Category: CUNY ITunes U Campus Home Pages

John Jay College: Project Home Page

From CUNY Academic Commons


Milestone 1: Objectives

The purposes of this project are to create two podcasts that introduce the faculty, staff, and students of John Jay College of Criminal Justice to the world of podcasting and the benefits of the iTunes U interface as innovative tools in higher education. There are several objectives that we will accomplish by the end of the Spring 2008 semester. These objectives include, but are not limited to:

  • Creation of a faculty-student working group: The students and faculty will work together to realize the actual potential of this technology at John Jay for both teacher and learner.
  • Creation of a faculty development podcast: The purpose of this podcast is to inform and teach faculty members about the potential of podcasting and how it can be used to maximize student engagement in and beyond the classroom walls.
  • Creation of the first in a series of podcasts entitled “John Jay is…”: The purpose of this podcast is to highlight John Jay’s unique presence in the field of higher education as a teaching and research institution.

Submitted by:

Meghan Duffy

Interim Director of the

Center for the Advancement of Teaching

Milestone 2: Rich Media Outline

Adam S. Wandt

Assistant Professor

Department of Public Management

John Jay College of Criminal Justice

“Faculty Instructional Podcast” created by the iTunesU workgroup


  • Production Types
    o Lecture capture
    o Audio only
    o Audio & video
    o Enhanced PowerPoint
    * Knowledge of content
    * List of objectives
    * Creation of outline
    * Copyright issues
    * Releases if necessary
    * DurationProduction
    * Lecture Capture
    o Video camera & microphone
    o Laptop with webcam
    * Audio only
    o Digital recorder
    o Laptop with microphone
    o iPod with Belkin TuneTalk
    o iRiver and lapel microphone
    o TV broadcast studio
    * Audio & Video
    o TV broadcast studio
    o Computer with webcam
    * Podcast capture software
    o Windows
    + Audacity
    + Protools
    + Camptasia
    o Mac
    + Garageband
    + Podcast Capture
    + Qarbon
    + Snap x Pro
    * Audio editing
    * Video editing
    o Windows
    + Adobe Premier
    + Movie Maker
    o Mac
    + iMovie
    + Final Cut Post-production
    * Quality Control
    o Camera angle
    o Lighting
    o Language
    o Sound quality
    * File type, codec and compression
    * Private iTunes
    * Public iTunes
    * Hosting of file
    o (on iTunes U)
    o Other servers
    * Administration of iTunes U site

Milestone 3


The John Jay “Podcast on Podcasting” will model the use of instructional rich-media technology by addressing the hardware, software and production phases necessary for faculty and student creation of podcasts and other rich-media.


The John Jay iTunesU Workgoup – “The Podcast People” – is fostering collaboration by including people from various venues at John Jay including administration, faculty, and students. In addition, a dedicated email list-server will be created for feedback and/or questions on the podcast project by all of the stakeholders.

Creative, Usable Enhancements:

Our podcast will demonstrate the production workflow and capabilities for faculty members and students to create podcasts in order enhance the learning process at John Jay College.

Pedagogical Best Practices:

The podcast will demystify iTunesU and the creation of podcasts in general. Faculty members and students will be guided through the phases of production. In addition, we will be creating a section of iTunesU to serve as a dedicated area to display well-created faculty and student podcasts for review, inspiration and collaboration. Faculty members and students will be encouraged to submit their best podcasts for entry and presentation during our “podcast party” to be held each semester. Winners will be chosen in several different categories for recognition.

Milestone 4

The most complex issue that have emerged in creating our “Podcast on Podcasting” have been scheduling. Because of our dedication to collaboration and our objective of creating a student-faculty working group, which became a student-faculty-administrator working group, coordinating schedules has been the most difficult part of this process. However, it is a process and we have approached it as such.

On the positive side, we applied for and received monies for purchasing a couple of Macbook Pro laptops, iPods, and software that make producing podcasts easier. We will be able to utilize this technology for hands on faculty training for iTunes U and for using rich media for enhancing and energizing teaching and learning.

York College Project Home Page

From CUNY Academic Commons

York iTunes U Podcasting Objectives

York College has been using podcasting since the Fall of 2006, with several instructors leading the way. The most consistent way that podcasting is used on campus is as recordings of live lectures. In the Rich Media Podcasting project, two specific elements will be added to our current platform: Visuals and Interactivity. There are many avenues for incorporating visuals (video, screencasting, Powerpoint, Camtasia Studio) and interactivity (discussion boards, blogs, quizzes) and the goal here is to have different faculty testing various possibilities. The overarching aims are to:

1. determine the value of podcasts as a pedagogical tool within a rich-media context;
2. assess the value added of a visual component and improved interactivity on student learning; and
3. assess the impact on learning for ESL/ELL students.

The following assumptions are embedded in the design of our initiative:

  • Podcasting can be more than a recorded lecture.
  • There is value added when podcasting is used to introduce a new perspective or to supplemental class material.
  • Podcasting should build on an understanding of different learning styles, and include audio, visual, and tactile modalities of instruction.
  • A rich media environment includes podcasting as only one element of the learning environment.
  • Podcasting does not replace the lecture but can be a tool to help prepare the learner for the lecture and/or as a tool for a review of lecture.
  • To assist download time as well as processing of new information, the length of each podcast, especially pure audio, should not exceed 20 minutes.
  • Engaging students in the creation of their own podcasts supports content knowledge as well as technological skills as equally important outcomes and should be incorporated wherever possible.

With these goals and assumptions in mind, each faculty member will incorporate a new visual and/or interactivity component into their podcasting. The hope is that as a team several new tools and software such as screencasts, videocasts, blogs, wikis, and Lesson Builder will be tested and compared such that by the end of the year, a best practice model can be recommended. Several special initiatives will focus on researching the impact on student learning, including the impact for ESL/ELL learners.

Project Outline

Queensborough Community College Project Home Page

From CUNY Academic Commons



As Queensborough embarks on an Academies approach to teaching and learning, Podcasts will be among the important support mechanisms needed to make them a success. Our pedagogical objectives for this pilot project are to take full advantage of what Podcasting has to offer. This includes providing recordings to enhance face-to-face classes, partly online (hybrid) classes, and fully-online (asynchronous) classes. Areas needing this higher level of support include both credit bearing courses, and orientation offerings such as Introduction to College Life (ST-100/101). In addition, we will utilize the public portion of iTunesU to promote the College, its events, its faculty, and its programs of study.

Presently the College’s Academic Computing Center (ACC) is working with a number of departments to produce Podcasts. The English, Foreign Languages, & Health Education departments are all working on Podcasting projects. Samples can be viewed at: Queensborough’s Presidential Lecture Series and its Art Gallery are also using Podcasts as a means of preserving and presenting.

The college has a media server where image, audio, and video files are stored and accessed for classroom, Web site, and Podcast delivery. These include media in the MP3, WMA/WMV and FLV formats. Currently, faculty members record their classes in various ways. An ACC staff member then uploads the file to the College media server and sends a link for use on Blackboard or other Course Web site.

Adding iTunesU to the mix, Queensborough will reach a much wider audience with publically available materials, while providing a more standardized method of access for the private materials those available only through login to our courses.


Queensborough will strive to:

  • Provide a simple and consistent means for Faculty to create Podcasts
  • Enhance audio Podcasts where possible with imagery, and, where value would be added, produce video Podcasts.
  • Develop adjunct / alternative materials that can be used by all teachers of a subject or related subject.
  • Provide demonstrations and practice problems to enhance the understanding of new or difficult topics.
  • Properly categorize or tag (Metadata) Podcasts so that they can be found and organized easily by Podcasting software and directories.

Spring 2008 Initiatives

Queensborough has a number of enthusiastic faculty members who are preparing Podcasts for delivery either this semester or during the summer. The following Podcasts are either planned or underway:
María Mercedes Franco – Assistant Professor, Mathematics and Computer Science

Title: Making the learning visible – reflections on service learning
Description: Footage for this video/trailer will be obtained during Spring 2008 from three major events organized by Queensborough’s service learning team: QCC’s first service learning conference –Feb. 29; a student panel where former service learning students from across the disciplines will reflect on their experiences –April 21; and a service learning recognition ceremony where students, faculty, staff and community partners will come together to celebrate and reflect on past and current service learning experiences –May 14.

Title: Service learning – Education in action
Description: Service learning students currently enrolled in this course are working on the assessment of a basic mathematics course as a service to the mathematics department, which in turn is interested in the assessment because of ‘Middle States’. The students will present their findings in class, first, and then at the 4th Annual QCC Honors Conference. The video and PowerPoint slides with audio will be later presented to the Basic Math Committee and to the Middle States Assessment committee.

Title: Service Learning 101
Description: Because of the service learning (SL) component of the course, students must be instructed about this pedagogy in very general terms: what SL is (formal definition), what SL is not (it is not an internship, it is not service in exchange for extra credit…), purpose, etc. The instructor would like to introduce her students to SL without sacrificing lecture time.

Title: How to write a reflective essay

Description: Because of its WI designation and service learning component, several writing assignments in this course call for reflections. Students have a hard time distinguishing reflective writing from other forms of writing. The instructor has struggle with this for a while and would like to provide basic instruction about reflective writing without sacrificing lecture time.

Dr. Alicia Sinclair – Assistant Professor, Health, Physical Education & Dance=

Title: Cardiovascular Disease (CVD) & Health
Description: During this lecture I will introduce students to Cardiovascular Disease: what it is; it’s causes; prevention and treatment.

Anthony Kolios – Associate Professor, Business

Title: Solution to Homework Assignment
Description: During this presentation we will demonstrate a simple technique that helps novice programming students transition from “I do not know what to do” to creating a very simple computer program. (Visual Basic)

Dr. Philip Pecorino – Professor, Social Sciences

Title: Introduction / Instructional Modules
Description: During each of these introductions students will learn about the contents of the module and what is expected of them in terms of the exercises and their attitude or approach to the issues.

Module Topics:



MODULE 2: The Greeks

MODULE 3: Philosophy of Religion

MODULE 4: Metaphysics and Epistemology


MODULE 6: The Mind-Body Problem and Freedom and Determinism

MODULE 7: Ethics

MODULE 8: Social and Political Philosophy

MODULE 9: What is Philosophy?

Dr. Lisa Mertz – Assistant Professor, Health, Physical Education & Dance (Massage Therapy)

Title: Clinical Topics for Massage Therapy
Description: This lecture/demonstration will present some fundamentals of body mechanics for massage therapists.

Dr. Jean Darcy – Associate Professor, English

Title: ePortfolio Group Interaction
Description: Students upload their literacy narratives to e-Portfolio, communicate and group with each other over e-Portfolio, and then present them to each other using e-Portfolio.

Title: How a Podcast Affects Student Research
Description: Students doing the research in archives and putting together their papers after listening to an existing Podcast: George Washington.

Title: How Media Influences the Message
Description: Compare the way media influences the message: Al Gore and clips from “An Inconvenient Truth” with Thoreau’s “Walden” for American Literature.

Dr. Lorena Ellis – Foreign Languages and Literatures

Title: German Language Vocabulary
Description: German language with illustration and/or text. Vocabulary, expressions, stories with illustrations, etc.

Dr. Frank Cotty – Associate Professor, Biology

Title: Anatomy and Physiology laboratory guide
Description: Video, for students to use as review of the activities after the lab; Audio for students to use in laboratory, as a guide.

Queens College Project Home Page

From CUNY Academic Commons

Spring 2008 iTunes U Pilot Project


The Queens College community currently exploits a variety of rich media technologies for teaching and learning, yet no centralized knowledge base for best practices exists. In addition, expert technical support for audio and video podcasts, as well as webcasts and other related applications, is not readily available. As a result, our faculty users must resort to investigating these technologies on their own, work that diverts them from pressing academic (teaching or research) duties.

We also lack guidelines for protecting our users—students and faculty—from the potential dangers linked to posting online home-made audio and video, or for safeguarding against the abuse (intentional or not) of existing resources by unwieldy files uploaded to systems not designed for such purposes (the Queens College web server or Blackboard, for example).


This pilot project presents a timely opportunity for Queens College to engage with these ambitious endeavors at an institutional level. We can identify at least four central objectives that the pilot project would address:

1. Creating a forum (both virtual and face-to-face) for faculty and technologists on campus to discuss best practices: learn about techniques and tools, share their accomplishments and setbacks, and develop sensible campus-wide policy.
2. Creating and expanding a pool of best practices and teaching paradigms to serve as exemplars for faculty to emulate. These early adopters will be the initial campus cohort that will provide mutual support and information sharing in the segments outlined below.
3. Identifying means for supplying expert technical support for users at all levels of technological prowess—beginner, intermediate, advanced.
4. Identifying means for building upon the existing technology foundation to create the necessary infrastructure to support large-scale deployment of rich media teaching and learning activities; this will involve securing and distributing robust software and hardware (not just computers, but also portable devices for digital playback and recording), and procuring dedicated server space.

NYC College of Technology Project Home Page

From CUNY Academic Commons


As CUNY’s college of technology, our academic and pedagogical objectives are driven by invention and innovation in both faculty research and pedagogy. This is evident in the form of collaborative projects and pedagogical methodologies which take place between departments and divisions within the college, as well as between the college and other institutions. We would like to build a collaborative podcasting project between our School of Technology & Design, which includes application-driven programs, and the School of Professional Studies, which uses the applications and research from these programs to help inform their professional careers.

  • In the School of Technology & Design, Entertainment Technology and Advertising Design & Graphic Arts will use podcasts to teach their students best practice data acquisition. This includes microphone technique, lighting and setting up useful shots, storyboarding, editing, compression, and uploading for RSS feeds. In particular, students will work with other departments as listed below, serving as technologists, editors, and content providers in both Musical underscoring, sound effects, level matching, and other techniques will be used to increase the final quality of the podcasts developed within otther departments.
  • In both schools, the actual podcasts will cover educational lectures. Demonstrations of professional techniques, such as small system installations (Entertainment Technology) and nursing techniques will be covered. In most cases, the podcasts will be a series of lectures.
  • The podcasts for Nursing will be JUST IN TIME podcasts, which will be used at ACTUAL sites. The nursing shortage has created scheduling hardships for both health care institutions and for registered professional nurses (RN), who staff these organizations. It is a challenge for many institutions to provide release time to RNs who desire to return to school but find it difficult to succeed around a challenging work schedule. Podcasting technology may offer both the RN student and academia a remedy to the dilemma of educating a student who has full-time work related scheduling conflicts. Podcasting will allow RN students more academic flexibility to view educational content when and where they find it most convenient, including medical centers.
  • The podcasts for Law and Paralegal Studies will free up on-ground class time for exercises, group work, and other active learning techniques. The pilot will be a series of lectures for the Capstone class. There would be an introductory lecture on the history, purpose, and structure of the New York Lawyer’s Code of Professional Responsibility, as well as four more lectures focusing on the specific Canons. Since the ABA requires legal ethics to be included in every substantive law course, other professors can assign these podcasts for virtually every legal studies course.
  • The architectural technology department will begin a series of lectures THIS SPRING hosting guests in the architectural field and related areas to discuss recent projects, past works, and leading edge technology. These lecturers have been selected because they represent vital currents in technology and design.They are leaders in new fields which they are currently pioneering, and they are responsible for merging fields that previously were not thought to be intertwined. Mike Webb will be the first speaker. Michael Webb is an internationally renowned architect and visionary. Webb is one of the prescient and influential founders of Britain’s Archigram Group, a team of architects founded 40 years ago that has posed seminal – if outrageous – solutions to provocative problems in urban building and design. Like the other members of Archigram, he has had a tremendous influence on an entire generation of architects, many of whose ideas – technically unfeasible when they first proposed them – are realizable today. Above all, their “sci-fi” assumption that members of a highly mobile society could plug into a sophisticated, worldwide communications network no longer is a fantasy.

Medgar Evers College: Project Home Page

From CUNY Academic Commons


Project Objectives:

In order to assist students in the mastery of basic skills in communication and comprehension, podcasting and the use of rich media will be used to support learning in our classrooms as we continue to engage our students.

In one example, we will have “Introduction to World Music” students create vodcasts and produce music content and sounds for a class presentation on world cultural music and instruments.

We have established objectives for the iTunes U Project that will allow us to achieve our goals as summarized in the following:

  • Enhance teaching and learning with the creative uses of digital technology in academic and campus life
  • Incorporate multimedia content into coursework to accommodate student learning styles
  • Make digital archives available to students to encourage non-linear transmission of knowledge
  • Share content among peers, with instructors, and others creating a learning community for professionals to share values and personal practice and exchange knowledge


Fall ‘2008


Music 100

Introduction to World Music

Instructor: Professor Al Johnson

Course Intro:

This course is an introduction to music and to the musical mechanics from a global perspective.


To increase the students awareness, cultural connections to explore and their understanding of global relationships; how these cultures utilize musical elements, and the role that music plays within that cultures.


Students project will be to select a country and accomplish the following:

1) Research the history, culture and society
2) Observe that country’s musical performance
3) Create a two minute podcasts using images, files, pictures and songs demonstrating the culture of the selected country
4) Present in class

Students will videotape their presentation in the media center directly onto a Macbook using “I-Movie”. Media Center Staff will use the basic editing tools of “I-Movie” to polish and publish the presentation.

These lectures will contain material not accessible in the text.

The Mus 100 “Intro to World Music” course is an excellent opportunity for Music Unit at Medgar Evers’ College to implement iTunes U. The course text involves pictures and diagrams of world cultures and their relevant instruments and folk musics. Also, accompanying the text is two CD’s of relevant folk music. The instructor style centers on video and audio content for demonstration of these styles. In this music appreciation course, ethnic songs and video demonstrations are used to support class lectures.

The podcasting of these lectures supported by pictures and songs used on iTunes U. will allow the student to review the numerous choices of folk music from each culture and their relationship to instruments characteristic within each culture.

This enhanced learning and teaching supports our making digital content available to students to encourage non-linear transmission of knowledge. Students will be able to download songs, vodcasted lectures and pictures of relevant material enabling constantly review any section of the lecture accommodating their individual learning styles.

Macaulay Honors College Project Home Page

From CUNY Academic Commons

Summary and Spring 2008 Objectives

At Macaulay Honors College, the focus of the iTunesU project will be on student-created rich media. Students in the Macaulay seminars, particularly Seminar One, The Arts in New York City, but also including the other three seminars (The Peopling of New York City, Science and Technology in New York City, and Shaping the Future of New York City) have already been creating podcasts and videos to document and enhance their learning. These rich media artifacts have been posted on blogs and wikis, with the attendant technical difficulties of file formats and server space. The iTunesU pilot should allow students more flexibility and ease of use in posting and sharing these materials.

  • Provide opportunities for sharing and collaboration on rich media projects
  • Promote the engagement and commitment attendant on working for a wider audience
  • Provide opportunity for annotation and reflection on student work and projects
  • Allow students to upload and download projects easily–and use on mobile devices
  • Allow collaboration and cross-fertilization between and among the different seminars on the seven Macaulay campuses–forging cross-campus learning communities

Outline of Rich Media Products

  • By the end of the summer, we will select and upload a sampling of student-created audio and video work from the fall 2007 and spring 2008 semesters (with student permission), to serve as exemplars and pilots for iTunesU work in fall 2008
  • Instructional Technology Fellows will use the initial sampling to demonstrate and train
  • Students in the fall 2008 Macaulay Technology day in the use of iTunesU
  • Seminar students will subscribe to, download, and use in class the rich media products created by their fellow students in other seminars

Lehman College: Project Home Page

From CUNY Academic Commons


Spring 2008 Podcast Pilot at Lehman

Supplemental Instruction (SI): Anatomy & Physiology

This term, spring 2008, in preparation for the larger pilot project, we will be capturing Supplemental Instruction (SI) review sessions in Anatomy & Physiology to incorporate into Blackboard. Edited portions of the sessions will be accessible through the instructors’ Blackboard sites. These segments will allow students to view study strategies and concept mastery through peer-facilitated approaches to the material.

Group Review Sessions

SI provides group review sessions in historically difficult courses for all students interested in improving their study skills and mastery of course content. SI Leaders are model students who demonstrate academic success in the targeted SI courses. These student leaders are trained as peer facilitators and attend all classes of their assigned SI course in order to lead review sessions based on the instructor’s goals and methods. For more information on Supplemental Instruction at Lehman, please visit

Although the review sessions are based on face-to-face interactions and collaborative work, we believe that students can also benefit from seeing portions of these sessions linked to specific areas in which they would like additional review and alternative strategies for approaching the material. We will be able to track the number of views of the podcasts and provide some assessment of both the amount and frequency of usage at the end of the term. We will also distribute a survey to the students and instructors for responses to this initial phase of the project.

The Spring Pilot as Precursor

This spring, podcasts of the Anatomy & Physiology SI sessions will help us prepare for the larger project with the Chemistry courses over the next year. We will begin capturing course lectures during the intensive summer sessions as well as SI review sessions. These will be edited so that students will be able to view the entire lectures, portions of lectures dedicated to specific concepts and processes, and portions of review sessions with peer-facilitated strategies and discussion. Again, we will track views and distribute surveys for student and instructor responses.

We hope that by extending the combination of SI review sessions and course lectures in podcast form to other courses on campus and by making podcasting available for online and hybrid courses, we will increase student success and retention.

Project Criteria


Our pilot team for the spring project includes the Coordinator and Assistant Coordinator for Supplemental Instruction & Technology, the Online Education Coordinator, and the Assistant Manager for Media Technology Services. We are recording and editing Supplemental Instruction review sessions to incorporate as rich media on Blackboard. Our team is working to produce easily viewable and listenable segments for students to access explanations and models of course content and strategies. We are using semi-professional recording equipment to capture SI sessions and Apple supported tools for editing.


We have developed working relationships with the Anatomy & Physiology Course Coordinator and instructors as well as with the Course Coordinator for the beginning and intermediate level Accounting courses in addition to our collaboration with Online Education, Supplemental Instruction & Technology, and Media Technology Services. Several instructors and students in the identified courses have indicated interest in participating, and the SI Leaders and supervisors have worked together to create schedules and sessions most likely to benefit the students in those courses.

Creative, Usable Enhancements

We are working to develop a model for media-rich Blackboard sites that will include increased student and instructor access to a variety of downloadable materials for course support such as podcasts of SI review sessions and course lectures, presentation notes, handouts, and instructions, in addition to useful links to textbook-based websites and online resources. SI Leaders (peer educators) will be actively involved in helping to design materials and sessions that can be readily segmented and labeled to assist students in finding the material most needed for review. Instructors will work with SI Leaders and students to provide supporting materials for lectures and review. The SI Coordinator and Assistant Coordinator, Online Education Coordinator, and Assistant Manager for Media Technology Services will assist in scheduling, planning, and answering design and technical support questions.

Pedagogical Best Practices

The integration of media-rich resources with course lectures and peer-facilitated review sessions contributes to the shift from hierarchical to collaborative pedagogy, just as web and informal media are also shifting from vertical to horizontal practices. We are working toward a networked pedagogy that utilizes campus resources in connection with online sources of information and practices to create opportunities for students and instructors to choose from a variety of approaches and learning styles and to meet the need to understand increasingly complex scientific and business practice and knowledge. We believe this project will enhance the relationships among academic programs, student support services, and technology resources by contributing to increased student and instructor success in introductory science, mathematics, and business courses.

Technical Issues

The Technical Issues portion of our project for CUNY iTunes is quite minimal. The main technical obstacle seems to be the physical production location(s). In many cases, lighting is not correct, and the room acoustics are not optimal for producing broadcast quality audio and video. However, with the audio equipment that has been purchased we are optimistic that many of the actual technical issues will decrease greatly. Logistical Issues Our main challenges have been logistical, specifically in not having enough personnel to assist in gathering the content for this specific project as well as in delays due to departmental reshuffling and research determination processes.

Equipment Purchases

On the positive side, equipment has been purchased, or is in the process of being purchased to produce professional looking and sounding content for CUNY iTunes. The equipment includes, but is not limited to: HD Video Cameras, Wireless Microphones, Audio Mixer, Computer Hardware and Software. This equipment will afford us the opportunity to produce a product that students and possibly the general public would be interested in viewing, downloading, and saving for future reference.


Available Personnel

As we began recording SI sessions, we realized that there are multiple SI review sessions that take place at the same times on afternoons and evenings and not enough trained staff to operate the recording equipment. We plan not only to train more personnel to work with the camcorders and sound systems but also to choose the SI Review sessions that would benefit the greatest number of students. This may, and most likely will, change with each semester.

Faculty Assignments

We are also unable to work with the Chemistry Department faculty as soon as we would have liked due to changes in staff assignments. Instructors in the Accounting Program and Biology Department have expressed interest in participating; we plan to work with these courses while we plan our collaboration with Chemistry.


In the midst of our planning and initial recording of sessions, our College IRB office requested that we submit a full application after reviewing our responses to research determination questions. This has led to the discovery that some of our key personnel need to obtain or renew their CITI certification in order to participate in the project. Each of these challenges has helped us to develop a fuller sense of the long-term project and the importance of building strong relationships between academic departments and college support services. We anticipate that Lehman will integrate podcasting into its online and hybrid courses as well as more traditional classroom-based instruction.

New Blackboard Model

While we have been awaiting response to the IRB application, we have focused on creating a Blackboard model to support instructors’ use of the podcasts, both lectures and SI review sessions, in their courses. As our intent is to provide edited, labeled segments of course content for students to view accompanied by downloadable materials and strategies, we have used portions of the SI Leader Mid-term Training presentations, which include SI Leaders leading their peers in discussions of materials and strategies for the desired courses as well as a brief lecture by the director of the Math Lab on math thinking, to re-design the Blackboard model. The new model provides easy access for instructors and students to the podcast material and related resources as well as to helpful resources on campus and the web. Students and instructors will be able to use the Blackboard site as a gateway to the College and their academic needs.

We plan to present this model, including the rich media, for the May 30 deadline.

LaGaurdia Community College – Project Page

From CUNY Academic Commons



LaGuardia Community College is in the process of transforming every classroom into a smart classroom. We have established 4-Levels each with increasing capabilities. Level 3 and 4 will support lecture capturing in audio only or audio/video modes. We are currently building a prototype level-4 class room. This project will provide rich media content generation capability. Our plan is to work with iTunesU to provide the online distribution capability of in-house developed content. This document provides a description of the project objectives, scope of activity, and affected stakeholders.


  • Demonstrate technology integration for future Smart Classrooms to support advanced multimedia (a.k.a. “rich media”) capabilities to encourage and support advancement of pedagogical techniques. See Attachment-A for description of different Smart classroom types, categorized as levels. Technology to be implemented includes:
    • Networked PC
    • PC Projector
    • Sound System (Speakers)
    • Document Camera (Planetary)
    • Lecture Capturing Devices (Digital Microphones and Video Cameras)
    • Computer Screen Capturing Software (Continuous and Snapshot)
    • Cable TV
    • Live Broadcast Over Network (streaming video)
    • Teleconferencing
    • Videoconferencing
    • Storage and distribution of captured audio/video (servers, software, and procedures)
  • Establish cost model for replicating the Level 4 technologies to other smart classrooms across the campus.
  • Build the prototype Podcasting Production & Video/Tele-Conferencing Smart Classroom (level 4) which will be made available as a teaching laboratory.
  • Level 4 – Smart-Classroom to be a multi-purpose media room available to all college stakeholders for all appropriate uses, such as meetings, presentations, technology training, and class room instruction.
  • Determine the levels of technical support, maintenance contracts, and spare parts to assure room’s maximum utilization and availability.


  • Pilot media distribution methods (online, flash drive, CD/DVD, etc.).
  • Evaluate and acquire hardware, software, and network equipment.
  • Redesign E503 to support the Level 4 capabilities.
  • Pilot faculty teaching scenarios with various configurations of technology usage
  • Test equipment capabilities, reliability, and ease of use.
  • Monitor and measure network bandwidth usage in various scenarios to establish need for controls or additional network equipment.
  • Create workshop and reference materials for DFL and other users of the Level 4 Smart Classroom.
  • Train pilot group of faculty (1-3) in how to use video cameras to record class lectures.
  • Train pilot group of staff (1-2) from External Affairs and ACE in how to record special events using rich media.
  • Develop best practices for rich media content generation and distribution
  • Work with iTunes to develop online distribution of in-house created multimedia content, for various program areas, including:
    • Credit and non-credit courses (lecture capture as well as custom developed rich media)
    • Student Services offerings and processes (admissions, registration, financial aid)**Student Orientation Podcasting
    • Media Studies Programming Development
    • Performing Arts Productions
    • Conferences, commencements, and other large events.
    • Technology Training Workshops
    • Online Tutorials (e.g, language acquisition, sexual harassment awareness, life skills matrix)
    • ePortfolio Integration
    • Linkage to recorded student originated content from existing web sites (learning communities, common reading, virtual interest groups, etc.)
    • Library of marketing and communications videos
  • Present Podcasting Production & Video/Tele-Conferencing Smart Classroom to stakeholders
  • Implement video conferencing technology and test with at least one other school or agency.


  • Students –ability to download audio/video class material via iTunesU
  • Staff – ability to store and share personal or departmental knowledge (best practices, tools, techniques, procedures, etc.) across the college
  • Marketing – creation of rich media material for marketing purpose
  • Instructional Services– ability to produce and distribute audio/video based technology training workshops quickly and professionally
  • Faculty – participate in designing the Podcasting Production & Video/Tele-Conferencing Smart Classroom to meet their teaching needs and styles. They will have a controlled environment available for recording lessons (video/audio) for later distribution.

Kingsborough Community College: Project Home Page

From CUNY Academic Commons

KCC Group Project

1. KCC Group Project

KCC is planning to use audio and video podcasts to develop supporting “content nuggets” that can be used (and reused) by as many Virtual Enterprise (VE) classes as possible. These nuggets will be shared and made available through an iTunes U content repository (for general research) as well as on online course sites (for targeted purposes). Students will then be able to access these podcasts directly on their computer or by downloading them to their portable media players. In addition, the students will be given the opportunity to capture their work in both audio and video, and use them to document their classroom work by creating an e-PODfolio that they can share with their peers and other students from other VE classes.


In detail, our goals for this semester are:

1. Work with Prof. Troudt’s Virtual Enterprise class to develop 10 content nuggets.
2. Make these available on iTunesU as well as a CMS interface.
3. Test technology and compatibility to establish KCC iTunesU infrastructure.
4. Show proof of concept that iTunesU can be connected to KCC LDAP server.
5. Develop a model for replication and campus wide adaptation.

Milestone 2:

Prepare an outline detailing the use of a specific piece of rich media that will be used within your project

We will be using enhanced podcasting and videocast by Prof. Troudt’s Virtual Enterprise class. For instance, the students are required to present their business plan. Each section of of the business plan will be transformed into a “content nugget” and will be disseminated as follows:

1. Videocast of students formal business plan presentation
2. Enhanced podcast of students presentation with slides (one podcast per business plan section).

These media files will be disseminated to other Virtual Enterprises accross the country. The goal is that other Virtual Enterprises can use this as a model for similar activity. It furthr our goal to create an iTunes playlist for all participating Virtual Enterprise classes. The content nuggets will be completed by May 10th.

In addition other Virtual Enterprise classes at Kingsborough Community College will be giving “elevator presentations” during the semi-annual Trading Day on May 1. These presentation will also be made available on iTunesU.