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Training for the 2.0 Classroom: Becoming Familiar with

Interactive Internet-Based Technologies

By Dan Gibson

EDCI 575: Spring Semester

March 2, 2012

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Executive Summary

The Challenger Center’s origins begin with the January 28, 1986 Challenger Space Shuttle

tragedy. Only seventy-three seconds after liftoff, the crew of seven lost their lives in an

explosion. After several years, the Northwest Indiana Challenger Learning Center (CLC) was

established on March 6, 1999. Shortly after its opening Rebecca Manis developed several Power

Points to brief students prior to participating in a Challenger mission. The center is still using

these briefings. To develop new briefings with web-based instructional tools, it was requested to

train CLC staff on integrating web-based instructional tools.

Students are used to being over-stimulated and engaged with multimedia. They are easily bored

with text-based learning. Similarly, students are unengaged in out-dated Power Point

presentations. It is recommended the CLC staff:

Become aware of web-based instructional tools

Utilize web-tools that would benefit their organization’s mission

Specifically use Prezi to redesign their briefings

Connect with like-minded professionals to stay up-to-date with new

information/communication technologies offered online

An online course, Integrating Web-Based Technologies, was developed to train the CLC staff on

using web-based technologies within their instruction. The main instructional goals for the

online course include:

The learners will be presented with content on the Web 2.0 concept. They will

additionally perform research to become aware of new web-based technologies, which

will assist the CLC and its staff’s professional career to become more up-to-date with

current Internet technologies.

At the course’s conclusion, the learners will continue to connect with educational

professionals and resources through the development of a personal learning network

(PLN). This PLN will focus on locating worthwhile and current educational

technologies, which will ultimately be used to facilitate student learning.

The learners will modify their briefings using Prezi, which is a web-based presentation

tool. Additionally, from their online research, learners will create instructional products

to aid their classroom instruction.

Through this online training session, the CLC staff will develop their ability to engage in Internet

technologies, which can bring their Power Point briefings and procedures for interacting with

clients into the 21st Century. The overwhelming abundance of digital media and the proliferation

of new information/communication technologies online offer instructors myriad opportunities to

interact, create, and inspire learning. Ultimately, the CLC staff will be to maintain a sustainable

clientele and reach a broader market, while continually improving presentations and

communication techniques.

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Table of Contents

Title Page .........................................................................................................................................1

Executive Summary .........................................................................................................................2

Table of Contents .............................................................................................................................3

Introduction to Problem ...................................................................................................................4

Topic, Goals, and Learner Analysis ................................................................................. 5-6

Instructional Strategies Map ................................................................................................7

Planning Grid ................................................................................................................... 8-9

Assessment Plan........................................................................................................... 10-11

Course Map ........................................................................................................................12

Course Outline ............................................................................................................. 13-14

References ......................................................................................................................................15

Appendix A (Learner Analysis Survey) .................................................................................. 16-18

Appendix B (Course Rubrics) .................................................................................................. 19-22

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Introduction to Problem: Challenger Learning Center Briefings need Updating

Initially, the director of the Northwest Indiana Challenger Learning Center (CLC) requested a

training module to help revamp her existing briefings, which were created with Power Point

software. She expressed the importance of training her staff to become more aware of

instructional tools available online. It was also requested that the presentation program be able

to integrate video and sound. Basically, she wanted her staff to be able to create products that at

least appeared “more technologically advanced.”

Additionally, she wanted to locate an online area to upload and share documents with

collaborating teachers. These presentations and procedures need to change. The CLC staff

needs to know how to construct briefings that appeal to 21st Century Learners.

Condition:

The CLC staff is presenting out-dated

Power Points briefings to local school

groups and utilizing similarly out-dated

procedures for interacting with clients.

Criterion:

The CLC staff needs to develop their

ability engage in Internet technologies

that can bring their Power Point

briefings and procedures for interacting

with clients into the 21st Century.

Symptoms:

The CLC briefings are poorly constructed

and/or need to be up-dated.

CLC clients are not engaged by the briefings.

CLC clients do not return because of lack of

interest.

CLC doesn’t seem technologically up-to-date.

Causes:

Staff members are unaware of web-based

presentation tools.

Staff have not up-dated their briefings.

Staff doesn’t know where to begin looking for

web-based instructional tools.

Staff doesn’t have time to locate worthwhile

online tools.

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Topic

This course was designed to introduce CLC employees and K-12 teachers to current web-based

instructional tools. Through this instructional module, CLC staff and interested teachers within

the Hanover Community School Corporation can participate in a “Just in Time” (p. 196) training

program to assist their understanding of worthwhile web tools (Simonson et al., 2012). These

web tools should motivate and facilitate student learning.

Because there are so many worthwhile web tools available online, there will be a focus on

presentation tools and document sharing tools. Each web tool would be explained utilizing

several instructional strategies/aides. Screencasts, task analysis (procedural resources), and

student communication online will be promoted through the Coursekit learning management

system (LMS). Learner’s finished products will be shared with the class and assessed using a

rubric.

Instructional Goals

1. The learners will be presented with content on the Web 2.0 concept. They will

additionally perform research to become aware of new web-based technologies, which

will assist their company and their professional career to become more up-to-date with

current Internet technologies.

2. At the course’s conclusion, the learners will continue to connect with educational

professionals and resources through the development of a personal learning network

(PLN). This PLN will focus on locating worthwhile and current educational

technologies, which will be used to facilitate student learning.

3. The learners will modify their briefings using Prezi, which is a web-based presentation

tool. Additionally, from their online research, learners will create instructional products

to aid their classroom instruction.

Learner Analysis

Primarily, the audience for this training module is the CLC staff, but the course could also be

used to train educators in a K-12 school system. Participants will be given time to complete

instructional activities while at work. It will also be encouraged to complete tasks in their spare

time. Time might be limited for participants. So, participation in online discussion should be

made engaging, easily accessible, and also optional.

According to the CLC’s director, the CLC staff was characterized as being:

“Somewhat comfortable” with the skills needed to participate in the web-based

interaction necessary for an online course

“Somewhat slow” to adapt to new technology

“Very familiar” with the use of educational technology for instructional purposes

“A little tentative with new technologies”

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Unmotivated to search for web-based instructional products

Familiar with presenting content

The CLC’s need for tech-savvy staff members is highly important to the center’s director.

Overall, the facility is utilizing antiquated instructional technologies. In order to continue their

services, the institute must continuously investigate and implement the latest educational

technology.

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Pre-Instruction

-Welcome letter for participants

-Participant introductions

-Coursekit orientation videos

-Web 2.0 questions and research:

*What does Web 2.0 mean?

*Locate a Web 2.0 instructional tool.

-Course map and calendar with dates and syllabus with expectations

Presentation of Content

-Define Web 2.0 concept

-Provide hypermedia resources

-Screencast demonstrations and directions

-Provide files and links as resources to investigate Prezi

-Provide examples of finished products created using Prezi

-Procedural list for using the tools

-Video presentations

Activate Student Learning

-Research Web 2.0 content

-Discussion questions and interaction

-Example questions:

*What benefits do you see in using this product?

*How could this improve your instruction?

-Learner-centered project that relates to their job

-Share and evaluate projects with the peers and instructor

Learning Assessment

-Assess learner discussions using discussion comment rubric

-Assess whether participants completed all requirements

-Assess projects using project rubric

*Have learners post their products to the LMS

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INSTRUCTIONAL GOAL: The learners will be presented with content on the Web 2.0 concept. They will additionally perform

research to become aware of new web-based technologies, which will assist their company and their professional career to become more

up-to-date with current Internet technologies. At the course’s conclusion, the learners will continue to connect with educational

professionals and resources through the development of a personal learning network (PLN). This PLN will focus on locating worthwhile

and current educational technologies, which will be used to facilitate student learning.

Tasks

Instructional Objectives

Performance-

Content

Matrix

Initial Presentation

Strategy

Generative Learning

Strategy

Assessment Item(s)

Introduction

to Course

Management

System

Using their email accounts and

the course management system

(Coursekit), learners will review

the course layout, features,

resources, and syllabus through

an online tutorial.

procedure-

recall and

apply

Post and/or link learners

to videos, which will

acquaint learners with the

CMS system.

Learners could also

benefit from a procedural

tutorial on “getting

started” with Coursekit.

Learners will watch

video tutorials and

attempt to complete the

tasks.

Learners will perform

the tasks associated

with the procedural

tutorial.

Learners will have

logged in, commented on

posts, and completed all

the assigned

requirements within

Coursekit’s “Stream”

tab.

Research

Web 2.0

Concept

After reviewing resources linked

through the first assignment on

Coursekit, learners will

paraphrase and post their own

definition of Web 2.0

technologies to the online

discussion board.

concept-recall Post assignment, guiding

question, and rubric to

course management

system.

Learners post their

definitions of Web 2.0

technologies.

Posts can be graded

using a rubric to assess

learners’ responses and

comprehension of the

concept.

Review Web

2.0 Tools

Using Coursekit’s comment

section, learners will locate and

share at least one example of a

Web 2.0 instructional tool from

shared resources.

concept-apply Post assignment question

to course management

system.

Learners post their

findings onto

Coursekit’s Stream

Learners’ posts will be

graded as completed or

not completed (i.e.

checklist)

Locate Usable

Web 2.0

Tools

When presented with various

resources to review web-based

presentation tools, the learner

will distinguish at least one web-

based tools best suited for their

company’s needs.

concept-apply Present students with a

list of presentation and

slideshow web tools.

Students evaluate the

web tools and list why

a specific tool best

suits their institute’s

needs.

Learner’s post can be

assessed using a rubric.

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Continuation

of Working

with Web-

Tools

To continue to locate worthwhile

web-based tools for educational

purposes, learners will create a

personal learning network

through Twitter and Diigo,

which will be focused on web

technologies as they relate to

their institute’s interests.

procedure-

apply Present information on

developing networks to

learn continuously about

various Web-based

educational tools.

Students will create

profiles on Twitter

and Diigo (social

bookmarking site),

and/or a blog space

for their continued

personal learning.

Learners creation of

PLNs will be graded as

completed or not

completed (i.e.

checklist).

INSTRUCTIONAL GOAL: The learners will modify their briefings using Prezi, which is a web-based presentation tool. Additionally,

from their online research, learners will create instructional products to aid their classroom instruction.

Tasks

Instructional Objectives

Performance-

Content

Matrix

Initial Presentation

Strategy

Generative Learning

Strategy

Assessment Item(s)

Prezi

Tutorials

With the resources provided

through the assignment’s

description, learners will review

resources for successfully using

the Prezi presentation tool.

procedure-

apply Post assignments and draw

students’ attention to

online resources for

engaging in the Prezi

production tool.

Learners review

online tutorials to

successfully use the

Prezi website.

Learners’ Prezi and/or

other instructional

products can be assessed

using a rubric.

Prezi Project

Using Prezi and/or other online

presentation tools, learners will

reconstruct Power Point

presentations to integrate

hyperlinks, videos, and/or audio

within the slides.

procedure-

apply Engage learners in the

creation of a Prezi

presentation.

Provide assistance and

help when needed.

Learners’ can post

instructional products

for others to critique

and share their work

in progress.

Learners’ Prezi and/or

other instructional

products can be assessed

using a rubric.

Using Other

Web-Tools

From previous online research,

learners will construct one

additional presentation,

slideshow, or video with the web

tools to assist their instruction.

procedure-

apply Provide learners with

online resources to locate

presentation, slideshow,

and/or other pertinent web-

based instructional tool.

Learners will post

links to additional

instructional products

they created.

Learner’s additional

projects can be assessed

using a rubric similar to

the Prezi project rubric,

but more focused on a

generic presentation

rubric.

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Assessment Plan

Objectives Task and/or Assessment Graded Using

Using their email accounts and the course

management system (Coursekit), learners will

login and review the course layout, features,

resources, and syllabus through an online tutorial.

Learners will watch video tutorials and attempt to complete the

tasks. Learners will perform the tasks associated with the

procedural tutorial. Learners will have logged in, commented on

posts, and completed all the assigned requirements within

Coursekit’s “Stream” tab.

Checklist entitled: Course

Participation and PLN

Creation

After reviewing resources linked through the first

assignment on Coursekit, learners will paraphrase

and post their own definition of Web 2.0

technologies to the online discussion board.

Learners post their definitions of Web 2.0 technologies. Posts can

be graded using a rubric to assess learners’ responses and

comprehension of the concept.

Rubric entitled: Online

Discussion Posts

Using Coursekit’s comment section, learners will

locate and share at least one example of a Web 2.0

instructional tool from shared resources.

Learners post their findings on to Coursekit’s Stream. Learners’

posts will be graded as completed or not completed. Within the

checklist, the category will be the completion of course

requirements.

Checklist entitled: Course

Participation and PLN

Creation

When presented with various resources to review

web-based presentation tools, the learner will

distinguish at least one web-based tools best suited

for their company’s needs.

Students evaluate the web tools and list why a specific tool will

best suit their institute’s needs. Learner’s post can be assessed

using post rubric.

Rubric entitled: Online

Discussion Posts

To continue to locate worthwhile web-based tools

for educational purposes, learners will create a

personal learning network through Twitter and

Diigo, which will be focused on web technologies

as they relate to their institute’s interests.

Students will create profiles on Twitter and Diigo (social

bookmarking site), and/or a blog space for their personal learning.

Learners creation of PLNs will be graded as completed or not

completed.

Checklist entitled: Course

Participation and PLN

Creation

With the resources provided through the

assignment’s description, learners will review

resources for successfully using the Prezi

presentation tool.

Learners review online tutorials to successfully use the Prezi

website. Learners’ final Prezi can be assessed using a rubric.

Rubric entitled: Power Point

Appearance and Content

Transfer: Prezi Project

Using Prezi and/or other online presentation tools,

learners will reconstruct Power Point presentations

to integrate hyperlinks, videos, and/or audio

within the slides.

Learners’ can post instructional products for others to critique and

share their work in progress. Learners’ Prezi and/or other

instructional products can be assessed using a rubric.

Rubric entitled: Power Point

Appearance and Content

Transfer: Prezi Project

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From previous online research, learners will

construct one additional presentation, slideshow,

or video with the web tools to assist their

instruction.

Learners will post links to additional instructional products they

create from other web tools. Learner’s additional projects can be

assessed using a rubric similar to the Prezi project rubric, but more

focused on a generic presentation rubric.

Rubric entitled: Additional

Presentation or Slideshow

Project

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Course Map: Integrating Web-Based Technologies

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Course Outline: Integrating Web-Based Technologies

I. Syllabus

A. LMS (Coursekit) overview

B. Instructor availability

C. Learning goals and objectives

D. Course content

E. Course design

II. People

A. Learners

B. Instructor

C. Evaluator

III. Resources

A. Files and documents

B. Hyperlinks

a. Blog Posts

b. Video

c. Other Websites

IV. Stream

A. Student discussion posts

a. Introductions

b. Questions

c. Collaboration/communication

B. Instructor discussion posts

a. Introduction

b. Hypermedia (audio, video, blog posts, files, links)

c. Questions

d. Assistance

V. Assessments

A. Rubric for Prezi Project

B. Rubric for posts and involvement

C. Checklist for course completion

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D. Checklist for the creation of a PLN (Twitter and Diigo)

VI. Calendar

A. Seminar

a. How to use this online course?

B. Assignments

a. Define Web 2.0 in your own words

b. Social Bookmarking to save Web 2.0

c. Locate and Share Web 2.0 Resources

d. Create a PLN with Twitter

e. Extention of Learning: Creating an Additional Slideshow or Presentation

C. Exam Review

a. Logging into Prezi and Exploring

b. Working with Prezi Online

D. Exam

a. Prezi Project

E. Submit Work

a. To the stream

b. To the instructors email

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References

Challenger Center (2012). Chronology: 1986-1995. Retrieved from:

http://www.challenger.org/about/y1986-1995.cfm

Morrison, Ross, Kalman, & Kemp (2011). Designing Effective Instruction 6th Edition.

Hoboken, NJ: John Wiley & Sons, Inc.

Palmer, M (2002). Role of the online instructor/facilitator. Indiana University-Purdue

University Indianapolis. Retrieved from:

http://www.iupui.edu/~idd/online_teaching/1/1_1.htm

Qualtrics (2011). Qualtrics Survey Software. Retrieved from

http://www.itap.purdue.edu/learning/tools/qualtrics/index.cfm

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a

distance: Foundations of Distance Education. Boston, MA: Pearson.

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Appendix A

1. What type of learners would you characterize the majority of your staff members as?

# Answer

Response %

1 Self-directed

0 0%

2 Teacher-directed

0 0%

3 Combination of both

1 100%

Total 1 100%

2. How comfortable is your staff with the required web-based interaction for an online

course?

# Answer

Response %

1 Very Comfortable

0 0%

2 Comfortable

0 0%

3 Somewhat Comfortable

1 100%

4 Not Comfortable at all

0 0%

Total 1 100%

3. Do you have a dedicated place with a computer and Internet access for your staff to work

on instructional activities?

# Answer

Response %

1

No, I do not know where my staff will complete these tasks.

0 0%

2

My staff may be given sometime at the CLC to complete these tasks.

1 100%

3

My staff will have a specific place identified to complete these tasks.

0 0%

Total 1 100%

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4. How fast or slow would you rate your staff in their ability to adapt to new technologies?

# Answer

Response %

1 Very Slow

0 0%

2 Slow

0 0%

3 Somewhat Slow

1 100%

4 Somewhat Fast

0 0%

5 Fast

0 0%

6 Very Fast

0 0%

Total 1 100%

5. How familiar is your staff to using educational technologies for instruction?

# Answer

Response %

1 Very Familiar

1 100%

2 Familiar

0 0%

3 Somewhat Familiar

0 0%

4 Not Familiar

0 0%

Total 1 100%

6. Can you tell me any pertinent information about your staff to assist with training? (i.e.

techie abilities, motivation, enthusiasm levels, or anything else)

Text Response

They are a little tentative with new things in that they have to be told exactly how to do things that involve computers and new programs. They don't really try to learn new things through their own motivation. They like things spelled out for them.

7. What do you hope to gain from this training? (Don't limit your response.)

Text Response

I hope that we can find a new program or two to upgrade our operations to be more forward thinking and technologically advanced. I feel like we're about a decade behind where we should be in how we present things to our guests/clients. I hope that at least one of the staff will pick up on what you give us and run with it as they don't typically seem to do this on their own.

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8. Please rank the items below in the order of importance. you would like your staff to have

access to in the online training.

# Answer 1 2 3 4 5 6 7 8 Responses

1

Discussion board to engage in online questions and/or collaboration.

0 0 0 0 1 0 0 0 1

2 Video Tutorials

0 0 0 0 0 1 0 0 1

3

Lists and Summaries of Web 2.0 Resources to Assist with Instruction

0 0 1 0 0 0 0 0 1

4

Area to Post and Critique Instructional Projects

0 0 0 0 0 0 1 0 1

5

Screenshot Tutorials with Written Directions

0 1 0 0 0 0 0 0 1

6 Presentation Tools Online

1 0 0 0 0 0 0 0 1

7 Document Sharing Tools Online

0 0 0 0 0 0 0 1 1

8

Collaboration and Discussion Tools Online

0 0 0 1 0 0 0 0 1

Total 1 1 1 1 1 1 1 1 -

9. Are there any additional comments you would like to make at this time? (If yes, write your

response in the text box and don't limit your thoughts.)

# Answer

Response %

1 Yes

1 100%

2 No

0 0%

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Appendix B

Online Discussion Posts

CATEGORY 3 2 1

Learning Community

Contributions

Aware of needs of

community; frequently

attempts to motivate

the group discussion;

presents creative

approaches to topic

Frequently attempts to direct

the discussion and to present

relevant viewpoints for

consideration by group;

interacts freely

Occasionally makes

meaningful reflection

on group’s efforts;

marginal effort to

become involved with

group

Relevance of Posts Prompts further

discussion of topic by

relating to real

personal learning

experiences. Locates

related resources to

share.

Posts topics which are related

to resources and to

peer’s/instructor’s postings.

May locate additional resources

to share with group.

Posts topics which

relate to the resources.

Shares unrelated posts

and information.

Complete Response Answers all of the

questions associated

with the posts,

assignments, or exams

within his/her own

words. The author

may include links,

quotes, and other

pertinent information

to add to the learning

experience.

Answers most of the questions

associated with the posts,

assignments, or exams.

Answer does not

relate to the original

questions associated

with the posts,

assignments, or

exams.

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Power Point Appearance and Content Transfer: Prezi Project

CATEGORY 4 3 2 1

Originality Presentation shows

considerable

originality and

inventiveness. The

content and ideas

are presented in a

unique and

interesting way.

Presentation shows

some originality

and inventiveness.

The content and

ideas are presented

in an interesting

way.

Presentation shows

an attempt at

originality and

inventiveness on

occasions.

Presentation is a

rehash of other

people\'s ideas

and/or graphics and

shows very little

attempt at original

thought.

Prezi: Media and

Technology

All graphics are

attractive (size and

colors) and support

the theme/content

of the presentation.

At least one video,

hyperlink, and/or

audio file was

inserted into the

Prezi, which

correlated to the

presentation's

topic.

A few graphics are

not attractive but

all support the

theme/content of

the presentation.

There is one video,

hyperlink, and/or

audio file within

the Prezi to provide

students additional

information from

the web.

All graphics are

attractive but a few

do not seem to

support the

theme/content of

the presentation.

Some graphics

might be too

pixelated. Video,

hyperlink, and/or

audio file within

the Prezi may not

work.

Several graphics

are unattractive

AND detract from

the content of the

presentation. No

video or video link

was inserted into

the Prezi. In

addition, no

hyperlink was

included within the

final Prezi.

Sequencing of

Information

Information is

organized in a

clear, logical way.

It is easy to

anticipate the type

of material that

might be on the

next card.

Most information

is organized in a

clear, logical way.

One card or item of

information seems

out of place.

Some information

is logically

sequenced. An

occasional card or

item of information

seems out of place.

There is no clear

plan for the

organization of

information.

Text - Font

Choice &

Formatting

Font formats (e.g.,

color, bold, italic)

have been carefully

planned to enhance

readability and

content.

Font formats have

been carefully

planned to enhance

readability.

Font formatting has

been carefully

planned to

complement the

content. It may be a

little hard to read.

Font formatting

makes it very

difficult to read the

material.

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Additional Presentation or Slideshow Project

CATEGORY 4 3 2 1

Originality Presentation shows

considerable

originality and

inventiveness. The

content and ideas

are presented in a

unique and

interesting way.

Presentation shows

some originality

and inventiveness.

The content and

ideas are presented

in an interesting

way.

Presentation shows

an attempt at

originality and

inventiveness on

occasions.

Presentation is a

rehash of other

people\'s ideas

and/or graphics and

shows very little

attempt at original

thought.

Media and

Technology

All graphics are

attractive (size and

colors) and support

the theme/content

of the presentation.

There is at least

one video,

hyperlink, and/or

audio file within

the program, which

correlated to the

presentation's

topic.

A few graphics are

not attractive but

all support the

theme/content of

the presentation.

There is one video,

hyperlink, and/or

audio file within

the program to

provide students

additional

information from

the web.

All graphics are

attractive but a few

do not seem to

support the

theme/content of

the presentation.

Some graphics

might be too

pixelated. Video,

hyperlink, and/or

audio file within

the program may

not work.

Several graphics

are unattractive

AND detract from

the content of the

presentation. No

video or video link

was inserted into

the program. In

addition, no

hyperlink was

included within the

final program.

Sequencing of

Information

Information is

organized in a

clear, logical way.

It is easy to

anticipate the type

of material that

might be on the

next card.

Most information

is organized in a

clear, logical way.

One card or item of

information seems

out of place.

Some information

is logically

sequenced. An

occasional card or

item of information

seems out of place.

There is no clear

plan for the

organization of

information.

Text - Font

Choice &

Formatting

Font formats (e.g.,

color, bold, italic)

have been carefully

planned to enhance

readability and

content.

Font formats have

been carefully

planned to enhance

readability.

Font formatting has

been carefully

planned to

complement the

content. It may be a

little hard to read.

Font formatting

makes it very

difficult to read the

material.

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Course Participation and PLN Creation

CATEGORY Yes No Points Awarded

Discussion on

Coursekit

Learner responded to all posts. Most of

their posts were thoughtful and promoted

the overall learning experience. (5 points)

(0 points)

Requirements on

Coursekit

Learners completed all of the required

assignments, while demonstrating an

understanding of how to use Coursekit. (2

points)

(0 points)

Personal Learning

Network

Learners created a Twitter profile, started

to build a professional network, and

provided the class with his/her @name.

With a Diigo, participants have started to

compile professional online resources. (5

points)

(0 points)

Additional

Presentation

Learners constructed at least one

additional presentation, slideshow, or

video with a web-based instructional tool

to assist their work.

(0 points)

Total Points

Awarded

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