subject:(Adaptive scaffolding)

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NSYSU

1. Chang, Hao-Cheng. The effects of real-time anxiety-adaptive prompting strategies on English communication outcomes.

Degree: Master, Information Management, 2017, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0718117-122548

► The tide of globalization made English one of the most well-known languages in the world. Communicative Language Teaching (CLT) has been widely used and proven… (more)

▼ The tide of globalization made English one of the most well-known languages in the world. Communicative Language Teaching (CLT) has been widely used and proven to promote learning outcomes in order to shape an effective English communicative context. However, English communicative activities are likely to impose high level of anxiety on learners. During the learning period, learners who are in an anxious state will have detrimental impact on their learning outcomes and willingness to communicate. Therefore, the instructional design of English communicative activities should to provide learners with appropriate learning support and reduce their high level of anxiety simultaneously. Past research suggested that Galvanic Skin Response (GSR) can reflect the responses of human emotional arousal and it is strongly related to oneâs state of anxiety. By taking advantage of the real-time data collection, GSR has the potential to measure and analyze learnersâ anxiety level while they are completing their learning activities of English communication. This study aims to provide learners with adaptive learning support to improve their English communication outcomes by reducing their anxiety levels. In order to evaluate the effectiveness of the proposed strategies, an experiment was conducted with 90 undergraduate and graduate students. The participants were randomly and equally assigned into 3 groups with different strategies, namely on-demand prompting, anxiety-triggered prompting, and anxiety-reducing prompting. The results showed that the anxiety-reducing prompting strategy outperformed the other two strategies in terms of the learnersâ English communication performance. Hence, this indicated that the anxiety-reducing prompting strategy can provide learners adaptive learning support and reduce their high anxiety level during the period of performing the English communicative activities for better learning performance. Advisors/Committee Members: Nian-Shing Chen (committee member), Hong-Ren Chen (chair), Chun-Wang Wei (chair).

Subjects/Keywords: Galvanic skin response; Anxiety-adaptive strategy; Augmented reality; Communicative language teaching; Adaptive scaffolding

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APA (6^th Edition):

Chang, H. (2017). The effects of real-time anxiety-adaptive prompting strategies on English communication outcomes. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0718117-122548

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chang, Hao-Cheng. “The effects of real-time anxiety-adaptive prompting strategies on English communication outcomes.” 2017. Thesis, NSYSU. Accessed January 15, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0718117-122548.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chang, Hao-Cheng. “The effects of real-time anxiety-adaptive prompting strategies on English communication outcomes.” 2017. Web. 15 Jan 2021.

Vancouver:

Chang H. The effects of real-time anxiety-adaptive prompting strategies on English communication outcomes. [Internet] [Thesis]. NSYSU; 2017. [cited 2021 Jan 15]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0718117-122548.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chang H. The effects of real-time anxiety-adaptive prompting strategies on English communication outcomes. [Thesis]. NSYSU; 2017. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0718117-122548

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

2. Segedy, James René. Adaptive Scaffolds in Open-Ended Computer-Based Learning Environments.

Degree: PhD, Computer Science, 2014, Vanderbilt University

URL: http://hdl.handle.net/1803/12486

► Open-ended computer-based learning environments (OELEs) challenge learners to independently solve complex problems. These environments provide powerful opportunities for learners to develop and utilize strategies for… (more)

▼ Open-ended computer-based learning environments (OELEs) challenge learners to independently solve complex problems. These environments provide powerful opportunities for learners to develop and utilize strategies for self-regulated learning and problem-solving. However, novice learners often struggle in such open-ended environments, therefore, the extent of their effectiveness depends on the capabilities of their computer-based scaffolding agents: software agents embedded within the system that provide adaptive support to struggling learners. To be effective, these agents require systematic methods for effectively modeling and scaffolding (i.e., supporting) learners so that they can provide help that is targeted to addressing weaknesses in their problem-solving capabilities. The research presented in this dissertation has focused on expanding the repertoire of scaffolding agents in OELEs along two fronts. First, an approach to modeling learners called coherence graph analysis (CGA) has been developed. The CGA approach models learners in terms of: (i) the quality of their problem solutions; (ii) their skillfulness in solving open-ended problems; and (iii) the coherence between the actions they perform as part of their problem-solving tasks. Second, a three-stage approach to scaffolding students has been developed and evaluated through classroom studies. This scaffolding strategy actively helps students by: (i) offering to answer their questions; (ii) diagnosing their skill deficiencies; and (iii) requiring them to develop problem-solving skills through guided practice. These approaches were evaluated in a study with two instructional units in four 6th grade classrooms. The results demonstrated the utility of the CGA approach in predicting learners’ performance and learning. Exploratory clustering analyses were employed to explore student behavior. The analyses identified a set of distinct and persistent behavioral profiles among the students. Despite significant changes in students’ behaviors, the set of behavioral profiles identified by the clustering analyses were similar for both instructional units. The analyses also revealed a productive strategy shift: of the 98 students who took part in the study, 60 of them exhibited improved problem-solving behaviors during the second instructional unit. Analyses also provided suggestive evidence for the value of the three-stage scaffolding strategy in helping students learn how to succeed at complex open-ended problem-solving tasks. Advisors/Committee Members: Dr. Julie Adams (committee member), Dr. Robert Bodenheimer (committee member), Dr. Doug Fisher (committee member), Dr. Doug Clark (committee member), Dr. Gautam Biswas (Committee Chair).

Subjects/Keywords: Scaffolding; Open-Ended Learning Environment; Learner Modeling; Adaptive Support; Learning Analytics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Segedy, J. R. (2014). Adaptive Scaffolds in Open-Ended Computer-Based Learning Environments. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12486

Chicago Manual of Style (16^th Edition):

Segedy, James René. “Adaptive Scaffolds in Open-Ended Computer-Based Learning Environments.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed January 15, 2021. http://hdl.handle.net/1803/12486.

MLA Handbook (7^th Edition):

Segedy, James René. “Adaptive Scaffolds in Open-Ended Computer-Based Learning Environments.” 2014. Web. 15 Jan 2021.

Vancouver:

Segedy JR. Adaptive Scaffolds in Open-Ended Computer-Based Learning Environments. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1803/12486.

Council of Science Editors:

Segedy JR. Adaptive Scaffolds in Open-Ended Computer-Based Learning Environments. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12486

Open Universiteit Nederland

3. Van Mourik, Daniëlle. The effects of scaffolding and feedback adaptive to the characteristics of the learner on learning progress and performance for the purpose of personalized learning.

Degree: Master, Faculty of Educational Sciences, 2020, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/5c31ee3d-b0c0-430a-a5a0-5f60479e7215

► Learners can differ in a number of ways. However, in current education differences are rarely taken into account, which means that courses are the same… (more)

▼ Learners can differ in a number of ways. However, in current education differences are rarely taken into account, which means that courses are the same for all learners. Differences between individuals are a starting point to personalize a learning trajectory. There is evidence in the literature that fitting support and feedback to the needs of the learner have positive effects on the quality and pace of learning. This study aims to contribute to this line of research by exploring a combination of learning strategies that adapt to the learner's characteristics. The aim of this study is to test the effectiveness of a personalized learning program as a combination of adjusting (a) the difficulty of exercises, and (b) the nature of the feedback. Both are adapted to the learner's level of performance. The learning task in this study is the game “Space Fortress” (Agarwal et al., 2018; Mané & Donchin, 1989). The effects of personalized learning strategies are examined on the learning progress and learning outcome, by comparing the results of a standardized learning program (non-personalized) with those of a personalized learning program. The learning program took five hours extended over two weeks. A quasi-experimental pre-test - training - post-test control group study was conducted among forty participants randomly assigned to the control condition (standardized learning program) and the experimental condition (the personalized learning program). The average age of the participants is 24 years. Participants were recruited through the TNO database. Before the learning program started, participants' self-efficacy was measured using the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, García, & McKeachie, 1991) and the aiming task pretest was administered to participants. After the completion of the learning program, motivation was measured with the Intrinsic Motivation Inventory (Deci & Ryan, 1982) and the learning experience with the Personalized Learning Environment Questionnaire (Waldrip et al., 2014), the aiming task posttest was administered to participants. The learning progress was measured by the performance (pre, mid, post) on the learning tasks, the learning performance was measured by the performance on the complete Space Fortress game (Frederiksen & White, 1989) and the explanatory factor for the performance on the complete Space Fortress game by means of the aiming task on the pretest (Mané & Donchin, 1989). The ANCOVA showed that participants from the experimental condition did not have a higher performance level on the posttest than participants in the control condition. The repeated measures ANOVAs have shown that participants in the experimental condition had no faster progress than participants in the control condition. The T-test showed that no difference was found in how participants in the control condition and the experimental condition assessed the training, according to their learning needs. The Multiple Regression Analysis revealed that both self-efficacy and…

Subjects/Keywords: personalized learning; learning strategies; scaffolding; feedback; adaptive learning environment; learner characteristics; learning analytics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Van Mourik, D. (2020). The effects of scaffolding and feedback adaptive to the characteristics of the learner on learning progress and performance for the purpose of personalized learning. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/5c31ee3d-b0c0-430a-a5a0-5f60479e7215

Chicago Manual of Style (16^th Edition):

Van Mourik, Daniëlle. “The effects of scaffolding and feedback adaptive to the characteristics of the learner on learning progress and performance for the purpose of personalized learning.” 2020. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021. http://hdl.handle.net/1820/5c31ee3d-b0c0-430a-a5a0-5f60479e7215.

MLA Handbook (7^th Edition):

Vancouver:

Van Mourik D. The effects of scaffolding and feedback adaptive to the characteristics of the learner on learning progress and performance for the purpose of personalized learning. [Internet] [Masters thesis]. Open Universiteit Nederland; 2020. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1820/5c31ee3d-b0c0-430a-a5a0-5f60479e7215.

Council of Science Editors:

Van Mourik D. The effects of scaffolding and feedback adaptive to the characteristics of the learner on learning progress and performance for the purpose of personalized learning. [Masters Thesis]. Open Universiteit Nederland; 2020. Available from: http://hdl.handle.net/1820/5c31ee3d-b0c0-430a-a5a0-5f60479e7215

Vanderbilt University

4. Basu, Satabdi. Fostering Synergistic Learning of Computational Thinking and Middle School Science in Computer-based Intelligent Learning Environments.

Degree: PhD, Computer Science, 2016, Vanderbilt University

URL: http://hdl.handle.net/1803/11338

► Recent advances in computing are transforming our lives at an astonishing pace. Computational Thinking (CT) is a term used to describe the representational practices and… (more)

▼ Recent advances in computing are transforming our lives at an astonishing pace. Computational Thinking (CT) is a term used to describe the representational practices and behaviors involved in formulating problems and their solutions so that the solutions can be carried out by a computer or a computing agent. Driven by the needs of a 21st century workforce, there is currently a great emphasis on teaching students to think computationally from an early age. Computer science education is gradually being incorporated into K-12 curricula, but a more feasible approach to make CT accessible to all students may be to integrate it with components of existing K-12 curricula. While CT is considered a vital ingredient of science learning, successfully leveraging the synergy between the two in middle school classrooms is non-trivial. This dissertation research presents Computational Thinking using Simulation and Modeling (CTSiM), a computer-based environment that integrates learning of CT concepts and practices with middle school science curricula. CTSiM combines the use of an agent-based visual language for conceptual and computational modeling of science topics, hypertext resources for information acquisition, and simulation tools to study and analyze the behaviors of the modeled science topics. We discuss assessments metrics developed to study the computational artifacts students build and the CT practices and learning strategies they employ in the CTSiM environment. These metrics can be used online to interpret students’ behavior and performance, and provide the framework for adaptively scaffolding students based on their observed deficiencies. Results from a classroom study with ninety-eight middle school students demonstrate the effectiveness of the CTSiM environment and the adaptive scaffolding framework. Students display better understanding of important science and CT concepts, improve their modeling performance over time, adopt useful modeling behaviors, and are able to transfer their modeling skills to new scenarios. In addition, students’ modeling performance and use of CT practices during modeling are significantly correlated with their science learning, demonstrating the synergy between CT and science learning. Advisors/Committee Members: Dr. Douglas H. Fisher (committee member), Dr. Julie Ann Adams (committee member), Dr. Douglas B. Clark (committee member), Dr. Pratim Sengupta (committee member), Dr. Gautam Biswas (Committee Chair).

Subjects/Keywords: Adaptive scaffolding; Agent based Modeling; Learning by Modeling; Science Education; Computational Thinking; Open ended Learning Environments; Learning Analytics

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APA (6^th Edition):

Basu, S. (2016). Fostering Synergistic Learning of Computational Thinking and Middle School Science in Computer-based Intelligent Learning Environments. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11338

Chicago Manual of Style (16^th Edition):

Basu, Satabdi. “Fostering Synergistic Learning of Computational Thinking and Middle School Science in Computer-based Intelligent Learning Environments.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed January 15, 2021. http://hdl.handle.net/1803/11338.

MLA Handbook (7^th Edition):

Basu, Satabdi. “Fostering Synergistic Learning of Computational Thinking and Middle School Science in Computer-based Intelligent Learning Environments.” 2016. Web. 15 Jan 2021.

Vancouver:

Basu S. Fostering Synergistic Learning of Computational Thinking and Middle School Science in Computer-based Intelligent Learning Environments. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1803/11338.

Council of Science Editors:

Basu S. Fostering Synergistic Learning of Computational Thinking and Middle School Science in Computer-based Intelligent Learning Environments. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/11338

5. Thieme, Mikael. Intelligence without hesitation.

Degree: Computer Science, 2002, University of Skövde

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-730

► This thesis aims to evaluate four artificial neural network architectures, each of which implements the sensory-motor mapping in an embodied, situated, and autonomous agent… (more)

▼ This thesis aims to evaluate four artificial neural network architectures, each of which implements the sensory-motor mapping in an embodied, situated, and autonomous agent set up to reach a goal area in one out of six systematically varied T-maze environments. In order to reach the goal the agent has to turn either to the left or to the right in each junction in the environment, depending on the placement of previously encountered light sources. The evaluation is broken down into (i) measuring the reliability of the agents' capacity to repeatedly reach the goal area, (ii) analyzing how the agents work, and (iii) comparing the results to related work on the problem. Each T-maze constitutes an instance of a broad class of problems known as delayed response tasks, which are characterized by a significant (and typically varying) delay between a stimulus and the corresponding appropriate response. This thesis expands this notion to include, besides simple tasks, repeated and multiple delayed response tasks. In repeated tasks, the agent faces several stimulus-delay-response sequences after each other. In multiple tasks, the agent faces several stimuli before the delay and the corresponding appropriate responses. Even if simple at an abstract level, these tasks raise some of the fundamental issues within cognitive science and artificial intelligence such as whether or not an internal objective world model is necessary and/or suitable to achieve the appropriate behavior. For such reasons, these problems also constitute an interesting base for evaluating alternative ideas within these fields. The work leads to several interesting insights. Firstly, purely reactive controllers (as represented by a feed-forward network) may be sufficient, in interaction with the environment, to solve both simple and repeated delayed response tasks. Secondly, an extended sequential cascaded network that selectively replaces its own sensory-motor mapping achieves significantly better performance than the other networks. This indicates that selective replacement of the sensory-motor mapping may be more powerful than both modulation (as represented by a simple recurrent network) and replacement in each step (as represented by a standard sequential cascaded network). Thirdly, this thesis demonstrates that even reactive controllers may contribute to behavior, which, from an observer's point of view, may seem to require an internal rational capacity, i.e. the ability to represent and explore alternatives internally.

Subjects/Keywords: Adaptive behavior; Scaffolding; Interactivist representations; Self-organization; Virtual modularity; Information Systems; Systemvetenskap, informationssystem och informatik

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APA (6^th Edition):

Thieme, M. (2002). Intelligence without hesitation. (Thesis). University of Skövde. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-730

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thieme, Mikael. “Intelligence without hesitation.” 2002. Thesis, University of Skövde. Accessed January 15, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-730.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thieme, Mikael. “Intelligence without hesitation.” 2002. Web. 15 Jan 2021.

Vancouver:

Thieme M. Intelligence without hesitation. [Internet] [Thesis]. University of Skövde; 2002. [cited 2021 Jan 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-730.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thieme M. Intelligence without hesitation. [Thesis]. University of Skövde; 2002. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-730

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Cambridge

6. Torres Núñez, Pablo Enrique. The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes.

Degree: PhD, 2017, University of Cambridge

URL: https://doi.org/10.17863/CAM.22920 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745045

► The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between… (more)

▼ The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes…

Subjects/Keywords: 372.01; Culture; Self-regulation; Motivational attitudes; Achievement goal orientations; Children; Teacher discourse; Teacher talk; Teaching; Chile; England; UK; Culture of education; Scaffolding; Directiveness; Internalization; Cultural affordances; Culturally adaptive functionality; Regulatory talk; Socio-motivational talk; Metacognition; Help-seeking; Collaboration; Teacher-to-student communication; Classroom observation; Experimental tasks; Children's interviews; Mixed methods; Planning; Monitoring; Control; Evaluation; Strategic behaviour

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Torres Núñez, P. E. (2017). The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes. (Doctoral Dissertation). University of Cambridge. Retrieved from https://doi.org/10.17863/CAM.22920 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745045

Chicago Manual of Style (16^th Edition):

Torres Núñez, Pablo Enrique. “The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes.” 2017. Doctoral Dissertation, University of Cambridge. Accessed January 15, 2021. https://doi.org/10.17863/CAM.22920 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745045.

MLA Handbook (7^th Edition):

Torres Núñez, Pablo Enrique. “The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes.” 2017. Web. 15 Jan 2021.

Vancouver:

Torres Núñez PE. The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes. [Internet] [Doctoral dissertation]. University of Cambridge; 2017. [cited 2021 Jan 15]. Available from: https://doi.org/10.17863/CAM.22920 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745045.

Council of Science Editors:

Torres Núñez PE. The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes. [Doctoral Dissertation]. University of Cambridge; 2017. Available from: https://doi.org/10.17863/CAM.22920 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745045

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