4 Shout for joy to the Lord, all the earth, burst into jubilant song with music; 5 make music to the Lord with the harp, with the harp and the sound of singing, 6 with trumpets and the blast of the ram’s horn— shout for joy before the Lord, the King. 7 Let the sea resound, and everything in it, the world, and all who live in it.
8 Let the rivers clap their hands, let the mountains sing together for joy; 9 let them sing before the Lord, for he comes to judge the earth. He will judge the world in righteousness and the peoples with equity.
Research has shown that interactions with peers promotes faculty engagement (McKenna, Johnson, Yoder, Guerra, & Pimmel, 2016). Faculty learning communities (FLC) have become very popular in recent years. FLCs focus on improving teaching and learning practice through collaboration and community building (Cox, 2001). Usually, FLCs are face-to-face meetings hosted at a physical location at a specific date and time. We understand the benefit of this type of experience. However, we recognize online instructors will likely find it difficult to participate in a traditional FLC. So, we set out to integrate FLC principles to provide our faculty, living and working all over the globe, a similar experience.
Recently, our Center for Teaching and Learning Excellence took the plunge and offered a Virtual Faculty Learning Community (V-FLC) for instructors at our Worldwide Campus. The first experience was open only to adjunct instructors teaching online. The experience was asynchronous, lasted eight weeks, and focused on best practices for online teaching and learning. Within our Learning Management System, faculty led and participated in discussions around the topics that were of interest to them. Most topics focused on teaching practices and ways to enhance the online experience. However, other topics bridged the gap between teaching online and general best teaching practices.
Oklahoma State University’s first inaugural “Virtual + Augmented Reality Hackathon” hosted January 26-27 by the Mixed Reality Lab in the university’s College of Human Sciences gave students and the community a chance to tackle real-world problems using augmented and virtual reality tools, while offering researchers a glimpse into the ways teams work with digital media tools. Campus Technology asked Dr. Tilanka Chandrasekera, an assistant professor in the department of Design, Housing and Merchandising at Oklahoma State University about the hackathon and how it fits into the school’s broader goals.
To set up the audio feed, use the Alexa mobile app to search for “Campus Technology News” in the Alexa Skills catalog. Once you enable the skill, you can ask Alexa “What’s in the news?” or “What’s my Flash Briefing?” and she will read off the latest news briefs from Campus Technology.
Computer simulations are nothing new in the field of aviation education. But a new partnership between Western Michigan University and Microsoft is taking that one big step further. Microsoft has selected Lori Brown, an associate professor of aviation at WMU, to test out their new HoloLens, the world’s first self-contained holographic computer. The augmented reality interface will bring students a little closer to the realities of flight.
When it comes to the use of innovative technology in the classroom, this is by no means Professor Brown’s first rodeo. She has spent years researching the uses of virtual and augmented reality in aviation education.
“In the past 16 years that I’ve been teaching advanced aircraft systems, I have identified many gaps in the tools and equipment available to me as a professor. Ultimately, mixed reality bridges the gap between simulation, the aircraft and the classroom,” Brown told WMU News.
Storytelling traces its roots back to the very beginning of human experience. It’s found its way through multiple forms, from oral traditions to art, text, images, cinema, and multimedia formats on the web.
As we move into a world of immersive technologies, how will virtual and augmented reality transform storytelling? What roles will our institutions and students play as early explorers? In the traditional storytelling format, a narrative structure is presented to a listener, reader, or viewer. In virtual reality, in contrast, you’re no longer the passive witness. As Chris Milk said, “In the future, you will be the character. The story will happen to you.”
If the accepted rules of storytelling are undermined, we find ourselves with a remarkably creative opportunity no longer bound by the rectangular frame of traditional media.
We are in the earliest stages of virtual reality as an art form. The exploration and experimentation with immersive environments is so nascent that new terms have been proposed for immersive storytelling. Abigail Posner, the head of strategic planning at Google Zoo, said that it totally “shatters” the storytelling experience and refers to it as “storyliving.” At the Tribeca Film Festival, immersive stories are termed “storyscapes.”
Learning through a virtual experience The concept to use VR as an educational tool has been gaining success amongst teachers and students, who apply the medium to a wide range of activities and in a variety of subjects. Many schools start with a simple cardboard viewer such as the Google cardboard, available for less than $10 and enough to play with simple VRs.
A recent study by Foundry10 analyzed how students perceived the usage of VR in their education and in what subjects they saw it being the most useful. According to the report, 44% of students were interested in using VR for science education, 38% for history education, 12% for English education, 3% for math education, and 3% for art education.
Among the many advantages brought by VR, the aspect that generally comes first when discussing the new technology is the immersion made possible by entering a 360° and 3-dimensional virtual space. This immersive aspect offers a different perception of the content being viewed, which enables new possibilities in education.
Schools today seem to be getting more and more concerned with making their students “future-ready.” By bringing the revolutionary medium of VR to the classroom and letting kids experiment with it, they help prepare them for the digital world in which they will grow and later start a career.
Last but not least, the new medium also adds a considerable amount of fun to the classroom as students get excited to receive the opportunity, sometimes for the first time, to put a headset viewer on and try VR.
VR also has the potential to stimulate enthusiasm within the classroom and increase students’ engagement. Several teachers have reported that they were impressed by the impact on students’ motivation and in some cases, even on their new perspective toward learning matter.
These teachers explained that when put in control of creating a piece of content and exposed to the fascinating new medium of VR, some of their students showed higher levels of participation and in some cases, even better retention of the information.
“The good old reality is no longer best practice in teaching. Worksheets and book reports do not foster imagination or inspire kids to connect with literature. I want my students to step inside the characters and the situations they face, I want them to visualize the setting and the elements of conflict in the story that lead to change.”
Just how much does it cost to set up a personalized learning plan for an entire school, and is it really sustainable? Could a typical school budget cover the expense — and what would happen if budget cuts had to be made? Those are the questions addressed in a new report out from LEAP Innovations and Afton Partners. LEAP works directly with schools to implement personalized learning; Afton focuses on financial and operational efficiency aspects of public school districts and charter schools.
A joint study examined six district and charter schools in Chicago Public Schools that have implemented personalized learning models over the last two years. All of the schools are part of LEAP’s Breakthrough Schools initiative, which supports the launch of innovative school models.
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For the schools in the study, introducing personalized learning models throughout the entire building required “modest investment to start.” Start-up costs ranged from $338,000 to $780,000; on a per-pupil basis that was between $233 and $1,135. The models could be sustained “without ongoing grant funding on typical district budgets,” even during severe budget cuts, Afton reported.
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The report offered a series of recommendations on improving the cost effectiveness of personalized learning and scaling the personalized learning model. Among the advice:
Make sure principals understand the flexibilities regarding funding and other categories that are at their disposal;
Try piloting a compensation structure that supports the teacher-leader model;
Combine resources across a district for common unmet needs, such as adoption or development of a learning management system; and
Be strategic in the use of grant funding; for example, develop a five-year financial plan that shows how the models will remain sustainable even after the grant-funding expires.
Also see:
Excerpt:
This report represents an exciting beginning. For any innovation to take hold, it must be effective and sustainable. Already, we’re seeing promising indicators of success: increases in scores on the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) test, taken by all Chicago Public Schools elementary students, in one Breakthrough Schools third-grade pilot classroom were striking. The school reports that reading attainment increased 51 percent in one year – growing from 35 percent of students meeting attainment benchmarks in 2015-2016 to 86 percent in 2016-2017. Their math results were equally impressive, reporting a 45 percent growth in student attainment – moving from 46 percent of students meeting attainment benchmarks to 91 percent within one school year. And as we outline here, not only can innovative school models be sustainable, but their innovative structures can make them so.
With this in mind, we asked remote workers from companies like Treehouse, Help Scout, Zapier, Buffer, and Zest to share their favorite online collaboration tools. Here’s what they said.
Slack: The best team communication app
Zoom: The best video conferencing app
InVision: The best design collaboration app
GitHub: The best software development tool
Trello: The best project management software
Dashlane: The best password manager
Google Drive: The best file management app
Zapier: Workflow automation for business
World Time Buddy: Time converter for distributed teams
From DSC: With some predictions saying that the workforce is going to be composed of upwards of ~50% of us beingcontingent workers, (I’ve already seen figures around mid 30’s and even 40%), the question I have is:
Are we teaching students how to protect themselves, how to sell themselves, how to sell their businesses, how to plan financially, etc.?
Would our students know about these types of mistakes?
Also, it seems to me that higher education should be helping students “future proof” themselves — or at least as much as possible. One of the values higher education should be bringing to the table is to identify which jobs are going to be around for the next 5-10 years and which ones aren’t.
Along these lines, lifelong learning and learning how to learn are becoming increasingly important. Thus, I will continue to try and post articles/resources on this blog in regards to metacognition and the like.
Extended Reality (XR) Extended Reality (XR) is a newly added term to the dictionary of the technical words. For now, only a few people are aware of XR. Extended Reality refers to all real-and-virtual combined environments and human-machine interactions generated by computer technology and wearables. Extended Reality includes all its descriptive forms like the Augmented Reality (AR), Virtual Reality (VR), Mixed Reality (MR). In other words, XR can be defined as an umbrella, which brings all three Reality (AR, VR, MR) together under one term, leading to less public confusion. Extended reality provides a wide variety and vast number of levels in the Virtuality of partially sensor inputs to Immersive Virtuality.
Since past few years, we have been talking regarding AR, VR, and MR, and probably in coming years, we will be speaking about XR.
Summary: VR is immersing people into a completely virtual environment ; AR is creating an overlay of virtual content, but can’t interact with the environment; MR is a mixed of virtual reality and the reality, it creates virtual objects that can interact with the actual environment. XR brings all three Reality (AR, VR, MR) together under one term.
Audi has released a new AR smartphone application that is triggered by their TV commercials. The app brings the cars from the commercial out of the screen and into your living room or driveway.
According to a release from the company, the Audi quattro coaster AR application “recognizes” specific Audi TV commercials. If the right commercial is playing, it will then trigger a series of AR events.
From DSC: How might this type of setup be used for learning-related applications?
Will Augmented and Virtual Reality Replace Textbooks? — from centerdigitaled.com by Michael Mathews Students who are conceptual and visual learners can grasp concepts through AVR, which in turn allows textbooks to make sense.
Excerpt:
This past year, Tulsa TV-2, an NBC News affiliate, did a great story on the transition in education through the eyes of professors and students who are using augmented and virtual reality. As you watch the news report you will notice the following:
Professors will quickly embrace technology that directly impacts student success.
Students are more engaged and learn quicker through visual stimulation.
Grades can be immediately improved with augmented and virtual reality.
An international and global reach is possible with stimulating technology.
Within the food industry, AR and VR have also begun to make headway. Although development costs are still high, more and more F&B businesses are beginning to realize the potential of AR/VR and see it as a worthwhile investment. Three main areas – human resources, customer experiences, food products – have seen the most concentration of AR/VR development so far and will likely continue to push the envelope on what use cases AR & VR have within the industry.
Hologram-like 3D images offer new ways to study educational models in science and other subjects. zSpace has built a tablet that uses a stylus and glasses to allow students to have interactive learning experiences. Technology like this not only makes education more immersive and captivating, but also can provide more accurate models for students in professional fields like medicine.
Just days after previewing its augmented reality content strategy, the Times has already delivered on its promise to unveil its first official AR coverage, centered on the 2018 Winter Olympic Games in PyeongChang. When viewed through the NYTimes app for iPhones and iPads, the “Four of the World’s Best Olympians, as You’ve Never Seen Them Before” article displays AR content embedded at regular intervals as readers scroll along.
Retail IT is still in its infancy and is yet to become general practice, but given the popularity of video, the immersive experience will undoubtedly catch on. The explanation lies in the fact that the wealth of information and the extensive range of products on offer are overwhelming for consumers. Having the opportunity to try products by touching a button in an environment that feels real is what can make the shopping experience more animated and less stressful. Also, through VR, even regular customers can experience VIP treatment at no additional cost. Sitting in the front row at the Paris Fashion Week without leaving your local mall or, soon, your own house, will become the norm.
At the 2017 Designing Libraries for the 21st Century annual conference, architect Craig Dykers asked the audience what he described as a rhetorical question: Are libraries places for information, with people in them, or are they places for people, with information in them? He concluded that ideally, today’s libraries, as they have always been, are places for the interaction of people, knowledge, and technologies. One reason that library renovations have brought record numbers of people into the physical building is that the notion of how people interact with content began to expand when available technologies were introduced to libraries in the 1990s. Two specific concepts motivated many of the changes in library spaces beginning at that time. First was the realization that libraries could become places for students and faculty to create content rather than places merely to access content. Second was an increased emphasis in higher education pedagogy on active, collaborative learning, in contrast to the traditional, passive lecture mode. These trends led to some pervasive changes in library space configurations, but sometimes the emphasis on information or content got lost along the way.
Architect Craig Dykers asked the audience what he described as a rhetorical question: Are libraries places for information, with people in them, or are they places for people, with information in them? He concluded that ideally, today’s libraries, as they have always been, are places for the interaction of people, knowledge, and technologies.
From DSC: I agree with my friend and colleague, Mr. Eric Kunnen (Associate Director, eLearning and Emerging Technologies at GVSU), when he mentions on Twitter that it would have been good to highlight the beautifully done Mary Idema Pew Library Learning and Information Commons in this solid article.
Developing Faculty Generated Questions Developing good questions that enhance student learning and engage all students is difficult. The challenge is constructing questions that engage learning and are “un-Googleable” meaning that students cannot find the answer with a simple online search engine. Some ways to help make questions “un-Googleable” are to
Avoid questions that simply ask for facts or definitions,
Ask the students to answer the questions based on their own personal experience,
Ask students for their personal opinion on an issue,
Ask students to describe the answer a different person might give, e.g., a relative, a famous person (historic or present), the textbook or assigned readings author, etc.
These three questions align with the various levels of Bloom’s cognitive taxonomy, “what” asks about facts and content (remembering), “how” asks about relationships (understanding and analyzing), and “why” asks about higher cognitive level skills (creating and evaluating).
Amazon today announced that Amazon Music listeners can now build playlists using voice commands via Alexa. For example, if they’re streaming music from an app or listening to the radio on an Alexa-enabled device, they can use voice commands to add the current song to a playlist, or start a new playlist from scratch.
From DSC: I wonder how long it will be before we will be able to create and share learning-based playlists for accessing digitally-based resources…? Perhaps AI will be used to offer a set of playlists on any given topic…?
With the exponential pace of change that we’re starting to experience — plus the 1/2 lives of information shrinking — such features could come in handy.
The VR / AR / MR Breakdown
This year will see growth in a variety of virtual technologies and uses. There are differences and similarities between virtual, augmented, and mixed reality technologies. The technology is constantly evolving and even the terminology around it changes quickly, so you may hear variations on these terms.
Augmented reality is what was behind the Pokémon Go craze. Players could see game characters on their devices superimposed over images of their physical surroundings. Virtual features seemed to exist in the real world.
Mixed reality combines virtual features and real-life objects. So, in this way it includes AR but it also includes environments where real features seem to exist in a virtual world.
The folks over at Recode explain mixed reality this way:
In theory, mixed reality lets the user see the real world (like AR) while also seeing believable, virtual objects (like VR). And then it anchors those virtual objects to a point in real space, making it possible to treat them as “real,” at least from the perspective of the person who can see the MR experience.
And, virtual reality uses immersive technology to seemingly place a user into a simulated lifelike environment.
… Where You’ll Find These New Realities Education and research fields are at the forefront of VR and AR technologies, where an increasing number of students have access to tools. But higher education isn’t the only place you see this trend. The number of VR companies grew 250 percent between 2012 and 2017. Even the latest iPhones include augmented reality capabilities. Aside from the classroom and your pocket, here are some others places you’re likely to see VR and AR pop up in 2018.
VR/AR for Impact experiences shown this week at WEF 2018 include:
OrthoVR aims to increase the availability of well-fitting prosthetics in low-income countries by using Virtual Reality and 3D rapid prototyping tools to increase the capacity of clinical staff without reducing quality. VR allows current prosthetists and orthosists to leverage their hands-on and embodied skills within a digital environment.
The Extraordinary Honey Bee is designed to help deepen our understanding of the honey bee’s struggle and learn what is at stake for humanity due to the dying global population of the honey bee. Told from a bee’s perspective, The Extraordinary Honey Bee harnesses VR to inspire change in the next generation of honey bee conservationists.
The Blank Canvas: Hacking Nature is an episodic exploration of the frontiers of bioengineering as taught by the leading researchers within the field. Using advanced scientific visualization techniques, the Blank Canvas will demystify the cellular and molecular mechanisms that are being exploited to drive substantial leaps such as gene therapy.
LIFE (Life-saving Instruction For Emergencies) is a new mobile and VR platform developed by the University of Oxford that enables all types of health worker to manage medical emergencies. Through the use of personalized simulation training and advanced learning analytics, the LIFE platform offers the potential to dramatically extend access to life-saving knowledge in low-income countries.
Tree is a critically acclaimed virtual reality experience to immerse viewers in the tragic fate that befalls a rainforest tree. The experience brings to light the harrowing realities of deforestation, one of the largest contributors to global warming.
For the Amazonian Yawanawa, ‘medicine’ has the power to travel you in a vision to a place you have never been. Hushuhu, the first woman shaman of the Yawanawa, uses VR like medicine to open a portal to another way of knowing. AWAVENAis a collaboration between a community and an artist, melding technology and transcendent experience so that a vision can be shared, and a story told of a people ascending from the edge of extinction.
Types of Virtual Reality Technology
We can segregate the type of Virtual Reality Technology according to their user experience
Non-Immersive Non-immersive simulations are the least immersion implementation of Virtual Reality Technology.
In this kind of simulation, only a subset of the user’s senses is replicated, allowing for marginal awareness of the reality outside the VR simulation. A user enters into 3D virtual environments through a portal or window by utilizing standard HD monitors typically found on conventional desktop workstations.
Semi Immersive In this simulation, users experience a more rich immersion, where a user partly, not fully involved in a virtual environment. Semi immersive simulations are based on high-performance graphical computing, which is often coupled with large screen projector systems or multiple TV projections to properly simulate the user’s visuals.
Fully immersive Offers the full immersive experience to the user of Virtual Reality Technology, in this phase of VR head-mounted displays and motion sensing devices are used to simulate all of the user senses. In this situation, a user can experience the realistic virtual environment, where a user can experience a wide view field, high resolutions, increased refresh rates and a high quality of visualization through HMD.
These workers already routinely use technology such as tablets to access plans and data on site, but going from 2D to 3D at scale brings that to a whole new level. “Superimposing the digital model on the physical environment provides a clear understanding of the relations between the 3D design model and the actual work on a jobsite,” explained Olivier Pellegrin, BIM manager, GA Smart Building.
The application they are using is called Trimble Connect. It turns data into 3D holograms, which are then mapped out to scale onto the real-world environment. This gives workers an instant sense of where and how various elements will fit and exposes mistakes early on in the process.
Also see:
Trimble Connect for HoloLens is a mixed reality solution that improves building coordination by combining models from multiple stakeholders such as structural, mechanical and electrical trade partners. The solution provides for precise alignment of holographic data on a 1:1 scale on the job site, to review models in the context of the physical environment. Predefined views from Trimble Connect further simplify in-field use with quick and easy access to immersive visualizations of 3D data. Users can leverage mixed reality for training purposes and to compare plans against work completed. Advanced visualization further enables users to view assigned tasks and capture data with onsite measurement tools. Trimble Connect for HoloLens is available now through the Microsoft Windows App Store. A free trial option is available enabling integration with HoloLens. Paid subscriptions support premium functionality allowing for precise on-site alignment and collaboration. Trimble’s Hard Hat Solution for Microsoft HoloLens extends the benefits of HoloLens mixed reality into areas where increased safety requirements are mandated, such as construction sites, offshore facilities, and mining projects. The solution, which is ANSI-approved, integrates the HoloLens holographic computer with an industry-standard hard hat. Trimble’s Hard Hat Solution for HoloLens is expected to be available in the first quarter of 2018. To learn more, visit mixedreality.trimble.com.
From DSC:
Combining voice recognition / Natural Language Processing (NLP) with Mixed Reality should provide some excellent, powerful user experiences. Doing so could also provide some real-time understanding as well as highlight potential issues in current designs. It will be interesting to watch this space develop. If there were an issue, wouldn’t it be great to remotely ask someone to update the design and then see the updated design in real-time? (Or might there be a way to make edits via one’s voice and/or with gestures?)
I could see where these types of technologies could come in handy when designing / enhancing learning spaces.
There’s been a lot of cool stuff happening lately around Augmented Reality (AR), and since I love exploring and having fun with new technologies, I thought I would see what I could do with AR and the Web?—?and it turns out I was able to do quite a lot!
Most AR demos are with static objects, like showing how you can display a cool model on a table, but AR really begins to shine when you start adding in animations!
With animated AR, your models come to life, and you can then start telling a story with them.
If you’re in the market for some art in your house or apartment, Art.com will now let you use AR to put digital artwork up on your wall.
The company’s ArtView feature is one of the few augmented reality features that actually adds a lot to the app it’s put in. With the ARKit-enabled tech, the artwork is accurately sized so you can get a perfect idea of how your next purchase could fit on your wall. The feature can be used for the two million pieces of art on the site and can be customized with different framing types.
Bailenson’s newest book, Experience on Demand, builds on that earlier work while focusing more clearly — even bluntly — on what we do and don’t know about how VR affects humans.
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“The best way to use it responsibly is to be educated about what it is capable of, and to know how to use it — as a developer or a user — responsibly,” Bailenson wrote in the book.
Among the questions raised:
“How educationally effective are field trips in VR? What are the design principles that should guide these types of experiences?”
How many individuals are not meeting their potential because they lack the access to good instruction and learning tools?”
“When we consider that the subjects were made uncomfortable by the idea of administering fake electric shocks, what can we expect people will feel when they are engaging all sorts of fantasy violence and mayhem in virtual reality?”
“What is the effect of replacing social contact with virtual social contact over long periods of time?”
“How do we walk the line and leverage what is amazing about VR, without falling prey to the bad parts?”
In October, Gartner released a report with predictions about the top tech trends for business in 2018. Gartner uses the term the intelligent digital mesh to describe “the entwining of people, devices, content and services” that will create the “foundation for the next generation of digital business models and ecosystems.” These trends are classified within three categories.
Intelligent: How AI is seeping into virtually every technology and with a defined, well-scoped focus can allow more dynamic, flexible and potentially autonomous systems.
Digital: Blending the virtual and real worlds to create an immersive digitally enhanced and connected environment.
Mesh: The connections between an expanding set of people, business, devices, content and services to deliver digital outcomes.
What are the implications of these trends for education? Education often falls behind the business world in realizing the potential of new technologies. There are however a few bright spots where the timing might be right for the tech trends in the business world to have a positive impact in education sooner rather than later.
The top 10 trends according to Gartner are analyzed below for their implications for education…
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1) Artificial Intelligence Foundation
2) Intelligent Apps and Analytics
3) Intelligent Things
We posed this question to a selection of edtech leaders from a wide variety of backgrounds. These people come from a variety of organisations, countries and areas of expertise, taking in fields such as SEN, interactive displays, cybersecurity, computing and small, colourful Danish bricks.
“What can we learn from the past decade of edtech?” Here are their responses…
Software development is a dynamic field. New programming languages, frameworks, and technologies can emerge, become popular, and then fade away in the course of a few years. Developers need to constantly be learning new skills to stay relevant. At Coding Dojo, we’re continually evaluating which programming languages are in high demand from employers so we can prepare our students to enter the job market. There are many ways to measure a programming language’s popularity, but we believe examining job demand is most useful because it shows developers how to improve their career prospects.
To accomplish that, we analyzed data from job website Indeed.com on 25 programming languages, stacks, and frameworks to determine the top seven most in-demand coding languages as we move into 2018. This analysis is based on the number of job postings for each language. Some languages like Swift and Ruby didn’t make the top seven because they have lower job demand, even though developers love them. You can read the results of similar analysis from 2016 and 2017 on our blog.
Here’s our list, in order from most to least in-demand.
Over 143 million workers in the U.S. have LinkedIn profiles; over 20,000 companies in the U.S. use LinkedIn to recruit; over 3 million jobs are posted on LinkedIn in the U.S. every month; and members can add over 50,000 skills to their profiles to showcase their professional brands. That gives us unique and valuable insight into U.S. workforce trends.
The LinkedIn Workforce Report is a monthly report on employment trends in the U.S. workforce, and this month’s report looks at our latest data through December 2017. It’s divided into two sections: a National section that provides insights into hiring, skills gaps, and migration trends across the country, and a City section that provides insights into localized employment trends in 20 of the largest U.S. metro areas: Atlanta, Austin, Boston, Chicago, Cleveland-Akron, Dallas-Ft. Worth, Denver, Detroit, Houston, Los Angeles, Miami-Ft. Lauderdale, Minneapolis-St. Paul, Nashville, New York City, Philadelphia, Phoenix, San Francisco Bay Area, Seattle, St. Louis, and Washington, D.C.
