Frequently Asked Questions

This page contains many of the Frequently Asked Questions around both alternate delivery and assessment. Please check here before you call or submit a support ticket (to help reduce the volume of tickets and calls). We will continue to add to the content of this page, so check back often.


Protection of Privacy

The personal information requested in this Zoom lecture is collected under the authority of Section 33 (c) of the Alberta Freedom of Information and Protection of Privacy Act (“Act”) and will be protected under Part 2 of the Act. The information is collected for the purpose of [state specific uses for which the information is collected].  If you have any inquiries in regards to the collection of your personal information, please direct those inquiries to:  FOIP Coordinator, University of Lethbridge, 4401 University Dr. West, Lethbridge, Alberta T1K 3M4, telephone: 403-332-4620, email:

If the course is not being recorded there are no FOIP issues with requiring your students to have their cameras on. However, there are several reasons students may not want to have their camera on during class. Some students may not have a professional or private place to attend class, they could be connecting from their bedroom, kitchen, or have children around. We need to be sensitive of our students privacy and ensure all of our students feel safe and comfortable participating in class. Some of your students may also not have the robust and fast internet connection required for videoconferencing. We encourage all faculty to talk to their students at the start of the semester to establish etiquette and rules.

To clarify, you will need to inform your students about any recordings and allow them to refuse consent by either shutting off their cameras or opting to not interact with you during the meeting, or they can leave the meeting and watch the recording afterward. You can consider including a blurb about recording consent in your syllabus or you can provide your students with a FOIP form at the beginning of class to fill out to cover the entire semester. Here is a link for the FOIP form:

Here is the FAQ on consent:

You can also choose to put in a reminder in the chat function in Zoom at the beginning of your class for your students that says something along the lines of “As a friendly reminder, this lecture is being recorded and will be posted in Moodle for you to revisit. If you do not wish to be involved in the recording, you can choose to turn off your camera, leave the meeting and watch the recording, and/or choose to ask questions via chat rather than unmuting your mic.” This will help ensure that your latecomers receive a reminder. If you are concerned about students' consent, you can also choose to only record while you are lecturing as this will not interfere with student discussion and consent – only your screen and your voice will be recorded.

Information from Harold Jansen, Interim University Librarian

The University is not mandating one or the other, but we encourage you to think through the pros and cons of these two different forms of delivery and decide what is appropriate for your course, your students and for you. Many students prefer asynchronous delivery, as it gives them some flexibility about when and how they interact with the course. Async can also work well for students who don’t have great Internet access or who have family or other responsibilities that might interfere with their ability to be available at particular times of day. It can also more easily allow for the use of a variety of different teaching materials, enabling the incorporation of readings, video, pictures, maps, etc. It may also facilitate participation from some of your more reticent students: it can allow them time to consider what to say as not all students think quickly on their feet. Async courses can also more easily accommodate students in multiple time zones, particularly international students. For the faculty member, it can have some advantages, too. Having the ability to prepare much of the course ahead of time takes some of the pressure off for Fall, particularly if Faculty members are also facing challenges such as poor Internet or if you’re worried about children or other distractions making it difficult to teach at a particular time on particular days.

Asynchronous teaching has disadvantages, too. Because students are not together with their instructors at a given time, even virtually, a class doesn’t feel the same. It takes more work and conscious attention to build that sense of community and interactivity that makes a class come alive. It takes more deliberate effort to make yourself “present” in the class. Without that, it can feel like your class is just interacting with content, rather than with you. Asynchronous teaching also requires more advance preparation than synchronous teaching.

The main advantage of synchronous teaching is that it can feel the most like a “real” classroom, in that you’re interacting with students in real time. Students have the ability to interact with you and ask questions when they don’t understand something. It can build more of a sense of community between you and the students, which is an important part of creating a support learning environment. It can also help to build accountability for students as it is much harder for them to disengage when they need to check in at a particular time each week. It can take less preparation time – you don’t need to pre-record video or develop other content. It can be a bit disconcerting, if you’re used to a lecture style class setting. It’s much harder to “read the room” in a video lecture as many students will have their cameras off and even for those who do have their cameras on, their facial expressions are much harder to read over video. Synchronous delivery is probably most effective when there is real opportunity for discussion and interaction.

The choice doesn’t need to be all or nothing. An effective strategy is to use asynchronous delivery for the parts of the course that are going to consist of students listening while you talk and reserve synchronous sessions for things like question and answer periods, discussion, or other active learning activities, where students have an opportunity to participate.

A good resource to read more: 

This is one question a lot of students are asking, especially first year students! If your class is synchronous, you will have a set first class meeting, and you need to let students know ahead of time when that is and how to find it (Zoom link). If your course is asynchronous, you still need to reach out to students to let them know where to find course materials, etc., and how things will work. Don’t assume they will find you on Moodle – it is more important than ever to reach out ahead of time this year! One of the best ways to do this is by a Moodle forum post. This gets emailed to all students currently registered in the course, and students who sign up later will be to see those past messages once Moodle is open.

Yes, absolutely! It will be important to address workload, expectations, Zoom etiquette, FOIP rules for recording classes, how office hours will work, etc. For example, students may assume that an asynchronous course is less work, as they will not have to attend classes, just do the regular out-of-class work; is this going to be true of your course? It is also important to set expectations for communication: how should students contact you with questions, how will you contact them (email? Via Moodle?), what turn-around time is reasonable, etc. Don’t assume that students have any natural skills in this environment: we need to teach them how to succeed, and address these kinds of issues openly and early on.

CONNECTION is more essential than ever when teaching online, especially for first year students. We can often put our content in various easily-accessible packages for students, but effective learning is enhanced by building connection between students and profs and between the students themselves. Formats like Zoom offer ways to do this, through break-out rooms and chats. Here are a few good suggestions I’ve come across:  Give students the responsibility to bring other students into the conversation; in the 1st week do a scavenger hunt of the Moodle site and course outline, including at least one group; give at least one specific task in the first week that requires some group action.

The Assessment of Student Learning Policies ( continue to apply, even for online teaching. In particular, if you are thinking about final assessments, please read Section 3 of the policy, which places restrictions on what can be done in the final two weeks of classes and on due dates for final essays or take home examinations.


Accommodations such as extra time will apply to the on-line content as well. If you are offering alternate forms of evaluation like assignments or presentations, extended time would also apply in these instances. The ALC is  unable to set up accommodations for exams and instructors must arrange extensions themselves, which you will have to do individually within Moodle. Please advise the Teaching Centre as to any students who require additional time as per their Accommodation Letter, and staff can help you with modifying exams.

Some accommodated students will require recordings and/or transcripts of video and audio lectures so that they can be successful in an on-line environment. Fortunately, many platforms have settings to do this automatically, including Zoom, and require minimal work for the user. See:

Note that for Text to Speech (Kurzweil), you should provide access to course materials ahead of class and convert documents to PDF format to ensure compatibility with Kurzweil.

For more information go to

The university has move Moodle from physical servers on campus to a cloud-based solution. This should improve the reliability of Moodle significantly. In addition, the Yuja video platform is available, which integrates into Moodle, in order to allow for better hosting and streaming of video content right within Moodle. You won’t need to host videos on a platform like YouTube and will be able to use Yuja. Yuja also brings in the ability to embed quizzes within your videos. There is also a way to integrate your Zoom recordings into the Yuja platform. It is preferred that videos be place in Yuja rather than uploading a large video file.

Finally, the assignment submission and management system Crowdmark is available for you to use, and is integrated with Moodle.

To see what others tools are available please visit our Teaching Tool page

Professors and students can email their entire class with only one email address, which looks like During the semester, you don’t need the first 6 digits that specify year and term ( You can also send a message via the Moodle annoucements forum for your course, which automatically emails the whole class.

The Academic Writing Centre still offers online and e-tutor appointments during specific hours.

Check their website for more information.

If you have questions about Moodle, please check our resources regarding Moodle. An answer to your question may already be available. You can go through tutorials step by step, or use one of the help forms to submit a request to support staff. 

Requests can also be made by emailing

Submitting a request using the methods mentioned above will contact all available staff. 

After students register for the course, they have enrolled in Moodle automatically. The course becomes visible (i.e., they can access your course materials) when the instructor (i.e., you) chooses to make it visible. It is hidden by default so you can decide when it goes live.

Here is the tutorial to make your course live:

Yes. It looks a little better on tablets than it does on phones, but it does snap to the size for phones and tablets.

Moodle is considered a Learning Management System and Zoom is considered a video conferencing tool. Zoom and Moodle are not related to one another in the fact that they are two separate software. You can provide a link to your students to your Zoom class in Moodle (as any website link) for easy access. This will allow your students to use Moodle as a learning hub to access the resources and tools they need to participate in your class. Otherwise, they are completely separate and do not have any shared functions.

Here is a quick walk-through of how to use Office 365 to record a PowerPoint with a voice-over:

Although you can upload to YouTube, consider using the Yuja platform instead as it has an integration with Moodle.

But if you decide YouTube is a better option for you, you can watch the following video.

Yes, you can record Zoom sessions. There’s an option to save the recording on the Zoom cloud (i.e., not on your computer, but online to save storage space on your computer). You will get a link from the ‘cloud’ that you can put into Moodle for students to view the recording via streaming (e.g., like YouTube). This is a recommended option as there is no file size issue for Moodle using this method.

Another solution is using the Zoom/Yuja integration that pulls you Zoom recordings into Yuja and can be accessed by your students when you add Yuja to your course.

Keep in mind, if you plan to record a live lecture you will need to announce that you are recording to students who are in the lecture so they can choose to shut off their cameras if they don’t want to be in your lecture (i.e., FOIP law). They can also choose to withhold questions and answers/discussions during a recording period since the data saved and shared.


Creating a transcript of your Zoom class/tutorial session can be extremely helpful for many students when they view the recording at a later day/time - but can be especially important for students who require this accommodation. Turning on Audio Transcription in Zoom is quite simple and some instructions can be found here:

YouTube has the ability to automatically generate closed captioning. This feature is fantastic from an accessibility standpoint, but can be helpful for all students. Here is a tutorial on how to utilize this feature:

Office hours will be more important than ever in online courses. You can schedule office hours via Zoom, to set up specific times. The Scheduler module within Moodle can also help you to schedule one-on-one appointments with all your students: you pick the times you are available for appointments and the students then book themselves into one of the available timeslots. 


Bookstore Spring 2022 FAQ

Online Store.

 After the Online Store will be open for orders at for the rest of the term.

The University of Lethbridge has secured access to a product called Crowdmark. This tool has a number of features that streamline marking but one of the main features is the ability to have students submit scanned work or to take pictures of their work easily.

Thank you to Sean Fitzpatrick for these resources

Crowdmark has some great resources on their site; below are a few that may help you get started.

Distributing an assessment at a scheduled time

Students can directly contact IT via email for their inquiries at

YuJa is a service that will allow Faculty/Staff and Student to record video, edit it and stream it easily (either within Moodle or externally if they chose). It also has some fantastic accessibility features like close captioning AND allows for embedding quizzes within the videos (to check for understanding and increase engagement). 

Getting Started with YuJa 

Adding a YuJa Activity to your Moodle Course

Recording Your First PowerPoint Lecture in YuJa 

Displaying Your YuJa Content Within Your Moodle Course 

IT Services has implemented automatic class teams in Microsoft Teams.  These class teams are being made available in response to requests for this functionality, and are optional for instructors to use.

To learn more visit: