Recording lectures and classes can support teaching and learning by providing students with opportunities to access, review, and revisit course content. Instructors may record live online or in-person classes, or create instructional videos for students to access at another time.
The approach to recording depends on the teaching context, available technologies, and what instructors intend to capture. Recording also involves considerations related to accessibility, student participation, privacy, copyright, and how recordings are stored and shared.
This resource provides guidance on choosing recording approaches, planning and using recordings for teaching and learning, understanding University requirements, and making recordings available to students.
Understanding Lecture and Class Recording
Recordings can serve different instructional purposes, from providing access to class content to supporting independent learning and reflection on teaching practice.
Instructors may use recordings to:
- Support access to course content: Make lectures or other instructional materials available to students who miss a class or need to revisit information.
- Support review and studying: Allow students to revisit explanations, demonstrations, and complex concepts at their own pace.
- Prepare students for class activities: Provide recorded explanations or preparatory materials so that class time can be used for discussion, problem-solving, and other interactive activities.
- Create reusable learning materials: Develop short instructional videos, demonstrations, assignment instructions, or guest presentations that may be useful across course offerings.
- Reflect on teaching practice: Review recordings of teaching sessions to consider instructional approaches, communication, and student engagement.
Recordings can complement other course materials and learning activities, but they may not capture every aspect of a class. Discussions, student contributions, demonstrations, and interactions may be difficult to record fully, particularly in physical classrooms.
When planning recordings, instructors should consider their intended purpose, what students will need to access afterward, and how recordings will contribute to the broader learning experience.
Choosing How to Record
Instructors can record lectures, classes, and other instructional materials using a variety of technologies available at the University of Toronto. The appropriate approach depends on whether the recording takes place during a live online class, is created independently, or captures an in-person class.
Recording In-Person Classes
Recording an in-person class depends on the equipment, recording systems, and technical support available in the teaching space. At U of T, these arrangements vary across campuses, faculties, divisions, and classrooms.
Some classrooms are equipped with dedicated lecture capture systems, such as Opencast, which can record and process classroom content. Opencast is available in selected teaching spaces and divisions rather than across all U of T classrooms.
Instructors may also use Microsoft Teams or Zoom to record an in-person class, even when students are not participating through an online meeting. However, these recordings may capture only the instructor’s microphone, camera, or shared screen. Student questions, classroom discussions, whiteboards, demonstrations, and other activities may not be captured adequately.
Before recording an in-person class:
- Check available equipment and support. Contact your divisional teaching and learning or classroom technology support team to determine which recording systems and equipment are available in your teaching space.
- Identify what needs to be captured. Consider whether the recording should include the instructor’s voice, presentation slides, classroom discussions, demonstrations, or other activities.
- Test the recording setup. Check audio quality, camera positioning, screen capture, and microphone coverage before the class.
- Plan for content that may not be captured. Consider providing slides, notes, summaries, or other materials to supplement recordings when necessary.
Recording Online Classes
Microsoft Teams and Zoom allow instructors to record synchronous online classes, including audio, video, shared screens, and presentations. Depending on the platform and recording settings, student contributions may also be captured.
Before recording, consider what needs to be included, how students will be informed, and whether particular discussions or activities should remain unrecorded. Instructors should also review the platform’s recording and transcription settings and determine how students will access the recording afterward.
Recording Outside of Class
Instructors may create instructional recordings without conducting a live class. These recordings can include narrated presentations, short explanations, demonstrations, worked examples, assignment instructions, and other materials students can access asynchronously.
Several tools support recording:
- Microsoft Teams and Zoom: Record audio, video, and shared screens by starting a meeting without inviting other participants.
- Microsoft PowerPoint: Record narrated presentations, including slide timings and audio, and export them as videos.
- Snagit: Capture screen activity, audio, and webcam video to create instructional recordings.
- MyMedia: Create recordings using available recording features and host videos for sharing with students.
The choice of tool depends on the type of content being recorded, the features required, and the instructor’s familiarity with the technology. Instructors may also use different tools for recording, captioning, and hosting their videos.
Planning and Using Recordings for Teaching and Learning
Recording lectures and classes involves more than selecting a technology. Instructors should consider how recordings support learning outcomes, what content needs to be captured, and how students will use the materials alongside other learning activities.
The following considerations can help instructors make intentional decisions about recording and using instructional content.
Decide What to Record
Not every part of a class needs to be recorded. Depending on the teaching context and intended purpose, instructors may choose to record an entire lecture, selected explanations or demonstrations, or short instructional segments.
Depending on the recording technology, instructors may be able to pause and resume recording or stop and restart it during group work, class discussions, student presentations, or activities involving sensitive or personal information. Consider what students will need to access afterward and whether recording particular activities may affect participation or privacy.
When recordings do not capture all aspects of a class, supplementary materials such as slides, notes, or summaries can help students access important information.
Consider Student Access and Use
Students may use recordings in different ways, including reviewing complex concepts, revisiting explanations, preparing for assessments, or accessing content when they are unable to attend class.
Providing recordings can also allow students to pause, replay, and review information at their own pace. This flexibility may support students who benefit from additional time to process information or who need to revisit unfamiliar terminology.
Communicate when recordings will be available, how students can access them, and whether any supplementary materials will be provided.
Support Participation and Interaction
Recording classes may influence how students participate, particularly when discussions involve personal experiences, sensitive topics, or differing perspectives. Consider how recording decisions might affect students’ willingness to ask questions or contribute to discussions.
Where appropriate, instructors can:
- Communicate when recording is active. Let students know when recording begins, pauses, resumes, or ends, using verbal reminders or visible recording indicators.
- Provide alternative ways to participate. Offer opportunities for students to ask questions or contribute without being recorded, and ensure they are not disadvantaged for choosing these alternatives.
- Clarify what will be captured. Explain whether student contributions will be included in recordings shared with the class.
Recordings can supplement participation in class, but they may not capture the interactions, collaborative activities, and learning experiences that occur during a live session.
Consider Attendance and Engagement
Some instructors may be concerned that providing recordings will affect attendance or engagement. The relationship between recording availability and attendance can vary depending on the course context, instructional approaches, and how recordings are used.
Rather than treating recordings as a substitute for participation, consider how recorded materials can complement in-person or synchronous learning experiences. For example, instructors might provide short recorded explanations before class and use class time for discussion, problem-solving, or collaborative activities.
Communicate the role of recordings within the course and explain how different learning activities contribute to the intended learning outcomes.
Use Recordings to Reflect on Teaching
Recording a lecture or selected teaching segment can provide opportunities for instructors to reflect on their teaching practice. Reviewing a recording may help instructors consider the clarity of explanations, pacing, presentation of information, and opportunities for student engagement.
Recordings can also support conversations about teaching development with colleagues or educational developers, where appropriate.
CTSI’s Teaching Feedback Services offer opportunities for instructors to receive feedback on their teaching, including classroom observations and consultations.
Copyright, Privacy, and Recording Permissions
Recording lectures and classes involves considerations related to copyright, intellectual property, privacy, and academic accommodations. These considerations apply whether recordings are initiated by instructors or students, although requirements may differ depending on who initiates the recording, what is captured, and how the recording will be used or shared.
Instructors generally determine whether their lectures or classes will be recorded, subject to applicable University policies and academic accommodation requirements. They should also consider the privacy of students and others who may be recorded and communicate recording expectations clearly to students.
Copyright and Intellectual Property
Lectures, course materials, and recordings may be protected by copyright. Ownership and permitted uses depend on the circumstances, including whether the materials were created by an instructor, the University, or another rights holder.
The University’s Appropriate Use of Information and Communication Technology guidelines address the unauthorized recording or reproduction of lectures, course notes, and teaching materials.
Permission to record instructional content does not automatically authorize sharing, distributing, or publicly posting the recording. Instructors should communicate any restrictions on how recorded course materials may be used.
Privacy and Instructor-Initiated Recordings
When instructors record a class, students’ voices, images, names, or contributions may be captured. These recordings can contain personal information and must be handled in accordance with University privacy requirements and Ontario’s Freedom of Information and Protection of Privacy Act (FIPPA).
Instructors should:
- Provide advance notice. Inform students when classes will be recorded, what may be captured, why the recording is being made, who will have access, and how it will be used.
- Provide participation alternatives. Give students opportunities to participate without being recorded and ensure they are not penalized for choosing these alternatives. Depending on the teaching context, this may involve designating areas outside the camera’s view or offering alternative ways to ask questions and demonstrate participation.
- Limit unnecessary recording. Avoid capturing personal information that is not needed for the recording’s intended educational purpose.
- Manage access appropriately. Restrict access to recordings according to their intended educational purpose and applicable University requirements.
- Consider future use. Review privacy and permission requirements before reusing or sharing recordings that include student contributions, guest speakers, or other identifiable individuals.
Questions about privacy requirements in specific teaching contexts can be directed to the University Privacy Office.
Student-Initiated Recordings
Students may wish to record lectures or class sessions for personal study, review, or accessibility-related reasons.
Under the University’s Appropriate Use of Information and Communication Technology guidelines, students must obtain prior written consent before recording lectures or reproducing instructional materials. In cases involving private use by students with disabilities, the guidelines specify that instructor consent must not be unreasonably withheld.
Instructors should communicate whether student recording is permitted, any conditions associated with that permission, and restrictions on sharing or distributing recordings.
Permission may apply to particular classes or activities rather than the entire course. Where recording arrangements need to change, instructors should communicate those changes clearly while respecting applicable accommodation requirements.
Recording and Academic Accommodations
Recording lectures may form part of an academic accommodation for students with disabilities. Instructors should work with the appropriate divisional Accessibility Services office when recording arrangements involve an individual student’s accommodation.
Recording permissions and practices should not create unnecessary barriers to students’ access to learning. Where concerns arise about copyright, privacy, or the participation of others, instructors should seek guidance rather than independently denying or modifying an approved accommodation.
Accessibility Services can help instructors determine appropriate arrangements that respect students’ accommodation needs and relevant University requirements.
Communicating Recording Expectations
Clear communication helps students understand when recording will take place, whether they may record instructional content, and how recordings can be accessed and used.
Instructors should communicate:
- Whether lectures or classes will be recorded and what may be captured.
- How and when recordings will be made available to students.
- Whether students may create their own recordings and any conditions associated with permission.
- Restrictions on downloading, reproducing, distributing, or publicly sharing recordings.
- How students can raise privacy, accessibility, or participation concerns.
Recording expectations can be communicated through the course syllabus and reinforced when relevant during the course.
For adaptable wording, consult CTSI’s Sample Statements for Your Course Syllabi resource, including the statements addressing instructor and student recordings.
Managing and Sharing Recordings
Planning how recordings will be captioned, stored, and shared is an important part of the recording process. Different technologies may be used at each stage.
A useful workflow is Record → Caption → Host → Share. Some platforms combine several of these functions, while others require instructors to use more than one tool.
Prepare Accessible Recordings
Recorded course videos should include accurate captions to support accessibility and inclusive learning. Many recording and video platforms can generate captions automatically, but these should be reviewed and corrected, particularly for names, technical terminology, and discipline-specific language.
Instructors should also consider whether students need supplementary materials, such as presentation slides, notes, or descriptions of visual information that may not be captured adequately in the recording.
For guidance on generating, reviewing, and editing captions using U of T-supported technologies, consult CTSI’s Captioning Recorded Videos resource.
Choose Where to Host Recordings
Recording and hosting are not necessarily the same process. Some applications save recordings directly to a hosting platform, while others create video files that instructors need to upload elsewhere.
At U of T, instructors can use several services to store and manage recordings:
- MyMedia: A U of T Libraries service for hosting and sharing videos. Instructors can upload recordings and generate links or embed codes for use in Quercus.
- Microsoft OneDrive: Store and share recordings using U of T’s Microsoft 365 environment. Videos stored in OneDrive can be played and managed through Microsoft’s Stream video experience.
- Zoom: Cloud recordings can be shared directly from Zoom, although storage is time-limited. Instructors who need to retain recordings for future use should arrange alternative storage.
- Opencast: In classrooms where Opencast is available, recordings are processed and stored through the system. Recordings are retained on the Opencast server for a maximum of one academic term, so instructors should arrange alternative storage if they need to keep them longer.
The appropriate hosting service depends on the recording technology, intended audience, storage requirements, and available institutional support.
Share Recordings with Students
Recordings can be made available to students through Quercus (Canvas) using links or embedded videos from supported hosting platforms. Instructors should check sharing permissions to ensure that recordings are accessible to the intended audience without being unnecessarily available to others.
Recordings can also be uploaded directly to Quercus, but this is not recommended for large video files because each course has a 3 GB storage limit. Instead, host recordings using a service such as MyMedia or OneDrive and share them in Quercus through links or embedded videos.
When sharing recordings:
- Review before sharing. Check that the recording captures the intended content and does not include material that should be excluded. Trim or edit the recording where necessary and supported by the platform.
- Check access permissions. Confirm that students enrolled in the course can view the recording and that access is restricted appropriately.
- Provide clear links and descriptions. Identify the recording’s topic, date, or purpose so students can locate relevant materials.
- Organize recordings consistently. Group recordings within Quercus modules, pages, or other course areas.
- Check accessibility. Confirm that captions and any necessary supplementary materials are available alongside the recording.
- Communicate availability. Let students know when recordings will be posted and how long they are expected to remain accessible.
Plan for Retention and Reuse
Recording platforms may have different storage limits and retention periods. Instructors should confirm how long recordings will remain available and make arrangements to retain materials that will be needed beyond the platform’s storage period.
Before reusing recordings in subsequent course offerings, consider whether they contain identifiable student contributions, guest speakers, copyrighted materials, or information that may no longer be accurate or relevant.
Recordings created for one teaching context may not be appropriate for unrestricted reuse or distribution. Review applicable University requirements and permissions before making recordings available to a new audience.