To remain in pace with the increasing use of iPods by college
students and the use of Webcasting by college professors, Apple
released iTunes U, an educational service designed to allow
universities to distribute course content and other audio and
visual materials to students and faculty.
This service will allow colleges to compile a set of materials
that are personalized with each school’s logo, colors and
photographs. These materials will be accessible with the use of the
free iTunes software, and participating colleges will receive
software tools that will allow them to upload content for
professors or students.
Though the iTunes software works with both Macintosh and PC
computers, it only connects to iPod players, not MP3 players made
by other companies.
Many feel this is a beneficial program because of its mobility
and the convenience of downloading class materials to personal
computers and iPods.
Others feel it may decrease personal contact between professors
and students, who may become reliant upon downloadable material
instead of regularly attending class lectures.
The program was tested at six institutions across the country
during the fall of 2005.
Lynn Johnson, associate professor of dentistry and director of
dental informatics at the University of Michigan School of
Dentistry, said she had a very positive experience with the service
and that it is particularly helpful in professional schools and the
health field.
She said it was used only as a review mechanism ““ as a
supplement, not as the primary source of learning.
However, contrary to what many believe, she thinks this service
may actually increase personal contact.
“I think it’ll make it easy for students to get
content they wouldn’t have otherwise. … (Faculty) would put
that extra effort into discussions or more patient-based
activities, and increase human-to-human contact as a result,”
Johnson said.
Judy Lin, senior media relations officer at UCLA, said there are
no immediate plans for the university to adopt this service.
Though Apple runs the servers where the files will be stored,
college administrators have the authority to decide who can and
cannot download files and incorporate the new system into their
existing network software, allowing for students to log in to the
iTunes store with their current student identification numbers and
passwords.
Political science Professor John Zaller has had experience with
a similar service, BruinCast, and has a simple opinion regarding
iTunes.
“I don’t like it, but I don’t see anything
wrong with it. If (students) wanted me to use it, I would,”
he said.
Fall quarter, Zaller taught his political science class using
Webcasting. He employed this service rather inadvertently after a
student e-mailed him asking for an alternative to attending lecture
on Rosh Hashana and Yom Kippur. He contacted the audio-visual
department, which then offered to Webcast all of his lectures.
Zaller saw both positives and negatives with Webcasting.
He said it was “slightly alienating” because often
only half the class would attend lecture and many students he would
only see on test days. Though the final grades did not reflect any
major differences from the course in the past, Zaller does not
endorse this method of teaching.
“I don’t like it because it’s not traditional.
… It would take the old-fashioned college experience out of
it,” he said.
Apple has stated on its Web site that iTunes U is designed to
meet the needs of students, who expect “a campus environment
that accommodates their digital lifestyle, adapts to their
individual learning needs, and encourages collaboration and
teamwork.”
The aim of this service is said to be for it to be used to
review recordings in a time-efficient manner, making it possible
for students to listen to class materials while they are walking to
campus, working out, or engaging in other activities.
“The benefits are its mobility and convenience. I would
use it as a supplement to what I learn in the classroom while
I’m eating, working out, or traveling,” said Jennifer
Lo, a first-year economics and international development studies
student.
She added she would use the service only as an additional study
tool and not as a primary source for learning.
Mona Amin, a third-year psychobiology student, also said she
would use iTunes U because of its convenience, but only as
reinforcement.
She said that while this service is taking a positive step by
utilizing technology for educational purposes, it is also essential
that students maintain personal contact with their professors and
peers by attending class regularly.
Umar Bajwa, a first-year business economics student, does not
believe class attendance would change noticeably with the
implementation of iTunes U.
“The kids who would use this service are either kids who
use it as an additional resource for studying or those who skip
class once in a while. A student that regularly skips class most
likely won’t be willing to sit down on the weekends to listen
to class lectures,” Bajwa said.
He also said he is reluctant to believe that the multitude of
students who do other activities while listening to music will soon
be listening to class lectures instead.
“I doubt this will become as useful or efficient as Apple
hopes it will become,” he said.