Improve Zoom Security with Authenticated User Setting

For those faculty with concerns about security in their Zoom sessions with students, the Zoom meeting option, "Only authenticated users can join," may be of interest.  If you select this option in your meeting settings, your Zoom session participants will have to log in with their UHCL email address and password to be permitted into the meeting. This takes care of those situations in which "Guest1234" appears in your participant list and you have no idea who that is. As with any new setting change, we recommend that you "test drive" this feature in a short session with several students before an actual whole class meeting. The following information has been excerpted from the Zoom support page, Authentication Profiles for meetings and webinars, which also contains a lot of detailed information for the Zoom system administrators.

Overview

Authentication profiles allow hosts to restrict meeting participants and webinar attendees to logged-in users only and even further restrict it to Zoom users whose email address uses a certain domain. This can be useful if you want to restrict your participant list to verified users, or users from a certain organization.

Authentication profiles do not apply to invited webinar panelists, who will have a unique join link and can be from outside of the specified domain(s).

Note: If a participant does not have a Zoom account, they will not be able to join the meeting or webinar if this setting is enabled.

If a participant tries to join the meeting or webinar and is not logged into Zoom, or logging in with the wrong specified email domain, they will receive one of the following messages:

• If they are not logged into Zoom:

• If they are logged in with the wrong email domain:

Only allow authenticated users to join a meeting or webinar

1. Sign in to the Zoom web portal.
2. Schedule a meeting or webinar.
3. Under Meeting Options or Webinar Options, click Only authenticated users can join.

If there are multiple Authentication Profiles configured, you can choose the authentication profile from the dropdown. Selecting the UHCL Domain option will force students to log into the Zoom meeting with their UHCL email address and credentials.

Zoom Webinars versus Meetings: Differences and Considerations

NOTE: Much of the following information has been excerpted from our team's new handout, Guide to Zoom Webinars at UHCL.

In addition to the much more common Zoom meeting, Zoom users can also host webinars. For a detailed comparison of meeting and webinar features, please review the Zoom support page, Meeting and webinar comparison. Major areas in which meetings and webinars differ are as follows:

• UHCL Zoom meetings can support a maximum of 300 participants, while Zoom Webinars accommodate up to 1000 people.
• Zoom meetings enable two-way communication between hosts/presenters and the participants via camera, microphone, and in-session text chat. Webinars, on the other hand, are primarily intended for one-way communication from the hosts and panelists to the attendees. Limited communication from attendees to the host is available via only the text-based Q&A tool and/or the text chat.
• Zoom meetings include optional Breakout Rooms during the session and a Waiting Room to control when participants may enter the session. Neither of those is available in a Zoom Webinar. 
• Any UHCL faculty or staff member may schedule and host Zoom Meetings. However, the university owns a limited number of Webinar licenses that must be borrowed by the Webinar host (or hosting campus office) for the specific event.

Planning and conducting a Zoom webinar may seem daunting at first; however, with proper planning and preparation, anyone can host a successful online event! UCT is happy to assist event hosts (and related faculty/staff) with training, planning, and advising for their webinars. To get started, or to simply learn more about hosting a Zoom webinar at UHCL, please begin by reviewing the document, Guide to Zoom Webinars at UHCL. Then, contact the Support Center with your questions, or to schedule your initial planning meeting with a member of our team.

Important Information About Zoom Cloud Storage

Although UCT is excited to see how Zoom's adoption and utilization continues to expand, we do need to provide some information to users to address some "housekeeping" issues, especially regarding meeting/webinar recordings. The following information is intended for all users who have been storing meetings/webinars online in Zoom's cloud storage. Zoom cloud storage is not intended for long-term/permanent data retention and we have begun monthly processes to purge Zoom cloud recordings older than 90 days from the system. If a user expects a recording to be used for months or years to come, they should plan to transfer the recording from Zoom to a long-term storage solution, such as YouTube, UHCL's media server, or Echo360.

To ensure that Zoom continues to function smoothly, we are requesting that Zoom users who have been saving recordings within Zoom act upon the following recommendations. Please regularly check your list of recordings in Zoom and "clean house" to control that inventory:

1. Recordings no longer needed/relevant should be deleted from Zoom;
2. Recordings that need to be archived/saved indefinitely should be downloaded and saved to your own, or a departmental, computer/storage device. The recording, once downloaded, should be deleted from Zoom;
3. Recordings that will need to be accessed repeatedly, and over a significant period of time (e.g., within Blackboard, on UHCL's web site), should be downloaded, saved to a long-term storage area (e.g., YouTube, Echo360, UHCL streaming media server), and then deleted from Zoom; and 
4. Zoom recordings needed in the short term (not exceeding 90 days) can be retained in Zoom and should be deleted once they are no longer needed.

The following resources are designed to assist users with some of these recommendations:

• Handout: Downloading a Zoom Recording (and associated files) to your local computer/device
• Handout: Options for Deploying Videos

For more information about saving and using Zoom recordings for instruction, faculty are encouraged to contact the Support Center so that a member of the Instructional Design and Technology team can meet with you to discuss and assist with options that are most suitable for teaching/learning.

Blackboard Tips and Reminders for the New Semester!

Blank course shells have been created for SP23 courses. All faculty are reminded of the following recommendations:

• Course Merge Request Deadline: If you have two or more classes that you want to merge into a single Blackboard shell, please use the online merge request form at least two weeks before classes begin. We will be unable to perform merges once students begin accessing your courses.
• Teaching Assistant Access: If you have TAs or others who will be assisting with your classes this semester, use the online Add TA to a Course request form to get things started. NOTE: Whenever possible, we use the TA's UHCL staff account credentials, rather than their student credentials. This better delineates work that they do in courses as a student from work done as a TA.
• Student Access for Incompletes: If you have given a student an incomplete for one of your courses, please notify the Support Center via email (supportcenter@uhcl.edu) to request that we either add the student to your current semester Blackboard course or extend the student's access to your previous semester Blackboard course. In your email, please include the following information:
• Names and ID numbers of the students who received an incomplete.
• The course rubric(s) (e.g., ACCT3331.01).
• Whether we should add the student to your current semester Blackboard course or extend their access to the class in which they received the incomplete.
• (If we are extending access to your previous semester Blackboard course) The date through which you would like the student(s) to have access.
• Take Your Course for a Student "Test Drive:" Use Blackboard's Student Preview to look at your course from the perspective of a student. Are all dates current for the new term? Can you see everything that your students need to access? Are your welcome message and getting started materials in a prominent location, so that students don't have to hunt and peck for critical information?
• Copying Course Contents: Faculty may use Blackboard's Course Copy feature to transfer contents from one of their own existing Blackboard shells into their SP23 shells. Faculty who need to borrow content from another instructor should email the Support Center and include an email from the content owner granting permission for us to copy their contents into your course.
• Course Updates: Clear or hide outdated and/or unused course materials, e.g., old discussion posts, announcements, old syllabi, etc. Update any assignments/assessments with availability and due dates with new dates for the current semester.
• Add Critical Help Resources for Students: If you will be using Zoom, Collaborate, or Echo360 this semester, please encourage your students to review the materials posted on our Student Blackboard Support page. We have a Student Checklist for Online Technology Readiness, as well as tool-specific handouts and videos.
• Schedule Changes: If you were originally scheduled to teach a course in SP23 that has been reassigned to another instructor, please email the Support Center and let us know the course information. A Blackboard shell for the new instructor will not be generated until your shell has been removed from the Blackboard system.
• Proctoring Information: Will you be requiring students to use a proctoring service when completing online tests/exams? If so, make sure that you provide students with links to resources about how to prepare for a proctored assessment. UHCL provides two recorded proctoring options for faculty: (1) ProctorU Review+ (with Proctored Launch), and (2) Respondus LockDown Browser and Monitor. The Student Information tab on our team's Online Proctoring Resources page has the information that students need to get ready for a successful proctoring session.

For questions about preparing for the next semester, please reach out to our Instructional Design and Technology (IDT) team by contacting the Support Center. A staff member will enter your request into the help ticketing system, where it will be routed to the next available member of our team.

Are You Ready for Echo360?

We've been talking about Echo360 all summer, but it's finally here and available to faculty. For those who are eager to try out the new application, we encourage you to take the following "getting started" steps:

1. Review one of our recorded July 2020 Echo360 Preview Sessions:
1. Echo360 Preview, July 6, 2020, Presenter: J. Willis-Opalenik, Ph.D.
2. Echo360 Preview, July 10, 2020, Presenter: J. Willis-Opalenik, Ph.D.
2. Watch the recording of our Summer 2020 virtual Echo360 training sessions:
1. Wed., August 12, 4:00-5:00 PM – Echo360 - First Steps: Class Sessions and Blackboard Integration, Presenter: J. Willis-Opalenik, Ph.D.
2. Fri., August 14, 11:00 AM-Noon – Echo360 - Creating Lecture Videos with Universal Capture (Personal), Presenter: A. Nguyen
3. Mon., August 17, 2:00-3:00 PM – Echo360 - Managing Your Existing Videos, Presenter: A. Nguyen

Tech Teaching Tips: Zoom Breakout Rooms

Breakout rooms can be used to alternate between periods of typical lecture in an online class meeting to collaborative work among small students groups, and then returning back to the whole class session.

Zoom provides a number of self-help resources about setting up and using breakout rooms. These include the following:

• Zoom 101: Breakout Rooms
• Pre-Assign Participants to Breakout Rooms
• Manage Breakout Rooms
• Participant in Breakout Rooms

Teaching Effectively with Breakout Rooms

Just like any instructional technology, it's important to carefully plan and prepare to use breakout rooms in your Zoom meetings. The following tips may prove useful as you evaluate whether or not breakout rooms are right for your class.

Planning/Preparation

• Decide how many breakout rooms you want to have and how many students should be assigned to each room.
• Decide whether you will assign students to breakout rooms manually or randomly.
• Create clear instructions/information for students about the breakout rooms and about the activity they will be completing within the small group.
• Practice at least once with some guest users (family, friends, colleagues) to ensure that you can move smoothly from the main room, to the breakout rooms, and then back to the main room.

Before Breakout Rooms Open

• Because students will not be able to see the PowerPoint, document, or other shared information from the main room once their enter their breakout rooms, provide students with a link to the activity materials, instructions, etc. before sending them into breakout rooms.
• Make sure that everyone understands what is expected of them before switching to breakout rooms.
• Remind students to have a short meet-and-greet/introduction session in the breakout rooms, since they may not already be familiar with everyone in their group.

During Breakout Rooms

• Drop in on each breakout room at least once.
• Listen in on the discussion and offer questions and/or clarification.
• Give each group a 2-3 minute warning before the breakout session ends, giving them time to wrap up their activity/assignment.
• When time is up, close the breakout rooms. Zoom will start a 60-second countdown, after which any students who haven't yet returned to the main room will be automatically transferred there.

Planning for Asynchronous Learners

• If you expect to have students who will be accessing the session via recorded video (asynchronously), it's a good idea to pause your recording when the breakout session begins (Zoom only records the main room when you are saving recordings to the cloud. If you have saving to your local computer, it will record wherever you go, from room to room, during the breakout period). In addition, make sure that you let asynchronous students know about any activity that you want them to complete in place of the group session.

IDT Newsletter Archives (2020)

Beginning June 22, 2020, our team prepares a weekly newsletter that is emailed to faculty and staff every Monday night. This page contains PDF versions of all previously distributed newsletters. Please use the hyperlinks below to open any of these PDF archives. The next year's newsletter archives are available on the blog post, IDT Newsletter Archives (2021).

• Issue 1 - Week of June 22, 2020
• Issue 2 - Week of June 29, 2020
• Issue 3 - Week of July 6, 2020
• Issue 4 - Week of July 13, 2020
• Issue 5 - Week of July 20, 2020
• Issue 6 - Week of July 27, 2020
• Issue 7 - Week of August 3, 2020
• Issue 8 - Week of August 10, 2020
• Issue 9 - Week of August 17, 2020
• Issue 10 - Week of August 24, 2020
• Issue 11 - Week of August 31, 2020
• Issue 12 - Week of September 14, 2020
• Issue 13 - Week of September 21, 2020
• Issue 14 - Week of September 28, 2020
• Issue 15 - Week of October 5, 2020
• Issue 16 - Week of October 12, 2020
• Issue 17 - Week of October 19, 2020
• Issue 18 - Week of October 26, 2020
• Issue 19 - Week of November 2, 2020
• Issue 20 - Week of November 9, 2020
• Issue 21 - Week of November 16, 2020 (incorrect date of November 9, 2020 in document)
• Issue 22 - Week of November 23, 2020
• Issue 23 - Week of November 30, 2020
• Issue 24 - Week of December 7, 2020