2023 Conference Program

OVERVIEW

Keynote Speech
Museum Education for Professional Development: How to Use Heritage to Create Training Experiences for Both Hard and Soft Skills (Virtual Talk)

Maria Rosaria Re, Ph.D.
Research Fellow, Dept. Education, University Roma Tre
Assistant Professor, University of Modena and Reggio Emilia
Rome, Italy

The role of museum heritage as an agent of social and economic development has been demonstrated in numerous studies and reports. Museum education plays a wide cultural and social role, aimed not only at stimulating the acquisition of specific content related to a museum and its collections, but at promoting the cultural sensitivity of museum users and of entire communities. Museums support and encourage the construction of inclusive narratives and memories, active and democratic co-participation in cultural activities, and a participatory life-long learning perspective. Museum contexts can also provide new opportunities for professional training experiences for the development of both hard and soft skills, such as information literacy, critical thinking, empathy, creativity, and digital skills.

In this talk, I will discuss effective uses of museum experiences for professional development and upskilling in various job categories, realized within different museum contexts and with different categories of professionals, and I will reflect on the educational co-design activities and other educational methodologies that were used in these experiences. Throughout the talk, I will discuss the current state of the art in museum education for professional development as well as some key challenges and opportunities for hard- and soft-skill development through heritage, especially from the perspective of promoting the cultural assets of communities.

Using WhatsApp to Enhance Student Engagement and Learning: A Case Study

Ruth Wario, Ph.D., University of the Free State, Free State Province, South Africa

In recent years, WhatsApp application is seen as one of the most popular and widely adopted social media networks among young people especially university students. WhatsApp application connects people and allows easy sharing of images, files, texts, videos, documents, and audios to individuals or groups of people. It is a tool that can facilitate interaction, collaboration, teamwork, and engagement. Thus, if used effectively, it is an important tool that supports teaching and learning. This study investigated the effectiveness of WhatsApp application use and its impact on teaching and learning. Specifically, the study evaluated the level of exchange of scholarly information resources among students through WhatsApp application, determined how WhatsApp supported teaching and learning and assessed challenges influencing students when using WhatsApp application in teaching and learning.

Practice Pedagogy in the Professional Development of Journalists: Digital News Academy Model, A Case Study

Sonja Heydeman, Melbourne Business School, Victoria, Australia

Practice pedagogy (Leake and McDougall, 2020) underpins a new model changing the way newsrooms address skill development for journalists. Journalists historically go to university or undertake cadetships and build their careers through newsroom experience with sporadic training opportunities. Given challenges that come with the rapid pace of digital transformation, solutions for targeted, immersive and career-long learning were needed. The Digital News Academy, launched in early 2022 through a partnership between News Corp Australia and Google and developed and delivered by Melbourne Business School, is changing the way journalists develop skills necessary for modern newsrooms. The challenge involved developing curriculum that could be simultaneously engaging and meaningful to journalists working in all aspects of news from national to small rural outlets, cadets to senior editors, CALD journalists and specialist reporters. Embracing practice pedagogy, learning approaches were integrated to foster the immediate and targeted application of practical skills, such as mobile journalism, vertical storytelling, verification and data journalism, making content and activities universally relevant.

What’s Behind the Learning Management System: Algorithmic Design in Online Learning

Simone C. O. Conceicao, Ph.D., University of Wisconsin-Milwaukee, Shorewood, Wisconsin, USA and Lillian H. Hill, Ph.D., University of Southern Mississippi, Hattiesburg, Mississippi, USA

Online learning requires intentional design of learner experiences. As we use Learning Management Systems (LMS) to design instruction, there is a need for awareness of what operates behind the LMS platform. Algorithms, coded within the LMS, are used to create personalized experiences, answer common questions, and provide immediate feedback. Algorithms built into LMSs can assess learners’ current knowledge level and deliver tailored instruction to facilitate students’ mastery of material. It can show students what they have accomplished and what they still need to complete…

Moving Beyond the Quiz Score: A New Approach to Measuring the Business Impact of eLearning Modules

Josh Humphries, Guroo Learning, Surry Hills, Australia

Learning outcomes for interactive eLearning modules that are deployed in the workplace, and in education, are typically measured using only surface level metrics such as quiz scores and completions. This presentation explores a practical approach to measuring the business impact of elearning modules, including the collection of multi-dimensional indicators mapped to performance objectives, the analysis of common misconceptions and confidence ratings aligned to key workplace behaviours. The paper then explores a real-world case study of the application of this approach in a channel education program and how these new impact measures not only changed the way the organisation measured learning impact, but how this data fundamentally changed the way the learning design team worked together to deliver value to the learner and business.

Improving Sonographer-Patient Communication in a Diverse and Multicultural Environment through Role-Plays with Digital Humans (Virtual Talk)

Fernando Salvetti, Ph.D., Logosnet LLC, Houston, Texas, USA, Linda Zanin, Ed.D., George Washington University, Washington, DC, USA, and Barbara Bertagni, Ph.D., Logosnet LLC, Houston, Texas, USA

Good communication skills are essential for sonographers to build trust, to explain examination procedures to the patient in non technical-terms, to alleviate anxiety and gain patient consent and collaboration, to provide information at a pace suitable for the patient. In order to communicate effectively, the sonographer needs to be able to communicate empathetically, adjusting their communication style to meet the needs of different audiences. This is particularly challenging in case of work with a diverse and multicultural group of patients where the risk of misinterpretation is higher. At Montgomery College in Takoma Park, MD, we developed a training program that aims at boosting the sonographer's communication skills. Students are provided with the opportunity to practice dialogues with virtual patients that are able to interact as real human beings, communicating concerns, emotions and moods both at a verbal and non-verbal level. We are using a solution known as e-REAL to deliver immersive glasses-free experiences, both on line and into a "phygital" classroom setting, that allow students to deal with different situations and different patients…

Developing Conversational Fluency at Scale with AI-Driven Interactive Role-Play

John Hack, Interflexion, Hillsborough, New Jersey, USA

Interpersonal skills are essential for success in the workplace, but they can be difficult to develop. Moreover, conversational fluency requires practice across a variety of workplace situations. Unfortunately, didactic classroom or e-learning tutorials don’t readily transfer to on-the-job performance, and personal role-play coaches are unaffordable for most aspiring professionals.  

Mentoring First Generation Students After COVID: The Prior Learning Connection (Canceled)

Kent Seaver, University of Texas at Dallas, Richardson, Texas, USA

The program will focus on Prior Learning exams: its successes, how it electronically engages first generation students, as well as how it saves time and money. In addition, its link to mentoring on campus will be analyzed: the academic and social need, as well as how to establish success metrics. At the University of Texas at Dallas Jindal School of Management, early and continued mentoring on campus, with meaningful interaction and measurable metrics, allows for a better understanding of the higher education landscape, and can allow a continual chain of energetic first generation scholars to educate incoming students about Prior Learning and how it can aid in continued student success. Academic and business professionals from advising, testing, and career/student services will be able to experience how Prior Learning and mentoring work together to build a cohesive and successful collegiate experience for the first-generation student. By examining empirical examples at the two- and four-year level, the audience will understand how this combination is fostered in a computerized educational setting.

The Potential of Tele-Diagnosis and Virtual Treatment for the Future of Lifelong Learning

Jordan Wright, Ph.D., Parallel Learning, New York, New York, USA

Too many individuals (in particular, children and nontraditional learners) do not have ready and easy access to the psychological, psychoeducational, and neuropsychological treatment they need to address their specific needs and succeed in and out of the classroom. The last few years have proven the necessity and possibility of virtual behavioral health care. As assessment is not the only step in the process to support those with neurological differences, it is the first in what should be a long, careful process to treat and address a patient’s needs.

Redesigning Education Using Serious Games

Jenny Polyxeni Pange, Ph.D., University of Ioannina Greece, Epirus, Greece, Liudmila Rupsiene, Ph.D., Klaipeda University, Klaipeda, Lithuania, and Agostino Maregno, Ph.D., University of Foggia, Foggia, Italy

Technology is included in most educational designs. Gamification in education is experiencing a new era of application. We apply serious games either for learning or to redesign the teaching process. It is well documented that students attending online courses have greater engagement in the learning process when they use games during the learning process. So, in online courses, addressed to university students, many web applications use online games nowadays. Additionally, in online courses, self-regulated learning is considered an essential constraint for learning by many researchers. Apart from that, another issue that is worth considering in online learning, is the correlation of self-regulated learning with the ability of self-assessment using gamification. 

The Magic of Games: Creating a Pull-Based Learning System through Serious Games

Ritika Datta, Ajay Dasgupta, and Bob Philips, Flogames (A division of Transcendix Partners LLP), Karnataka, India

Learning practitioners spend significant time and effort incentivizing or pushing employees to engage with online learning content. In this paper, the authors explore the feasibility of using serious games to create a pull-based learning system rather than a push-based one, by analyzing first-hand data from roughly 10,000 corporate learners. 

Certainty-based Self-Assessment: A Chance for Enhanced Learning Engagement in Higher Education

Ana Remesal, Ph.D., Maria José Corral, Ph.D., Judit Dominguez, Ph.D., Patricio García-Minguez, Ph.D., Tomas Macsotay, Ph.D., Iria SanMiguel, and Ernesto Suárez, Universidad de Barcelona, Cataluña, Spain

Six different disciplinary areas in Higher Education participate in this exploratory study: Primary Teacher Education, Secondary Teacher Education, Physio-psychology, Microeconomics, Art History and Law. In all these areas the instructors implement one same instructional program with a double goal: (1) enhancing students’ learning engagement through certainty-based self-assessment and (2) researching the metacognitive and affective (motivational and emotional) implications of such instructional program in students’ learning behavior. Over 1000 students take part in the project responding three progressive (discipline-related) multiple-choice online learning tests with a knowledge-certainty component at three different moments during one semester…

Remote Laboratories for Engineering Education

Fariba Moghaddam, Ph.D. and Aldo Vaccari, University of Applied Sciences Western Switzerland, Valais, Switzerland

In engineering education, laboratories represent an important academic resource as they provide practical training in addition to the fundamental theories. However, advanced tools, costly equipment and machinery imply a large investment that only a limited number of institutions can afford. The rapid Internet development and the advent of IoT (Internet of Things) have provided new possibilities and challenges for designing and deploying remote collaborative learning systems. Web-based online experimentation turns to be a key feature in deploying digital solutions in engineering education. This work proposes a collaborative digital platform to perform remote activities such as real-time programing, data visualization, algorithm implementation and monitoring of the remote machinery and equipment.

A Platform to Utilize L&D for University Teaching Staff in an Online Asynchronous Mode (NON-ALICE Track)

Gulnar Atayeva, Suleyman Demirel University, Almaty, Kazakhstan

Online learning strategies as an effective method of utilizing learning and development at HEIs setting for educators. The ultimate goal is to spread topical ideas in Kazakhstan and contribute to the betterment of the pedagogical expertise of local instructors of Higher Education Institutions. While conducting a series of L&D events since 2019 it was indicated by participants that the online asynchronous format was the most preferred compared to in-person and online synchronous modes. Due to the specified inconvenience of other methods, the goal of conducting professional development programs for Higher Education instructors at the LMS platform originated. Thus, the website https://izdened.kz, which integrated LMS Moodle, was created.

The Coherence between Innovative Teaching Methods and Formative Assessment in Higher Education

Vilmos Vass, Ph.D., Budapest Metropolitan University, Budapest, Hungary

Under the umbrella of VUCA-world and growing international competition, the human factors are playing more important role in higher education. (Blessinger, 2015; Cheng, Wang and Liu, 2014; De Witt, Gacel-Ávila, Jones, & Jooste, 2017; Maringe & Foskett, 2010) Innovative teaching methods and formative assessment are significant transformational part of this process. (Smith, Vass, 2017) No doubt, teaching and learning methodology and assessment has strong coherency. (Marzano, 2007) This presentation focuses on the relationship between innovative teaching methods and formative assessment. In the first part of the presentation, the philosophical phenomena of this process comes from John Dewey ’learning by doing’ principle. (Dewey, 1938) Thus, innovation teaching methods have strong impact of different types of interactions and broader meaning of learning, especially problem-, project- and inquiry-based learning. (Hattie, 2008)…

Adults in University Studies: Betting on Human Capital to Rethink the Academic Curriculum

Anas Zaytouni, University College of Francisco Ferrer, Kabir Raehda, University Collège of Francisco Ferrer, Brabant Wallon, Belgium and Hecham Maimouni, HEFF, Brabant Wallon, Belgium

Since the global crisis of Covid-19, educational and academic institutions have not ceased to reinvent themselves and optimize their practices in order to respond to the societal challenges inherent to the crisis. One of the most important issues is that of the reconversion of the human capital of adult workers towards other professional sectors than those impacted by the socio-economic crisis. In this sense, reinvesting one's learning and skills in a constantly changing world is a keystone of the social emancipation of learners and workers. The "world of work" is constantly changing and educational policies must be a sustainable solution to these paradigm shifts. It is not a question of selling out academic or school training, but rather of maximizing winning practices. In this regard, the Wallonia-Brussels Federation (Belgium) is preparing to undergo another major change in the education system through the reform of initial teacher training. This reform will aim to profoundly transform the teacher training system by placing higher education and university training side by side.  

Designing Joint Short Advanced Programs for Regional University Network - European University

Paula Tavares, Ph.D., IPCA Polytechnic of Cávado and Ave, Braga, Portugal

The European Universities initiative was outlined in 2017 as the vision of the future for education and culture in Europe with the following purpose:

“European Universities are transnational alliances that will lead the way towards the universities of the future, promoting European values and identity, and revolutionizing the quality and competitiveness of European higher education.”

RUN-EU is one of the 44 European universities approved with one main objective – to support the development of the regions covered by its universities. The mission of RUN-EU is to strive to secure the sustainable economic, social, cultural, and environmental progress of its regions and stakeholders. RUN-EU delivers this mission by identifying the future and advanced skills required by regional stakeholders to successfully meet the challenges of the future, engage in societal transformation, and promote active citizenship, thereby creating a new type of multinational interregional alliance.

Improving Physical Activity in Type-1 Diabetes: A Gamified Approach

Michelle Torres-Linke and Magomed Abdulaev, GLAICE, Bavaria, Germany

Regular exercising can significantly improve the overall health but could also be life-threatening if not done correctly. This seemingly paradoxical statement affects around 55 million people with type-1 diabetes every day. The chronic disease disrupts the body's own insulin production, resulting in an absolute insulin deficiency. Affected individuals are consequently forced to administer insulin externally, as it plays a key role in regulating carbohydrate, fat, and protein metabolism by promoting the transfer of glucose from the blood into liver, fat and skeletal muscle cells. However, administering the right amount of insulin to maintain healthy blood glucose levels depends on various factors, making exercising in particular a very complex and dangerous task since it also affects blood glucose levels…

Narrating the Museum: Enhancing Cultural Heritage through User Profiling and Individualized Content

Eliana Maria Torre, Sapienza University (Rome), Messina, Italy

Museums contribute to creating collective memory and identity, provided that their communication strategies reach all social groups. Good stories mediate the most disparate and complex content, bringing it closer to the "feeling" of nonspecialists and staying in people's emotional and cognitive memory. This research aims to promote mental well-being, social inclusion and active citizenship by stimulating participants' 4 Cs and digital skills through individualized paths that prompt an effective dialogue between users and museums.

Massive Open Online Courses at Ukrainian Agrarian Universities: To Be or Not to Be

Bohdan Shunevych, Ph.D., Lviv National Environmental University, Dublyany, Lviv region, Ukraine

Many Ukrainian universities successfully use MOOCs, YouTube channels, their own distance courses and other electronic materials together with the printed textbooks, dictionaries etc. in educational process.
Before the Covid 2019 epidemic, a new version of Moodle was installed at Lviv National Environmental University (LNEU) server and newer versions of distance courses (DC) were compiled for students of different specialties at LNEU five Faculties.
Because of the coronavirus epidemic as well as the Russian-Ukrainian war, the rate of compiling the distance courses at the University became slower. That is why the teaching staff of LNEU decided to use online courses from Ukrainian (Prometheus, LingvaSkills) and foreign (Coursera) platforms as additional educational materials for distance courses, textbooks, lecture courses, etc.

A Participatory Museum for Intercultural Development: Innovative Fruition of South-Asian Art Collections in Italy

Luca Contardi, Sapienza Università di Roma, Bologna, Italy

Museums are becoming aware of their role as facilitators of social inclusion processes. Recently the paradigm of the participatory museum has been spreading; it envisages the involvement of source communities as co-protagonists in the production of value: they thus become agents of intercultural dialogue.

A Serious Game for Teaching Complex Problem Solving Skills to Engineering Students

Igor Miladinovic, Ph.D. and Sigrid Schefer-Wenzl, Ph.D., University of Applied Sciences Campus Vienna, Vienna, Austria

Serious games are games designed to create a learning effect. Learning with a game-based learning environment can create a more motivating learning experience and a more reflective understanding of a particular topic. Many educational institutions have recognized the potential of game-based learning and are using it in their courses. The market share of serious games has been increasing and is expected to continue to increase due in part to the COVID-19 pandemic.

Corrective vs. Nurturing Feedback in Design Education: Alternative Models of Critique that Positively Impact Students’ Sense of Self-Efficacy

Zinka Bejtic, Ph.D., American University of Sharjah, Sharjah, United Arab Emirates

Students' attitudes, thoughts, and beliefs play an essential role in their ability to produce innovative, creative work. Self-efficacy, a construct of the cognitive theory, defines one's belief in their capacity to reach a specific goal and is a critical variable that predicts students' motivation and ability to perform a specific task successfully. This talk critically examines the quality of feedback in design education, arguing that it has a direct positive or negative impact on students' sense of self-efficacy. Solely corrective feedback given within a poorly established learning milieu that does not allow a relationship of trust to flourish negatively impacts students' thoughts and self-esteem. It is hypothesized that nurturing feedback has the potential to positively impact students' self-efficacy and increase their overall effort and perseverance…

The 50+10 Concept for the Development of Future Skills: A Pedagogical Framework

Antonio Moreira and Ana Francisca Monteiro, Instituto Politécnico do Cávado e do Ave (IPCA), Barcelos, Portugal

This paper presents the 50+10 concept for future skills, a pedagogical framework for the development of future skills across IPCA - Polytechnic Institute of Cávado and Ave’s and RUN-EU - Regional University Network - European University’s educational offer. This framework was designed to address the challenge of integrating transversal competences with disciplinary expertise, in Higher Education courses. It offers an integrated approach that aims to respond to the needs of students, teachers, employers, hence society at large, incorporating student-centered teaching and learning strategies, pedagogical development, transferable competences and university-community-industry-society partnerships, capable of delivering social transformations. 

Panel Discussion

“Artificial Intelligence and the Future of Higher Education and Workplace Learning”

Panel Chair: David Guralnick, Ph.D., Kaleidoscope Learning, New York, New York, USA

Panelists:

Hal Christensen, QuickCompetence, Forest Hills, New York, USA
Gila Kurtz, Ph.D., Holon Institute of Technology, Holon, Israel (Virtual)
Fernando Salvetti, Ph.D., Logosnet, Turin, Italy (Virtual)

Infusing Financial Management and Entrepreneurial Mindset training for Student Engagement

Dr. Pat Herndon, Assistant Professor of Accounting, and Dee Gay, Chair of Cosmetology Department, Daytona State College, Daytona Beach, FL

Financial management skills are gained through experience and education, but an entrepreneurial mindset is something we all have. An entrepreneurial mindset can expose opportunities, ignite our ambition, and enable us to grow and thrive. Yet, our mindset can hinder our ability to learn and grow, causing us to miss opportunities, and it can keep us tethered to unproductive patterns of thought and action. Additionally, research shows a lack of financial management competencies is a core contributor to business failure. To cultivate the entrepreneurial mindset and gain financial knowledge, we must create entrepreneurial learning experiences within our classrooms, organizations, and communities. This presentation will show how we have infused entrepreneurial mindset and financial management training curriculum into classrooms across all disciplines to engage today’s student.

Cybersecurity Awareness, Education, and Workplace Training Using Socially-enabled Intelligent Chatbots

Sherif Abdelhamid, Ph.D., Tanner Mallari, and Mona Aly, Virginia Military Institute, Lexington, Virginia, USA

Artificial intelligence research fields are expanding, including machine learning, neural networks, fuzzy systems, and many others. During the past decade, chatbot technology has emerged as a new area of artificial intelligence. Various sectors utilize chatbots, including banking, customer service, medicine, education, and e-commerce. However, cybersecurity education is still underrepresented when it comes to the use of intelligent agents.

Developing Quality Micro-Credentials - Badges for Success in the 21st Century

Gali Milbauer Lefkowitz, Florida International University, Miami, Florida, USA

The Florida International University Office of Micro-Credentials Instructional Design team has constructed a workflow which ensures the high quality of every Micro-Credential developed and launched.

In the proposal stage, the ID Manager confirms alignment of assessments to the Student Learning Outcomes (SLOs). The SLO’s are reviewed to ensure they are measurable and specific and the assessments are rigorous and measure the learners’ achievement of the SLO. The rubrics are also reviewed to confirm they will accurately measure learners’ performance. The review process includes extensive feedback from the ID Manager, revision, and further review by OMC leadership until the excellent quality of the proposal is assured. The ID Consultants support and guide the Canvas LMS development to ensure transparency, accessibility, and alignment. A pre-created template is applied so the shell is pre-structured to meet all standards of quality. Additionally, we developed a robust resource portal to provide further guidance to units developing Micro-Credentials to enhance their knowledge of policies and processes.

Using Metacognitive Tools to Increase Equity in Online Learning

Sara-Beth Plummer, Ph.D and Alex Gatten, Ph.D., Rutgers University, Phoenixville, Pennsylvania, USA

This presentation will describe how a large, state-run institution’s School of Social Work implemented metacognitive components in asynchronous online classrooms in order to promote self-regulation. Self-regulated learners are able to assess their own learning process, organize their educational enterprises, have academic goals, and monitor their progress in a personalized feedback loop (Schraw, Crippen, & Hartley, 2006; Zimmerman, 1990). Self-regulated learning is not a tool all students are taught in their formative years, and therefore must be shared and modeled by their current educators (Soicher & Gurung, 2017), particularly as it the best predictor of learning (Wang, Haertel, & Walberg, 1990). 

The Imperative behind Creating Stronger, More Robust Credentialing Programs

Danny King, Accredible, Mountain View, California, USA

As students demand more fluidity and flexibility in how they pursue their degrees and certificate programs, higher ed institutions must adapt and implement new offerings that meet their learners’ changing needs. One way higher ed providers can become more valuable to prospective students is through the implementation of credentialing programs that cater to each student’s needs and career goals. Not only is an effective credentialing program mutually beneficial - helping create additional revenue streams for universities while providing more flexibility for students - digital credentialing, including micro-credentialing, also keeps higher ed institutions competitive against other universities and online programs with similar credentialing approaches. As learners continue to seek out education options that are valuable, helpful to their personal brands, and relevant to their desired field of work, it is mission-critical that higher ed providers implement these targeted, personalized credentialing programs that help students achieve these goals.

Institutional Effectiveness of Innovative Learning Experiences: How MOOCs Transform and Encourage Lifelong Learning

Ryan Hamilton, MBA, Swiss School of Business and Management, Canada

Online learning is changing rapidly, and so is the way we absorb information and encourage new delivery methods. The traditional synchronous and in-person methods no longer work for everyone, but corporations want to encourage lifelong learning. So, what are we doing about it? Studies have shown that MOOCs highly encourage continued engagement in learning experiences of audiences around the world through innovative technologies and this requires workplaces to be ready to deploy resources. In this session, we will uncover just how to measure the effectiveness of learning experiences in the workplace, and how to work with your teams to ensure you set them up for success. Lifelong learning has a variety of avenues to discover and the best methods to do so will be highlighted, with an action plan to follow. Both hybrid and online-only learning modalities will be discussed regarding immersing teams in the most innovative learning experiences possible, depending on the structure and nature of your organization.

Turn On The Damn Camera Now – The Secrets of Virtual Psychological Safety

John Chen, Engaging Virtual Meetings, Seattle, Washington, USA

When you register for Turn on the Damn Cameras Now, you will learn the invisible secret that will inspire your attendees to chat in the chat box, raise their hand, answer your questions and turn on their camera.  Your virtual courses will be known as the most engaging.  They will give YOU rave reviews…

Proposing a Hybrid Online Campus: A Community Engagement Framework for Social Capital in Online Learners

Roxana Toma, Ph.D., and Matthew Berge, SUNY Empire State College, Saratoga Springs, New York, USA

We are drawing on the work of Redmond et al (2018) and their proposal of an Online Engagement Framework for Higher Education to investigate new methods of online course design and instruction that can lead to increased student perceptions of social capital, confidence, and resilience in the online learning process. 

David Guralnick, Ph.D.
President and CEO
Kaleidoscope Learning
New York, New York, USA