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Student Cameras in Virtual Spaces Teaching, Learning & Digital Transformation | Academic Innovation

Overview

Navigating a virtual learning environment can be a very different experience for faculty and students alike. Fortunately, there are many things you can do to create an inviting virtual space, and make that space engaging to allow learners, and yourself, feel at ease. While expectations and policies can be implemented in the course syllabus on the use of cameras in virtual spaces, when creating such policies consider the pedagogical value and potential impact on the diverse needs of our learners. This webpage will provide additional information on the inclusive pedagogical use of web cameras in a virtual space.

Expectations

Be open and flexible to learners needs

  • Establish trust and create an environment that is open and inviting for all learners
  • Have learners reach out to you prior to class about concerns for camera usage
  • Work together with learners to provide alternatives
  • Mindful for learners who may not have access to a camera or other devices
  • Reach out to Student Disability Services or our TLDT Digital Accessibility Specialists for assistance with learner accommodations
  • Contact DigitalAccessibility@utsa.edu for guidance on how to make content accessible
  • Check out the Office of Digital Learning Accessibility Support webpage for more information and resources

Be clear with your virtual space expectations

  • Create a virtual space housekeeping slide to display before the lesson begins. This will provide learners with information such as how learners will ask questions, when to unmute, etc. during a live session
  • Encourage camera use, explain why you are doing so, and establish the norm
  • If the use of cameras during a live session is essential for the course and learners' achievement of the learning objectives
  • On-Camera policy in class syllabus and encourage camera use on the first day; repeating the norm (expectations) throughout the semester; establish communication when it would be appropriate to turn them off (turning off to improve a weak connection, interrupted by their environment, etc.)
  • Mindful of learners with diverse needs when creating such policies
Image of a clipboard with a to-do list attached and a computer laptop on a marble desk

Let learners know the format of virtual sessions, and how they will be conducted

  • Establish an agenda of the meeting format and send it to learners ahead of time so they are aware of what will happen during the session
  • Don't surprise learners during the session, especially with new information
  • Send a Blackboard announcement to communicate to learners in the course

Learner Considerations

Learner Surroundings

  • Learners might not be comfortable with their environment/surroundings (they prefer not to show this on camera)
  • The environment can be distracting to others while in the session (ex: families, children, roommates, etc.)
  • Learners can’t use virtual backgrounds on mobile devices

Access to Technology and Resources

  • Learners might not be joining from a stable location (ex: using a mobile device out somewhere; internet connection)
  • Learners don’t all have the same access to technology

Anxiety

  • Not all students are comfortable in a virtual environment
  • Students may experience anxiety being on camera

Personal

  • Privacy concerns: Learners may feel like their privacy is being invaded when others can see into their physical environment
  • Feeling singled out with the camera on: A learner may feel that everyone is looking at them during a virtual session
  • Learners might not be comfortable on camera, sometimes because of concerns over their appearance on camera
  • Zoom fatigue; learners may be tired of being on zoom or computer all day across their classes

Alternatives for Engagement

Bitmoji

  • Allow learners to create an avatar such as Bitmoji to display or a photo of themselves
  • Creating one yourself that you post in your Blackboard course may help them feel more comfortable
  • You can add a question in your syllabus quiz to post an image of their avatar
  • Create an ice breaker activity involving their avatar, or a photo of themselves depending on how they would like to represent themselves in your virtual classroom
Bitmoji Avatar Example

Polling

  • Check for understanding, participation, and mastery level
  • Questions can include multiple-choice, true and false, and check all
Polling in Zoom Example

Reactions

Reactions in Zoom Example
  • Pose a question; A quick check for understanding
  • Have learners “react” using the reactions via Zoom
  • Allow learners to use the “slow down” feature in Zoom to communicate with you

Chat Participation

  • Post a prompt or ask a question
  • Learners reply by typing their answers via chat
  • Be sure to go over expectations for the chat, for example, if you don’t want side conversations
Blackboard Collaborate Ultra Chat Example

Temperature Checks

  • A quick assessment for learner understanding and engagement
  • Raise their hand, show a reaction, post in the chat, instructor display images and learner responses with what image resonates with them
  • Use these responses to manage quick brain breaks, either allowing learners time on their own, or complete a quick brain break activity with them

Using Padlet for Anonymous Response

  • Create a Padlet board with a question or prompt
  • Share the link to the Padlet board in the chat to make it easy for learners to access
  • Make the Padlet board anonymous to allow learners to respond openly and freely
  • Review responses in the live session and discuss
  • Allowing learners to interact using either their microphone (unmute) or the chat
  • For additional information: Office of Digital Learning Padlet; Padlet Example – Anonymous Response
Anonymous Response Padlet Board Example

PlayPosit Live Broadcast or iClicker

  • Additionally, we also have alternative tools available to assist in creating active engagement with your learners. Take some time to look at how iClicker and PlayPosit Live Broadcasting works. Both include similar features and can be used for polling, checking for understanding, feedback, and much more.
  • UTSA iClicker Resources
  • UTSA PlayPosit Live Broadcasting Information
PlayPosit Live Broadcasting Example
iClicker Example

Create Breakout Groups

Syllabus Information

If interested in incorporating information on your syllabus, consider the following template to modify and use (Note - Be mindful of learners with diverse needs when creating such policies):

“In this course, we will be attending synchronous sessions on Zoom/Blackboard Collaborate Ultra. I would like to encourage you to turn your camera on, however, if you are not able to, you may set your profile picture to an image of yourself, or an alternative image approved by the instructor. The use of cameras is highly encouraged during breakout sessions with your classmates for discussion and collaboration. For questions or concerns about the use of cameras during our live sessions for the course, please notify your instructor in advance prior to the live session."

References

  • Castelli, F. & Savary, M. (2021). Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecology and Evolution, 11(8), 3565-3576.

Credits:

Created with images by ENiemela - "corona covid video call" • AmrThele - "child student video conference" • zapCulture - "girl laptop school supplies" • viarami - "todo-lists tasks tasks list" • SplitShire - "macbook notebook apple" • Alexandra_Koch - "video call video conference computer" • VinzentWeinbeer - "home office office work"