

Read CCL Guide: Learning Story Collaboration,...
https://drive.google.com/open?id=0B8kFjhCaxXLoalduSlZoZ3g3TzQ

Module 2: How can you design collaborative learning in the classroom?

anna_bottari33 — 2017-10-06 15:34:50 UTC

2.4 Collaborative learning scenarios
My ideas...

The proposed template is quite interesting and complete. One of the advantages of this template is to allow the teacher to know in detail what he wants with each stage of his learning scenario. The learning scenarios presented are inspiring but I think I would have to adapt them to be able to apply them in my classroom since some of them are outside the age group with which I work. However, I find it easy to see that each of these scenarios involves a lot of work, reflection and a great capacity to be focused on the path, students and teachers.

Module 2: How can you design collaborative learning in the classroom?

anna_bottari33 — 2017-10-06 15:35:13 UTC

The important collaboration skills:
- Negotiation;
- Conflict resolution;
- Agreement on what must be done;
- Distribution of tasks;
- Listening to the ideas of others;
- Integration of ideas into coherent whole.

in, video Collaborative teaching & learning | Embedding collaborative learning into lesson design

Collaborative learning scenarios

anna_bottari33 — 2017-10-06 15:35:56 UTC

7 phases
1- Dream ( students can brainstorm, think freely and share ideas )
2- Explore (students collect information on a certain topic )
3- Map( they structure their thoughts and ideas and seek to understand how they are related)
4- Make ( students develop or create a product or practise an activity )
5- Ask (interview experts and stakeholders )
6- Re-make (students replan or revisit their product, on the basis of the feedback or further information they received)
7- Show (students publish and present the results of their work)

in video Collaborative learning scenarios

Anna Bottari, Italy

anna_bottari33 — 2017-10-14 16:04:27 UTC

Assessment is important because it is a process to obtain information about students, to give feedback to them about their progress, strengths and weakness. When my students work in group I am used to assess the value of topic ( it has to be interesting and motivating) and the teaching strategies ( Jingasaw activities; webtools). Then I give my students self-assessment rubrics ( I am used to create the rubric with
Rubistar) focus on their motivations, engagement in teamwork and their ability to reach goals. Finally I assess the collaborative work and how they present it and not individual work. I give each students a tasks so we haven't competition.

Anna Bottari, Italy

anna_bottari33 — 2017-10-14 16:49:28 UTC

Antonio's projects are very interesting. I agree with him about the seven benefits mentioned by him. A collaborative learning environments improve students' motivation and responsibility. It is important to use digital tools in collaborative activities to share and present the final products. My students like using digital tools but unfortunately in my school there aren't computer and Lim in each classroom. My students are used to use my MC book!!!

Anna Bottari, Italy

anna_bottari33 — 2017-10-14 17:57:02 UTC

Anna's teaching strategies are very interesting. When I organized group work I prefer to create heterogeneous groups because I want to be sure to have good results. I give a role to each students according to his/her abilities and needs. I thing Anna is right about the importance to have an anomynous evaluation. About webtools I use Tackk ,Padlet, Adode Spark
to present and share students' works.

Anna Bottari, Italy

anna_bottari33 — 2017-10-14 20:04:03 UTC

I have used rubrics for assessment but I haven't never elaborated them. I use the tool Rubistar. I've never shared with my students the criteria of their constructions except the criteria of self-assessment. I'm going to construct rubrics and checklist in the future . Thanks for the guidelines.

Anna Bottari, Italy

anna_bottari33 — 2017-10-14 20:51:10 UTC

In the assessment process is very important peer and self assessment because they help students to improve their way of learning and to develop them the sense of responsibility. I think is a good idea to assign a percentage weight to individual assessment as part of the summative assessment.

Anna Bottari, Italy

anna_bottari33 — 2017-10-15 08:00:02 UTC

What is the difference between collaborative learning and cooperative learning?

2.4. Collaborative learning scenarios

anna_bottari33 — 2017-10-15 10:27:45 UTC

In this section the course coordinator describes the learning scenario template developed in a previous project, which can be used as a tool to help us reflect and design our own collaborative learning activities. Six examples of collaborative learning scenarios are also introduced.

A Learning Scenario consists of 7 phases. The 7 phases are:

Dream
Explore
Map
Make
Ask
Remake
Show

In the first phase, “Dream”, students can brainstorm, think freely and share ideas. In the “Explore” phase, students collect information on a certain topic. In the “Map” phase, they structure their thoughts and ideas and seek to understand how they are
related. In the “Make” phase, students develop or create a product or practise an activity. One possible activity for students in the “Ask” phase is to interview experts and stakeholders. In the “Remake” phase students replan or revisit their product, on the basis of the feedback or further information they received. In the last phase “Show”, students publish and present the results of their work.

ollaborative learning

anna_bottari33 — 2017-10-15 16:09:35 UTC

Anna Bottari, Italy

anna_bottari33 — 2017-10-19 20:24:33 UTC

In The "co-teaching rotation" collaboration model two teachers work together in the same classThey have to meet the needs of students with disabilities and without disabilities. I esperienced this approach last year and it was an interesting situation. My colleague and I shared responsibility for planning, delivering instruction, assessing and managing students' discipline. IN Italy collaborative teaching is not practice because teachers can't share ideas, information, responsibility.

Anna Bottari, Italy

anna_bottari33 — 2017-10-21 17:15:38 UTC

I have never used platform for teachers collaboration but I use some digital tools to improve students' motivation and knowledge. My students use Padlet and Tackk for share their homework , Dropbox for share images , files, mind map, Adobe Spark for videos. I use Kahoot for preparing individual and collaborative texts. In my school a lot of teachers don't have digital skills because they are old and don't attend refresher course. I have only one colleague that is happy to work in collaborative way with me and can use digital tools. I appreciate Reyhan' s video because she gives mea lot of tips about to create a true collaborative teaching and learning. I use Facebook teachers group for sharing ideas, materials,images and learn new thighs. I would like attending eTwinning course and starting a project.

Anna Bottari, Italy

anna_bottari33 — 2017-10-21 18:00:34 UTC

I agree with prof. Butler. It is important to create learning environment with teachers because they can share ideas,and projects and get feedback about their works.
Collaboration among teachers is important for students because they learn to be collaborative themseves. In Italian school there is only one teacher in a class so it is difficult to find time and way to collaborate. We could use platforms but few teachers can use them. We meet other colleagues in departament but it works at the beginning of September.

Anna Bottari, Italy

anna_bottari33 — 2017-10-21 19:48:03 UTC

I agree with the list of skills and conditions described in the video. Collaboration among teachers is not to share materials but it means to talk and discuss about a lesson plan, to share responsibility and skills, to get positive feedback. In my school leadership wants more collaboration among teachers because it changes the way to teach and involve students. This year I teach "coding" in my classroom and I have asked my colleagues to share this experience with me but they haven't approved my ideas. i'm going to ask my leadership to create a group work about coding to help teachers.

Anna Bottari,Italy

anna_bottari33 — 2017-10-21 20:23:12 UTC

Technology is very important to create collaborative environment for teachers but I have never used it for this aim. In collaborative platform teachers can share ideas and design lessons. I take part in Facebook group
because I can share materials and discuss about educational issues.

Anna Bottari, Italy

anna_bottari33 — 2017-10-21 21:07:39 UTC

During school time it is difficult to find time to meet other teachers and discuss about lesson planning. I think it is useful working with teacher from different discipline because there is a positive effect on students. I teach in High school and my students study mechatronics. I teach it in English and I would like planning my lessons with the teacher of mechatronic but he see it as a lost of time

Traditional assessment

anna_bottari33 — 2017-10-22 18:16:04 UTC

Results of Collaborative learning assessment

anna_bottari33 — 2017-10-22 18:16:13 UTC

Peer assessment

anna_bottari33 — 2017-10-22 18:16:20 UTC

Discreet assessment

anna_bottari33 — 2017-10-22 18:16:28 UTC

More about rubrics

anna_bottari33 — 2017-10-22 18:16:49 UTC

Rubric Maker http://rubric-maker.com/…
Rubistar http://rubistar.4teachers.org/index.php
ForAllRubrics https://www.forallrubrics.com

https://youtu.be/RRSVXbD4gEs
http://www.bie.org/objects/cat/rubrics

anna_bottari33 — 2017-10-22 18:16:55 UTC

anna_bottari33 — 2017-10-22 18:17:01 UTC

Best student-Collaboration Tools

anna_bottari33 — 2017-10-22 18:19:42 UTC

https://www.commonsense.org/education/top-picks/best-student-collaboration-tools

ThatQuiz

anna_bottari33 — 2017-10-22 18:20:02 UTC

https://www.thatquiz.org/

More Rubric Tools

anna_bottari33 — 2017-10-22 18:20:12 UTC

https://dotstorming.com/b/59e0d9c9724fa5b36da3a60b

Kahoot

anna_bottari33 — 2017-10-22 20:09:55 UTC

https://www.youtube.com/watch?v=pFFv6_6was4

Dotstorming takes the process of dot voting online to allow groups of people to collaborate on a topic

anna_bottari33 — 2017-10-22 20:10:14 UTC

https://dotstorming.com/

Answer Garden

anna_bottari33 — 2017-10-22 20:10:28 UTC

https://answergarden.ch/

Jigsaw Activity

anna_bottari33 — 2017-10-22 20:10:53 UTC

https://ww2.kqed.org/mindshift/2017/09/28/using-a-jigsaw-activity-to-help-every-student-engage-with-literature/

https://www.jigsaw.org/

More tips from Anna Laghigna

anna_bottari33 — 2017-10-22 20:11:35 UTC

Hello dear teachers,
Many of you are already working on their lesson plans...
Why not integrate some edugames or other types of formative assessment?
One of my favourites is Wordwall which offers also lots of templates for games and some great tools for random grouping and class setting.
https://wordwall.co.uk/
Here is a video tutorial https://youtu.be/WbgPyxf00jA
You can choose an example made by other teachers from the community and adapt it to your class needs
LearningApps is another great option.
The Balcony Scene https://learningapps.org/807770
Verb tenses https://learningapps.org/watch?v=ph0dc8oyc17

4.7 Module 4 Final Learning Activity

anna_bottari33 — 2017-10-22 20:24:02 UTC

Lesson plan and submission

The final learning activity requires you to create and submit a lesson plan and to peer-review other participants' lesson plans. In order for you to receive the Course Badge and the final Digital Certificate, you need to complete both of these tasks.

In order to receive the course certificate, you need to submit your Lesson Plan in this section by 30 October 2017 23:59h CET and to review two Lesson Plans by 8th November 2017 23:59h CET.

1 - Final activity - Part 2 - Finalise your lesson plan

In Module 3, you started working on creating one or more lesson plans integrating collaborative learning and assessment. To complete the course, you now have to finalise your lesson plan.

How to create your lesson plan

To design your lesson plan, please use the Learning Designer. More information on how to set up and use the Learning Designer in Course Introduction - C.
Download and revise the 21CLD Learning Activity Rubrics, the Learning Scenarios and the examples of lesson plans by previous participants in Module 2.6.
For the Assessment activities, download and revise the CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom in Module 3.8.
Read and follow the guidelines for designing a lesson plan implementing collaborative learning from Module 3.7. You should consider the guidelines when creating your lesson plan and when peer-reviewing the lesson plans of two other course participants (Final activity - Part 2).
Please create your lesson plan in English.

2 - Final activity - Part 3 - Submit your lesson plan in the system

Carefully follow the steps below to submit your activity:

Prepare the description of your lesson plan in advance, including information on the context (school level, subjects, use, etc.) to help your reviewer better understand your lesson plan.
Retrieve the link to your lesson plan (copy the link).
In the submission tool’s textbox below, in Step 1 "Hand in your task", paste the description and the link and submit clicking on the Hand in task button.
You will receive an automated email from our system informing you that your submission has been registered, which you should save until the course has finished.

In the Course Introduction, sections Getting ready 2 - Set up your Learning Designer account and Getting ready 3 - How to do the peer review, we provide detailed instructions on how to find the link and share your lesson plan, as well as a peer review walkthrough. We strongly recommend that you consult these pages again.

Make sure you submit the correct links: once you have submitted them there is no way to change them.

Remember: You have to submit your Lesson Plan in this section by 30 October 2017, 23:59h CET.

Peer-review other participants' lesson plans

3 - Final activity - Part 4 - Peer-review 2 lesson plans

Once you submit your final lesson plan, you will receive an email confirming that you have been allocated a number of your peers' lesson plans to review.

Wait 24 hours, then return to the page where you submitted the link to your lesson plan. You can find the lesson plans to peer-review in the Review tab.
To prepare the peer review for each lesson plan, you can use the rubric we have prepared. You can read the rubric and the example to get familiar with the process and to estimate the amount of time needed for each peer review.
- Lesson plan rubric: Word version or OpenOffice version.
- Example of a completed lesson plan rubric here.
Write your feedback and make sure to click the “Review” button at the end of each lesson plan that you review.
Always remember that your feedback is not anonymous. Therefore, make sure to provide feedback that will be constructive and useful for your colleagues.
The module is only marked as complete once you have submitted all reviews.

4 - Final activity - Part 5 - Check the feedback to your lesson plan

You will be notified by email when your own document has received feedback. You will access the feedback on this page.

If you encounter any issues with your OWN submission to the P2P, please consult the FAQ.

If you encounter any issues with someone else’s work (the work you are supposed to review or the review you have received), then please fill in this form.

Please remember that the process of reviewing someone's work is a great learning exercise, so participation should be valuable in and of itself, even if you feel the feedback you received was not that helpful.

Remember: You have to review two lesson plans by 8 November 2017, 23:59h CET.

4.8 Module 4 Resource Section

anna_bottari33 — 2017-10-22 20:28:44 UTC

Curry School of Education, University of Virginia, 2014. Co-teaching formats: http://faculty.virginia.edu/coteachUVA/5formats2.html

Tan Huynh, Empowering ELLs blog, 2017. Collaborating for ELLs Serie – Teacher Collaboration: www.empoweringells.com/category/collaboration/

In particular, we suggest: 51. The Models of Co-Teaching

European Commission/EACEA/Eurydice, 2015. The Teaching Profession in Europe: Practices, Perceptions, and Policies. Eurydice Report. Luxembourg: Publications Office of the European Union.

Eurydice Report (2015). The Teaching Profession in Europe

European Commission Joint Research Centre (2015). Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education. Luxembourg: Publications Office of the European Union

CRELL Report (2015). Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education

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2.6 Module 2 Resource Section1 - Reading

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2 - Tools - Learning scenarios and examples of lesson plans

anna_bottari33 — 2017-10-22 20:42:01 UTC

Examples of Learning Scenarios (Version 2016):

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Peer review walkthrough

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anna_bottari33 — 2017-10-22 22:00:59 UTC

WORKING TOGETHER

anna_bottari33 — 2017-10-23 20:36:05 UTC

SHARED RESPONSIBILITY

anna_bottari33 — 2017-10-23 20:36:12 UTC

MAKING SUBSTANTIVE DECISIONS TOGETHER

anna_bottari33 — 2017-10-23 20:36:20 UTC

MAKING SUBSTANTIVE DECISIONS TOGETHER

anna_bottari33 — 2017-10-23 20:36:27 UTC

Substantive decisions are decisions that shape the content, process or product of students'work.

Assessment for improving collaborative learning - Do you think your assessment of collaborative work sometimes discourages students or encourages competition? If yes, how you do think this could be avoided? Is the assessment you carry out brief, clear and timely, and how do you ensure it is so; do you have tips to suggest for others? Does the summative assessment of each student in your school/subject take into account the learning outcomes related to collaborative work (such as project work/results)?

anna_bottari33 — 2017-10-23 20:37:56 UTC

I think sometimes, it depends on the subject and on the team/group, to be more competitive or more collaborative. I can't say that it is always the same. But students like to do group work, they like to collaborate each other, and everyone is responsible for his own work and for the team work. If they fail and don't collaborate, the group is prejudiced. In my school (and some other schools in Portugal) we are trying to do more collaborative work ( to do project work involving all subjects: Languages, Science, Maths, Visual Arts, History, ...) and recently we tried to create some assessment tools and one of them is a Self-assessment of group work, tool that it's not yet finished because we are improving it. Here is the example:

Scenario

anna_bottari33 — 2017-10-29 17:04:13 UTC

Rubric

anna_bottari33 — 2017-10-29 17:05:32 UTC

Learning skills

Rubric

anna_bottari33 — 2017-10-29 17:06:52 UTC

Collaborative skilla

Authentic Task

anna_bottari33 — 2017-10-29 17:21:43 UTC

Cineforum in English Language

Our path...... A. S. 2016/2017

anna_bottari33 — 2017-10-29 17:28:15 UTC

https://spark.adobe.com/video/UKpjcIAxS0B02

Anna Bottari, Italy

anna_bottari33 — 2017-11-01 15:35:01 UTC

Thank you for this well done course.The organization and the moderators are been perfect and the topic is been interesting and well explaining.I am so happy for this course that I have enrolled on Processing Technology-Enhanced teaching!
I have learned o lot about collaborative learning and its strategies and tools. I have improved my teaching in the class and my way to work with colleagues. I like a lot to share ideas with other teachers.

3.6 Answers to teachers’ questions on assessing collaborative learning

anna_bottari33 — 2017-11-05 17:43:24 UTC

I have watched the video of Doctor Luis Valente, an expert of assessment.
In the video Dr. Luis Valente provides answers to teachers' questions on collaborative learning. The questions are grouped in 5 categories:

1. Diagnostic assessment - should be brief and fast. A rubric can be used to cover the factual, conceptual, precedural and meta-cognitive dimensions of learning.

2. Peer assessment - each learner assumes the role of assessee and assessor.

3. Differentiating individual participation - each assessment dimension should be assigned a percentage weight.

4. Discreet assessment - students do not know that they are assessed, but they understand that they could be assessed without advanced warning.

5. Using mind maps, concept maps and infographics - students are engaged not only in the process of assessment, but also in the process of creation.

https://www.youtube.com/watch?v=hTkDxafppgE

I have SHARED MY IDEAS on the Padlet

"Answers to teachers’ questions on assessing collaborative learning".

"I think the ideas exposed by Professor Luis Valente are very interesting. He points out that research has shown that self assessment combined with peer assessment reduces the trend for friends to assign top grades among themselves ( friendship dependency), blurs the tendency to benefit the leaders in groups with fewer extrovert members (benefit of the dominators) and also reduces the circumstances in which less committed students benefit from group work without contributing significantly to it ( benefit of “parassitism”)". Self and peer assessment can help students to become more responsible and aware of their work.
I haven't involved my students in creating rubrics, but I will definitely do it for my next project, because I think it can greatly contribute to better learning.

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anna_bottari33 — 2017-11-06 21:26:42 UTC

Thanks!Here my Certificate of Completion

anna_bottari33 — 2017-11-22 20:55:56 UTC

My Badge

anna_bottari33 — 2017-11-22 20:59:16 UTC