Exploring the impact of massive open online courses (MOOC’s) on english language learning in tertiary education EFL students in Colombia

This research delves into the transformative impact of Massive Open Online Courses (MOOCs) on English language learning within the Colombian context. MOOCs have revolutionized education globally, offering accessible and flexible learning opportunities through online courses. Originating in 2008, MOO...

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Autores:
Rogers Hernández, Johny Enrique
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2025
Institución:
Universidad de Córdoba
Repositorio:
Repositorio Institucional Unicórdoba
Idioma:
eng
OAI Identifier:
oai:repositorio.unicordoba.edu.co:ucordoba/8853
Acceso en línea:
https://repositorio.unicordoba.edu.co/handle/ucordoba/8853
https://repositorio.unicordoba.edu.co
Palabra clave:
Aprendizaje Virtual
MOOC's
Aprendizaje del inglés
Cursos
Aprendizaje autodirigido
Virtual learning
MOOC´s
English Language learning
Courses
Self-directed learning
Rights
openAccess
License
Copyright Universidad de Córdoba, 2025
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dc.title.eng.fl_str_mv Exploring the impact of massive open online courses (MOOC’s) on english language learning in tertiary education EFL students in Colombia
title Exploring the impact of massive open online courses (MOOC’s) on english language learning in tertiary education EFL students in Colombia
spellingShingle Exploring the impact of massive open online courses (MOOC’s) on english language learning in tertiary education EFL students in Colombia
Aprendizaje Virtual
MOOC's
Aprendizaje del inglés
Cursos
Aprendizaje autodirigido
Virtual learning
MOOC´s
English Language learning
Courses
Self-directed learning
title_short Exploring the impact of massive open online courses (MOOC’s) on english language learning in tertiary education EFL students in Colombia
title_full Exploring the impact of massive open online courses (MOOC’s) on english language learning in tertiary education EFL students in Colombia
title_fullStr Exploring the impact of massive open online courses (MOOC’s) on english language learning in tertiary education EFL students in Colombia
title_full_unstemmed Exploring the impact of massive open online courses (MOOC’s) on english language learning in tertiary education EFL students in Colombia
title_sort Exploring the impact of massive open online courses (MOOC’s) on english language learning in tertiary education EFL students in Colombia
dc.creator.fl_str_mv Rogers Hernández, Johny Enrique
dc.contributor.advisor.none.fl_str_mv Herrera Naranjo, Sol Jashmed
dc.contributor.author.none.fl_str_mv Rogers Hernández, Johny Enrique
dc.contributor.editor.none.fl_str_mv Sol Jashmed Herrera Naranjo
dc.subject.proposal.none.fl_str_mv Aprendizaje Virtual
MOOC's
Aprendizaje del inglés
Cursos
Aprendizaje autodirigido
topic Aprendizaje Virtual
MOOC's
Aprendizaje del inglés
Cursos
Aprendizaje autodirigido
Virtual learning
MOOC´s
English Language learning
Courses
Self-directed learning
dc.subject.keywords.none.fl_str_mv Virtual learning
MOOC´s
English Language learning
Courses
Self-directed learning
description This research delves into the transformative impact of Massive Open Online Courses (MOOCs) on English language learning within the Colombian context. MOOCs have revolutionized education globally, offering accessible and flexible learning opportunities through online courses. Originating in 2008, MOOCs have evolved into valuable tools for self-directed language learning, especially in English. This study aims to address the limited attention given to MOOCs in the Colombian educational landscape and their potential to enhance language learning outcomes. Drawing from existing literature, the research explores methodology, relevance, and impact of MOOCs in language education, focusing on collaborative learning and cultural considerations. In the Colombian context, MOOCs currently lack prominence, hindering comprehensive evaluation processes and impeding active participation in teaching-learning activities. The study poses the question: What is the impact of MOOCs on English language learning in a Colombian context? By answering this question, the research seeks to contribute to the limited body of knowledge regarding the use of MOOCs as technological tools for foreign language learning, specifically in the context of English in Colombia.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-01-16T15:22:45Z
dc.date.available.none.fl_str_mv 2025-01-16T15:22:45Z
dc.date.issued.none.fl_str_mv 2025-01-16
dc.type.none.fl_str_mv Trabajo de grado - Pregrado
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dc.relation.references.none.fl_str_mv Alasuutari, P., Bickman, L., & Brannen, J. (2008). The SAGE Handbook of Social Research Methods. SAGE.
Alvarez, M. V. (2015). Beneficios de los MOOC en Educación Superior. http://www.udgvirtual.udg.mx/remeied/index.php/memorias/article/viewFile/75/105
Arango, D. A. G., Rojas, Ó. A. C., Gutiérrez, C. A., Fernández, J., & Quiceno, D. E. G. (2019). Los MOOCs, (Massive Open Online Course), como herramienta que favorece el proceso evaluativo en el área de las ciencias básicas. https://www.semanticscholar.org/paper/190722e3bc4934b883f7e79c20631c8ad9fbc6be
Arley-Fonseca M. & Brizuela-Gutiérrez T. (2020) Enhancing the Language Learning Process of Students in the Costa Rican Educational System by Considering the Use of Authentic Materials in the EFL Classroom. https://doi.org/10.22458/re.v20i40.3308
Chacón Beltrán, R. (2017). The role of MOOCs in the learning of languages: Lessons from a beginners’ English course. https://doi.org/10.30827/digibug.54001
Chacón-Beltrán, R. (2014). Massive online open courses and language learning: The case for a beginners’ English course. https://doi.org/10.1016/j.sbspro.2014.05.042
Eli Hinkel 2011. Handbook of research in second language teaching and learning. (PAG 237) https://moodle.phooe.at/pluginfile.php/144864/mod_resource/content/1/Hinkel_2011_Handbook_of_Research_in_SLA_2.pdf
Gilliland, Betsy & Oyama, A. & Stacey, Pamela. (2018). Second language writing in a MOOC: Affordances and missed opportunities. https://www.researchgate.net/publication/333037164_Second_language_writing_in_a_MOOC_Affordances_and_missed_opportunities
Hasmaini Hashim1, Sazilah Salam2, Siti Nurul Mahfuzah Mohamad3, Nur Syafiatun Safwana Sazali (2018). The Designing of Adaptive Self-Assessment Activities in Second Language Learning using Massive Open Online Courses (MOOCs). https://www.semanticscholar.org/paper/The-Designing-of-Adaptive-Self-Assessment-in-Second-Hashim-Salam/e838bba3435548b57dff2e228d86be6a70280830
Hernández. (2010). Metodología De La Investigación. https://www.icmujeres.gob.mx/wp-content/uploads/2020/05/Sampieri.Met.Inv.pdf
Lanka, E., Lanka, S., Rostron, A., & Singh, P. (2021). Why we need qualitative research in management studies. https://doi.org/10.1590/1982-7849rac2021200297.en
Marco Beltrán (2017) El aprendizaje del idioma inglés como lengua extranjera. https://revista.redipe.org/index.php/1/article/view
Maria A. Perifanou (2014) PLEs & MOOCs in Language Learning Context: A Challenging connection. http://pleconf.org/2014/files/2014/06/paper-34.pdf
Molero, N. M. C., Castro, L. M. H., & C., R. G. (2013). La educación virtual como apoyo instruccional durante el proceso de aprendizaje en la educación superior de Venezuela. https://www.adeepra.org.ar/congresos/Congreso%20IBEROAMERICANO/TICEDUCACION/R1133_Hinojosa_Chirinos.pdf
Panagiotidis, P. (2019). MOOCs for language learning. Reality and prospects. https://ikee.lib.auth.gr/record/303999
Pernias & Lujan (2014). Los MOOC: orígenes, historia y tipos. https://rua.ua.es/dspace/bitstream/10045/105190/1/Pernias_Lujan-Mora_2014_Comunicacion-y-Pedagogia.pdf
Punch, K. F. (2018). Introduction to research methodology in education. Sage.
Reilly, E. D., Wiliams, K. M., Stafford, R. E., Corliss, S. B., Walkow, J. C., & Kidwell, D. K. (2016). Global times call for global measures: Investigating automated essay scoring in linguistically-diverse MOOCs. https://doi.org/10.24059/olj.v20i2.638
Rubén Chacón- Beltrán (2017) The Role of MOOCs in the Learning of Languages: Lessons from a Beginners’ English Course. https://www.researchgate.net/publication/321732838_The_Role_of_MOOCs_in_the_Learning_of_Languages_Lessons_From_a_Beginners'_English_Course
Rubén Chacón-Beltrán (2017). The Role of MOOCs in the Learning of Languages: Lessons from a beginner´s English course pp. 23-25. https://hispadoc.es/descarga/articulo/6267750.pdf
Siddiqui, K. A., Soomro, B., Abbasi, R. H., Rehman, U. A., & Soomro, A. (2021). Qualitative research in applied linguistics: A practical introduction, edited by Juanita heigham and Robert Croker.https://doi.org/10.46245/ijorer.v2i5.110
Varela Salinas M.J & Burbat R. (2017) View of Foreign language learning with Mooc: Back to the future? https://polipapers.upv.es/index.php/rdlyla/article/view/6564/8012
Ventura, P., Bárcena, E., & Martín-Monje, E. (2014). Analysis of the impact of social feedback on written production and student engagement in language moocs. https://doi.org/10.10Vd16/j.sbspro.2014.05.089
Yaima Rodríguez Durruthy, Orlens Hernández Aguirre e Irina Rigual Azahares (2021): “El proceso de enseñanza aprendizaje del idioma inglés en las filiales universitarias del ministerio del interior.” https://www.eumed.net/es/revistas/atlante/2021-mayo/proceso-ensenanza-ingles
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spelling Herrera Naranjo, Sol Jashmedf62c42ad-1933-4ad4-824d-b4cf348476dc-1Rogers Hernández, Johny Enrique31a8ced8-207e-4c9c-97bf-08066b3b34eb-1Sol Jashmed Herrera Naranjo2025-01-16T15:22:45Z2025-01-16T15:22:45Z2025-01-16https://repositorio.unicordoba.edu.co/handle/ucordoba/8853Universidad de CórdobaRepositorio Institucional Unicórdobahttps://repositorio.unicordoba.edu.coThis research delves into the transformative impact of Massive Open Online Courses (MOOCs) on English language learning within the Colombian context. MOOCs have revolutionized education globally, offering accessible and flexible learning opportunities through online courses. Originating in 2008, MOOCs have evolved into valuable tools for self-directed language learning, especially in English. This study aims to address the limited attention given to MOOCs in the Colombian educational landscape and their potential to enhance language learning outcomes. Drawing from existing literature, the research explores methodology, relevance, and impact of MOOCs in language education, focusing on collaborative learning and cultural considerations. In the Colombian context, MOOCs currently lack prominence, hindering comprehensive evaluation processes and impeding active participation in teaching-learning activities. The study poses the question: What is the impact of MOOCs on English language learning in a Colombian context? By answering this question, the research seeks to contribute to the limited body of knowledge regarding the use of MOOCs as technological tools for foreign language learning, specifically in the context of English in Colombia.Introduction....................4Conceptual Framework....................7Literature review....................12Methodology....................22References....................26PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésTrabajos de Investigación y/o Extensiónapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaLicenciatura en Lenguas Extranjeras con Énfasis en InglésCopyright Universidad de Córdoba, 2025https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Exploring the impact of massive open online courses (MOOC’s) on english language learning in tertiary education EFL students in ColombiaTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/acceptedVersionTextAlasuutari, P., Bickman, L., & Brannen, J. (2008). The SAGE Handbook of Social Research Methods. SAGE.Alvarez, M. V. (2015). Beneficios de los MOOC en Educación Superior. http://www.udgvirtual.udg.mx/remeied/index.php/memorias/article/viewFile/75/105Arango, D. A. G., Rojas, Ó. A. C., Gutiérrez, C. A., Fernández, J., & Quiceno, D. E. G. (2019). Los MOOCs, (Massive Open Online Course), como herramienta que favorece el proceso evaluativo en el área de las ciencias básicas. https://www.semanticscholar.org/paper/190722e3bc4934b883f7e79c20631c8ad9fbc6beArley-Fonseca M. & Brizuela-Gutiérrez T. (2020) Enhancing the Language Learning Process of Students in the Costa Rican Educational System by Considering the Use of Authentic Materials in the EFL Classroom. https://doi.org/10.22458/re.v20i40.3308Chacón Beltrán, R. (2017). The role of MOOCs in the learning of languages: Lessons from a beginners’ English course. https://doi.org/10.30827/digibug.54001Chacón-Beltrán, R. (2014). Massive online open courses and language learning: The case for a beginners’ English course. https://doi.org/10.1016/j.sbspro.2014.05.042Eli Hinkel 2011. Handbook of research in second language teaching and learning. (PAG 237) https://moodle.phooe.at/pluginfile.php/144864/mod_resource/content/1/Hinkel_2011_Handbook_of_Research_in_SLA_2.pdfGilliland, Betsy & Oyama, A. & Stacey, Pamela. (2018). Second language writing in a MOOC: Affordances and missed opportunities. https://www.researchgate.net/publication/333037164_Second_language_writing_in_a_MOOC_Affordances_and_missed_opportunitiesHasmaini Hashim1, Sazilah Salam2, Siti Nurul Mahfuzah Mohamad3, Nur Syafiatun Safwana Sazali (2018). The Designing of Adaptive Self-Assessment Activities in Second Language Learning using Massive Open Online Courses (MOOCs). https://www.semanticscholar.org/paper/The-Designing-of-Adaptive-Self-Assessment-in-Second-Hashim-Salam/e838bba3435548b57dff2e228d86be6a70280830Hernández. (2010). Metodología De La Investigación. https://www.icmujeres.gob.mx/wp-content/uploads/2020/05/Sampieri.Met.Inv.pdfLanka, E., Lanka, S., Rostron, A., & Singh, P. (2021). Why we need qualitative research in management studies. https://doi.org/10.1590/1982-7849rac2021200297.enMarco Beltrán (2017) El aprendizaje del idioma inglés como lengua extranjera. https://revista.redipe.org/index.php/1/article/viewMaria A. Perifanou (2014) PLEs & MOOCs in Language Learning Context: A Challenging connection. http://pleconf.org/2014/files/2014/06/paper-34.pdfMolero, N. M. C., Castro, L. M. H., & C., R. G. (2013). La educación virtual como apoyo instruccional durante el proceso de aprendizaje en la educación superior de Venezuela. https://www.adeepra.org.ar/congresos/Congreso%20IBEROAMERICANO/TICEDUCACION/R1133_Hinojosa_Chirinos.pdfPanagiotidis, P. (2019). MOOCs for language learning. Reality and prospects. https://ikee.lib.auth.gr/record/303999Pernias & Lujan (2014). Los MOOC: orígenes, historia y tipos. https://rua.ua.es/dspace/bitstream/10045/105190/1/Pernias_Lujan-Mora_2014_Comunicacion-y-Pedagogia.pdfPunch, K. F. (2018). Introduction to research methodology in education. Sage.Reilly, E. D., Wiliams, K. M., Stafford, R. E., Corliss, S. B., Walkow, J. C., & Kidwell, D. K. (2016). Global times call for global measures: Investigating automated essay scoring in linguistically-diverse MOOCs. https://doi.org/10.24059/olj.v20i2.638Rubén Chacón- Beltrán (2017) The Role of MOOCs in the Learning of Languages: Lessons from a Beginners’ English Course. https://www.researchgate.net/publication/321732838_The_Role_of_MOOCs_in_the_Learning_of_Languages_Lessons_From_a_Beginners'_English_CourseRubén Chacón-Beltrán (2017). The Role of MOOCs in the Learning of Languages: Lessons from a beginner´s English course pp. 23-25. https://hispadoc.es/descarga/articulo/6267750.pdfSiddiqui, K. A., Soomro, B., Abbasi, R. H., Rehman, U. A., & Soomro, A. (2021). Qualitative research in applied linguistics: A practical introduction, edited by Juanita heigham and Robert Croker.https://doi.org/10.46245/ijorer.v2i5.110Varela Salinas M.J & Burbat R. (2017) View of Foreign language learning with Mooc: Back to the future? https://polipapers.upv.es/index.php/rdlyla/article/view/6564/8012Ventura, P., Bárcena, E., & Martín-Monje, E. (2014). Analysis of the impact of social feedback on written production and student engagement in language moocs. https://doi.org/10.10Vd16/j.sbspro.2014.05.089Yaima Rodríguez Durruthy, Orlens Hernández Aguirre e Irina Rigual Azahares (2021): “El proceso de enseñanza aprendizaje del idioma inglés en las filiales universitarias del ministerio del interior.” https://www.eumed.net/es/revistas/atlante/2021-mayo/proceso-ensenanza-inglesAprendizaje VirtualMOOC'sAprendizaje del inglésCursosAprendizaje autodirigidoVirtual learningMOOC´sEnglish Language learningCoursesSelf-directed learningPublicationLICENSElicense.txtlicense.txttext/plain; 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BlamVjdXRhIHDDumJsaWNhbWVudGUgZW4gZm9ybWEgZGlnaXRhbCBsYSBPYnJhIG8gY3VhbHF1aWVyIE9icmEgRGVyaXZhZGEgdSBPYnJhIENvbGVjdGl2YSwgVXN0ZWQgZGViZSBtYW50ZW5lciBpbnRhY3RhIHRvZGEgbGEgaW5mb3JtYWNpw7NuIGRlIGRlcmVjaG8gZGUgYXV0b3IgZGUgbGEgT2JyYSB5IHByb3BvcmNpb25hciwgZGUgZm9ybWEgcmF6b25hYmxlIHNlZ8O6biBlbCBtZWRpbyBvIG1hbmVyYSBxdWUgVXN0ZWQgZXN0w6kgdXRpbGl6YW5kbzogKGkpIGVsIG5vbWJyZSBkZWwgQXV0b3IgT3JpZ2luYWwgc2kgZXN0w6EgcHJvdmlzdG8gKG8gc2V1ZMOzbmltbywgc2kgZnVlcmUgYXBsaWNhYmxlKSwgeS9vIChpaSkgZWwgbm9tYnJlIGRlIGxhIHBhcnRlIG8gbGFzIHBhcnRlcyBxdWUgZWwgQXV0b3IgT3JpZ2luYWwgeS9vIGVsIExpY2VuY2lhbnRlIGh1YmllcmVuIGRlc2lnbmFkbyBwYXJhIGxhIGF0cmlidWNpw7NuICh2LmcuLCB1biBpbnN0aXR1dG8gcGF0cm9jaW5hZG9yLCBlZGl0b3JpYWwsIHB1YmxpY2FjacOzbikgZW4gbGEgaW5mb3JtYWNpw7NuIGRlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBkZWwgTGljZW5jaWFudGUsIHTDqXJtaW5vcyBkZSBzZXJ2aWNpb3MgbyBkZSBvdHJhcyBmb3JtYXMgcmF6b25hYmxlczsgZWwgdMOtdHVsbyBkZSBsYSBPYnJhIHNpIGVzdMOhIHByb3Zpc3RvOyBlbiBsYSBtZWRpZGEgZGUgbG8gcmF6b25hYmxlbWVudGUgZmFjdGlibGUgeSwgc2kgZXN0w6EgcHJvdmlzdG8sIGVsIElkZW50aWZpY2Fkb3IgVW5pZm9ybWUgZGUgUmVjdXJzb3MgKFVuaWZvcm0gUmVzb3VyY2UgSWRlbnRpZmllcikgcXVlIGVsIExpY2VuY2lhbnRlIGVzcGVjaWZpY2EgcGFyYSBzZXIgYXNvY2lhZG8gY29uIGxhIE9icmEsIHNhbHZvIHF1ZSB0YWwgVVJJIG5vIHNlIHJlZmllcmEgYSBsYSBub3RhIHNvYnJlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBvIGEgbGEgaW5mb3JtYWNpw7NuIHNvYnJlIGVsIGxpY2VuY2lhbWllbnRvIGRlIGxhIE9icmE7IHkgZW4gZWwgY2FzbyBkZSB1bmEgT2JyYSBEZXJpdmFkYSwgYXRyaWJ1aXIgZWwgY3LDqWRpdG8gaWRlbnRpZmljYW5kbyBlbCB1c28gZGUgbGEgT2JyYSBlbiBsYSBPYnJhIERlcml2YWRhICh2LmcuLCAiVHJhZHVjY2nDs24gRnJhbmNlc2EgZGUgbGEgT2JyYSBkZWwgQXV0b3IgT3JpZ2luYWwsIiBvICJHdWnDs24gQ2luZW1hdG9ncsOhZmljbyBiYXNhZG8gZW4gbGEgT2JyYSBvcmlnaW5hbCBkZWwgQXV0b3IgT3JpZ2luYWwiKS4gVGFsIGNyw6lkaXRvIHB1ZWRlIHNlciBpbXBsZW1lbnRhZG8gZGUgY3VhbHF1aWVyIGZvcm1hIHJhem9uYWJsZTsgZW4gZWwgY2Fzbywgc2luIGVtYmFyZ28sIGRlIE9icmFzIERlcml2YWRhcyB1IE9icmFzIENvbGVjdGl2YXMsIHRhbCBjcsOpZGl0byBhcGFyZWNlcsOhLCBjb21vIG3DrW5pbW8sIGRvbmRlIGFwYXJlY2UgZWwgY3LDqWRpdG8gZGUgY3VhbHF1aWVyIG90cm8gYXV0b3IgY29tcGFyYWJsZSB5IGRlIHVuYSBtYW5lcmEsIGFsIG1lbm9zLCB0YW4gZGVzdGFjYWRhIGNvbW8gZWwgY3LDqWRpdG8gZGUgb3RybyBhdXRvciBjb21wYXJhYmxlLjwvbGk+CiAgICAgIDxsaT4KICAgICAgICBQYXJhIGV2aXRhciB0b2RhIGNvbmZ1c2nDs24sIGVsIExpY2VuY2lhbnRlIGFjbGFyYSBxdWUsIGN1YW5kbyBsYSBvYnJhIGVzIHVuYSBjb21wb3NpY2nDs24gbXVzaWNhbDoKICAgICAgICA8b2wgdHlwZT0iaSI+CiAgICAgICAgICA8bGk+UmVnYWzDrWFzIHBvciBpbnRlcnByZXRhY2nDs24geSBlamVjdWNpw7NuIGJham8gbGljZW5jaWFzIGdlbmVyYWxlcy4gRWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSBhdXRvcml6YXIgbGEgZWplY3VjacOzbiBww7pibGljYSBvIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIHkgZGUgcmVjb2xlY3Rhciwgc2VhIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIFNBWUNPKSwgbGFzIHJlZ2Fsw61hcyBwb3IgbGEgZWplY3VjacOzbiBww7pibGljYSBvIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8gV2ViY2FzdCkgbGljZW5jaWFkYSBiYWpvIGxpY2VuY2lhcyBnZW5lcmFsZXMsIHNpIGxhIGludGVycHJldGFjacOzbiBvIGVqZWN1Y2nDs24gZGUgbGEgb2JyYSBlc3TDoSBwcmltb3JkaWFsbWVudGUgb3JpZW50YWRhIHBvciBvIGRpcmlnaWRhIGEgbGEgb2J0ZW5jacOzbiBkZSB1bmEgdmVudGFqYSBjb21lcmNpYWwgbyB1bmEgY29tcGVuc2FjacOzbiBtb25ldGFyaWEgcHJpdmFkYS48L2xpPgogICAgICAgICAgPGxpPlJlZ2Fsw61hcyBwb3IgRm9ub2dyYW1hcy4gRWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSByZWNvbGVjdGFyLCBpbmRpdmlkdWFsbWVudGUgbyBhIHRyYXbDqXMgZGUgdW5hIHNvY2llZGFkIGRlIGdlc3Rpw7NuIGNvbGVjdGl2YSBkZSBkZXJlY2hvcyBkZSBhdXRvciB5IGRlcmVjaG9zIGNvbmV4b3MgKHBvciBlamVtcGxvLCBsb3MgY29uc2FncmFkb3MgcG9yIGxhIFNBWUNPKSwgdW5hIGFnZW5jaWEgZGUgZGVyZWNob3MgbXVzaWNhbGVzIG8gYWxnw7puIGFnZW50ZSBkZXNpZ25hZG8sIGxhcyByZWdhbMOtYXMgcG9yIGN1YWxxdWllciBmb25vZ3JhbWEgcXVlIFVzdGVkIGNyZWUgYSBwYXJ0aXIgZGUgbGEgb2JyYSAo4oCcdmVyc2nDs24gY292ZXLigJ0pIHkgZGlzdHJpYnV5YSwgZW4gbG9zIHTDqXJtaW5vcyBkZWwgcsOpZ2ltZW4gZGUgZGVyZWNob3MgZGUgYXV0b3IsIHNpIGxhIGNyZWFjacOzbiBvIGRpc3RyaWJ1Y2nDs24gZGUgZXNhIHZlcnNpw7NuIGNvdmVyIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBkZXN0aW5hZGEgbyBkaXJpZ2lkYSBhIG9idGVuZXIgdW5hIHZlbnRhamEgY29tZXJjaWFsIG8gdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIHByaXZhZGEuPC9saT4KICAgICAgICA8L29sPgogICAgICA8L2xpPgogICAgICA8bGk+R2VzdGnDs24gZGUgRGVyZWNob3MgZGUgQXV0b3Igc29icmUgSW50ZXJwcmV0YWNpb25lcyB5IEVqZWN1Y2lvbmVzIERpZ2l0YWxlcyAoV2ViQ2FzdGluZykuIFBhcmEgZXZpdGFyIHRvZGEgY29uZnVzacOzbiwgZWwgTGljZW5jaWFudGUgYWNsYXJhIHF1ZSwgY3VhbmRvIGxhIG9icmEgc2VhIHVuIGZvbm9ncmFtYSwgZWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSBhdXRvcml6YXIgbGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGRlIGxhIG9icmEgKHBvciBlamVtcGxvLCB3ZWJjYXN0KSB5IGRlIHJlY29sZWN0YXIsIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIEFDSU5QUk8pLCBsYXMgcmVnYWzDrWFzIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8sIHdlYmNhc3QpLCBzdWpldGEgYSBsYXMgZGlzcG9zaWNpb25lcyBhcGxpY2FibGVzIGRlbCByw6lnaW1lbiBkZSBEZXJlY2hvIGRlIEF1dG9yLCBzaSBlc3RhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBlc3TDoSBwcmltb3JkaWFsbWVudGUgZGlyaWdpZGEgYSBvYnRlbmVyIHVuYSB2ZW50YWphIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLjwvbGk+CiAgICA8L29sPgogIDwvbGk+CiAgPGJyLz4KICA8bGk+CiAgICBSZXByZXNlbnRhY2lvbmVzLCBHYXJhbnTDrWFzIHkgTGltaXRhY2lvbmVzIGRlIFJlc3BvbnNhYmlsaWRhZC4KICAgIDxwPkEgTUVOT1MgUVVFIExBUyBQQVJURVMgTE8gQUNPUkRBUkFOIERFIE9UUkEgRk9STUEgUE9SIEVTQ1JJVE8sIEVMIExJQ0VOQ0lBTlRFIE9GUkVDRSBMQSBPQlJBIChFTiBFTCBFU1RBRE8gRU4gRUwgUVVFIFNFIEVOQ1VFTlRSQSkg4oCcVEFMIENVQUzigJ0sIFNJTiBCUklOREFSIEdBUkFOVMONQVMgREUgQ0xBU0UgQUxHVU5BIFJFU1BFQ1RPIERFIExBIE9CUkEsIFlBIFNFQSBFWFBSRVNBLCBJTVBMw41DSVRBLCBMRUdBTCBPIENVQUxRVUlFUkEgT1RSQSwgSU5DTFVZRU5ETywgU0lOIExJTUlUQVJTRSBBIEVMTEFTLCBHQVJBTlTDjUFTIERFIFRJVFVMQVJJREFELCBDT01FUkNJQUJJTElEQUQsIEFEQVBUQUJJTElEQUQgTyBBREVDVUFDScOTTiBBIFBST1DDk1NJVE8gREVURVJNSU5BRE8sIEFVU0VOQ0lBIERFIElORlJBQ0NJw5NOLCBERSBBVVNFTkNJQSBERSBERUZFQ1RPUyBMQVRFTlRFUyBPIERFIE9UUk8gVElQTywgTyBMQSBQUkVTRU5DSUEgTyBBVVNFTkNJQSBERSBFUlJPUkVTLCBTRUFOIE8gTk8gREVTQ1VCUklCTEVTIChQVUVEQU4gTyBOTyBTRVIgRVNUT1MgREVTQ1VCSUVSVE9TKS4gQUxHVU5BUyBKVVJJU0RJQ0NJT05FUyBOTyBQRVJNSVRFTiBMQSBFWENMVVNJw5NOIERFIEdBUkFOVMONQVMgSU1QTMONQ0lUQVMsIEVOIENVWU8gQ0FTTyBFU1RBIEVYQ0xVU0nDk04gUFVFREUgTk8gQVBMSUNBUlNFIEEgVVNURUQuPC9wPgogIDwvbGk+CiAgPGJyLz4KICA8bGk+CiAgICBMaW1pdGFjacOzbiBkZSByZXNwb25zYWJpbGlkYWQuCiAgICA8cD5BIE1FTk9TIFFVRSBMTyBFWElKQSBFWFBSRVNBTUVOVEUgTEEgTEVZIEFQTElDQUJMRSwgRUwgTElDRU5DSUFOVEUgTk8gU0VSw4EgUkVTUE9OU0FCTEUgQU5URSBVU1RFRCBQT1IgREHDkU8gQUxHVU5PLCBTRUEgUE9SIFJFU1BPTlNBQklMSURBRCBFWFRSQUNPTlRSQUNUVUFMLCBQUkVDT05UUkFDVFVBTCBPIENPTlRSQUNUVUFMLCBPQkpFVElWQSBPIFNVQkpFVElWQSwgU0UgVFJBVEUgREUgREHDkU9TIE1PUkFMRVMgTyBQQVRSSU1PTklBTEVTLCBESVJFQ1RPUyBPIElORElSRUNUT1MsIFBSRVZJU1RPUyBPIElNUFJFVklTVE9TIFBST0RVQ0lET1MgUE9SIEVMIFVTTyBERSBFU1RBIExJQ0VOQ0lBIE8gREUgTEEgT0JSQSwgQVVOIENVQU5ETyBFTCBMSUNFTkNJQU5URSBIQVlBIFNJRE8gQURWRVJUSURPIERFIExBIFBPU0lCSUxJREFEIERFIERJQ0hPUyBEQcORT1MuIEFMR1VOQVMgTEVZRVMgTk8gUEVSTUlURU4gTEEgRVhDTFVTScOTTiBERSBDSUVSVEEgUkVTUE9OU0FCSUxJREFELCBFTiBDVVlPIENBU08gRVNUQSBFWENMVVNJw5NOIFBVRURFIE5PIEFQTElDQVJTRSBBIFVTVEVELjwvcD4KICA8L2xpPgogIDxici8+CiAgPGxpPgogICAgVMOpcm1pbm8uCiAgICA8b2wgdHlwZT0iYSI+CiAgICAgIDxsaT5Fc3RhIExpY2VuY2lhIHkgbG9zIGRlcmVjaG9zIG90b3JnYWRvcyBlbiB2aXJ0dWQgZGUgZWxsYSB0ZXJtaW5hcsOhbiBhdXRvbcOhdGljYW1lbnRlIHNpIFVzdGVkIGluZnJpbmdlIGFsZ3VuYSBjb25kaWNpw7NuIGVzdGFibGVjaWRhIGVuIGVsbGEuIFNpbiBlbWJhcmdvLCBsb3MgaW5kaXZpZHVvcyBvIGVudGlkYWRlcyBxdWUgaGFuIHJlY2liaWRvIE9icmFzIERlcml2YWRhcyBvIENvbGVjdGl2YXMgZGUgVXN0ZWQgZGUgY29uZm9ybWlkYWQgY29uIGVzdGEgTGljZW5jaWEsIG5vIHZlcsOhbiB0ZXJtaW5hZGFzIHN1cyBsaWNlbmNpYXMsIHNpZW1wcmUgcXVlIGVzdG9zIGluZGl2aWR1b3MgbyBlbnRpZGFkZXMgc2lnYW4gY3VtcGxpZW5kbyDDrW50ZWdyYW1lbnRlIGxhcyBjb25kaWNpb25lcyBkZSBlc3RhcyBsaWNlbmNpYXMuIExhcyBTZWNjaW9uZXMgMSwgMiwgNSwgNiwgNywgeSA4IHN1YnNpc3RpcsOhbiBhIGN1YWxxdWllciB0ZXJtaW5hY2nDs24gZGUgZXN0YSBMaWNlbmNpYS48L2xpPgogICAgICA8bGk+U3VqZXRhIGEgbGFzIGNvbmRpY2lvbmVzIHkgdMOpcm1pbm9zIGFudGVyaW9yZXMsIGxhIGxpY2VuY2lhIG90b3JnYWRhIGFxdcOtIGVzIHBlcnBldHVhIChkdXJhbnRlIGVsIHBlcsOtb2RvIGRlIHZpZ2VuY2lhIGRlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBkZSBsYSBvYnJhKS4gTm8gb2JzdGFudGUgbG8gYW50ZXJpb3IsIGVsIExpY2VuY2lhbnRlIHNlIHJlc2VydmEgZWwgZGVyZWNobyBhIHB1YmxpY2FyIHkvbyBlc3RyZW5hciBsYSBPYnJhIGJham8gY29uZGljaW9uZXMgZGUgbGljZW5jaWEgZGlmZXJlbnRlcyBvIGEgZGVqYXIgZGUgZGlzdHJpYnVpcmxhIGVuIGxvcyB0w6lybWlub3MgZGUgZXN0YSBMaWNlbmNpYSBlbiBjdWFscXVpZXIgbW9tZW50bzsgZW4gZWwgZW50ZW5kaWRvLCBzaW4gZW1iYXJnbywgcXVlIGVzYSBlbGVjY2nDs24gbm8gc2Vydmlyw6EgcGFyYSByZXZvY2FyIGVzdGEgbGljZW5jaWEgbyBxdWUgZGViYSBzZXIgb3RvcmdhZGEgLCBiYWpvIGxvcyB0w6lybWlub3MgZGUgZXN0YSBsaWNlbmNpYSksIHkgZXN0YSBsaWNlbmNpYSBjb250aW51YXLDoSBlbiBwbGVubyB2aWdvciB5IGVmZWN0byBhIG1lbm9zIHF1ZSBzZWEgdGVybWluYWRhIGNvbW8gc2UgZXhwcmVzYSBhdHLDoXMuIExhIExpY2VuY2lhIHJldm9jYWRhIGNvbnRpbnVhcsOhIHNpZW5kbyBwbGVuYW1lbnRlIHZpZ2VudGUgeSBlZmVjdGl2YSBzaSBubyBzZSBsZSBkYSB0w6lybWlubyBlbiBsYXMgY29uZGljaW9uZXMgaW5kaWNhZGFzIGFudGVyaW9ybWVudGUuPC9saT4KICAgIDwvb2w+CiAgPC9saT4KICA8YnIvPgogIDxsaT4KICAgIFZhcmlvcy4KICAgIDxvbCB0eXBlPSJhIj4KICAgICAgPGxpPkNhZGEgdmV6IHF1ZSBVc3RlZCBkaXN0cmlidXlhIG8gcG9uZ2EgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EgbGEgT2JyYSBvIHVuYSBPYnJhIENvbGVjdGl2YSwgZWwgTGljZW5jaWFudGUgb2ZyZWNlcsOhIGFsIGRlc3RpbmF0YXJpbyB1bmEgbGljZW5jaWEgZW4gbG9zIG1pc21vcyB0w6lybWlub3MgeSBjb25kaWNpb25lcyBxdWUgbGEgbGljZW5jaWEgb3RvcmdhZGEgYSBVc3RlZCBiYWpvIGVzdGEgTGljZW5jaWEuPC9saT4KICAgICAgPGxpPlNpIGFsZ3VuYSBkaXNwb3NpY2nDs24gZGUgZXN0YSBMaWNlbmNpYSByZXN1bHRhIGludmFsaWRhZGEgbyBubyBleGlnaWJsZSwgc2Vnw7puIGxhIGxlZ2lzbGFjacOzbiB2aWdlbnRlLCBlc3RvIG5vIGFmZWN0YXLDoSBuaSBsYSB2YWxpZGV6IG5pIGxhIGFwbGljYWJpbGlkYWQgZGVsIHJlc3RvIGRlIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEgeSwgc2luIGFjY2nDs24gYWRpY2lvbmFsIHBvciBwYXJ0ZSBkZSBsb3Mgc3VqZXRvcyBkZSBlc3RlIGFjdWVyZG8sIGFxdcOpbGxhIHNlIGVudGVuZGVyw6EgcmVmb3JtYWRhIGxvIG3DrW5pbW8gbmVjZXNhcmlvIHBhcmEgaGFjZXIgcXVlIGRpY2hhIGRpc3Bvc2ljacOzbiBzZWEgdsOhbGlkYSB5IGV4aWdpYmxlLjwvbGk+CiAgICAgIDxsaT5OaW5nw7puIHTDqXJtaW5vIG8gZGlzcG9zaWNpw7NuIGRlIGVzdGEgTGljZW5jaWEgc2UgZXN0aW1hcsOhIHJlbnVuY2lhZGEgeSBuaW5ndW5hIHZpb2xhY2nDs24gZGUgZWxsYSBzZXLDoSBjb25zZW50aWRhIGEgbWVub3MgcXVlIGVzYSByZW51bmNpYSBvIGNvbnNlbnRpbWllbnRvIHNlYSBvdG9yZ2FkbyBwb3IgZXNjcml0byB5IGZpcm1hZG8gcG9yIGxhIHBhcnRlIHF1ZSByZW51bmNpZSBvIGNvbnNpZW50YS48L2xpPgogICAgICA8bGk+RXN0YSBMaWNlbmNpYSByZWZsZWphIGVsIGFjdWVyZG8gcGxlbm8gZW50cmUgbGFzIHBhcnRlcyByZXNwZWN0byBhIGxhIE9icmEgYXF1w60gbGljZW5jaWFkYS4gTm8gaGF5IGFycmVnbG9zLCBhY3VlcmRvcyBvIGRlY2xhcmFjaW9uZXMgcmVzcGVjdG8gYSBsYSBPYnJhIHF1ZSBubyBlc3TDqW4gZXNwZWNpZmljYWRvcyBlbiBlc3RlIGRvY3VtZW50by4gRWwgTGljZW5jaWFudGUgbm8gc2UgdmVyw6EgbGltaXRhZG8gcG9yIG5pbmd1bmEgZGlzcG9zaWNpw7NuIGFkaWNpb25hbCBxdWUgcHVlZGEgc3VyZ2lyIGVuIGFsZ3VuYSBjb211bmljYWNpw7NuIGVtYW5hZGEgZGUgVXN0ZWQuIEVzdGEgTGljZW5jaWEgbm8gcHVlZGUgc2VyIG1vZGlmaWNhZGEgc2luIGVsIGNvbnNlbnRpbWllbnRvIG11dHVvIHBvciBlc2NyaXRvIGRlbCBMaWNlbmNpYW50ZSB5IFVzdGVkLjwvbGk+CiAgICA8L29sPgogIDwvbGk+CiAgPGJyLz4KPC9vbD4K

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