Zoom is probably the most dominant video conferencing software used in online learning. This collection includes our top tips to get you going on using Zoom.
Core Zoom Skills
Zoom’s chat feature can be a great resource – but are also a potential distraction when teaching. Learn how to selectively use it within your class, or disable it to avoid interruptions.
If you are new to Zoom, there are a lot of settings that are useful of being aware of when setting up a meeting. This article explores those settings, with guidance on what may be useful for your class.
If your class incorporates attendance as part of its grading structure, it is useful to be able to download a list of class attendance, rather than have to manually record participation levels – this article describes how to download attendance for each class.
It can be useful to see Zoom as your students do – this makes it easier to know what they are likely seeing at there end and provide guidance and instructions. This article shows how Zooms looks from the student perspective.
A quick way of engaging with students on Zoom is through the use of polls. In this article, we will explain how to set up polls in Zoom and effective opportunities for integrating them into your class.
One of the most common ways of presenting on Zoom is to share a PowerPoint Presentation. In this article, we will explore how to set PowerPoint presentations to open as a separate Windows that can then be shared from within Zoom.
The waiting room feature help ensures Zoomboming is a thing of the past. This article explains Zoom’s waiting room feature, and important things to know about the feature for managing your class.
Breakout Rooms can be one of the most effective ways of integrating discussion and student engagement into classes – explore ways of integrating them in your classes.
Tips and Tricks for Effectively Managing your Class
There are lots of shortcuts in Zoom – most you will never want. This article highlights the important ones specifically useful when teaching online.
Although Zoom does not allow many opportunities for customization, there are several small adjustments to make Zoom slightly more personalized. This article will explain changing your profile picture, waiting room interface, and other personalization opportunities.
While having Zoom recording is a fantastic resource for students, enabling those who miss class to rewatch the missed material, it is possible that students may raise tangential or private issues, particularly at the start and end of classes when they may assume that there is no one else in the room. This article explains how to use Zoom’s trim feature to remove this unwanted material from the archive.
Although Zoom includes an easy to use options bar that appears at the bottom of the call, the standard behavior is for this bar to auto-hide. When presenting a Zoom class it is useful to have these options easily available so that they can be clicked as needed. This article illustrates how the change this default behavior.
One of the challenges with teaching medium to large classes on Zoom is viewing all students simultaneously. Although the default settings in Zoom limits the number of thumbnails displayed in the gallery view to 25, this can be increased to 49 (depending on your computer’s capabilities). This article explains how to enable this option, the computer specifications required to enable the feature.
The resolution of your video classes can have a big impact on the overall experience – high resolution makes everything feel crisper and closer to in-person discussions. The guide illustrates how to change the resolution of Zoom calls, reducing pixelation from default settings.
Avoiding technical issues
From connection and internet issues to microphone and webcam problems, there will inevitably be at least some technology issues during your Zoom classes. This article and its accompanying student-companion, is intended to help you to provide support to students who are having issues connecting to your Zoom call.
Online teaching presents some new difficulties that have the potential of derailing a class. This article explores some possible sources of disruption and considers ways of reducing the likelihood of issues arising, or dealing with such problems should they occur in the class.