Use spaces, software and tools

Conduct a trial run in your teaching space before class or arrive early to test your set-up. It can take up to ten minutes to get connected and to make all the necessary pre-class checks for a hybrid class. 

• Logging into the resident PC for the first time in a room may take longer than usual (as your staff profile has to be created on the local drive).
• Test your presentation files (PPT, PDF etc.). If these are located online, consider copying these onto the device you are presenting with.
• Turn on Zoom captions and conduct a voice and recording test with the in-room microphones. 

BYOD (Bring your own device)

Bring a laptop (ideally with USB-C or HDMI ports) and any special connectors or adapters your device might need. An extra device gives additional flexibility if you should need it. You can use a laptop as an extra screen to monitor your Zoom or Teams chat, for example, or bring a portable webcam to help online students see more of the room.

When bringing your own laptop, make some quick checks before class to save time in the room:

1. Ensure you have the latest Zoom or Teams software installed on your laptop.
2. Have you got offline access to all the files you need? Copy files you are presenting onto your device and avoid any potential wifi connection issues on the day.
3. Bookmark websites and online resources you plan to use.
4. When sharing your laptop screen in class, use extended screen mode instead of mirror mode. This way private documents and communication can be kept away from the projected/shared screen.

There are two available video conferencing options at UTS:

• Zoom
• Microsoft Teams

Both options allow online students to engage and communicate with the hybrid class effectively. If you’re not sure which option to use, we currently recommend using Zoom as it has simpler and more stable functionality.

Clear audio is the most important technical consideration during a hybrid class.

Tips for clear audio

• Set a ‘one voice at a time’ policy. Overlapping voices can be hard for microphones to pick up. Encourage all students to speak one at a time, into a microphone, for clearer sound.
• Use a singular microphone source where possible. For example, when a single presenter is speaking with a lapel mic, mute the room microphone and and any online student microphones.
• If you experience audio feedback, it’s likely that you have multiple inputs (microphones) or outputs (speakers) turned on in the room.

Selecting audio sources

You may need to adjust the audio input and outputs in class using both the AV lectern panel and your Zoom/Teams settings.

• Use the AV panel in the room to check which microphones are in use, turn them on and off, or adjust their volume.
• Use the audio settings in Zoom or Teams to try different audio inputs and outputs for online participants. You might need to try some different audio inputs until online students can hear the in-room microphones.
  • Check Zoom audio settings
  • Manage audio settings in a Teams meeting
• You can control the microphone gain levels via the AV panel. Increase the gain if students cannot hear you well enough, or decrease the gain if you are too loud and experience audio level peaking.

Use cameras in the room to facilitate connection between online and on-campus participants.

• Identify the location of any cameras in your classroom. Check that you are in frame so online participants can see you.
• Talk to the camera when addressing students online. For example, look at the camera when giving instructions to online students, or asking an online student to share their thoughts.
• Consider projecting the Zoom or Teams meeting in ‘Gallery mode’ on one of the screens in the room, so on campus students can see online participants.
  • Adjust your video layout in a Zoom meeting
  • Customise your meeting view in Teams