- Choosing Your Web Conferencing Tool
- Best Practices and Protocols
- Guidelines for Recording Remote Class Content
- Additional Resources
Carleton University supports a number of web conferencing tools that you can use to support teaching and learning. You first need to decide whether you need and want to meet with your students for your class. Some of the activities that work well for web conferencing solutions are:
- Group work
- Peer review
- Group presentations
- Office hours
- Guest speakers
- Exam reviews
- One-on-one meetings with students
If your session requires these types of interactions, there are several options available to you.
Find out how to access your Carleton Zoom account here.
|Audience Size||Up to 250||Up to 300|
|Internal/External Audiences||Internal only||Either|
|Support and Training||Minimal support by ITS:||Full support by TLS:
Create a support request at the TLS Support Portal.
|Integrated in LMS||Yes||Yes|
|Secure||Yes||Yes, when following security recommendations|
|Accessibility||Live captioning available. Screen readers supported. Automatic transcripts.||Live captioning available. Automatic transcripts. Keyboard accessibility. Multi-spotlight and multi-pinning.|
|Recording||Yes||Yes. Recommend saving locally and upload to Kaltura|
|Supports Slides||Yes, through screen sharing||Yes, through screen sharing|
|Polling||Yes, but must use chat feature||Yes|
|Break Out Rooms||No||Robust|
Instructors may choose to record synchronous remote class sessions. The following guidelines provide insight into when an instructor may wish to record classes and instruction on how to do so in a way that is consistent with university policies.
Students are prohibited from recording class sessions and are also prohibited from the distribution of class recordings. Instructors should not grant individual requests for students to record class sessions. Students requesting the use of assistive technology as an accommodation should direct such requests to the Paul Menton Centre.
- Recording synchronous online class sessions is appropriate, as recording allows students to review content after class, and provides an opportunity for students who are unable to attend class to view the course.
- When instructors choose to record a synchronous class session, they should communicate this to the students both in writing through the course syllabus and verbally.
- Recordings should be shared only with the students enrolled in the course and should be deleted at the end of the course.
- Recording of synchronous sessions that include student discussion should be given special consideration:
- Instructors may choose to turn off the recording at certain points of the class in order to protect student privacy and eliminate the possibility that recording might stifle discussion, particularly if sensitive content is included in the discussion.
This class or portions of this class will be recorded by the instructor for educational purposes. These recordings will be shared only with students enrolled in the course. Your instructor will communicate how you can access the recordings.
Unauthorized student recording of classroom or other academic activities (including advising sessions or office hours) is prohibited. Unauthorized recording is unethical and may also be a violation of University policy. Students requesting the use of assistive technology as an accommodation should contact the Paul Menton Centre. Unauthorized use of classroom recordings – including distributing or posting them – is also prohibited. Under the University’s Copyright Policy, faculty own the copyright to instructional materials – including those resources created specifically for the purposes of instruction, such as lectures slides, lecture notes, and presentations. Students cannot copy, reproduce, display, or distribute these materials or otherwise circulate these materials without the instructor’s written permission. Students who engage in unauthorized recording, unauthorized use of a recording, or unauthorized distribution of instructional materials will be referred to the appropriate University office for follow-up.
For further reading, please see the evidence-based resources below.