Distance Education http://www.pcc.edu/about/distance Wed, 25 Nov 2015 19:17:52 +0000 en-US hourly 1 http://wordpress.org/?v=4.3.1 Adding a Q&A Widget to your course http://www.pcc.edu/about/distance/2015/11/adding-a-qa-widget-to-your-course/ http://www.pcc.edu/about/distance/2015/11/adding-a-qa-widget-to-your-course/#comments Mon, 23 Nov 2015 22:52:55 +0000 http://www.pcc.edu/about/distance/?p=6166 Want to bring more awareness to your Q & A discussion forum? Putting a widget on your course homepage is a great way to accomplish this goal. It makes the forum front and center for students as soon as they log in. It is a continual reminder that they can ask questions (anonymously even) at any time!

D2L Homepage with a Q and A widget in top right

Why might this be a better idea than having a student email? Well, nothing takes the place of email for a personal correspondence regarding grades, illness, or other extenuating factors. However, if you could reduce the number of times you answer the same or similar question regarding course content or assignments, wouldn’t that be great? Another thing is that students can post anonymously. This gives those students who don’t like to have attention brought to themselves the opportunity to ask questions without being judged. I highly recommend that the Q & A forum be set so that students can post anonymously.

Want to put one in your class? It is quite easy! You can name your forum anything you like. You can be creative or use the PCC standard “Student Q & A.” It is up to you and an opportunity to put a unique stamp on your course homepage!

four examples of Q and A WidgetsCreating your own Q&A widget

Make sure you are logged into your PCC Gmail and then go to the Google Doc Adding a Q&A Widget. Here you will find step by step instructions on adding a Q&A widget yourself. If you would like some question mark options, I have started a repository in the Google folder Question Marks, which is available to PCC instructors. These are free for you to use and augment.

Promoting your Q&A forum

Advertising the Q&A forum as the primary place for asking questions regarding course content and assignments helps to reduce the number of student emails and it also makes the answers available to all students. Make sure you provide this information in your Welcome message, your Syllabus, in the discussion topic prompt, and even in your weekly news items. The more your students see you promoting the forum, the more likely they will be to use it!

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Easy visuals with Canva http://www.pcc.edu/about/distance/2015/11/easy-visuals-with-canva/ http://www.pcc.edu/about/distance/2015/11/easy-visuals-with-canva/#comments Mon, 16 Nov 2015 18:00:24 +0000 http://www.pcc.edu/about/distance/?p=6151 You don’t have to be a professional designer to get professionally looking images, banners, infographics for your D2L course or printed materials for your class. You don’t have to master Photoshop or Illustrator for a simple graphic work. Use Canva!

Canva is an online application with a very straightforward user interface and drag-and-drop technique, that anyone can learn. You can get very nice looking visuals with a small effort and time spent. You can create account with Canva using an email account or a Facebook account. It takes seconds to start.

Canva Signup screen

Canva account creation page

Canva is free to use. Many templates and images in the image library are free. There are many more templates and images that will cost you $1 each. You can also upload your own images or connect your canvas account with your Facebook page and use your Facebook pictures.

The image library is very large, well organized and searchable. You can search and find a ton of stock photos, icons, buttons, templates  and other graphics for your project. There is a large selection of  pre-formatted, professionally designed templates in various sizes  from social media banners to postcards, flyers, blogging elements, eBooks, etc., or you can pick your own size.

  • Share your designs with collaborators by giving access to your projects with an email invitation.
  • You can save your work for later and download your designs jpg, png and PDF formats, including PDF for print.
  • Some more features and limitations are listed in this blog: How to create awesome images for your blog with Canva

There are many video tutorials for Canva available on YouTube and Canva’s website. Here is one to get you started with Canva in just a few minutes.


Editor’s note: When using images to convey a text message, make certain you are also providing alt-text for the image that makes the content more accessible to screen readers and other assistive technology. Also, make sure you read, understand, and follow the terms of use for the service.

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Designing News items in D2L http://www.pcc.edu/about/distance/2015/11/designing-news-items-in-d2l/ http://www.pcc.edu/about/distance/2015/11/designing-news-items-in-d2l/#comments Tue, 10 Nov 2015 00:25:31 +0000 http://www.pcc.edu/about/distance/?p=6118 Using the News widget is an important way to not only incorporate instructor presence into the online classroom, but student interest as well. I post everything from weekly content intros to videos and articles I think my students might find interesting.  However you use the News widget, there are some basic techniques to keep in mind when writing a post.

  1. More color is not always better.
  2. Use consistent fonts and font sizes.
  3. Break up text into sections and lists.
  4. Insert an image to catch the eye.

Let’s take a look at the post below. It is a weekly announcement introducing a new topic. It also lets students know that the instructor is available for questions and observations on assignments from previous weeks.

Week 3 text

Week 3 Intro to Content

Yes, there is color to catch the eye and the larger in-text fonts change making keywords stand out. The topics are broken up by paragraphs. But could this be better? If so, what constitutes better?

Color and font sizes

Did you know that 1 in 12 men are colorblind (http://www.colourblindawareness.org/colour-blindness/)? Colorblindness is more common than many realize. Because of this reason, using color to emphasize important information can fail to have the intended effect. Instead, use bold and/or italics for emphasis. Why not underline? Well, these days just about anything that is underlined on the internet is a link. So unless it is actually a link, try not to underline.

Choose a font size for your paragraph text and stick with it. The standard font size in D2L is a good way to go. However, if you would like it larger, 10pt is good too. If the text gets too big, the message can feel somewhat daunting. The message below is using the default font at 12pt.

Week 3 Big text

Week 3 Intro to Content (Large Text)

H3 ScreenshotUsing Headings

Break up those chunks of text with a heading. Headings catch the eye and give you an opportunity for a splash of color and style. For instance, I’ve started using Trebuchet 12pt as my heading font. In the News Widget headings should start with the heading “H3.”


While headings cue students to what will be discussed, an image can also cue students to the type of news message . I’ve started to use icons in my D2L classes. I use a particular icon for each message type. That way when the student sees the icon, then know if it’s an intro to the weekly content, announcement, recommended video clips, etc.

Week 3 Intro to Content Message

Week 3 Intro to Content (Consistent formatting & image)


End of term announcement

Links to Videos of Interest

Links to Videos of Interest


We all have great information to tell our students. It is about coming up with a format that will get their attention and let them know of your presence. Having a consistent format and some key splashes of color and style can go a long way. Saying hello at the beginning of your major messages is also a great idea!

Did you know that you can address them by first name as seen in my third image? To do this, simply type in:

Hello {Firstname}!!

It is just that easy!

If you liked these icons, I have compiled a folder of them that PCC instructors can access on Google Drive. You can also visit Icon Archive to find these icons and more that are freely available for non-commercial use.

-Happy Posting! :) 

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The four phases of an online course http://www.pcc.edu/about/distance/2015/11/the-four-phases-of-an-online-course/ http://www.pcc.edu/about/distance/2015/11/the-four-phases-of-an-online-course/#comments Mon, 02 Nov 2015 18:00:42 +0000 http://www.pcc.edu/about/distance/?p=5857 Does an online course have a life-cycle – something like infancy, youth, adulthood, and old age? Like the famous Dance to the Music of Time?

If you are teaching online this term, you are beginning week seven, and you’ve probably noticed that your course is coasting along nicely by this point – or you hope it is. Your students have settled into a predictable routine of sequenced learning activities, planned interaction, and regular assessment. Students know what to expect from your online class, and you’ve developed a routine that allows you to manage the class effectively.

If this description fits your own online class or classes, then you are smack in the “Late Middle” phase of an online course. And if you know what to expect from each phase, you can manage your course more effectively.

Image of the cover of the book The Online Teaching Survival Guide

The Online Teaching Survival Guide book cover. Image provided by Wiley.com

I had always felt that an online course has distinct phases (getting everyone on the same page, settling in, running smoothly, and finishing up), but recently I ran across a much better description in an invaluable book called The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips, by Judith Boettcher and Rita-Marie Conrad (copies available in PCC libraries at SY and RC campuses).

Boettcher and Conrad describe four phases of an online course:

  1. Phase One: Course beginnings – starting out on the right foot;
  2. Phase Two: Early middle – keeping the ball rolling;
  3. Phase Three: Late middle – letting go of the power;
  4. Phase Four: Closing weeks – pruning, reflecting, and wrapping up.

These stages probably seem intuitive to most online instructors, but the really neat thing about B & C’s taxonomy is how it traces the interactions between four elements in each stage: learner, instructor, content, and environment. In other words, the role of each element changes as it moves through the stages.

The instructor, for example, should spend more time during Phase One on building trust, promoting social presence, getting acquainted with students as people, discovering learners’ goals, ensuring learners are engaged, and modeling behaviors for students to emulate.

By Phase Three, the “late middle,” processes should be well established, so the instructor can spend more time working with individual students, motivating them to learn, and providing personalized feedback.

What I find most comforting about the phases is knowing that I as an online instructor don’t need to be doing EVERYTHING all the time in an online course. There’s a time and a season for everything, and if I focus my limited energies in the most productive ways, I’ll have the best chance of helping my students reach the learning outcomes I’ve set for them.

Of course the book has a much longer and more detailed description of the phases, so I recommend you get a copy from the PCC library – or buy a copy. I liked the book so much that Steve Beining, manager of eLearning, bought copies to give to each online instructor who completes the OIO from this point (sorry, veteran instructors!).


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Initial results from the Start Guide for Online Learning http://www.pcc.edu/about/distance/2015/11/initial-results-from-the-start-guide-for-online-learning/ http://www.pcc.edu/about/distance/2015/11/initial-results-from-the-start-guide-for-online-learning/#comments Mon, 02 Nov 2015 17:55:39 +0000 http://www.pcc.edu/about/distance/?p=6028 Start Guide for Online Learning: First term results
Virtual Backpack

Virtual Backpack: The Start Guide for Online Learning

The Distance Education department is committed to improving student success and retention through building student support resources and quality online courses. As a Prepare phase effort for online students, the department has been working on a major redesign of an orientation and self-assessment since 2012, which is now mandatory for first-time online students at PCC.

The orientation, known as the Virtual Backpack: The Start Guide for Online Learning, must be completed before students can register for their first online class at PCC. The Start Guide contains information about online learning, college services, technology requirements, academic integrity and, most importantly, a student readiness assessment. The readiness assessment covers topics like technology competency, learning styles, and how life factors and individual attributes may affect student success in online classes. This self-assessment helps students decide if online learning is right for them before they register and provides a customized report for each student based on the assessment results.

After piloting the content for two terms in 2012-13, Distance Education staff incorporated feedback from students, faculty and PCC staff before launching the Start Guide in January 2015 for students planning to take online classes that spring term. After spring term ended, Distance Education worked with Institutional Effectiveness to evaluate the results. Institutional Effectiveness compared first-time online students from 2014 who had not completed the Start Guide to first-time online students from 2015 who had. The results of the study are positive.

  • When comparing students who completed the Start Guide to first-time online students from spring 2014, the Start Guide completers had a higher pass rate: 69% vs 62%.
    start guide completer pass rate
  • Students who completed the Start Guide also completed the term with a higher GPA than first-time students from 2014: 2.79 vs 2.52.
    Term GPA for start guide completers
  • Students who completed the Start Guide withdrew from classes and received an F grade at a lower rate than first-time online students from spring 2014 as well. (F: 11.3% vs 16.6%, Withdraw: 10.3% vs. 14.6%)
    Reduction in F and W grades
  • Students who completed the Start Guide in spring 2015 performed similarly to experienced online students from spring term 2015, with similar pass rates (69% vs 70%) and similar GPAs (2.79 vs 2.76).
    Term GPA for new and experienced students was equivilent

Distance Education also surveyed students independently about their experience completing the Start Guide and has received overwhelmingly positive feedback. It has also surveyed students who completed the Start Guide for fall 2015 but did not register for an online class. The majority (46%) indicated that they plan to take online classes later, while only 8% indicated they decided not to take online classes after completing the Start Guide.why_not

Distance Education will continue improving the content of the Start Guide based on feedback from students and faculty, and hope to use results from the readiness assessment to identify next steps for how to further improve success and retention in online classes at PCC.

Here’s a printable summary of the first term results.

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Big Brother’s Toolbox http://www.pcc.edu/about/distance/2015/10/big-brothers-toolbox/ http://www.pcc.edu/about/distance/2015/10/big-brothers-toolbox/#comments Mon, 26 Oct 2015 17:00:55 +0000 http://www.pcc.edu/about/distance/?p=5551 Eyes

Eyes by HebiFot

You know what is my least favorite aspect of D2L? It feels like Big Brother is always watching.

You know what is my favorite aspect of D2L? D2L’s Big Brother-like features can actually be quite useful tools for promoting student success and managing your online class.

In this blog post, I’m going to outline three of my favorite (and often overlooked) features of D2L.

Tracking whether emails were read (and when!)

In standard email, the sender has to go through a reasonable amount of effort in order to have a record of if (and when) the receiver has read that email. Not so in D2L. (Remember how I said these features were Big Brother-like?) To turn this setting on, go into your Email tab and click on the Settings icon in the upper right corner. Once there, select the “Track activity for messages sent to internal email addresses.”

screenshot of email setting in D2L

With this feature activated, you can then see if (and when) a student opened an email you sent. To do so, open the email and you’ll find a “View Recipient Activity” link.

screenshot of a sample email with recipient activity

I use this when keeping track of individual students and also to assess how many of my students are reading emails I send to the entire class.

Student Progress

I learned about this feature last spring. Do you know what I felt? I was simultaneously elated and exasperated. The feature I’d always wished existed—it already did. If you don’t know about this feature, you might feel the same way. Want to see how many discussion posts a student has read? It’s there. Want to see all discussion posts they’ve done for a single module? Right there. Want to see which videos they’ve watched from Content? Yep—right there. It even gives the number of times they’ve done each item and when.

To get to a student’s progress, go to the Classlist tab. You’ll find a little arrow next to each student’s name. That arrow offers four options, one of which is “View Progress.”

User Progress

Students can also view their own progress, and all of the same features are available that you have as the instructor. The best part about this feature is that it’s by far the easiest way for students to view all of their feedback. They can see their discussion posts and all replies, dropbox feedback (including attachments!), quiz results, and track what content they’ve accessed. To track their own progress, students click on the arrow next to their user name in the upper right hand corner and select “Progress.”

screenshot of how to access student progress

Have any of your favorites? Add them to the discussion below.

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Announcing D2L upgrade and continuous delivery model http://www.pcc.edu/about/distance/2015/10/announcing-d2l-upgrade-and-continuous-delivery-model/ http://www.pcc.edu/about/distance/2015/10/announcing-d2l-upgrade-and-continuous-delivery-model/#comments Sun, 25 Oct 2015 15:22:54 +0000 http://www.pcc.edu/about/distance/?p=5806 I’m writing to let you know of some important updates coming to our D2L learning environment this December 16th. The three major updates are branding change, an upgrade, and a new update model called continuous delivery.

The call me Brightspace

In 2014, Desire2Learn shortened their official company name to D2L. No big deal since many of us called it that anyway. The bigger change was a renaming of their platform (the learning environment) Brightspace. We’ve not use the new name so far because there was no reason for us to. However, with the upcoming upgrade, the name will start appearing on documentation and at various places in the product. Don’t worry about calling it D2L, that’s what we’ll continue to call it too.

D2L 10.5 Upgrade

On December 16th we’ll be upgrading to the latest version, 10.5. Amazingly, there are not many major changes that are noticeable to most users. A lot has happened, but much of it is invisible architecture changes and usability/functionality fixes that were made in response to user feedback (including feedback from PCC faculty and staff). Here are a couple that may be of interest to our instructors:

  • Pulse mobile app updates
  • When you copy your course for a new term, your custom homepage and widget are automatically activated
  • You can assess all student discussion submissions to a topic at once


One of the more exciting updates that comes with 10.5 is access to a new student-centric mobile app called Pulse. The application helps students understand what is happening each week in their classes, get updates from their class activities, and see when grades are available. The product will likely develop quickly from feedback given by students. If you’re curious, here’s a video about Pulse.

Continuous Delivery

icon continuous delivery

Lastly, and possibly most significant, is that D2L is moving from a “once a year” upgrade model to a continuous delivery model. This means that we’ll get monthly updates to the software. This has become the standard practice across the industry, and is used among most other web applications (like Google apps). There are several benefits to this model:

  • More frequent, less disruptive updates with no downtime
  • Design cycle that focuses on user input. We can see which features we’ve requested and when they are implemented.
  • Access to newer features as soon as they are available, not once a year.

This new update model does pose a challenge for our staff because it means we need to test twelve times a year, not just once. More importantly, we need to communicate with you (and students) about those changes in a timely fashion. To make sure you are all informed about any changes, we are doing the following.

  • We’ve created a Continuous Delivery update page that lists upgrade dates, important or exciting feature updates, and links to other boring updates.
  • We will do a monthly email to the DLOnline group with a very brief announcement about the upcoming updates and link to the Continuous Delivery page.
  • And we will be post update information for students on the student side of the DL website.

Training? Workshops?

The changes are so minimal that we are not going to be doing any upgrade webinars, training, or demo sessions like we have in the past. If you’re dying to see the changes early, let us know and we can give you access to the test server.

Please let us know if you have any questions!

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The Web Accessibility MOOC for Online Educators (#WAMOE) ! http://www.pcc.edu/about/distance/2015/10/the-web-accessibility-mooc-for-online-educators-wamoe/ http://www.pcc.edu/about/distance/2015/10/the-web-accessibility-mooc-for-online-educators-wamoe/#comments Mon, 19 Oct 2015 21:57:32 +0000 http://www.pcc.edu/about/distance/?p=5598 There’s still time to register, but #WAMOE officially starts today! So get registered and start learning about accessibility today! It’s FREE!

Portland Community College (PCC) leads by example in higher education with its focus on web accessibility training for online educators. D2L is a leader in the education technology industry for its focus on web accessibility issues as they relate to technology-driven learning environments. The two organizations are working together to offer this practical, hands-on MOOC to help educators become more versed in the issues of web accessibility in online education.

WAMOE logo

WAMOE – Web Accessibility MOOC for Online Educators

Specifically, the following goals are to be achieved by course participants:

  1.  Build a personal knowledge base in web accessibility for online education
  2. Create accessible photo images, diagrams, and charts for online courses
  3. Create accessible audio and video components for online courses
  4. Create accessible HTML content pages for online courses
  5. Create accessible course content in other formats

Successful participants will have the option of receiving an electronic not-for-credit completion certificate from D2L at the end of the course. As this MOOC is intended to be an activity-based learning opportunity, participants will have successfully demonstrated knowledge about the major topics prior to being awarded a certificate.

Barry Dahl of D2L and Karen Sorensen of PCC will co-facilitate this course.

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Use the D2L calendar for your students’ sake http://www.pcc.edu/about/distance/2015/10/use-the-d2l-calendar-for-your-students-sake/ http://www.pcc.edu/about/distance/2015/10/use-the-d2l-calendar-for-your-students-sake/#comments Mon, 12 Oct 2015 19:58:37 +0000 http://www.pcc.edu/about/distance/?p=5570 HTML calendar templateOur course template has come with an HTML-based calendar for years. It’s a simple file to update and it’s in a consistent location for students to find (usually), but it’s just so…. static. Sure, it’s easy to update, but it doesn’t allow students to use the D2L calendar to get an across the board view of what is happening in all classes. And it doesn’t let them use nifty productivity tools like Google Calendars, or the soon-to-be-available D2L mobile app, Pulse.

Tell me more about using Google Calendar

Ok! So lots of people use this nifty Google Calendar that’s attached to our PCC gmail addresses. In fact, if you work at the college, you’ve probably come to rely on it to keep your days straight. Well, students use it too, and students can set up their D2L calendars (either all courses or specific courses) to allow them to feed in to Google Calendars. Nifty! One place for all my events! Plus, it’s right there on my phone, too!

Here’s how you set up an iCal feed for your D2L calendar

  1. Enable feeds in the Calendar settings
  2. Then, subscribe to all or just one of your calendars
    1. I’d suggest just one class at a time, to start with. Select the class you want and a URL will be created for that course calendar
    2. Copy that iCal feed URL
  3. In Google Calendars, click the action menu next to Other Calendars and click on Add by URL
  4. Paste in the iCal feed URL and click the Add Calendar button

In a few moments, the calendar events will sync and you’ll see course calendar events along side your personal calendar in Google Calendars. You can even assign different colors to each class calendar to identify which events go with which class.

You said something about mobile app?

I did. D2L released a new mobile app called Pulse which is already available to schools on the latest version of the D2L software. We will be upgrading (tentatively) on December 16th, 2015. After the upgrade, your students will be able to get notices and view calendar info in the Pulse app. We’re optimistic about the growth of the Pulse platform to encompass more student-centric features. If you’re curious about the app, you can check out a preview video of the Pulse app now.

I’m convinced. How do I set up my course calendar in D2L?

At least, that’s what I hope you’re thinking. The good news is that most activities like quizzes and dropbox already automatically place dates in the calendar for you. All you need to do is make sure those dates are correct. If you have any important class activities or deadlines that aren’t associated with a specific tool, you can manually enter those items in to the calendar. Plus, when you get ready for the next term, you can use the manage dates tool to update all your events at once!


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#UmpquaStrong http://www.pcc.edu/about/distance/2015/10/umpquastrong/ http://www.pcc.edu/about/distance/2015/10/umpquastrong/#comments Mon, 05 Oct 2015 19:08:15 +0000 http://www.pcc.edu/about/distance/?p=5546 It’s my turn to post on the Distance Education Best Practices Blog this morning, but I’ll be honest, I don’t feel like I want to press forth as if nothing has happened and it’s business as usual. Instead, I’m posting with her permission a beautiful letter written internally to our community by our writing instructor Caroline LeGuin last Friday, the day after tragedy hit Umpqua. Caroline’s words really touched me and helped remind me that I too am grateful for our community and it’s shared goals. My faith in our work toward humanity’s betterment overrides my fear because we’re all in this ‘business of hope’ together.

Thank you Caroline, I echo your sentiments and hope sharing them helps others too.

decorative hrule

To all my colleagues

This morning, not quite 24 hours after a young man walked onto the UCC campus and killed 9 people and was himself killed, I came to work.
I had a couple of conferences scheduled with my writing students, followed by an assessment meeting. I was running a little late thanks to construction on Hwy 43 and arrived to find one young man patiently waiting for me; we jumped in, discussed how to provide stronger evidence for his argument about technology’s role in causing people to lose genuine contact with each other. The next young man was already waiting when we finished, and again we began talking about his paper. It was a story of meeting a homeless man to whom he reacted at first in fear, but when the man followed him,  fear gave way to conversation, a shared meal, a recognition of shared humanity: “You’re a lot like me”.
Conferences ended, I was nearly half an hour late for my meeting but as I was hurrying out to the parking lot, I encountered a group of students in front of the Sylvania bookstore practicing how to work an enormous and fantastic cyclops puppet–some themselves in masks, all joyously and excitedly discussing how to make the cylcops’ arms move along with his legs. I laughed aloud at the sight, thought how often, walking across this campus, I have encountered something equally strange and wonderful.
And suddenly I found myself struggling with tears; grief that deepened as I drove out onto the street and saw the Campus Security vehicle parked at the entry.
I remember how Preston Pulliams used to say “we are in the business of hope” and I how I always thought this struck the perfect balance between the committed idealism that inspires us all and the more practical contractual commitments we have with our students.
It is hard to have hope when you are afraid. It is hard to allow creativity and joy to grow, to experience genuine connection, to celebrate the humanity that binds us each to each, when distrust and fear become the norm.
Hope and humanity surrounds us here at PCC–it is our business and in a deeper sense our vocation. What happened  yesterday at our sister college only deepens my commitment to that work –even as I struggle, as I know so many of us do today, to come to terms with grief and fear.
I am grateful to be part of this work with all of you
Caroline Le Guin



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