Case Study 2
KnowledgeForum.com
Introduction
Next, after taking a look at all the virtual learning community websites suggested for this case study, I decided I wanted to take a closer look at the website called KnowledgeForum.com. This website claims to be a knowledge-based virtual learning community. I went into the website and listened to the testimonials from students and teachers. This website allows you to go into the site and update and play with a document. This document is set up to edit and construct concept maps and reports. In order to do anymore than this you must sign up for the free six month trial offer. I did not do this; I only played with the available document. In essence, I would be considered a lurker because I do not have a subscription and was only perusing the website for information. Renninger and Shumar (2002) describe a lurker as a non-contributor to an on-line virtual community site. I picked this website because I think it has great potential towards increasing student learning and active participation in an on-line virtual learning community which I would love to use with my students. However, this website is not free and the prices were ranging from $4,990.00 for group licensing to $400.00 for individual licensing of the product. Updates to the website also cost extra. This is more than I would be able to afford and probably more than the institution I work for would want to pay.
Type of Community
The information provided by KnowledgeForum.com claims this website is a knowledge-based community. I am under the impression though based on Riel and Polin’s definition of a knowledge-based community that this is more of a task-based community. I say this because although the acquisition of the license for this website and forum allows teachers and students to do on-line learning activities that can be updated, edited and shared, the lessons I believe would probably have an end point. According to Riel and Polin (2004), as previously stated, the “knowledge-building learning community does not complete a product, publication, or gallery as an end point of effort. Instead, members work on living documents or databases of ideas, which form a living, changing record of their shared mind” (p. 34). It appears to me that the data and information being shared and edited is at some point ending because they are in fact also measuring the learning outcomes of groups of students using statistical methods. Outcomes reflect an end. The definition of outcome according to Merriam-Webster (2004) is “something that follows as a result or consequence” which implies an ending. This website reflects a task-based community according to Riel and Polin (2004) as it exists to “assemble a set of people with a maximum diversity of perspectives that can be focused on a common issue or problem, and then, through the processes of group formation, discourse, and common work, create a common systemic understanding” (p. 21).
Structures of the Community
KnowledgeForum.com enables the users to start with an empty knowledge base and connect with larger knowledge bases offered on the internet where the users can build a community knowledge base and work on projects that can be edited by members of that community. There is a document format that offers the ability to construct papers and reports as well as design and construct concept maps and other information for sharing. Per one of the reviews provided by the website, this is described as a software program that “provides the organizational framework needed to support a classroom which truly functions as a knowledge-based entity” (KnowledgeForum.com, 2011). This then is a software program that allows access to the web. Members are granted access to the program through licensing and the member’s identities are defined through that existing group or membership. Based on the testimonials, the community purpose and projects are defined by the instructors or businesses using the software to enhance learning (KnowledgeForum.com, 2011). Examples given by the website are testimonials of students and instructors who’ve participated in the on-line forum and constructed various documents like research papers. The website allows the lurker to sign-in as a guest and use some of the features available to edit a document. That is what I did and I found it a bit difficult to navigate. I would probably need a tutorial before I would be able to use this software.
Design Features and Role of Technology
This website offers a software program that can be edited and used for group learning projects and interfaces with the web. It costs money to join and update the existing program. This is how it is sustained. Scaffolding is reported as a feature of this program as it allows members of the groups to interact and build on previous information, edit and construct data and interface with other on-line knowledge-based groups. KnowledgeForum.com reports, “Built-in scaffolds ‘cue’ students to the thinking strategies that characterize ‘expert learners’ while the structure of the database with its communal public notes, “build-on” to others’ ideas, and “reference” the work of peers. The ongoing practice of these advanced operations, combined with teacher support and coaching, helps students acquire the sorts of learning strategies that characterize expert learners” (KnowledgeForum.com, 2011). The above mentioned format along with built in strategies for analyzing and computing data either for statistical purposes or for measuring student learning contribute to the overall efficacy of this program for learning.
Conclusion and Implications
This program sounds like a wonderful format to organize and maximize on-line learning within designated groups or for individuals desiring to participate in an on-line virtual learning community. However, it is expensive and requires updating that would be even more expensive to maintain. Most learning institutions are under budget restraints so I don’t see this as a practical way to facilitate the learning objectives that I originally thought it would enhance. If money was no object, this would be a great program that offers opportunity to organize and build a virtual learning community that is task-based.
References
Bonk, C.J. (2009). The world is open how web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.
KnowledgeForum.com (2011, March 18). Welcome to knowledge forum [On-line knowledge- based community]. Retrieved from http://www.knowledgeforum.com/Kforum/prodcontent.htm/
Outcome. (2004). Merriam-Webster’s Collegiate Dictionary (Eleventh Edition). Springfield, Massachusetts: Merriam-Webster, Incorporated.
Renninger, K.A., Shumar, W. (2002). Building virtual communities: learning and change in cyberspace. New York, New York: Cambridge University Press.
Riel, M., Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. Retrieved from http://www.ou.edu/D2L.
Wikipedia (2011, March 18). Wikipedia:About [On-line encyclopedia]. Retrieved from http://en.wikipedia.org/wiki/Wikipedia:About.
Monday, April 25, 2011
Case Study
Case Study 1: Wikipedia
Introduction
I chose to take a look at Wikipedia. I decided to do this after reading Curtis J. Bonk’s book, The World Is Open How Web Technology is Revolutionizing Education (2009). Bonk dedicates a section of this book to Wikipedia and names it “Wikiwiki” (p. 235). Bonk mentions how Ward Cunningham came up with the name wikiwiki after taking a trip to Hawaii and heard the word wiki and was told that it meant fast in Hawaiian. Cunningham had been working on a web document that allowed participatory learning and allowed members to edit and update information but originally called it QuickWeb. After hearing the Hawaiian word, Cunningham then changed the name to wiki. Bonk doesn’t make it clear, but sometime after this Jimmy Wales came up with a search engine called Bomis in 1999. Bomis was designed to be a multilingual encyclopedia Web site. Bonk reports that this website was too slow so Wales then decided to launch a peer-reviewed open content encyclopedia called Nupedia. Editor-in-chief, Larry Sanger, came up with the name Wikipedia in 2001. Sanger departed Wikipedia in 2002. Bonk reports Sanger’s leaving as two-fold, 1) his position was no longer funded, 2) Sanger preferred a web encyclopedia edited by experts. The Wikipedia that is in use today is an open format that anyone can update. Wikipedia soon became the dominant website leaving Nupedia behind. Bonk states, “the new approach, like the wikiwiki, was quick!” (p. 237).
I found this interesting and decided to take a look at Wikipedia. Previously, I had not been interested in Wikipedia because of hearsay information I had heard about the website. After reading about Wikipedia in Bonk’s book, I thought it was important to take a closer look. What I found was quite amazing. I went into the site and decided to take a look at all the different possibilities. I was also curious how they keep track of all the different articles and information as well as how they maintain the website. What I found is that anyone is allowed to access and make edits to this information and the information is monitored by administrators (Wikipedia, 2011).
Type of Community
Wikipedia is a knowledge-based website that is powered by over seventy-five thousand active contributors with participants from all over the world in more than 250 different languages (Bonk, 2009, p. 237). Follow-up on Bonk’s book, Wikipedia’s About section claims to have more than ninety-one thousand contributors and 270 or more languages with some seventy-eight million visitors in the month of January 2010 (Wikipedia, 2011). Riel and Polin (2004) state that the “knowledge-building learning community does not complete a product, publication, or gallery as an end point of effort. Instead, members work on living documents or databases of ideas, which form a living, changing record of their shared mind” (p. 34). The goal is knowledge as Wikipedia is an encyclopedia. “Members actively seek to evolve the practice of knowledge building as well as content” (Riel and Polin, 2004). The needs are met through continuous updating and editing of knowledge. This includes current information and new information as well as past information. It appears to have formatted and maintained a website that serves as a vital source of information. If you are an individual who likes history, news, events, or are an information maniac who loves to read and share your knowledge with others, Wikipedia is definitely a place you’ll love. Anyone who wants to can contribute. Under the About section explaining Wikipedia, they explain what Wikipedia is and what type of information they are seeking. It is also recommended under this section to read this information and become familiar with this information before submitting new information or trying to edit. (Wikipedia, 2011).
Structure of Community
This is an open on-line virtual learning community that is knowledge based. It is an open structured, editable encyclopedia. The definition of Wikipedia per the About section from Wikipedia defines Wikipedia “is a multi-lingual, web-based, free-content encyclopedia project based on an openly editable model. The name “Wikipedia” is a portmanteau of the words wiki (a technology for creating collaborative websites, from the Hawaiian word wiki, meaning “quick”) and encyclopedia (Wikipedia, 2011). Wikipedia is a not-for-profit trademark of the Wikimedia Foundation (Wikipedia, 2011).
Design Features and Roles of the Technology
Wikipedia’s articles provide links to guide the user to related pages with additional information (Wikipedia, 2011). An example, the contents page for About Wikipedia is set up in ten parts. Those parts are 1) About Wikipedia 2) Making the best use of Wikipedia 3) Contributing to Wikipedia 4) Technical attributes 5) Feedback and questions 6) Related versions and projects, 7) Sister projects 8) See also 9) References 10) Further reading (Wikipedia, 2011). It has built in features to ensure reliability of the content. Those features include editors and administrators that are trusted and are approved by the community to edit and undo edits as necessary to maintain credibility. There are also bureaucrats who have technological “ability to add or remove administrative rights, approve or revoke “bot” privileges, and rename user accounts” (Wikipedia, 2011). There is an Arbitration Committee which is described as their Supreme Court and Stewards who retain technical permissions within the upper echelon along with a Wikimedia Board of Directors. (Wikipedia, 2011). The website has thoroughly described it purpose and also provides a detailed disclaimer. The features of this website make it reliable and trustworthy in my opinion. The administrators and Board of Directors have crafted an incredible on-line learning encyclopedia.
Conclusion and Implications
In conclusion, Wikipedia is an open content encyclopedia, knowledge-based virtual learning community emphasizing knowledge sharing. The goal is free open content information available world-wide. The implications are for access to and knowledge sharing for everyone everywhere. It is quite amazing!
References
Bonk, C.J. (2009). The world is open how web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.
KnowledgeForum.com (2011, March 18). Welcome to knowledge forum [On-line knowledge- based community]. Retrieved from http://www.knowledgeforum.com/Kforum/prodcontent.htm/
Outcome. (2004). Merriam-Webster’s Collegiate Dictionary (Eleventh Edition). Springfield, Massachusetts: Merriam-Webster, Incorporated.
Renninger, K.A., Shumar, W. (2002). Building virtual communities: learning and change in cyberspace. New York, New York: Cambridge University Press.
Riel, M., Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. Retrieved from http://www.ou.edu/D2L.
Wikipedia (2011, March 18). Wikipedia:About [On-line encyclopedia]. Retrieved from http://en.wikipedia.org/wiki/Wikipedia:About.
Introduction
I chose to take a look at Wikipedia. I decided to do this after reading Curtis J. Bonk’s book, The World Is Open How Web Technology is Revolutionizing Education (2009). Bonk dedicates a section of this book to Wikipedia and names it “Wikiwiki” (p. 235). Bonk mentions how Ward Cunningham came up with the name wikiwiki after taking a trip to Hawaii and heard the word wiki and was told that it meant fast in Hawaiian. Cunningham had been working on a web document that allowed participatory learning and allowed members to edit and update information but originally called it QuickWeb. After hearing the Hawaiian word, Cunningham then changed the name to wiki. Bonk doesn’t make it clear, but sometime after this Jimmy Wales came up with a search engine called Bomis in 1999. Bomis was designed to be a multilingual encyclopedia Web site. Bonk reports that this website was too slow so Wales then decided to launch a peer-reviewed open content encyclopedia called Nupedia. Editor-in-chief, Larry Sanger, came up with the name Wikipedia in 2001. Sanger departed Wikipedia in 2002. Bonk reports Sanger’s leaving as two-fold, 1) his position was no longer funded, 2) Sanger preferred a web encyclopedia edited by experts. The Wikipedia that is in use today is an open format that anyone can update. Wikipedia soon became the dominant website leaving Nupedia behind. Bonk states, “the new approach, like the wikiwiki, was quick!” (p. 237).
I found this interesting and decided to take a look at Wikipedia. Previously, I had not been interested in Wikipedia because of hearsay information I had heard about the website. After reading about Wikipedia in Bonk’s book, I thought it was important to take a closer look. What I found was quite amazing. I went into the site and decided to take a look at all the different possibilities. I was also curious how they keep track of all the different articles and information as well as how they maintain the website. What I found is that anyone is allowed to access and make edits to this information and the information is monitored by administrators (Wikipedia, 2011).
Type of Community
Wikipedia is a knowledge-based website that is powered by over seventy-five thousand active contributors with participants from all over the world in more than 250 different languages (Bonk, 2009, p. 237). Follow-up on Bonk’s book, Wikipedia’s About section claims to have more than ninety-one thousand contributors and 270 or more languages with some seventy-eight million visitors in the month of January 2010 (Wikipedia, 2011). Riel and Polin (2004) state that the “knowledge-building learning community does not complete a product, publication, or gallery as an end point of effort. Instead, members work on living documents or databases of ideas, which form a living, changing record of their shared mind” (p. 34). The goal is knowledge as Wikipedia is an encyclopedia. “Members actively seek to evolve the practice of knowledge building as well as content” (Riel and Polin, 2004). The needs are met through continuous updating and editing of knowledge. This includes current information and new information as well as past information. It appears to have formatted and maintained a website that serves as a vital source of information. If you are an individual who likes history, news, events, or are an information maniac who loves to read and share your knowledge with others, Wikipedia is definitely a place you’ll love. Anyone who wants to can contribute. Under the About section explaining Wikipedia, they explain what Wikipedia is and what type of information they are seeking. It is also recommended under this section to read this information and become familiar with this information before submitting new information or trying to edit. (Wikipedia, 2011).
Structure of Community
This is an open on-line virtual learning community that is knowledge based. It is an open structured, editable encyclopedia. The definition of Wikipedia per the About section from Wikipedia defines Wikipedia “is a multi-lingual, web-based, free-content encyclopedia project based on an openly editable model. The name “Wikipedia” is a portmanteau of the words wiki (a technology for creating collaborative websites, from the Hawaiian word wiki, meaning “quick”) and encyclopedia (Wikipedia, 2011). Wikipedia is a not-for-profit trademark of the Wikimedia Foundation (Wikipedia, 2011).
Design Features and Roles of the Technology
Wikipedia’s articles provide links to guide the user to related pages with additional information (Wikipedia, 2011). An example, the contents page for About Wikipedia is set up in ten parts. Those parts are 1) About Wikipedia 2) Making the best use of Wikipedia 3) Contributing to Wikipedia 4) Technical attributes 5) Feedback and questions 6) Related versions and projects, 7) Sister projects 8) See also 9) References 10) Further reading (Wikipedia, 2011). It has built in features to ensure reliability of the content. Those features include editors and administrators that are trusted and are approved by the community to edit and undo edits as necessary to maintain credibility. There are also bureaucrats who have technological “ability to add or remove administrative rights, approve or revoke “bot” privileges, and rename user accounts” (Wikipedia, 2011). There is an Arbitration Committee which is described as their Supreme Court and Stewards who retain technical permissions within the upper echelon along with a Wikimedia Board of Directors. (Wikipedia, 2011). The website has thoroughly described it purpose and also provides a detailed disclaimer. The features of this website make it reliable and trustworthy in my opinion. The administrators and Board of Directors have crafted an incredible on-line learning encyclopedia.
Conclusion and Implications
In conclusion, Wikipedia is an open content encyclopedia, knowledge-based virtual learning community emphasizing knowledge sharing. The goal is free open content information available world-wide. The implications are for access to and knowledge sharing for everyone everywhere. It is quite amazing!
References
Bonk, C.J. (2009). The world is open how web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.
KnowledgeForum.com (2011, March 18). Welcome to knowledge forum [On-line knowledge- based community]. Retrieved from http://www.knowledgeforum.com/Kforum/prodcontent.htm/
Outcome. (2004). Merriam-Webster’s Collegiate Dictionary (Eleventh Edition). Springfield, Massachusetts: Merriam-Webster, Incorporated.
Renninger, K.A., Shumar, W. (2002). Building virtual communities: learning and change in cyberspace. New York, New York: Cambridge University Press.
Riel, M., Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. Retrieved from http://www.ou.edu/D2L.
Wikipedia (2011, March 18). Wikipedia:About [On-line encyclopedia]. Retrieved from http://en.wikipedia.org/wiki/Wikipedia:About.
Saturday, April 23, 2011
Blog 7 - April 23, 2011
This has been a difficult week. I have had way too many tasks to try and get done. I am going to blog now about our project AA3 and AA4 for class. Suzanne and I have chosen two displaying activities for our proposed VLC (NurseE-Port - Students Mentoring Students) they are Anchored Instruction with online video and Concept mapping key information. These both fit our design rationale to encourage critical thinking using the theoretical concept of constructivistism approach under cognitive theory. AA4 we have chosen online tutoring and mentoring for our doing activity under the R2D2 model by Bonk and Zhang (2008) as well as the online simulations. Both of these activities fit our theoretical and design rationale for the knowledge based virtual learnng community. Suzanne and I are enjoying putting this site together. We hope others will enjoy it too and that it might be something that can actually happen in the future!
Bonk, C.J., & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying and doing. San Francisco: Jossey-Bass.Morrison
Bonk, C.J., & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying and doing. San Francisco: Jossey-Bass.Morrison
Saturday, April 9, 2011
EIPT Week April 4-9
Hi everyone, I'd like to say that I have enjoyed so far working on the proposal project and hope all of us will be successful at whatever it is we are trying to communicate. I am not sure at this point and still feel a little insecure about the whole thing. But, as far as the reading is concerned, I would like to point out that the Bonk and Zhang, Clark and Mayer chapters that we've been assigned to read have been very helpful in trying to discern how to build a virtual learning community. Since I would like to move forward with Suzanne and my proposal even after this class, I feel these two books in particular will help us learn to design and format a VLC that has a better chance at meeting the goals we desire and possibly helping it move forward and be successful. Only time will tell. I found Clark and Mayer's chapters 7 about the extraneous audio and video particularly helpful. I don't think I would have realized the problems that occur with learning presented material if I had not read this chapter. I had not realized how important it is to link the audio with the video to help aleviate the brain from having to try so hard to assimilate both of these different mediums. I guess because I am so used to just viewing asynchronous text material it was eye opening for me. Good luck to everyone on our upcoming presentations!
Clark, R.C., Mayer, R.E. (2008). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning (2nd ed.). San Francisco, CA: Pfeiffer, John Wiley & Sons, Inc.
Clark, R.C., Mayer, R.E. (2008). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning (2nd ed.). San Francisco, CA: Pfeiffer, John Wiley & Sons, Inc.
Saturday, March 26, 2011
Week 9 Blog
Well, I did not get to participate in last week's on-line synchronous meeting. Originally, Dr. Ge had said that I could read through the posting and blog about the details. I could not find the link so if anyone happens to read this and knows how I could find the link, please advise.
I have decided to go ahead and blog about the case studies that I chose. I decided to write about Wikipedia and KnowledgeForum.com. I was quite suprised to find that Wikipedia is a reliable encyclopedia source. Although the website does place disclaimers on the information, it has administrators and other members of this website that maintain and watch-over the content. There are over 270 languages in use at Wikipedia and approximately ninety-one thousand contributors to the website which receives millions of visits each month. I really found the website fascinating. The knowledgeforum.com website I visited was also interesting. It reports itself as being a knowledge-based community but in reality I believe it is a task-based learing community per Riel and Polin's definitions. Overall, I thought doing the case study was informative and it made me take a look at websites I would have otherwise not perused. I wish I could have participated in last week's discussion but due to my work schedule it will be impossible now for me to participate as I work on every Tuesday and Wednesday night now until 11 p.m. I seem to be running a little behind now on everything so I hope everyone will have mercy on me and realize my work schedule has changed and I will be scrambling to keep up. I look forward to looking at everyones blogs and will try and update this blog if I can get the link to the synchronous meeting. Have a good night everyone, I'll blog at you later!
KnowledgeForum.com (2011, March 18). Welcome to knowledge forum [On-line knowledge-based community]. Retrieved from http://www.knowledgeforum.com/Kforum/prodcontent.htm/
Riel, M., Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. Retrieved from http://www.ou.edu/D2L.
Wikipedia (2011, March 18). Wikipedia:About [On-line encyclopedia]. Retrieved from http://en.wikipedia.org/wiki/Wikipedia:About.
I have decided to go ahead and blog about the case studies that I chose. I decided to write about Wikipedia and KnowledgeForum.com. I was quite suprised to find that Wikipedia is a reliable encyclopedia source. Although the website does place disclaimers on the information, it has administrators and other members of this website that maintain and watch-over the content. There are over 270 languages in use at Wikipedia and approximately ninety-one thousand contributors to the website which receives millions of visits each month. I really found the website fascinating. The knowledgeforum.com website I visited was also interesting. It reports itself as being a knowledge-based community but in reality I believe it is a task-based learing community per Riel and Polin's definitions. Overall, I thought doing the case study was informative and it made me take a look at websites I would have otherwise not perused. I wish I could have participated in last week's discussion but due to my work schedule it will be impossible now for me to participate as I work on every Tuesday and Wednesday night now until 11 p.m. I seem to be running a little behind now on everything so I hope everyone will have mercy on me and realize my work schedule has changed and I will be scrambling to keep up. I look forward to looking at everyones blogs and will try and update this blog if I can get the link to the synchronous meeting. Have a good night everyone, I'll blog at you later!
KnowledgeForum.com (2011, March 18). Welcome to knowledge forum [On-line knowledge-based community]. Retrieved from http://www.knowledgeforum.com/Kforum/prodcontent.htm/
Riel, M., Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. Retrieved from http://www.ou.edu/D2L.
Wikipedia (2011, March 18). Wikipedia:About [On-line encyclopedia]. Retrieved from http://en.wikipedia.org/wiki/Wikipedia:About.
Saturday, March 12, 2011
Blog 4 Update
Just wanted to update a bit from my previous post on Blog 4. I'm enjoying reading Bonk's book "The world is open" and I really enjoyed scanning through the power-point provided to us by Professor Ge. It reiterates the book and visually communicates to us how technology is changing the landscape of learning. The three trends we discussed in our meeting last Wednesday about pipes, pages and participatory learning are all taking place all over the world. In particular I found the links to the websites very interesting and informative.
Wednesday, March 9, 2011
Blog 4, Week 8
I am posting this blog tonite but will probably update later this week after I finish reading the assigned chapters in Bonk. So I hope my blog tonite doesn't sound too shallow. I was able to read Chapter one in the correct Bonk book and started on chapter two but I have a way to go before I complete the readings through chapter 8. For anyone reading this blog, realize I will update later this week. Tonite though, I did want to blog about our experience as a group with the chat format. I found the chat to be better after we switched to the other site. The first site we were on was difficult to follow. The pointer kept returning to the top of the list even after I tried to switch my formatting. I kept having to hit the clicker on the sidebar to move it back so I could see what was being communicated. Then, after we switched it seemed to go much better but I still had a difficult time trying to keep up with the discussion and it seemed like as soon as I would answer a question and then respond to a question I would somehow have missed something. I felt like I tried to keep up but that I wasn't sure what subject we were on. It was frustrating to me. I thought we were addressing one issue and then was questioned why I answered the way I did and then someone said well "yes" that was what we were talking about but now we've moved on to this other topic. It did not seem to me that there was a clear communication of this. It did seem though that towards the end we were on the same track and understanding that we had switched to talking about the learning perspectives and viewpoints that went along with the earlier discussion about the pipes, pages and collaboration in online learning. I was very appreciative too of the different sites that some posted that help us discern the validity of online postings. And, I appreicated the discussion of the activity theory and where it went and how it related it to the previous discussion. I felt like the discussion towards the end contributed to my online learning. I'm grateful to the other class members input. Thanks for sharing everyone. :)janine
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