e Portfolios Institutional Adoption Strategies E-Learning Strategies

e. Portfolios: Institutional Adoption Strategies E-Learning Strategies & Practices Hokling CHEUNG Office of Education Development and General Education City University of Hong Kong December 1, 2010

Innovation Adoption Visions Pragmatic Values Source: Everett Rogers, Diffusion of Innovation Theory (Everett Rogers, 1962 & VH Carr Jr, 1999)

Visions Pragmatic Values

Visions A Personal Learning Space Personal Development Planning e. Portfolios Digital Identity Social Learning & Learning Communities Approaches to Lifelong Learning User-centric e-Learning Environment

“A portfolio tells a story. ” What are they? e. Portfolios “The portfolio is a laboratory where students construct meaning from their accumulated experience. ” “A portfolio is opinion backed by fact. . ” Paulson & Paulson, 1991 A teaching portfolio “summarizes major teaching accomplishments and strengths of a professor, and provides a selective account of best practices. It is both reflective and qualitative in its assembly, and involves the collection and presentation of materials in a concise manner (i. e. , it's more than just a container to showcase instructional materials). " http: //www. tss. uoguelph. ca/resources/idres/packagetd. html

Types of Portfolios • • Learning portfolios Employment portfolios Assessment portfolios Showcase portfolios Personal development portfolios Teaching portfolios Training portfolios These different "types“ of e. Portfolios reflected the fact that e. Portfolios are being produced and consumed (used) in many different processes, or to manage different processes. Serge Ravet http: //www. eife-l. org/publications/eportfolio/documentation/positionpaper

? Paperless portfolios What are they? e. Portfolios An e. Portfolio is “a collection of authentic and diverse evidence, drawn from a larger archive, that represents what a person or organisation has learned over time, on which the person or organisation has reflected, and designed for presentation to one or more audiences for a particular rhetorical purpose". Educa use, NLII, 2003

e. Portfolios process self Personal particulars Biography Values & Beliefs Goals Aspirations Styles Interests & Hobbies IDENTITY + product Learning Development Plan Execution Documentation Reflection Collaboration Showcase Assessment Graduate Employment Professional Appraisal MANAGEMENT (frequent update, sharing, dialogic feedback & collaboration) + PRESENTATION

What are they to e-Learning? e. Portfolios

us us no o no r e h m chro ch w ti n y yn an an s as e er e-Learning - role-based/hierarchical • Instructor vs Students unequal access to functions & info. distributive web 2. 0: Wiki, Blog, RSS (partial) course-based teacher-owned Learning Management Systems

us us no o no r e h m chro ch w ti n y yn an an s as e er e-Learning Internet (Web 2. 0) Web as a platform open for everyone to participate, share information, organize & create knowledge, initiate discussion & activities, social network & collaborate etc.

Technologies have enabled everyone of us to take snapshots of different moments of life capture the motion of time and interaction record the music of laughters and tears communicate everywhere with whoever we want interact in different ways make things much more portable and sharable

e. Portfolios are • • • repository of work & experiences personal knowledge management tools showcase of reflective learning and lifestyle! celebration of accomplishments platforms for connection lifelong learning strategies

wh y an e er a ny tim e us n sy hr c no o on r us o ch n y as e-Learning ss d l ce se ve ica l ac -ba ti h rc qua rse ribu ra ie une cou dist h e. Portfolios user centric personal & social management goals & plans activities thoughts artifacts comments & feedback access & privileges collaboration presentation & showcase

Visions Pragmatic Values

Visions Pragmatic Values Communication Implementation Investigation Information Facilitation Evaluation

2009 -11 e. Portfolios for All: A Roadmap for Success 2007 -09 Electronic Learning Portfolio 2005 -06 English Language Portfolio

e. Portfolio for Learning Outcomes Extrinsic Motivation attend classes Reflection, Feedback & Dialogue relate Plans, Accomplishment, Reflection, Collection of Artifacts, Qualifications Activities + Outcomes take examinations e. Portfolio: Goals, Action complete assignments Outcomes + Goals get the grades Goals + Actions enjoy the break internalise Intrinsic Motivation

“…without a central focus on reflection, e-portfolios are in danger of becoming simply a collection of information rather than a mechanism for the development of meaningful knowledge. ” Battacharya, M & Hartnett, M. E-Portfolio Assessment in Higher Education [Online]. Available: http: //fie. engrng. pitt. edu/fie 2007/papers/1720. pdf [Accessed June 17, 2008]

Some comments from e. Portfolio developers • (By using e. Portfolio, ) I can focus on what my goals are, and follow step by step to achieve my goals. • (e. Portfolios) enable me to evaluate my learning process and outcome. • As a research student, I find e. Portfolio is a useful tool for managing information and organising thoughts. . . thanks. • (e. Portfolio) helps me plan my three years’ university life. • (e. Portfolio helps us) review what we have done, evaluate our goals and express our strengths to others. • e. Portfolio is useful for every students. I think that e. Portfolio workshops should be promoted to all students since their first year in the university.

Feedback from students Having the experience in developing e. Portfolios and learning to reflect, • Many students (65%) realise many students identified that preparation and important factors or planning like goal setting, strategies that can help them action planning, knowing the learn better. course ILOs and assessment criteria, etc. are helpful for achieving better performance. (634 students responded in Semester A & B 2007 -8)

Feedback from students The positive effect on learning is Both formative and summative reflection were agreed to be related mainly to the important by about half of the practices of reflection and students. the process of portfolio making. • 56% reflection is very important during the process of learning. • 62% students think that the process of developing a portfolio is useful for learning. • 46% reflective review and summary at the end of a particular course or activity • 34% students think the end is important. product of the portfolio is useful for learning. (634 students responded in Semester A & B 2007 -8)

Integration to courses & activities Programmes Language Students Courses Exchange Staff Development Field Trip e. Portfolios Job Application Academic advising Celebrities Internship Student Ambassadors University transitions Employment preparation Co-curriculum Professional Development Policies Employers Senior Management Teachers Other universities Overseas universities Secondary schools Student Learning Profile (SLP)

e. Portfolio Coverage Phase 2005 -07 2007 -09 2009 -11 • English Language Centre • Education Development Office • English Language Centre • Biology and Chemistry • Public and Social Administration • English and Communication • Division of Building Science and Technology • School of Graduate Studies • Computer Studies • Education Development Office • English Language Centre • Biology and Chemistry • Public and Social Administration • English and Communication • Division of Building Science and Technology • School of Graduate Studies • Electronic Engineering • Information Systems • Office of Education Development and General Education Workshop types – Course-based learning e. Portfolio workshop – Learning e. Portfolio workshop – Internal Teaching e. Portfolio workshop – Course-based learning e. Portfolio workshop – Learning e. Portfolio workshop – Employment e. Portfolio workshop – Teaching e. Portfolio workshop – Creative use of multimedia – Portfolio information seminar e. Portfolio types English Language Portfolios Electronic Learning Portfolios Learning e. Portfolios Graduate/Employment e. Portfolios Teaching e. Portfolios Professional e. Portfolios Celebrities e. Portfolios Departments Number of e. Portfolios 260 3400 4800 (up till now)

e. Portfolios for All: A Roadmap For Success A City. U Teaching Development Grant funded project

e. Portfolios: Plan, Manage, Reflect and Present Your Goals, Accomplishments and Expertise Professional Portfolios Graduate/Employment Portfolios Language Portfolios Learning Portfolios Showcase Portfolios Performance Appraisal Portfolios event organisation workshops community services projects recognitions Graduation Learning & Development Continuing Professional Development study trip competitions courses exchange final year project further study course work internship awards professional membership part-time jobs group projects Student unions community services publications

Academic Advising Learning Teaching e. Portfolios Assessment Institutional Enhancement Employment Professional Development • Self-awareness • University Study Guidance • Students at-Risk Assistance Enhancement of Learning & Teaching • • • Motivation & Engagement Goal Setting & Action Planning Reflection/Reflective Practice Learning & Knowledge Management Learning Community Lifelong Learning ILOs Outcomes • Performance Assessment • Evidence Collection • Evaluation/Quality Assurance Professional Development • • • TLAs Articulation of Expertise & Achievements Career Planning and Preparation Tenure Review, Awards, Promotion Reflective Practice Publicity ATs

e. Portfolios for All: A Roadmap for Success - Project Overview e. Portfolios purposes, contexts & audience Learning e. Portfolios Professional e. Portfolios Graduate e. Portfolios Personal Career Development Preparation e. Portfolios Project Aims: 1. lay the foundations of a university wide e. Portfolio culture 2. actualise full student learning experience 3. promote the goal of becoming City. U Ideal Graduates 4. motivate students to take ownership and responsibility for their learning, development and career success 5. inform and motivate students to use available support resources & services 6. motivate teachers and coordinators of co-curricular activities to review their teaching and coaching practices and integrate reflection into the related activities Student Learning Outcomes 1. use effective skills and strategies to design e. Portfolios for specific purposes 2. select and use available tools to construct e. Portfolios 3. identify how City. U's learning activities, support resources and services, etc, relate to attaining the Ideal Graduate attributes and programme outcomes 4. adopt reflective practices to manage learning and development 5. articulate and evidence their accomplishments, abilities and aspirations in the specific context of learning and development. Generic structure with specific strategies Investigators (PI) and Co-Investigators (Co-PI) of the Project Hokling Cheung (EDO) (PI) Dean Fisher (ELC) (PI) Andy Chan (EE) (Co-PI) Arthur Cheung (SA) (Co-PI) Paul Shin (BCH) (Co-PI) Christoph Hafner (Co-PI) Terence Cheung (Co-PI) Valerie Pickard (ELC) (Co-PI) Vicky Chan (EDO) (Co-PI) + participating teachers and activities coordinators (40 ELC Teachers, Tania Lau, Amy Mak, Ron Kwok, Jackie Lou, Connie Ng, Winnie Yee, Stephanie Lai, Anita Lam, Kevin Forde, Tak Yan Lee, Teresa Chow, William Leung & etc. ) Track I: Student Learning v. Design and delivery of voluntary workshops v. Specific students targeted (e. g. A+++ students, student ambassadors) v. University-wide promotion ve. Portfolio Competition and Award Ceremony students Teacher Learning Outcomes 1. design & construct their own professional e. Portfolios 2. guide students to become Ideal Graduates 3. recognise the importance of reflection in learning 4. adopt strategies to encourage student reflection teachers Self-selected students and students from participating courses & co-curricular activities. Available to all e. Portfolio City. U Commons students. Track II: Roadmaps Investigators of the project, teachers and coordinators of co-curricular activities. ve. Portfolio Repository: Discipline specific e. Portfolio templates to inform, recommend & direct students to specific resources, services, co-curricular activities, workshops and schemes etc. v. Guide students towards: programme outcomes, ideal graduate attributes and employment opportunities v. Celebrities’ e. Portfolios Departments, programme leaders and other university support units. institution Track III: Staff Development v. Project investigators create their own professional development e. Portfolios. v. Collaboration with teachers and co-curricular activities coordinators to integrate e. Portfolio, reflection or related skills in the programmes, courses or activities. v. Appreciation of the value of e. Portfolios for development and learning v. Provide encouragement and set an example for students

Ø University Success Roadmap – e. Portfolio template for transitions and university study guidance Ø e. Portfolio Workshops/Sessions Teachers/ Coordinators/ Programme leaders Research Promotion Other Universities/ Schools/ Professionals/ Employers Students/ Student Celebrities/ Helpers Outreach Training Management/ Other Related Departments http: //www. cityu. edu. hk/edge/eportfolio – – – Learning Employment Teaching Creative Use of Multimedia Strategic Teaching Enhancement Programme e. Portfolio Information Seminar – – – e. Portfolio HOW e. Portfolio WHY e. Portfolio GALLERY/Repository – – – Student celebrities Teacher celebrities Professional celebrities – – – e. Portfolio Pedagogies e. Portfolio Technologies Impact on learning Impact on employability Generic structure of e. Portfolios Publicity & information leaflets Ø Online Guides & Resources Ø Celebrities’ e. Portfolios Ø Research & Publications Ø e. Portfolio Competition Ø e. Portfolio Commons

Ø University Success Roadmap – e. Portfolio template for transitions and university study guidance Ø e. Portfolio Workshops/Sessions – – – Learning Employment Teaching Creative Use of Multimedia Strategic Teaching Enhancement Programme e. Portfolio Information Seminar – – – e. Portfolio HOW e. Portfolio WHY e. Portfolio GALLERY/Repository – – – Student celebrities Teacher celebrities Professional celebrities – – – e. Portfolio Pedagogies e. Portfolio Technologies Impact on learning Impact on employability Generic structure of e. Portfolios Publicity & information leaflets Ø Online Guides & Resources Ø Celebrities’ e. Portfolios Ø Research & Publications http: //www. cityu. edu. hk/edge/eportfolio Ø e. Portfolio Competition Ø e. Portfolio Commons

e. Portfolio Workshops

Roadmap for University Success • steers first-to-final-year students • emphasizes whole-person development & lifelong learning • facilitates student-centric information delivery • develops reflective thinking skills & other important generic skills

Celebrities • Dr. Ben Au Yeung (Chinese University of Hong Kong) • Dr. Renford Reese (California Polytechnic State University, Pomona) • Mr. Andrew Fan (Nu Skin) (Alumni) • Mr. Bena Smith (WWF Hong Kong) • Mr. Charles Mok (Internet Society Hong Kong) • Ms. Elaine Cheng (Dot Asia, Net. Mission) • Ms. Ellen Pau (Videotage) • Ms. Fanny Chan (Headline. Jobs. hk) City. U Students City. U Teachers • Dr. Annis Fung (SS) • Dr. Arthur Cheung (SA) • Dr. Linda Lai (SM) • Mr. David Woo (EL) • Mr. Dean Fisher (EL) • Ms. Penny Akers (EL) • Mr. Andy Chu (SM) • Mr. Billy Li (CS) • Mr. Chapman Ho (IS) • Mr. Dick Lai (IS) • Mr. Jacky Man (LW) • Mr. Kafar Wong (IS) • Mr. Keith Yeung (IS) • Mr. Morgan Aasdam (SM) • Mr. Refeal Leung (BC) • Ms. Yvonne Ni (SM)

Publications Fisher, D. W. , Cheung, H. L. , Chen, Y. , Chan, Y. F. & Wong, M. C. (forthcoming). e. Portfolios for higher education: A Hong Kong perspective. In D. Cambridge (ed. ) Global Diffusion of E-Portfolio: Solutions for Collaborative Education. IGI Global. Kwok, C. W. , Cheung, H. L. , Chen, Y. J. , Thadani, D. , Bandyopadhyay, R. , Lau, T. Y. & Wong, M. C. (forthcoming). Positive effects of reflective e. Portfolio on overseas exchange learning experience. In 3 rd International Conference on Computer Supported Education, the Netherlands, 6 -9 May, 2011. Fisher, D. W. , Cheung, H. L. , Pickard, V. & Chen, Y. J. (2010). Embarking on the Journey of e. Portfolio Experience: A New Approach to Enhance Graduate Employability. Learning Forum London 2010, e. Portfolio 2010 and Key Competencies 2010, London, July 5 -7, 2010. Kwok, C. W. , Cheung, H. L. , Pickard, V. , Chen, Y. J. , Lau, T. Y. , Bandyopadhyay, R. & Wong, M. C. (2010). Effects of Reflective e-Portfolio on Students' Overseas Exchange Learning Experience. Teaching and Learning Symposium 2010, Hong Kong, June 6 -8 2010.

Publications Zhou, M. , Cheung, H. L. , Wong, M. C. , Chan, Y. F. & Pickard, V. (2010). An Evaluation of Electronic Portfolio Platforms in Higher Education. e-CASE & e. Tech 2010 Conference, Macau, China, January 25 -27, 2010. (Distinguished Paper Award) Cheung, H. L. , Zhou, M. , Pickard, V. , Fisher, D. W. & Chan, Y. F. (2010). The Design, Implementation and Evaluation of a Generic Structure for e. Portfolios/Portfolios. e-CASE & e-Tech 2010 Conference, Macau, China, January 25 -27, 2010. Cheung, H. L. , Fisher, D. W. , Pickard, V. & Chan, Y. F. (2009). Scaffolding Student Learning: Integrating e. Portfolios into the University Experience. International Conference on Improving University Teaching (IUT), Vancouver, Canada, July 14 -17, 2009. Williams, F. , Chan, Y. F. & Cheung, H. L. (2009). The English Language E-portfolio. In J. Zubizarreta (ed. ). The Learning Portfolio. San Francisco, Calif. : Jossey-Bass. Williams. F. , Chan, Y. F. & Cheung, H. L. (2007). Promoting Active and Reflective Learning Through e-Portfolios: Difficulties And Challenges. International Conference on Improving University Teaching (IUT), Jaén, Spain, July 4 -7, 2007.

e. Portfolio & Employability Job application Will employers view job applicants' e. Portfolios if a link is provided? At which stage of the recruitment process do employers see e. Portfolios as being potentially most effective? Maintaining employment & obtaining new employment if needed To what extent can e. Portfolios help students develop a set of skills and strategies that are desirable for employers? Skills & strategies developed = Important in the workplace Ref: Hillage, J and Pollard, E (1998) Employability: developing a framework for policy analysis. Research Brief 85, Department for Education and Employment

Student Post-Experience & Employer Surveys Employability Enhancement (Some preliminary data) Goal Setting & Action Planning Skills developed Important in the workplace

Post-Experience & Employer Surveys Employability Enhancement (Some preliminary data) Goal Setting & Action Planning Identify Strengths & Weaknesses

Post-Experience & Employer Surveys Employability Enhancement (Some preliminary data) Goal Setting & Action Planning Identify Strengths & Weaknesses Record Accomplishments

Post-Experience & Employer Surveys Employability Enhancement (Some preliminary data) Goal Setting & Action Planning Identify Strengths & Weaknesses Record Accomplishments Provide Evidence for Performance Claims

Post-Experience & Employer Surveys Employability Enhancement (Some preliminary data) Goal Setting & Action Planning Identify Strengths & Weaknesses Record Accomplishments Provide Evidence for Performance Claims Establish a Positive Image

Employability Job application

Employability Job application

Visions Pragmatic Values Communication Implementation Investigation Information Facilitation Evaluation

Why top down? What are the needs & challenges? Visions Pragmatic Values What are the possible benefits?

e. Portfolio Initiatives at National Level & in Tertiary Institutions Europe Europass & EPICC: increase transparency of qualifications, citizens’ mobility, lifelong learning, continuing professional development UK Personal Development Planning (PDP) UK Australia development of graduate Australia capabilities US reflective learning and personal US development Canada Graduation Portfolio Canada Assessment HK Outcomes-Based Teaching & Learning HK (OBTL), Student Learning Profile (SLP) &

Driving Forces EMPLOYABILITY TECHNOLOGY QUALITY ASSURANCE GUIDANCE LIFELONG LEARNING – Course/Programme/School level – Student centered learning – Graduate capabilities – Generic skills & knowledge for real-world applications – Employment, Job search/ Transparency of Qualifications – Appraisal, Tenure and promotion processes – Infusion of technology/ Empowerment of individuals – Digital, Not Physical! – Outcomes based teaching & learning – Authentic and performance assessment Institutional achievement/ improvement – Academic advising – LEARNING OUTCOMES National policy (Mobility of Citizens & Competiveness) – POLICY – Career consultation – Whole Person Development – Lifelong learning

Relevant Trends in Higher Education • • • Authentic learning experiences Learning communities (peer learning, collegiality) Competencies & outcomes Transferable & employability skills Blending information literacy, technology fluency, communication proficiency, presentation skills and domain knowledge Treating students as big-picture thinkers and critically engaged doers Academic advising Reflective practices & continuous development (employability) Era of accountability & QA Lifelong learning Reese, M. et al & Moore, Anne H. et al http: //net. educause. edu/ir/library/pdf/ERB 0904. pdf

Issues & Challenges Perception & Purposes – confusion caused by widely differing definitions and perceptions of the nature and functions of e. Portfolios are not only different things to different people, they can also be different things to the same person as perspectives and purposes change. – problems arising from the conflicting paradigms and purposes of e. Portfolios (Barrett and Carney, 2005) Motivation – Benefits/Incentives (extrinsic & intrinsic motivation) – Time & efforts – Technical challenges (digital native vs consumer)

Issues & Challenges What should be the content structure? Which type of e. Portfolio to create? ? Who is going to view this portfolio? Is there any template to follow?

Generic Structure of e. Portfolios Personal particulars, biography, values & beliefs, interests and hobbies etc SUMMARY Purpose, audience, achievements and development, reflection and future direction SHOWCASE Representative work & evidence QUALIFICATIONS Official recognition of achievements, qualifications, contribution and participation

Generic Structure of e. Portfolios Benefits! v v Enhances accessibility, usability and readability for more effective communication Develops generic and transferable knowledge and skills which eases the demands on training and support resources for future e. Portfolio development v Allows creativity as developers can choose to adopt or adjust the structure according to their own needs v Provides a sound framework for managing and showcasing one’s accomplishments, expertise and aspirations

Issues & Challenges Pedagogy – Instructional design – Faculty development – Curriculum review and design Technology – – – Integration with existing LMS Commercial or open sourced Universal standards (Interoperability & portability) Availability (lifelong? ) Emerging features and functions

The Chronology of City. U’s e. Portfolio Technologies Course-based Wikis and Blogs Digital story More emphasis and facilitation on feedback Website Advanced HTML Emphasis on technologies Wiki functions in My. Expo User centric application ? Google Apps, Mahara, Facebook Mobile solutions Institutional commitments, integration & strategies Bb Basic Portfolio function Direct use of templates Emphasis on reflection 2005 -2006 2007 -2009 One-web-page (simple HTML) Digital story More emphasis on reflection 2009 -2010 2011 & beyond Blackboard, Desire 2 Learnpilot, Fusionpilot and Google Sites Generic e. Portfolio structure e. Portfolios for diverse purposes

Proposing the Institutionalisation of e. Portfolios for Teaching and Learning Institutional Enhancement at City. U commitments & supports • enhance learning and employability • enhance teaching

Curriculum & Co-Curriculum • e. Portfolios should be integrated into all General Education core courses for all first year students to record, manage and reflect on their learning and development; • Students who apply for scholarships, exchange programs or internships in City. U should submit e. Portfolios as a requirement for application. Faculty development • e. Portfolios should be used for peer review/observation among teachers; • Teachers who apply for Teaching Excellence Awards should submit e. Portfolios as a required document for application.

Technical infrastructure • Technology infrastructure should address the requirements of e. Portfolios for all through coordinated efforts in testing and integrating e. Portfolio platforms and tools into the existing IT infrastructure such as an online learning management system; • Students should be able to continue to own and develop e. Portfolios after graduation for at least three years, and ideally, life-long. Quality assurance • The e. Portfolio should be used as a course evaluation tool; • The e. Portfolio should be used as a performance appraisal tool for evaluating teaching performance; • The e. Portfolio should be recognized as one of the means to evaluate Outcomes Based Teaching and Learning (OBTL); • The e. Portfolio should be recognized as a core IT literacy skill for all students, teachers and staff.

Proposing the Institutionalisation of e. Portfolios for Teaching and Learning Enhancement at City. U Visions Pragmatic Values Communication Implementation Investigation Information Facilitation Evaluation

What will future users do with the technologies? Web 3. 0 portable personal web Web 2. 0 wildly read-write web Flash Twitter Podcasts Blog Web 1. 0 mostly read-only web You. Tube WIKI RSSvideo Podcasts WIKI Blog Facebook

Image source: http: //graphics 8. nytimes. com/images/2005/10/10/opinion/1010 opart. jpg by Randy Siegel

Portfolio of Passions

References • Moore, Anne H. , Fowler Shelli B. , Brent K. Jesiek, John F. Moore, and C. Edward Watson. “Learners 2. 0? IT and 21 st-Century Learners in Higher Education" (Research Bulletin, Issue 7) (Boulder, CO: EDUCAUSE Center for Applied Research, 2008), 5, available from http: //www. educause. edu/ecar. • Carr Jr. V. H. (2001). Technology Adoption and Diffusion. Retrieved November 29, 2010, from http: //www. au. af. mil/au/awcgate/innovation/adoptiondiffusion. htm • Lambert, S. R. , & Corrin, L. E. (1007). Moving towards a university-wide implementation of an e. Portfolio tool. Australian Journal of Educational Technology, 23(1), 1 -16. • Reese, M. & Levy, R. (2009). Assessing the future: E-portfolio trends, uses, and options in higher education. In EDUCAUSE Research Bulletin, Volume 2009, Issue 4. • Rogers, E. M. (1995). Diffusion of Innovations (4 th edition). New York: The Free Press • The Telegraph. (2010). "Happy 40 th birthday, the internet: 20 milestones in the net's development". Retrived on November 29, 2010, from http: //www. telegraph. co. uk/technology/news/6455139/Happy-40 th-birthday-theinternet-20 -milestones-in-the-nets-development. html

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