quality assessment of multimedia materials b. s. bhatia former dir. decu-isro [email protected]
TRANSCRIPT
Quality Assessment Quality Assessment of of
Multimedia MaterialsMultimedia Materials
B. S. BHATIAFormer Dir. [email protected]
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Quality Assessment - The Quality Assessment - The NeedNeed
Availability of Multimedia Material is Availability of Multimedia Material is increasing at a very rapid rateincreasing at a very rapid rate
Access has increased – due to computer and Access has increased – due to computer and internet spreadinternet spread
The number of content generators both The number of content generators both private and government increasing rapidlyprivate and government increasing rapidly
Consumer is paying for lack of qualityConsumer is paying for lack of quality Therefore Quality Assessment Standards and Therefore Quality Assessment Standards and
Certification is essentialCertification is essential CEMCA initiated the Quality Assurance for CEMCA initiated the Quality Assurance for
Multimedia Materials projectMultimedia Materials project
Project Evolution StagesProject Evolution StagesFirst Round Table– Bangalore 7First Round Table– Bangalore 7thth August August
20072007
GUIDELINES :GUIDELINES : The process should be inclusive.The process should be inclusive. Engage stakeholders from different Engage stakeholders from different
countries.countries. Provide guidelines for self assessment Provide guidelines for self assessment
by developers and users.by developers and users. certification and standards covered certification and standards covered
follow. follow.
Project Evolution StagesProject Evolution Stages
First Round Table– Bangalore 7First Round Table– Bangalore 7thth August 2007 August 2007 Second Round Table – Delhi 11Second Round Table – Delhi 11thth October 2007 October 2007 Core group meetingsCore group meetings
2828thth December – Delhi Meeting December – Delhi Meeting 2828thth January Tel con call with Malaysia January Tel con call with Malaysia 2020thth- 21- 21stst March- Ahmedabad Meeting. March- Ahmedabad Meeting. 2525thth March KL Presentation March KL Presentation
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Project Evolution StagesProject Evolution Stages
Third Round Table– Delhi 9Third Round Table– Delhi 9thth June 2008 June 2008 Presentation of the version zero of the Presentation of the version zero of the
framework and approachframework and approach Modifications suggested to include quality Modifications suggested to include quality
indicatorsindicators
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Multimedia Learning Materials Multimedia Learning Materials
Multimedia material refers to computer Multimedia material refers to computer
based e-learning material which may be based e-learning material which may be
made available on-line or off-line. It may be made available on-line or off-line. It may be
used either by an individual or group for used either by an individual or group for
learning with or without the intervention of a learning with or without the intervention of a
facilitator/mentor.facilitator/mentor.
Quality is Fitness of purpose at Quality is Fitness of purpose at minimum cost to Societyminimum cost to Society
“
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Assessment ApproachAssessment Approach
Product AssessmentProduct Assessment Process AssessmentProcess Assessment People AssessmentPeople Assessment
To ensure consistent and continuous good To ensure consistent and continuous good quality output, Process Assessment quality output, Process Assessment supported by Product and People supported by Product and People assessment considered to be most assessment considered to be most appropriate.appropriate.
PROCESS PROCESS ASSESMENTASSESMENT
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Proposed QAMLM Process diagramProposed QAMLM Process diagram
Analysis
Need for MLM
LearnerLearner
TaskTask
ContentContent
ContextContext
Design
Instructional Strategy
Visualal
TechnicalTechnical
Prototype testingPrototype testing
Development
Story boardStory board
Multimedia Multimedia elementselements
ProgrammingProgramming
Process Process documentationdocumentation
TestingTesting
IPR issuesIPR issues
Implementation StrategyStrategy
Structure & Structure & MechanismsMechanisms
Evaluation
StrategyStrategy
FrameworkFramework
MechanismsMechanisms
ImprovementsImprovements
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Analysis phaseAnalysis phase
Captures requirements, sets expectationsCaptures requirements, sets expectations
– Needs AnalysisNeeds Analysis – – Analysis of ‘the gap between what is Analysis of ‘the gap between what is
and what is expected/desired’and what is expected/desired’ – Context Analysis – Context Analysis – Refers to the analysis of the learning Refers to the analysis of the learning
environment.environment.– Learner Analysis – Learner Analysis – Refers to the analysis which brings Refers to the analysis which brings
out a clear understanding on “who” the learners or target out a clear understanding on “who” the learners or target audience are.audience are.
– Task Analysis – Task Analysis – Refers toRefers to defining the goals and defining the goals and objectives for the multi-media materials that are to be objectives for the multi-media materials that are to be prepared.prepared.
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Design phase…1Design phase…1
Sets the blueprint, defines the frameworkSets the blueprint, defines the framework
– Instructional DesignInstructional Design is the systematic process of is the systematic process of translating general principles of learning and instruction translating general principles of learning and instruction
into plans for instructional materials and learning.into plans for instructional materials and learning.
– Visual DesignVisual Design - - refers to the application of proper refers to the application of proper methods to produce a product that is both artistic and methods to produce a product that is both artistic and functional. This technique is very important in order to functional. This technique is very important in order to communicate the message. communicate the message.
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Design phase…2Design phase…2
Sets the blueprint, defines the frameworkSets the blueprint, defines the framework
– Technical Design Technical Design considersconsiders Product TypeProduct Type Product StandardsProduct Standards Medium of deliveryMedium of delivery End user scenarioEnd user scenario NavigationNavigation Technical aspects of Production of media elementsTechnical aspects of Production of media elements
– Prototyping – Prototyping – Developing aDeveloping a representative sample representative sample of all the key features that will be used in the of all the key features that will be used in the entire material.entire material.
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Development phaseDevelopment phase
Creation, assembly and integration of Creation, assembly and integration of media elementsmedia elements – Storyboarding / ScriptingStoryboarding / Scripting– ProductionProduction of media elements – Text, video, audio, of media elements – Text, video, audio,
illustrations, graphics, animations – 2D / 3Dillustrations, graphics, animations – 2D / 3D– Integration or assembly of all media elementsIntegration or assembly of all media elements– ProgrammingProgramming where applicable where applicable– SCORM or AICC complianceSCORM or AICC compliance – Testing or Quality AssuranceTesting or Quality Assurance for Content and overall for Content and overall
productproduct
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Implementation phaseImplementation phase
Putting the plan into actionPutting the plan into action
Implementation StrategyImplementation Strategy
Implementation Structure and Implementation Structure and MechanismsMechanisms
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Evaluation phaseEvaluation phase Measure effectiveness, Recommendations Measure effectiveness, Recommendations
for product improvementfor product improvement
Evaluation frameworkEvaluation framework
Evaluation mechanismsEvaluation mechanisms
Improvement mechanismsImprovement mechanisms
Quality Assurance Framework based Quality Assurance Framework based on ADDIE : Analysis-Design-on ADDIE : Analysis-Design-
Development- Implementation-Development- Implementation-Evaluation (Version 1.0)Evaluation (Version 1.0)
ACTIVITY INPUTAND/ OR PROCESSES
OUTCOMES QUALITY INDICATORS
I ANALYSIS 1.1 Need Defining the learning needs
identifying the needs from the perspective of different stakeholders (learners, teachers, subject experts industries/practitioners, policy makers)
Need assessment statement/document
1.1 Needs are clearly stated and comprehensive. 1.2 Needs are appropriately prioritised.
1.2 Context Collecting data on contextual variables Learning Environment • Individual /Group• Formal / Informal• Facilitated / self learn• Individual / Group• Technical facilities • Access to internet • Software / Hardware specifications socio cultural aspects
Contextual profile 1.3 Context is clearly and fully mapped.
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Quality Assurance Framework based Quality Assurance Framework based on ADDIE : Analysis-Design-on ADDIE : Analysis-Design-
Development- Implementation-Development- Implementation-Evaluation (Version 1.0)Evaluation (Version 1.0)
ACTIVITY INPUTAND/ OR PROCESSES
OUTCOMES QUALITY INDICATORS
1.3 Learner Collecting Data with respect to learners vis-a- vis their academic levels and attributes like stills, motivation, visual literacy, language competency, learning styles, special needs (differently-abled) etc.
Learner profile 1.4 Learner profiles are adequately captured.
1.4 Task Stating purpose(s) of the MLM• Education• Training • Enrichment • Awareness• Skill development• Any other • Identifying usage aspects of MLM as standalone/ series, supplementary, integrated and / or any other
Task definition documents
1.5 Primary purpose of MLM is clearly stated.
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Quality Assurance Framework based Quality Assurance Framework based on ADDIE : Analysis-Design-on ADDIE : Analysis-Design-
Development- Implementation-Development- Implementation-Evaluation (Version 1.0)Evaluation (Version 1.0)
ACTIVITY INPUTAND/ OR PROCESSES
OUTCOMES QUALITY INDICATORS
1.5 Content Creating content – outline
Content – outline 1.7 Content outline is indicative of the scope of the MLM.
Generating content for design (raw content) Verifying that content is cognitively appropriate, factually accurate, complete, sensitive and inclusive (gender, class, caste, religion, ethnic groups, environmental factors, etc.)
Appropriately validated raw content
1.8 Raw content has been validated for appropriateness and accuracy.
Classifying content into facts, concepts, principles, processes, procedures, etc. identifying Learning Domains as cognitive and /or psychomotor
Identifying Learning Domain
Classified content
1.9 content is accurately classified for design treatment as per learning domain.
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
I. ANALYSIS I. ANALYSIS
S.NO.
INDICATORS DESCRIPTORS SCORE
1.1 Needs are clearly stated and comprehensive. (*)
1. Needs are not stated and stakeholders are not defined.
2. Needs are somewhat clearly stated, but stakeholders are not defined.
3. Needs are clearly stated and few stakeholders are defined.
4. Needs are very clearly stated and most stakeholders are well defined.
5. Needs are very clearly stated and all stakeholders are very well defined.
1. Poor
2. Average
3. Good
4. Very good
5. Excellent
1.2 Needs are appropriately prioritized.
1. Needs are not prioritized / wrongly prioritized.
2. Needs are prioritized to some extent, but inputs used are not clear.
3. Needs are prioritized to a large extent and indicate usage of some inputs.
4. All needs are appropriately prioritized and indicate usage of most inputs.
5. All needs are appropriately prioritized and indicate usage of all inputs (primary and secondary)
1. Poor 2. Average
3. Good
4. Very good
5. Excellent
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
I. ANALYSIS I. ANALYSIS
1.3 Needs are appropriately prioritized.
1. Context is not mapped.2. Context is somewhat clear, but only partially
mapped. (e.g. learning environment mapped but socio-cultural aspects and / or technical facilities not considered. )
3. Context is clear, though not fully mapped. ( e.g. Learning environment mapped and technical facilities determined, but socio-cultural aspects not considered.)
4. Context is very clear and well mapped. (e.g. socio- cultural aspects well mapped along with the learning environment and technical aspects..)
5. Context is very clear, well mapped and is clearly reflected in the profile document so as to guide the Design and Development stages.
1. Poor 2. Average
3. Good
4. Very good
5. Excellent
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
SUMMARY OF SUMMARY OF INDICATORS (Version INDICATORS (Version
1.0)1.0)PHASE NO. OF
INDICATORSCRITICAL
Analysis 9 5
Design 11 9
Development 6 4
Implementation 3 1
Evaluation 4 2
Total 33 21
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
PRODUCT PRODUCT ASSESMENTASSESMENT
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Part A : Pre-requisite Part A : Pre-requisite Data for Assessment of Data for Assessment of
MLMMLMS.NO
.QUALITY
INDICATORSDESCRIPTIONS SCORE
Part A : Information on MLM Comments
A1 Reference Code
A2 Module Title
A3 Subject Area
A4 Coverage
A5 Keywords
A6 Language
A7 Target audience • Pre school• Primary school• Lower Secondary school • Upper Secondary School• Undergraduate • Post Graduate • Special needs (specify :_________)•Others (specify : e.g. Farmers)• Not Stated
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Part A : Pre-requisite Part A : Pre-requisite Data for Assessment of Data for Assessment of
MLMMLMS.NO
.QUALITY
INDICATORSDESCRIPTIONS SCOR
EA8 Minimum hardware
Requirements stated :• RAM Stated• Processor stated • HDD Stated • Multimedia requirements stated (e.g. CD/DVD, speakers, mike etc.)• Internet speed stated • Other requirements stated (specify : ______)• Not stated
A9 Minimum software Requirements stated :
• OS Stated (e.g. window version)• Browsers version / Type• Plug in software stated • Other software stated (specify : _________)• Not stated
A10 MLM validated by SME • Yes ● No
A11 Warranty • Warranty provided • No warranty provided
A12 MLM conformant with prevalent and applicable standards
• SCORM• Web 2.0• Open source • Other (not stated)
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Part A : Pre-requisite Part A : Pre-requisite Data for Assessment of Data for Assessment of
MLMMLMS.NO
.QUALITY
INDICATORSDESCRIPTIONS SCORE
A 13 Provides support for special needs ( i.e. physically challenged)
• Yes ● No
A 14 License conditions of the MLM stated
• Copyright protected • Creative commons with attribution • Creative commons non commercial • Any other • Not stated
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Part B : Assessment Guide Part B : Assessment Guide for Multimedia Learning for Multimedia Learning
Materials Materials S.
NO.QUALITY INDICATORS 5 POINT
SCALE B 1 Learning Objectives (LO) are clearly stated (*)
B 2 Language is appropriate to target audience (*)
B 3 Pre – Requisites stated
B 4 Content is accurate and factual (*)
B 5 Content Meets objectives (*)
B 6 Content is structured
B 7 Scope of the content is sufficient
B 8 Clear instruction are available on how to use the content (*)
B 9 Content is easy to understand (*)
B10 MLM is interactive (*)
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Part B : Assessment Guide Part B : Assessment Guide for Multimedia Learning for Multimedia Learning
Materials Materials S.
NO.QUALITY INDICATORS 5 POINT
SCALE B 11 Different learning styles are addressed
B 12 The use of media is appropriate (*)
B 13 The interface is user friendly (*)
B 14 The MLM is sensitive to gender and socio-cultural factors. (*)
B 15 Use of fonts and colour are appropriate.
B 16 Learner assessment is included in the MLM
B 17 Promotes collaborative learning
B 18 Learning support is available
B 19 Overall how do you rate the MLM?
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
TESTING TESTING
The scales were tested by a The scales were tested by a number of agencies in India and number of agencies in India and Malaysia. Malaysia.
All users benefited.All users benefited. Developers particularly Developers particularly
appreciated. appreciated. Some terminology found difficult.Some terminology found difficult. Work on version 1.5 started. Work on version 1.5 started.
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
VERSION 1.5VERSION 1.5
Explanations of indicators added. Explanations of indicators added. Some indicators modified added Some indicators modified added
or dropped. or dropped. A learner scoring sheet added. A learner scoring sheet added.
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Quality Assurance Framework based on Quality Assurance Framework based on ADDIE : Analysis-Design-Development- ADDIE : Analysis-Design-Development-
Implementation-Evaluation (Version 1.5)Implementation-Evaluation (Version 1.5)
ACTIVITY INPUTAND/ OR PROCESSES
OUTCOMES
QUALITY INDICATOR
S
CHECKPOINTS
I ANALYSIS 1.1 Need Defining the learning
needs identifying the needs from the perspective of different stakeholders (learners, teachers, subject experts industries/practitioners, policy makers)
Need assessment statement/document
1.1 Needs are clearly stated and comprehensive. 1.2 Needs are appropriately prioritised.
• Needs are defined from every stake holder’s point of view• Inputs from studies are considered while defining the need.• Needs are clearly stated for the reference of the development team
1.2 Context Collecting data on contextual variables Learning Environment • Individual /Group• Formal / Informal• Facilitated / self learn• Individual / Group• Technical facilities • Access to internet • Software / Hardware specifications socio cultural aspects
Contextual profile
1.3 Context is clearly and fully mapped.
• Context is very clear, well mapped with respect to the learning environment, technical facilities and socio- cultural aspects. • Context defined is clearly reflected and documented so as to guide the Design and Development stages.
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Quality Assurance Framework based on Quality Assurance Framework based on ADDIE : Analysis-Design-Development- ADDIE : Analysis-Design-Development-
Implementation-Evaluation (Version 1.5)Implementation-Evaluation (Version 1.5)
ACTIVITY
INPUTAND/ OR PROCESSES
OUTCOMES
QUALITY INDICATOR
S
CHECKPOINTS
1.3 Learner
Collecting Data with respect to learners vis-a-vis their academic levels and attributes like stills, motivation, visual literacy, language competency, learning styles, special needs (differently-able) etc.
Learner profile
1.4 Learner profiles are adequately captured.
1.4 Task Stating purpose(s) of the MLM• Education• Training • Enrichment • Awareness• Skill development• Any other • Identifying usage aspects of MLM as standalone / series, supplementary, integrated and / or any other
Task definition documents
1.5 Primary purpose of MLM is clearly stated.
• Purpose of MLM is clearly stated with task well defined and includes suggestions for treatment at Design and Development stage. • Usage aspects of MLM are clearly stated, include suggestions for treatment and reflect how they will impact the design and development stages.
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Quality Assurance Framework based on Quality Assurance Framework based on ADDIE : Analysis-Design-Development- ADDIE : Analysis-Design-Development-
Implementation-Evaluation (Version 1.5)Implementation-Evaluation (Version 1.5)ACTIVIT
YINPUTAND/ OR
PROCESSESOUTCOME
SQUALITY
INDICATORSCHECKPOINTS
1.5 Content
Creating content – outline
Content – outline
1.7 Content outline is indicative of the scope of the MLM.
• Content outline is given and clearly indicates the scope of the MLM and incorporates suggestions that impact the design and development stages.
Generating content for design (raw content) Verifying that content is cognitively appropriate, factually accurate, complete, sensitive and inclusive (gender, class, caste, religion, ethnic groups, environmental factors, etc.)
Appropriately validated raw content
1.8 Raw content has been validated for appropriateness and accuracy.
• Raw content has been fully and thoroughly validated fro appropriateness and accuracy. (all features like content outline, logical sequencing, completeness factual correctness, sensitivity and inclusiveness are considered and validated.)• Check that all references are cited the source of the content is clearly captured while collating raw content.
Classifying content into facts, concepts, principles, processes, procedures, etc. identifying Learning Domains as cognitive and /or psychomotor
Identifying Learning Domain
Classified content
1.9 content is accurately classified for design treatment as per learning domain.
• Content is accurately classified, learning domain is appropriately identified and suggestions for design and development treatment are given.
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Quality Assurance Framework based on Quality Assurance Framework based on ADDIE : Analysis-Design-Development- ADDIE : Analysis-Design-Development-
Implementation-Evaluation (Version 1.5)Implementation-Evaluation (Version 1.5)
ACTIVITY INPUTAND/ OR PROCESSES
OUTCOMES
QUALITY INDICATOR
S
CHECKPOINTS
I ANALYSIS 1.1 Need Defining the learning
needs identifying the needs from the perspective of different stakeholders (learners, teachers, subject experts industries/practitioners, policy makers)
Need assessment statement/document
1.1 Needs are clearly stated and comprehensive. 1.2 Needs are appropriately prioritised.
• Needs are defined from every stake holder’s point of view• Inputs from studies are considered while defining the need.• Needs are clearly stated for the reference of the development team
1.2 Context Collecting data on contextual variables Learning Environment • Individual /Group• Formal / Informal• Facilitated / self learn• Individual / Group• Technical facilities • Access to internet • Software / Hardware specifications socio cultural aspects
Contextual profile
1.3 Context is clearly and fully mapped.
• Context is very clear, well mapped with respect to the learning environment, technical facilities and socio- cultural aspects. • Context defined is clearly reflected and documented so as to guide the Design and Development stages.
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
SUMMARY OF SUMMARY OF INDICATORSINDICATORSPROCESS PROCESS
PHASE NO. OF INDICATORS
(Version 1.0)
NO. OF INDICATORS
(Version 1.5)
Analysis 9 9
Design 11 12
Development 6 8
Implementation (Delivery consideration)
3 3
Evaluation 4 3
Total 33 35
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
SUMMARY OF SUMMARY OF INDICATORSINDICATORSPRODUCT PRODUCT
PHASE NO. OF INDICATORS
(Version 1.0)
NO. OF INDICATORS
(Version 1.5)
Prerequisite 14.0 -
Indicators 19 16
Binary - 4
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
Quality Assurance of Multimedia MaterialsQuality Assurance of Multimedia MaterialsInitiated By CEMCAInitiated By CEMCA
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