Rose, Mason, Pollack 13
CUNYCast: A DIGITAL BROADCAST PROJECT
By
James Mason
Julia Pollack
Martha Joy Rose
May 25. 2015
DH Praxis 2014-15
Luke Waltzer
Amanda Hickman
CUNYCast: A DIGITAL BROADCAST PROJECT
ABSTRACT
CUNYCast is an online internet radio portal built using Digital Humanities theory and praxis. The project encourages students, faculty, and staff at The CUNY Graduate Center to broadcast classes, conversations, and controversy. CUNYCast is free, open sourced, collaborative, and interdisciplinary. It can be used in classes, workshops, conferences, clubs, during protests, or as a stand-alone project that enriches community. A link from the CUNYCast group page on the Academic Commons leads people to an external site where content is hosted. The website can also be accessed through its stand-alone URL: CUNYCast.net. The CUNYCast website offers those attending The Graduate Center the tools and knowledge they need to share their work through audio. It also aims to extend knowledge of the technology required and make it available to other schools or individuals interested in creating their own web-based radio portals on their websites. CUNYCast enriches the long commute to the city, whether it is by train or car, or can be enjoyed from home, when one is sick and unable to get to class. It is a low cost project capable of sharing content and knowledge for individual classes while encouraging community connection. CUNYCast's aim is to empower a DH guerrilla radio community, using Digital Humanities theory and technology, which anyone at The Graduate Center can participate in.
ENVIRONMENTAL CONTEXT
Internet radio is a rising star amidst new technologies that bring audio to people on their listening devices around the globe. A myriad of curators, DJ's, artists, and promoters widely disseminate music, sports, and news on the web via Slacker.com, Pandora, or educational podcasts like Harvard.edu on iTunes, or CUNY's own American Social History Project.
An environmental scan of existing broadcast systems at CUNY reveals that a series of podcasts through the CUNY broadcast system are already serving some of the needs of the community. Podcasts are capturing interviews with authors and speeches performed across CUNY schools. A blog by Giulia Guarnieri, a professor of language at Bronx Community College titled "Podcasting and Pedagogy" indicates that "podcasting actually helped students manage their time more efficiently" and that podcasts create "a sense of involvement with the subject, focus, and motivation, a feeling of being part of the class" (Guarnieri). The blog also mentions that Bronx Community College hosts podcasting workshops, hosted by Guarnieri. Though the post is two years old, the workshops are still running. These workshops are done in collaboration with another interesting pedagogy initiative; iTunes U. The iTunes U is an academic planner similar to Blackboard. Unfortunately, the CUNY site for the project has not been updated in over 6 years, despite its use of emergent technologies.
Blackboard also has implemented a way for teachers to record their lectures and publish them online, provided that they have "smart classrooms." However, even if properly equipped there are significant limitations, including proprietary restrictions on content, a hierarchical pedagogical structure, and a counterintuitive user interface that displays poorly on some browsers and machines. Additionally, CUNY's Videography Fellows are doing excellent work in the broadcast space, providing a high quality recording service to PhD programs at The Graduate Center, including film and production expertise, management of paperwork, scheduling, and basic dissemination of content. Finally, Katherine McDonough explores "Humanities on the Radio" in her article for HASTAC:
Aural communication of humanities scholarship has been neglected in favor of written distribution of ideas. But sound has many advantages for scholarly communication and collaboration. From opening up the audience of scholarly work to the general listening public (via radio or podcasts) to providing a forum for integrating archival sound into discussions about history, sound recordings are a creative and effective way to share information about research, pedagogy, and higher education culture.
Our environmental scan has demonstrated that interest in sharing information through audio, video, and blogging formats increases community and enhances learning. To this end, our team has established some core values. Namely, we have determined that CUNYCast needs to establish itself firmly as a Digital Humanities project: free, open-sourced, and collaboratively created. We want to put broadcasting capabilities directly into the hands of students, staff, and faculty who might make use of them on their own terms. Our intentions have shaped themselves around the notion that CUNYCast will be organized by its participants within The Graduate Center campus: intended for its members, and the wider DH community as well as those who might want to learn more about classes, conversations and conferences at GC. Our affirmations aim to encourage the unexpected and controversial in ways that will be immediate and impactful.
PROJECT PHASE: BEGINNING
CUNYCast began as a final semester project as part of the DHpraxis 2014 class. Team members include James Mason, Julia Pollack, and M. Joy Rose. The original team also included a fourth member: Liam Sweeney, who subsequently dropped the class for personal reasons, but stayed in touch with the project remotely. The idea was pioneered by Mason and submitted as a final proposal for the fall semester 2014 class—the first half of a two semester course. Class participants voted to narrow the twelve tentative projects to four. CUNYCast was one of those projects voted as viable. CUNYCast's aim was to create a way for students to be part of the GC community from anywhere. This was quite a broad goal.
Originally, CUNYCast was pitched as a podcasting hub built using the CUNY Academic Commons. Students and faculty at the GC would be able to find a list of podcasts and recordings by clubs, committees, and organizations. The hub would also accommodate classes that agreed to have their content recorded, whether by audio or video. Students who had no familiarity with recording would find a set of tutorials and workshops that were done on site at the GC to help them get going. The original proposal for CUNYCast outlined a set of three core podcasting workshops to help capture solid recordings. The idea was curation, not creation, and the original sense of crowdsourcing in the first tentative iteration of CUNYCast stuck. Every version of CUNYCast thereafter attempted to create a system by which GC students could create and share their content among the community. Yet, this iteration of CUNYCast never stuck because a field survey revealed this concept lacked innovation. These first attempts to wrestle with the problem of how to keep Graduate Center information streaming online during a long commute or in the case of a missed class were not a good enough to fulfill the solution. They required too much work for both the user to interact with, and for the administrator to constantly be surveilling and curating the content. A site like this could have been maintained using RSS, but each time new shows joined (and thus new RSS feeds), the site would have to be updated manually. It was not seamless and more importantly, it wasn't easy for community members to add content. This obstacle seemed insurmountable.
After much deliberation, many discussions, and more research another iteration of CUNYCast was born. In this version regular scraping of the Graduate Center event calendar would import to a system in which students could request and fulfill the recording of these events. On our scraped version of the events page, a "record now" button would allow users to begin recording the event via their mobile device, which would geo-locate them to ensure that they were actually at the event. The events would then be stored, on that page, and be made available through RSS and download. Our pie-in-the-sky version of this idea had a built-in reputation system, that would (for multiple recordings), rise and fall based on which recording the community found to be better.
As we excitedly shared this idea, it quickly became clear that it was not possible to build something like this with our current level of coding knowledge. On the web development side, scraping the calendar, then iterating on that scraped version could amount to a full semester's work unto itself. The next problem would have been getting a mobile app to launch via the website (which would require users to have the mobile device, and for the site to be able to detect what type of device they were using, etc.). Additional problems arose, such as: how does the fluctuating reputation system consistently update which iteration of the recording is being sent down the pipeline without overburdening the user with copies? How do we ensure that all events have geo-location such that the functionality works? How do we even build a mobile app? Can any of the Digital Fellows help us with a mobile app? (Nope. We asked). How do we acquire permissions for every single event? Would anyone want to go through the trouble of recording for the sake of helping this work? With how many events are happening at CUNY, it would take a large amount of interested people to capture them all, or even half. Because the actual technology behind the plan was so complicated, we had a hard time conveying what it could actually be capable of. Despite the fact that this version of the project might have been the answer to our problem, it was too complicated, and would have required a bigger team with more time and greater coding savvy. Simply put, it tried to do too many things at once.
We were stuck between two potential ideas: one was too simple and one was too complicated. We eventually landed somewhere in-between. After long discussions and frustrating reality checks, we reached out for help. We realized we would have to shape our project based on our goals, time constraints, and level of technical expertise. Luke Waltzer pointed us toward DS106radio, a project built out of Digital Storytelling 106, a MOOC that began at the University of Mary Washington. The project was crowd-controlled web radio, a site that allowed users to take over the stream at any time. To gain a better understanding of how this would work CUNYCast took over the DS106 radio stream. The tutorials left something to be desired, but that was something we determined we could improve on when building our site.
The most exciting part about the new CUNYCast concept was that it would stream live. Unlike the previous concepts, this one pushed live content from user to user, at any given time, which could create an ephemeral moment of commonality. The exciting idea was that broadcasts could be streamed, and in that same moment, listeners who were in the right place at the right time, would hear it. Theoretically, the "happening" would appear as special because it streamed in that singular instant. Our goals remained the same, but our means of accomplishing them became a lot more interesting. What's more, this new aesthetic and outlook brought us more in line with what the Digital Humanities represent: open, crowdsourced, and maybe a little bit contentious. While the other forms had crowdsourcing, this felt different: it felt viable. With the live radio, we reasoned, people were going to want to record. We thought that it would be much more fun and interesting to record and broadcast something live, as it's happening, with little to no filter. Not only that, but the spontaneous quality of recording on the mobile phone fit into our aesthetic of creating a guerilla community of casters.
What we didn't know immediately were the ways in which DS106 radio implemented Airtime. Airtime is an open source program developed by Source Fabric that houses an Icecast Media Server. In a way, Airtime is a graphical user interface for Icecast, but with some neat features added in. Airtime allows users to upload media to the server it's installed on and then broadcast that media by setting a time on a calendar for it to play. Airtime also allows the user to configure Icecast server settings without (too much) use of the command line, while giving administrators the ability to create a hierarchy of users with different broadcasting/system permissions. Ds106 radio uses their Airtime server by establishing a playlist of old shows and songs from members of their community that cycle on repeat indefinitely. This prevents silence from ever airing, or the server ever appearing offline. When someone wants to broadcast, it simply overrides the Airtime feed with the live feed, and then goes back to the original feed when the live feed is done. CUNYCast on the other hand, determined to allow users to broadcast via Airtime such that they may use pre-recorded shows and an easy-to-use calendar interface. We made this decision because it turned out that Airtime was pretty simple, and because our potential community is bigger than DS106, we were less concerned with dead air.
Once we settled on Airtime, we needed to figure out how our users would interact with our server if they wanted to broadcast live, which we touted as our core feature. As such, we needed to find a way to communicate with the Icecast server without building our own mobile app. Thanks to DS106 radio, we were able to use their site to test these features before our media server was functional. The Icecast website had a list of which apps could communicate with their servers, after some testing we decided upon one Android app, and one iOS app to feature. We wrote up tutorials for the Android app; BroadcastMyself, and the iOS app; KoalaSAN. Unfortunately, the iOS app, KoalaSAN cost seven dollars, which could be a roadblock for our user who might be interested in trying out our project, but not interested enough to pay. This was not an obstacle we were able to overcome. On the bright side, at least the Android app was free. At this juncture we were empowered to proceed, and progress ensued rather quickly.
PROJECT PHASE: MIDDLE
CUNYCast has gone through many phases in its web presence development. The first sites we explored were built using WordPress. This was abandoned over open access concerns. We wanted to make sure that as much of our project's functionality could be seen and unpacked by users. Julia Pollack designed images and built out the basic blog presence on the CUNY Academic Commons using headers influenced by Barbara Kruger's art (more about this in the "Design" section). This served as a space to have a web presence before we finalized our online infrastructure. At a CUNY workshop, Pollack was introduced to Bootstrap as a web development framework. CUNYCast was glad to use a framework that was open-sourced and interoperable. The process of unpacking the functions of Bootstrap developed over the three months. The first attempt at a Bootstrap site used one of the templates in the basic Bootstrap tutorials. Bootstrap's basic download comes with a series of folders for CSS and Javascript that are preconfigured for Bootstrap. Early attempts to change the design of the website were unsuccessful. Working with the preset code written into the Bootstrap files poses many issues. After a long day of teamwork between Pollack and Rose, we ended the day with more questions than when we had when we began.
As confusion rose, Pollack discovered two very important streamlining processes in basic management of the Bootstrap theme. The first was the realization that we needed to write our own CSS code to overwrite the Bootstrap code rather than attempt to change the Bootstrap CSS. This process of understanding came through looking at the NYC Fashion Index website building process. As our class members created their site it was suggested that we might "borrow" a similar framework. This enabled us to look at the structures that they had written into their website. This remedied some of our problems and from here on Pollack was able to implement a style and design particular to CUNYCast. The second discovery followed a discussion about basic HTML header protocols from by Amanda Hickman. Her post about CDN's revealed a simple connection to Bootstrap protocols rather than a duplicated instance of all the Bootstrap files in our website. Pollack then worked with DH Praxis team Tandem to continue defining and forming the identity of the new CUNYCast web presence. By working collaboratively among the DH Praxis groups, the designers were able to pool a collective understanding of Bootstrap's capability and assist each other. We then worked through the confusion of code. As a working version of the CUNYCast.net site went live, the team was able to insert functional widgets on the front page so that listeners could tune in and access the calendar. By dividing the skills amidst teams, and amidst team members, we were able to cover more operational issues on our website.
Once a working version of the site existed with basic visual design, the real challenge began. Trying to edit and streamline the content of our pages took some real negotiating of our projects intent and scope. Through continued group discussions we laid out the content of our site and edited the conceptual consistency of CUNYCast's mission.
We had depended on basic HTML structure for the page layout, but as the semester came to a close we really attempted to utilize Bootstrap's functionality to make our site more readable and user friendly. Image resizing became an important consideration for our mobile users. By adding thumbnail images to our Tutorials site with clickable expansion we were able to give the visual specificity and allow our site to be readable. This specific suggestion came from in depth critique sessions with the DH Praxis team Tandem designer. Communicating with other group designers alleviated the frustrations of the Bootstrap learning curve. By pooling our knowledge between Praxis groups we were able to learn from each others struggles and move forward with fixes.
The FAQ page on our website originally worked with a series of in-page anchors. But, additional conversation with experts allowed Pollack to focus on a fix for drop down answers. The site now responds to a click. Pollack learned about the structure of Bootstrap by using Bootstrap. By the time we made our tenth and eleventh week page edits to the CUNYCast site the structure of Bootstrap began to reveal itself. With complicated success on the operational pages it was easier to go back to the more static pages on our site and rethink the placement and arrangement of content using more readable columned layouts.
PROJECT PHASE: END
The final phase of the project focused on outreach and cultivating excitement within The Graduate Center Community (See Outreach Report). We wrestled through some technical web-issues regarding headers, tutorials, and the FAQ page, but Julia remained committed and sought advice until solutions were forthcoming. Some resolution of the Guerrilla radio aspects of our project continued to cause controversy. This remained unresolved until the final week. Since the experiment began, the team was fond of saying that CUNYCast would provide a platform for innovative broadcasting. One example we envisioned required an audio ambush of sorts, which we interpreted as "Guerrilla Slamming". We imagined surprise conversations at the intersection of the unexpected and real. We imagined tagging interesting people mid-conversation for impromptu broadcasts. For this reason we discussed wearing gorilla masks for our year-end presentation.
M. Joy Rose conducted research on the relevancy of the "Guerrilla-slam": "Guerrilla" based on the "Guerrilla Girls" (an arts activist group that espouses bringing awareness about social inequity to the broader public discourse). She quickly ascertained that a "Gorilla" mask and a "Guerrilla Slam" have nothing to do with each other. Which begged the question, why do the Guerrilla Girls wear Gorilla masks? An immediate answer was not forthcoming. However, as Matt Gold states in Debates in the Digital Humanities "Like-minded scholars sometimes ask disruptive questions." He goes on to say that "They also signal the ways in which the applied model of Digital Humanities work portends to significant shifts in the nature of humanities scholarship." CUNYCasts' ongoing ability to broadcast classes, conversations, conferences, and controversy is a testimony to this shift. The shift from interior to exterior, or Eversion as Stephen Jones has so aptly diagnosed it, is core to what CUNYCasters aspire to do. While Rose was invested in using the Guerrilla Girls model of Guerrilla broadcast, and making this visible by actually wearing a gorilla mask to the presentation (just as the Guerrilla Girls do), she was met with resistance. She argued that "disruptive" questions are core to the principles of the Digital Humanities. For example, the question of whether we can evert academic happenings at The Graduate Center beyond the walls of the academy? The answer of course is yes. Gorilla suit or no, CUNYCast aims to shift the interior experience of The Graduate Center outwards to the larger world. In this way CUNYCast will continue to empower a community committed to the intersections of the academic, the para-academic, and the private; revealed through the process, and interpreted by the public. In the final weeks our team created a power-point for our final presentation, practiced the presentation, sent invites, tweeted, blogged, and showed up. The work, as does the initiative, continues.
PROJECT DEVELOPER: JAMES MASON
Our developer was James Mason. The primary goal of the developer was to make sure the backend was operational, and able to project to the front-end. This meant configuring the Icecast server, mostly using the Airtime GUI but at times through the command line, so that users could access the server through their devices. The developer was also tasked with finding solutions: which mobile apps work with the Icecast codec settings we have available? Also, because the developer spent the most time troubleshooting and parsing out how Airtime and the mobile apps work, he was also the one to write the front-end user tutorials and do user experience testing. Mason took the first step forward toward the technology, recorded the findings, then introduced the rest of the group through the technological paces to achieve the same results. Once all members of CUNYCast became familiar with the technology, it was up to the developer to make sure things continued to run smoothly, which of course, they did not. Multiple issues arose with the media server, encoding, and frontend widgets, all of which were eventually solved. At one point, none of our devices were able to contact the server, yet they were able to contact the DS106 server. After restarting Airtime via a pseudo command, we were able to locate the problem (which was based on the Icecast codec) and fix it. This is one of many examples of how things were constantly breaking and needing to be fixed and refined.
PROJECT DESIGNER: JULIA POLLACK
Julia Pollack worked as the Designer of CUNYCast. This role at CUNYCast involved presenting a visual story and identity for the web presence of the project. The original iteration of the project was conceived of as an extension of the CUNY academic commons and the first visual identity mirrored the commons logo. As our project shifted toward a online radio stream it was up to the designer to rewrite the visual identity of the project to respond to the shifts in project goals.
The current phase of our projects has an outward facing website set in Grayscale with Red highlights. The header images of the site call out to the contemporary text artist Barbara Kruger. This artist collages old newspaper media into pointed visual critiques about equality and access. CUNYCast can offer a space where controversy can be broadcast on an equal playfield with minimal barriers of entry. The design works to inspire creative collaged DIY media production and CUNYCast actually provides the platform for the broadcast of this media. Pollack changed the websites pages and contents in many different iterations of concept. While the site began with pages including pedagogy and permissions as the project shifted so did the site. The site is now focused on the caster, with pages that include a basic FAQ and Tutorials. Infusing the website with a more readable and dynamic content were the main designer focuses. Learning the basics of Bootstrap functionality and personalizing those functionalities for CUNYCast's needs were the most important tasks for the designer. The site in its current iteration has resizing images and a wonderful drop down FAQ function thanks to the pointed help from Professor Amanda Hickman. The Designer worked with the Developer to integrate the media tools into the website. The Designer worked with the Outreach coordinator to consider the overall project goals and the content messages outlined in the outward facing presence.
OUTREACH AND PROJECT MANAGEMENT: MARTHA JOY ROSE
Martha Joy Rose joined the team assuming the role of Project Manager, but conversations with original team member Liam Sweeny indicated a switch to Outreach Coordinator might be a better use of personal resources. Liam left the team in the third week. For most of the semester Rose assumed both roles.
As Outreach Coordinator Rose saw to the following things: building an Academic Commons Group on the CUNY Academic Commons, setting up a Twitter account: CUNYCast, and tweeting regularly; a Gmail account,
[email protected] to communicate with those interested in getting involved with the project; a Google Group, CUNYCast (for communications). She also created a logo using Word Doc tools and public domain images to better brand the initiative, and edited audio content using her iPhone (for recording) and iMovie (editing) for test purposes. In order to get the word out about team progress Rose used her personal blog for some of the process reports, Facebook, and MyNewsletterBuilder.com account to send out announcements. She also crafted the weekly reports that were posted on the DHpraxis 14-15 blog of the CUNY Academic Commons.
Rose's personal Twitter and Facebook have a few thousand followers. The Newsletter account is distributed to 6,000. The Outreach strategy emphasized the aim of reaching as many academic and para-academic people as possible in order to a) widely disseminate a broad message about the Digital Humanities in general, b) to specifically entice Graduate Center students to engage with DH technology and CUNYCast resources. To that end Rose won approval from GC to create a tabling opportunity for a two-day lobby exhibit outside the Mina Rees Library to sign up potential casters, and make The Graduate Center students, faculty, and staff aware of our technology. The first broadcast was April 30 and May 1st.
The Annual Academic M.O.M. Conference, now in its tenth year, broadcast live as presenters from around the globe disseminated information about the status of mothers, mothering, and motherhood from as far away as India, Ethiopia, and Australia. Team member Julia Pollack listened remotely to affirm audio quality. The broadcast ran from 10a-6p both days. Electronic signage promoting the event was organized through the WGS Department as they were co-sponsored the conference. They also included information about CUNYCast in their press release, as well as the electronic signage. The estimated reach of these combined initiatives was 10,000 people (conservatively).
As Project Manager M. Joy Rose took notes and recordings each class, and organized after-class meetings to make sure the team was on track with the process of building CUNYCast. These notes were distributed with a checklist each week through a CUNYCast GoogleGroup. Each subsequent class included a review of the list from the previous week and held an accounting of what had been accomplished, as well as what still needed to be done. Rose spent one full Saturday with Pollack during the beginning stages of building the code-based portion of website both as a supportive exercise and also to make sure that she was immersed in multiple aspects of the project. The assertion was that if each team member could understand what their various team-members were doing, then others would be able to do the same. Rose also made sure to keep up with James as Airtime got sorted out. She purchased the KoalaSAN app for her iPhone and iPad to test the technology as it was being created. She also organized two "test" sessions, one with original team member Liam Sweeney, and another with an interested CUNYCast student at The Graduate Center. Pollack was present for one of these. Rose also organized one conference call the week after Liam left to make sure that we were all on the same page as a team, and that we were prepared to move forward in organized ways. There was a "goal" list at all times.
FUTURE GOALS
The intersection between the humanities and the digital world combine fluctuating aspects of the instantaneous and the archival. In the case of CUNYCast, the broadcast is ephemeral while the technology is archived on the CUNYCast website for others to use, share, and institute within their own academic systems. Steve Jones' book The Emergence of the Digital Humanities suggests that the boundaries between the real, solid, tangible world and cyberspace are constantly bumping up against each other. In this way the CUNYCast project encourages future students to surge an outpouring of content into their home or headphones as they relax or commute. As Jones articulates, "For increasing numbers of people, networked technology is becoming an integral part of everyday life they take for granted" (19). He goes on to suggest that "if cyberspace once seemed a transcendent elsewhere, some place other than the world we normally inhabit, that relationship has inverted as the network has everted" (19). Likewise, CUNYCast suggests this could be true of educational environment with its classes, conversations, and controversies as the boundaries of physical space are challenged. One not need to be at physical space of The Graduate Center, to experience activities within The Graduate Center.
CUNYCast is poised with several new initiatives for the 2015-16 year. Ongoing tutorial sessions should be planned and organized for future podcasters. In addition to the online tutorials some casters may need encouragement and one-on-one help. A seminar with Marty Goldensohn, Brian Lehrer's producer offers to teach potential casters about "what makes an interesting broadcast" and "how to properly mic and amplify events." He has volunteered to do offer this seminar. It should be organized and put on the calendar. Science and technology Ph.D. student Sunny Xing has expressed interest in building a free app for CUNYCast to replace the KoalaSAN app for iPhone (which costs $7). She should be encouraged to do so. Additionally recruitment of CUNYCasters should be ongoing as should social media, and Academic Commons updates.
The cover Eversion features Kelly Goeller's 2008 installation, Pixel Pour on 9th Street in New York City. The photo captures the excitement of the Digital Humanities as it is on the rise. "The point of the book isn't at all to celebrate this eversion, but to call attention to it as part of the conditions for the emergence of the new Digital Humanities" (Emergence of the DH Book). The art exhibit Pixel Pour was dismantled within days. The art itself was momentary. The pipe pictured in the photograph however remains. In the same way, the voices that float in and out of CUNYCast will come and go, but the technology of CUNYCast will remain for others to use.
The ephemeral nature of a live broadcast allows the conversation, the moment, the instantaneous, the transmission to be exciting: as it is happening. The aesthetic shift CUNYCast espouses, from the underground into the academic should be encouraged. This project aims to provoke the listener's ear, mind, and sensibilities while putting the power of casting in the hands of students, staff, and faculty. In this way the CUNYCast project continues to serve the broader mission of the Digital Humanities. It utilizes a practical application that encourages academics as well as para-academics to widely disseminate information from within the Digital Humanities, housed at The Graduate Center, outwards to a wider community.
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Read more about Pixel Pour. Web. http://emergenceofdhbook.tumblr.com
