Web Conferencing

• A laptop or desktop computer with (at least) 2G of memory and a 1Ghz processor (any computer bought in the last five years should be fine).
• Use either built-in or external camera. Headset or earbuds with a built in microphone recommended for spaces with background noise and to improve overall audio clarity.
• A mobile device with 4G LTI (best) or 3G (minimum connection).

• Ideal: 5 Mbps upsteam, using an ethernet cable instead of wifi.
• Minimum requirements: 1.5 Mbps upstream and 1 Mbps downstream.
• To check bandwidth use https://speedtest.net/

• Create the meeting space at least a day in advance (e.g. create a Zoom link in your Brightspace course using the Existing Activities > External Learning Tools within a module).
• Send a reminder to participants that details how they will join it and what they will need (e.g. headphones, mic, camera).
• If applicable, confirm that the meeting is in the calendar tool within your Brightspace course. Recommended to send a reminder using the announcements tool to communicate to students a reminder of the meeting. Make a quicklink to module where meeting details are found.

• If you plan on recording the meeting, let participants know in advance. You may add this information to the description of the meeting within Brightspace.
• TIP: Keep in mind that some students may not be able to access or engage with the synchronous session so a recording can help them stay connected to the class. Upload recordings of your synchronous sessions to MediaSpace and embed the recordings in Brightspace.

• If appropriate, describe the code of conduct you expect in the session (supportive, non-threatening, civil.). For tips visit the Netiquette support resource
• Consult the Acceptable Use Policy for Information Technology for further ideas and details
• Consider asking students on the first day of class to co-create a code of conduct with you.

• If appropriate, prepare an agenda for the session and invite participants to add items in advance.
• If you plan to use feedback tools or breakout rooms in the session, create the questions beforehand.
  • Note: Polls must be set up in advance to be used in Zoom. See Creating a Poll in Zoom support page.
• Consider distributing your slides just before the presentation for those who might have issues connecting.

Accessibility is a key strategic goal at Carleton. Removing barriers to education and designing for equitable access is essential to inclusive teaching and learning. Here are some tips and resources to help you design accessibility into your course:

• Review your responsibility to accommodate students with disabilities. (See Carleton’s Accommodation Policy and visit the Paul Menton Centre support page for faculty and instructors for guidance).
• Caption any web conferencing recordings by uploading the videos to Kaltura Mediaspace. Uploading recordings to Kaltura Mediaspace creates automatic captions for all video content. If you cannot caption or if you have students with weak internet, download a transcript and post the transcript to the course page as an alternative mode of learning.
• Post notes, slides and other materials for students who require material in different formats.
• Allow enough time in your web conferencing sessions to get a response from students. Students need time to process and think through your questions. Silence in web conferencing feels extra long, but allow the silence to settle long enough that students can craft their responses.
• Allow students to decide when to turn on/off their cameras. Sharing webcams is a high-bandwidth activity and many students have slow internet access. For some students, sharing a web cam interferes with their ability to focus on the session and can cause anxiety.

• Join at least 15 minutes before the session is planned to begin.
• Test audio and video and upload/open any teaching materials you will be sharing.
• If you plan to record the session, post a slide indicating that you plan to do so.

• At the start of the session, communicate the expectations for how participants will engage technically (e.g. using the chat to post questions, raise their hand or use built-in tool “reactions” to indicate they have a question). For more ideas, consult the ITS Teams Meeting Protocols Document
• TIP: If you have enabled a waiting room (Zoom only), consider disabling the waiting room when the meeting begins to avoid having to keep clicking to let participants in a meeting.

• Keep presentation of content to a minimum. Lecture content should be filmed in advance and posted to Brightspace. Use the synchronous meeting time for active discussions.
• If appropriate use polls, chat feedback and breakout rooms to guide discussion.
• When using whiteboards or breakout rooms, describe what participants should see on their end.
• If you are demonstrating something, slow down and be very intentional. Repeating key sentences/phrases may be effective to capture all audience members.

• With large groups or screen sharing presentations, it can be helpful to have a moderator. You might ask a TA, student or staff member to monitor the chat window and bring questions to you at regular intervals.
• Set your TA (or another user) up as a co-host to allow them to help moderate the session.

• Use the last few minutes to conclude the discussion. Review key learning objectives/expectations.
• Bridge to the next meeting topic and review the expectations between each meeting (if applicable) e.g. “Complete handout 1 before the next Group discussion meeting on Thursday.”
• TIP: Consider using an asynchronous approach to wrap up the meeting – ask students to complete a feedback poll or submit a short reflection via Brightspace.

• Share the session recording, if applicable to Brightspace course within a module.
• You may want to share your own reflections on the discussion with your students in an email or an announcement in your Brightspace course.

1. How various tools available in web conferencing tools (chat, raise hand, polling, whiteboard, etc) enhance engagement and exploration and thus promote active learning.

Lieser, P, et al. 2018. The Webinar Integration Tool: A Framework for Promoting Active Learning in Blended Environments. Journal of Interactive Media in Education, 2018(1): 7, pp. 1–8, DOI: https://doi.org/10.5334/jime.453

2. How to facilitate engaged learning in a web conferencing session based on the indicators of active learning

Chapman, D. & Wiessner, C. (2008). Exploring Engaged Learning as a Tool for Evaluating Web Conferencing. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008–World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 283-291). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 29, 2020 from https://www.learntechlib.org/p/29619.

3. How best practices engage learners in a web conferencing session and are arranged into introducing and orienting; informing; active learning and feedback; humanizing the environment; closing and follow-up.

Badia, Giovanna, and April Colosimo. “Best Practices for Engaging Users in a Web Conferencing Environment.” Association for Engineering Education – Engineering Library Division Papers. Atlanta: American Society for Engineering Education-ASEE, 2013. 23.243.1–23.243.14. Web.

4. How modeling expected behaviour during a web conferencing session contributes for an effective session.

Warren, A. (2014). Synchronous Web-Conferencing in Online Language Teacher Education. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014–Society for Information Technology & Teacher Education International Conference (pp. 501-506). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 29, 2020 from https://www.learntechlib.org/p/130799.

5. Can Zoom Hosts See Private Messages? Here’s What To Know About Chatting
 

6. Northwestern University Guidelines for Recording Synchronous Remote Content