Good Practice IT and Library Services

Panopto – impact on teaching style

Teaching spaces have different microphones depending on the type of room you are teaching in. There are fixed boundary microphones in classrooms that pick up your voice for recording. These work best when close to the podium, you will still be audible if you are teaching from the other side of the projection screen. There are teaching spaces with gooseneck microphones these rooms include wearable microphones. You will need to use the wearable microphone if you want to be recorded away from the podium.

If you like to wander around the front of the room in lecture theatres and want to be heard and recorded, radio microphones are available in the microphone safes. If you wish to access them you will need to use your Greenwich Gateway card. You must remember to return the radio microphones to the charging dock correctly with the charging light on, this will ensure the  radio microphones are ready for others. There are also gooseneck microphones on the podium if you teach from the front.

If you tend to talk to the board while you write on it in class rooms the boundary microphone will pick you up if the board is close to the podium for recordings. In rooms with the gooseneck and wearable microphone, you should use the wearable microphone but talking towards the board isn't great teaching practice, so it would be better to stop talking while you write, then turn to face the audience while you explain the diagram or equation.

If you make use of a board to write equations, draw diagrams etc. then you should use the SmartBoard or Sympodiums, where available, which also allow you to write directly on the screen.

If a student asks a question you should always repeat it back to them – this is standard good practice even if the lecture is not being recorded. The first reason is to make sure that everyone in the room hears the question – and so that it can be clearly heard on the recording. This repetition can also be really helpful to students who speak English as their second language. The second reason is to make sure that you have understood their question – and also gain a few seconds to think of the best way to answer it.

At a more fundamental level, if you can create a recording in which you deliver 'the content', does that mean that you can use your face-to-face time with students in a more interactive way? For example, a recording watched in advance of the lecture could cover the basics of a topic, thus freeing up time for you to answer student questions, set them problems and explore specific details.