Our research
Centre members investigate learning technologies, and the role of technology and data in learning, developing methods to evaluate this impact.
We view the relationship between technology and learning as dynamic, reflecting that how we learn (with technology) is fundamentally intertwined with what we learn (about technology). In the research strands below, there are 4 key themes, that address this dynamic interaction. Click the links below to read more, and view the projects related to the theme.
This strand of work is about our approaches to understanding learning needs and addressing these through technologies.
The ways technology introduces new challenges and needs in digital literacy from tackling misinformation to understanding how algorithms shape our social media; and that technologies may be used to support these literacies
That there is an impetus for us to learn new technologies and approaches to data that help us understand our world for a sustainable future, and that there are new tools to support us in this, including simulations and extended reality to develop our data literacy
That teachers play a central role in learning in society, and that their own learning needs have been impacted by digital tools, but that digital tools also offer opportunities to support teacher learning
Theme Projects
This strand of work is about our approaches to understanding learning needs and addressing these through technologies.
Understanding digital learning in a digital society
Click to read more
Modelling changing learning needs
Our research models what our learning needs around technology and data are in the context of the changing nature of work and society. We do this through data informed approaches, and close qualitative analyses of professional practices.
The Design of Technologies to Support and Understand Learning
In this area of research, centre members have developed technologies including learning analytics tools to understand student learning, and support student reflection on their learning.
Citelearn: investigating verifiability and citation through a tool design
In the CiteLearn project, funded by Wikicred, we are developing a tool to support people in learning a key skill of verifiability, to support the writing and flow of credible information.
Co-designing writing analytics
Our cutting-edge research in education leads the way in productive and ethical use of data and technology in classrooms. Drawing from the fields of learning analytics, educational data mining, and artificial intelligence in education, the core focus of the research strand is in the integration and implementation of technology to improve teaching and learning practices.
Data literacy for learning data
We have undertaken a number of projects around teacher data literacy and design for learning, and the idea of making learning visible. Much of this work is around how teachers (across sectors) think about the data they use in their practice, and what features of learning processes and products they would like insight into.
Deliberation, Sensemaking, and Mapping Knowledge
A long line of research has explored the ways in which technologies can be used to support people in effective deliberation, dialogue, and mapping out of arguments in order to reason more effectively together.
Design for Learning
A body of our work has been on the design of learning environments to support learning, drawing on technology both in the design process, and to enhance the learning environments.
Dialogue for Learning and the Role of Technology
Learning is a fundamentally social process. We know that certain kinds of dialogue support learning. Technologies have the potential to foster this dialogue, helping people to make their reasoning explicit, engage with each other, and engage in dialogic (or many voiced) learning.
Digital and AI Literacy for Professionals
A body of work - particularly led by Dilek Cetindamar Kozanoglu - has focussed on digital transformation in organisations, and how managers and employees learn to work with digital technologies, including AI technologies.
Evaluating apps and technologies for learning
A range of mobile apps exist to support teachers and students across disciplines, including in science education. Using the ipac framework and approaches from computer science a number of analyses have been conducted of such apps and their educational aspects including supported pedagogies.
High Possibility Classrooms
High Possibility Classrooms (HPC) is a framework for pedagogy that supports teachers to think through their planning, the subject matter they teach, and the ways learning can be reimagined through innovative uses of technology to engage and motivate students.
Justice Pedagogy and Active Digital Citizenship
Work led by Keith Heggart explores civics and citizenship education from the perspectives of practitioners and participants, and especially the role that technology enhanced learning fulfils within this field. As part of the Justice Pedagogy framework, engagement, advocacy and critical interrogation of the public sphere (however and wherever it manifests) is central to the development of active citizens.
Learning About Data and Fairness
In a project led by Kalervo Gulson (USyd), centre members are collaborating with the Gradient Institute and ANU’s Claire Benn to co-design an ‘algorithm game’ intending to explore issues around fairness and data, using the case study of the 2020 UK Exams Algorithm Controversy.
Maths Inside
The Maths Inside project offers a series of eight maths lessons that are based on real research projects that are undertaken by CSIRO researchers and mathematicians. They offer insights as to how maths is used to solve research problems.
Mobile Pedagogies
The iPAC Framework highlights three approaches that are distinctive to mobile learning: Personalisation, Authenticity and Collaboration (or ‘PAC’). How learners experience these signature mobile pedagogies is influenced by how they exploit a more flexible ‘time-space’ (or context) when learning with mobile devices.
Social Movements and Social Media
Social media platforms of various kinds are used across communities to keep in touch, and share experiences and information. However, social media environments also mediate communities' interactions with each other, and with this information.
Tailored Recruitment Analytics and Curriculum Knowledge (TRACK)
A new strategic project, TRACK, is using data, analytics and Artificial Intelligence to help students make good decisions to land their dream job. It’s also helping UTS design curriculum that anticipates the skills required in the workplace of the future.
Technologies for 21st Century Self-and-Peer-Assessment (REVIEW)
A significant body of centre research has focused on developing assessment strategies that support learning. These approaches have included: Development of the REVIEW software for self-assessment Creation of learning analytics tools, particularly focused on ‘professional reflection’ to support professional development Analysis of ‘benchmarking’ tasks and use of exemplars to support learning (you can read more about this project here ) Designing approaches to assessing 21st century competencies, and holistic assessment for university entry (see Darral’s UTS Social Impact case study ) The idea of building up student’s ‘evaluative judgement’ is common across these, and described in a bit more detail below.
Technology Supported Professional Learning Networks
Projects in this space have investigated teacher professional development and professional learning networks (PLNs) and the role of technology in supporting these. Visit the Teacher Professional Learning Networks site In the video-case below, UTS pre-service teachers discuss their use of self-initiated online PLNs (top RHS of Table above) to support their development as teachers.
Technology, Mediation, and the Nature of Knowledge
A body of work focuses on how we understand technologies to share and build our knowledge together through platforms like Wikipedia. This work recognises that platforms mediate our interaction with knowledge, in particular communities (such as those who edit Wikipedia, and the range of communities who read - and have views on - its content).
Understanding and modelling student STEM subject choices
Work led by Tracey-Ann Palmer has investigated how students choose their subjects for their final years of school and how this impacts choice of science. This work has included novel approaches to modelling these choices, particularly using Best-Worst Scaling to understand subject selection.
Youth Global Digital Citizenship
Led by Amelia Johns (at UTS) the ARC Discovery project, Fostering Global Digital Citizenship: Diasporic Youth in a Connected World, aims to understand how young Australians think about and express their digital citizenship in secondary school classes and in their everyday digital and social media use.
Evaluating School-University Partnerships for Integrated STEM Learning
The Wanago evaluation examined participation by high school students in Engineering at UTS in the Facility of Engineering and IT. This evaluation was conducted in 2019 and was completed towards the end of 2020.
Theme Projects
This strand of work is about the ways that technology introduces new challenges and needs in digital literacy from tackling misinformation to understanding how algorithms shape our social media; and that technologies may be used to support these literacies
Digital learning for digital literacies
Click to read more
New literacies for a digital society
A body of work focuses on the impacts of technology on literacy, from the role of technology in civic life such as the impact of facebook on elections, to how we understand technologies to share and build our knowledge together through platforms like Wikipedia.
The role of technology in critical and creative thinking
Research in this area investigates the ways particular sets of technologies – from social media, to search engines, and specific learning technologies – impact the ways we think, particularly focusing on learners’ critical and creative thinking, across formal, informal, and workplace learning contexts.
Citelearn: investigating verifiability and citation through a tool design
In the CiteLearn project, funded by Wikicred, we are developing a tool to support people in learning a key skill of verifiability, to support the writing and flow of credible information.
Co-designing writing analytics
Our cutting-edge research in education leads the way in productive and ethical use of data and technology in classrooms. Drawing from the fields of learning analytics, educational data mining, and artificial intelligence in education, the core focus of the research strand is in the integration and implementation of technology to improve teaching and learning practices.
Data literacy for learning data
We have undertaken a number of projects around teacher data literacy and design for learning, and the idea of making learning visible. Much of this work is around how teachers (across sectors) think about the data they use in their practice, and what features of learning processes and products they would like insight into.
Deliberation, Sensemaking, and Mapping Knowledge
A long line of research has explored the ways in which technologies can be used to support people in effective deliberation, dialogue, and mapping out of arguments in order to reason more effectively together.
Design for Learning
A body of our work has been on the design of learning environments to support learning, drawing on technology both in the design process, and to enhance the learning environments.
Dialogue for Learning and the Role of Technology
Learning is a fundamentally social process. We know that certain kinds of dialogue support learning. Technologies have the potential to foster this dialogue, helping people to make their reasoning explicit, engage with each other, and engage in dialogic (or many voiced) learning.
Digital and AI Literacy for Professionals
A body of work - particularly led by Dilek Cetindamar Kozanoglu - has focussed on digital transformation in organisations, and how managers and employees learn to work with digital technologies, including AI technologies.
Evaluating apps and technologies for learning
A range of mobile apps exist to support teachers and students across disciplines, including in science education. Using the ipac framework and approaches from computer science a number of analyses have been conducted of such apps and their educational aspects including supported pedagogies.
High Possibility Classrooms
High Possibility Classrooms (HPC) is a framework for pedagogy that supports teachers to think through their planning, the subject matter they teach, and the ways learning can be reimagined through innovative uses of technology to engage and motivate students.
Justice Pedagogy and Active Digital Citizenship
Work led by Keith Heggart explores civics and citizenship education from the perspectives of practitioners and participants, and especially the role that technology enhanced learning fulfils within this field. As part of the Justice Pedagogy framework, engagement, advocacy and critical interrogation of the public sphere (however and wherever it manifests) is central to the development of active citizens.
Learning About Data and Fairness
In a project led by Kalervo Gulson (USyd), centre members are collaborating with the Gradient Institute and ANU’s Claire Benn to co-design an ‘algorithm game’ intending to explore issues around fairness and data, using the case study of the 2020 UK Exams Algorithm Controversy.
Maths Inside
The Maths Inside project offers a series of eight maths lessons that are based on real research projects that are undertaken by CSIRO researchers and mathematicians. They offer insights as to how maths is used to solve research problems.
Mobile Pedagogies
The iPAC Framework highlights three approaches that are distinctive to mobile learning: Personalisation, Authenticity and Collaboration (or ‘PAC’). How learners experience these signature mobile pedagogies is influenced by how they exploit a more flexible ‘time-space’ (or context) when learning with mobile devices.
Social Movements and Social Media
Social media platforms of various kinds are used across communities to keep in touch, and share experiences and information. However, social media environments also mediate communities' interactions with each other, and with this information.
Tailored Recruitment Analytics and Curriculum Knowledge (TRACK)
A new strategic project, TRACK, is using data, analytics and Artificial Intelligence to help students make good decisions to land their dream job. It’s also helping UTS design curriculum that anticipates the skills required in the workplace of the future.
Technologies for 21st Century Self-and-Peer-Assessment (REVIEW)
A significant body of centre research has focused on developing assessment strategies that support learning. These approaches have included: Development of the REVIEW software for self-assessment Creation of learning analytics tools, particularly focused on ‘professional reflection’ to support professional development Analysis of ‘benchmarking’ tasks and use of exemplars to support learning (you can read more about this project here ) Designing approaches to assessing 21st century competencies, and holistic assessment for university entry (see Darral’s UTS Social Impact case study ) The idea of building up student’s ‘evaluative judgement’ is common across these, and described in a bit more detail below.
Technology Supported Professional Learning Networks
Projects in this space have investigated teacher professional development and professional learning networks (PLNs) and the role of technology in supporting these. Visit the Teacher Professional Learning Networks site In the video-case below, UTS pre-service teachers discuss their use of self-initiated online PLNs (top RHS of Table above) to support their development as teachers.
Technology, Mediation, and the Nature of Knowledge
A body of work focuses on how we understand technologies to share and build our knowledge together through platforms like Wikipedia. This work recognises that platforms mediate our interaction with knowledge, in particular communities (such as those who edit Wikipedia, and the range of communities who read - and have views on - its content).
Understanding and modelling student STEM subject choices
Work led by Tracey-Ann Palmer has investigated how students choose their subjects for their final years of school and how this impacts choice of science. This work has included novel approaches to modelling these choices, particularly using Best-Worst Scaling to understand subject selection.
Youth Global Digital Citizenship
Led by Amelia Johns (at UTS) the ARC Discovery project, Fostering Global Digital Citizenship: Diasporic Youth in a Connected World, aims to understand how young Australians think about and express their digital citizenship in secondary school classes and in their everyday digital and social media use.
Evaluating School-University Partnerships for Integrated STEM Learning
The Wanago evaluation examined participation by high school students in Engineering at UTS in the Facility of Engineering and IT. This evaluation was conducted in 2019 and was completed towards the end of 2020.
Theme Projects
That there is an impetus for us to learn new technologies and approaches to data that help us understand our world for a sustainable future, and that there are new tools to support us in this, including simulations and extended reality to develop our data literacy
Our datafied world and tools to understand it
Click to read more
The role of data literacy, numeracy, and maths subjects
A strand of our research focuses on the data, numeracy, and mathematics skills required in the 21st century in the workplace, civic participation, and day-to-day life, particularly focusing on the numeracy needs of educators.
Technology integrated learning across STEM and beyond
Research in this space has explored both the ways that technologies from particular disciplines – such as engineering tools – and other technologies drawing on mobile, immersive, and wider digital technologies, can support experiential learning across discipline areas.
Citelearn: investigating verifiability and citation through a tool design
In the CiteLearn project, funded by Wikicred, we are developing a tool to support people in learning a key skill of verifiability, to support the writing and flow of credible information.
Co-designing writing analytics
Our cutting-edge research in education leads the way in productive and ethical use of data and technology in classrooms. Drawing from the fields of learning analytics, educational data mining, and artificial intelligence in education, the core focus of the research strand is in the integration and implementation of technology to improve teaching and learning practices.
Data literacy for learning data
We have undertaken a number of projects around teacher data literacy and design for learning, and the idea of making learning visible. Much of this work is around how teachers (across sectors) think about the data they use in their practice, and what features of learning processes and products they would like insight into.
Deliberation, Sensemaking, and Mapping Knowledge
A long line of research has explored the ways in which technologies can be used to support people in effective deliberation, dialogue, and mapping out of arguments in order to reason more effectively together.
Design for Learning
A body of our work has been on the design of learning environments to support learning, drawing on technology both in the design process, and to enhance the learning environments.
Dialogue for Learning and the Role of Technology
Learning is a fundamentally social process. We know that certain kinds of dialogue support learning. Technologies have the potential to foster this dialogue, helping people to make their reasoning explicit, engage with each other, and engage in dialogic (or many voiced) learning.
Digital and AI Literacy for Professionals
A body of work - particularly led by Dilek Cetindamar Kozanoglu - has focussed on digital transformation in organisations, and how managers and employees learn to work with digital technologies, including AI technologies.
Evaluating apps and technologies for learning
A range of mobile apps exist to support teachers and students across disciplines, including in science education. Using the ipac framework and approaches from computer science a number of analyses have been conducted of such apps and their educational aspects including supported pedagogies.
High Possibility Classrooms
High Possibility Classrooms (HPC) is a framework for pedagogy that supports teachers to think through their planning, the subject matter they teach, and the ways learning can be reimagined through innovative uses of technology to engage and motivate students.
Justice Pedagogy and Active Digital Citizenship
Work led by Keith Heggart explores civics and citizenship education from the perspectives of practitioners and participants, and especially the role that technology enhanced learning fulfils within this field. As part of the Justice Pedagogy framework, engagement, advocacy and critical interrogation of the public sphere (however and wherever it manifests) is central to the development of active citizens.
Learning About Data and Fairness
In a project led by Kalervo Gulson (USyd), centre members are collaborating with the Gradient Institute and ANU’s Claire Benn to co-design an ‘algorithm game’ intending to explore issues around fairness and data, using the case study of the 2020 UK Exams Algorithm Controversy.
Maths Inside
The Maths Inside project offers a series of eight maths lessons that are based on real research projects that are undertaken by CSIRO researchers and mathematicians. They offer insights as to how maths is used to solve research problems.
Mobile Pedagogies
The iPAC Framework highlights three approaches that are distinctive to mobile learning: Personalisation, Authenticity and Collaboration (or ‘PAC’). How learners experience these signature mobile pedagogies is influenced by how they exploit a more flexible ‘time-space’ (or context) when learning with mobile devices.
Social Movements and Social Media
Social media platforms of various kinds are used across communities to keep in touch, and share experiences and information. However, social media environments also mediate communities' interactions with each other, and with this information.
Tailored Recruitment Analytics and Curriculum Knowledge (TRACK)
A new strategic project, TRACK, is using data, analytics and Artificial Intelligence to help students make good decisions to land their dream job. It’s also helping UTS design curriculum that anticipates the skills required in the workplace of the future.
Technologies for 21st Century Self-and-Peer-Assessment (REVIEW)
A significant body of centre research has focused on developing assessment strategies that support learning. These approaches have included: Development of the REVIEW software for self-assessment Creation of learning analytics tools, particularly focused on ‘professional reflection’ to support professional development Analysis of ‘benchmarking’ tasks and use of exemplars to support learning (you can read more about this project here ) Designing approaches to assessing 21st century competencies, and holistic assessment for university entry (see Darral’s UTS Social Impact case study ) The idea of building up student’s ‘evaluative judgement’ is common across these, and described in a bit more detail below.
Technology Supported Professional Learning Networks
Projects in this space have investigated teacher professional development and professional learning networks (PLNs) and the role of technology in supporting these. Visit the Teacher Professional Learning Networks site In the video-case below, UTS pre-service teachers discuss their use of self-initiated online PLNs (top RHS of Table above) to support their development as teachers.
Technology, Mediation, and the Nature of Knowledge
A body of work focuses on how we understand technologies to share and build our knowledge together through platforms like Wikipedia. This work recognises that platforms mediate our interaction with knowledge, in particular communities (such as those who edit Wikipedia, and the range of communities who read - and have views on - its content).
Understanding and modelling student STEM subject choices
Work led by Tracey-Ann Palmer has investigated how students choose their subjects for their final years of school and how this impacts choice of science. This work has included novel approaches to modelling these choices, particularly using Best-Worst Scaling to understand subject selection.
Youth Global Digital Citizenship
Led by Amelia Johns (at UTS) the ARC Discovery project, Fostering Global Digital Citizenship: Diasporic Youth in a Connected World, aims to understand how young Australians think about and express their digital citizenship in secondary school classes and in their everyday digital and social media use.
Evaluating School-University Partnerships for Integrated STEM Learning
The Wanago evaluation examined participation by high school students in Engineering at UTS in the Facility of Engineering and IT. This evaluation was conducted in 2019 and was completed towards the end of 2020.
Theme Projects
Research in this strand recognises that teachers play a central role in learning in society, and that their own learning needs have been impacted by digital tools, but that digital tools also offer opportunities to support teacher learning.
The digital teacher
Click to read more
Teacher professional development for technology and data
A body of Centre research investigates the evolution of teacher professional development needs, and approaches to addressing this. In this area, we have conducted research focusing on innovative technology-mediated learning in K-12 and teacher education contexts, particularly the specific pedagogical features or affordances of mobile devices to support learning. Other centre members have investigated a framework to understand key enablers for technology integration, grounded in exemplary teachers’ knowledge of technology integration in K-12 classrooms.
Technology for teacher professional learning across disciplines
A strand of Centre research investigates teacher professional development using technologies to support their learning. This work analyses professional’s design practices, and the ways in which technologies support design for learning, the specific affordances of learning technologies such as mobile devices and social media platforms for professional learning and developing personal professional learning networks.
Citelearn: investigating verifiability and citation through a tool design
In the CiteLearn project, funded by Wikicred, we are developing a tool to support people in learning a key skill of verifiability, to support the writing and flow of credible information.
Co-designing writing analytics
Our cutting-edge research in education leads the way in productive and ethical use of data and technology in classrooms. Drawing from the fields of learning analytics, educational data mining, and artificial intelligence in education, the core focus of the research strand is in the integration and implementation of technology to improve teaching and learning practices.
Data literacy for learning data
We have undertaken a number of projects around teacher data literacy and design for learning, and the idea of making learning visible. Much of this work is around how teachers (across sectors) think about the data they use in their practice, and what features of learning processes and products they would like insight into.
Deliberation, Sensemaking, and Mapping Knowledge
A long line of research has explored the ways in which technologies can be used to support people in effective deliberation, dialogue, and mapping out of arguments in order to reason more effectively together.
Design for Learning
A body of our work has been on the design of learning environments to support learning, drawing on technology both in the design process, and to enhance the learning environments.
Dialogue for Learning and the Role of Technology
Learning is a fundamentally social process. We know that certain kinds of dialogue support learning. Technologies have the potential to foster this dialogue, helping people to make their reasoning explicit, engage with each other, and engage in dialogic (or many voiced) learning.
Digital and AI Literacy for Professionals
A body of work - particularly led by Dilek Cetindamar Kozanoglu - has focussed on digital transformation in organisations, and how managers and employees learn to work with digital technologies, including AI technologies.
Evaluating apps and technologies for learning
A range of mobile apps exist to support teachers and students across disciplines, including in science education. Using the ipac framework and approaches from computer science a number of analyses have been conducted of such apps and their educational aspects including supported pedagogies.
High Possibility Classrooms
High Possibility Classrooms (HPC) is a framework for pedagogy that supports teachers to think through their planning, the subject matter they teach, and the ways learning can be reimagined through innovative uses of technology to engage and motivate students.
Justice Pedagogy and Active Digital Citizenship
Work led by Keith Heggart explores civics and citizenship education from the perspectives of practitioners and participants, and especially the role that technology enhanced learning fulfils within this field. As part of the Justice Pedagogy framework, engagement, advocacy and critical interrogation of the public sphere (however and wherever it manifests) is central to the development of active citizens.
Learning About Data and Fairness
In a project led by Kalervo Gulson (USyd), centre members are collaborating with the Gradient Institute and ANU’s Claire Benn to co-design an ‘algorithm game’ intending to explore issues around fairness and data, using the case study of the 2020 UK Exams Algorithm Controversy.
Maths Inside
The Maths Inside project offers a series of eight maths lessons that are based on real research projects that are undertaken by CSIRO researchers and mathematicians. They offer insights as to how maths is used to solve research problems.
Mobile Pedagogies
The iPAC Framework highlights three approaches that are distinctive to mobile learning: Personalisation, Authenticity and Collaboration (or ‘PAC’). How learners experience these signature mobile pedagogies is influenced by how they exploit a more flexible ‘time-space’ (or context) when learning with mobile devices.
Social Movements and Social Media
Social media platforms of various kinds are used across communities to keep in touch, and share experiences and information. However, social media environments also mediate communities' interactions with each other, and with this information.
Tailored Recruitment Analytics and Curriculum Knowledge (TRACK)
A new strategic project, TRACK, is using data, analytics and Artificial Intelligence to help students make good decisions to land their dream job. It’s also helping UTS design curriculum that anticipates the skills required in the workplace of the future.
Technologies for 21st Century Self-and-Peer-Assessment (REVIEW)
A significant body of centre research has focused on developing assessment strategies that support learning. These approaches have included: Development of the REVIEW software for self-assessment Creation of learning analytics tools, particularly focused on ‘professional reflection’ to support professional development Analysis of ‘benchmarking’ tasks and use of exemplars to support learning (you can read more about this project here ) Designing approaches to assessing 21st century competencies, and holistic assessment for university entry (see Darral’s UTS Social Impact case study ) The idea of building up student’s ‘evaluative judgement’ is common across these, and described in a bit more detail below.
Technology Supported Professional Learning Networks
Projects in this space have investigated teacher professional development and professional learning networks (PLNs) and the role of technology in supporting these. Visit the Teacher Professional Learning Networks site In the video-case below, UTS pre-service teachers discuss their use of self-initiated online PLNs (top RHS of Table above) to support their development as teachers.
Technology, Mediation, and the Nature of Knowledge
A body of work focuses on how we understand technologies to share and build our knowledge together through platforms like Wikipedia. This work recognises that platforms mediate our interaction with knowledge, in particular communities (such as those who edit Wikipedia, and the range of communities who read - and have views on - its content).
Understanding and modelling student STEM subject choices
Work led by Tracey-Ann Palmer has investigated how students choose their subjects for their final years of school and how this impacts choice of science. This work has included novel approaches to modelling these choices, particularly using Best-Worst Scaling to understand subject selection.
Youth Global Digital Citizenship
Led by Amelia Johns (at UTS) the ARC Discovery project, Fostering Global Digital Citizenship: Diasporic Youth in a Connected World, aims to understand how young Australians think about and express their digital citizenship in secondary school classes and in their everyday digital and social media use.
Evaluating School-University Partnerships for Integrated STEM Learning
The Wanago evaluation examined participation by high school students in Engineering at UTS in the Facility of Engineering and IT. This evaluation was conducted in 2019 and was completed towards the end of 2020.