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  • Device with good internet connection (laptop. tablet, smartphone)
  • Headphones or earbuds (optional)
  • Microphone (if possible; a separate microphone can be better than your device's build-in mic)
  • Web camera (optional, preferred for face-to-face contact)


Every Geneseo faculty, staff member, and student has a Zoom for Higher Education video conferencing account. This can be used independently or integrated into Canvas. For more information about how to set up and use your Zoom account, visit Zoom for Higher Education at Geneseo.

Canvas Chat

The Canvas Chat tool can be used for real-time conversation with course users. Any user in the course can participate in a chat conversation and view all chat content. For more information, visit this Canvas Chat Guide.


YouTube allows you upload video recorded on your smartphone, laptop, or tablet and upload it directly to the video-sharing platform. You can opt to make your video public (accessible to anyone), private (only accessible to you), or unlisted (accessible to anyone who has the link).


If you must upload videos longer than 15 minutes you will need to verify your account. This is a simple process (taking less than 30 seconds in most cases)


If the content of your lecture is exclusively in PowerPoint, and you would like to be able to add, delete, or edit slides after your initial recording—or perhaps change the voice-over for one slide—you may want to consider the most recent version of PowerPoint.



Camtasia is a screen recorder and video editor. Faculty can schedule time to make use of the Newton Recording Studio to use Camtasia at There is a free version that places a watermark on your videos. Get started with these Camtasia Tutorials

Other (free) Options

Principles to keep in mind when creating Online Lectures

  • Record in small chunks: Even the best online speakers keep it brief; think of the brevity of TED talks. We learn better with breaks to process and apply new information. To aid student learning, record any lectures in shorter (5-10 minute) chunks, and intersperse them with small activities that give students opportunities to process the new knowledge, make connections to other concepts, apply an idea, or make some notes in response to prompts. Smaller chunks also lead to smaller files, especially when using voiced-over PowerPoint presentations.

  • Be flexible with live video: Lecturing live with Zoom or Microsoft Teams is certainly possible, and it best approximates a classroom setting, since students can ask questions. However, a crisis might mean some students won't have access to fast internet connections, and others may have their schedules disrupted. So, record these live sessions, and be flexible about how students can attend and participate.

  • It's not just about content: If a crisis is disrupting classes, lectures can mean more than just providing course content; they also establish a sense of normalcy and a personal connection. In online courses, we talk about the importance of "instructor presence", and that's just as true during short-term online stints. So, consider ways that you can use lectures to make students feel connected and cared about: acknowledgement of current challenges, praise for good work, and reminders about the class being a community. This affective work can help their learning during a difficult time.

A final note

"Videoconferencing Alternatives" by Daniel Stanford offers a metric for thinking about low-bandwidth options for remote teaching. Read his post for more about this visual:


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