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Teaching with Technology FAQ

Teaching Online FAQs

DELTA staff members have created a step-by-step guide to support faculty who would like to create a quality online course. The guide walks you through the fundamentals of setting up your course, teaching synchronously or asynchronously, and assessing your students while incorporating sound course design and pedagogy.

The focus is on basic tools and techniques, so you can get up and running efficiently. This guide can be used in conjunction with DELTA workshops and consultations for instructors who want or need hands-on assistance.

Visit the Online Course Creation Support guide here:

Additional Resources:

You can run live (synchronous) sessions using Zoom. A Zoom meeting holds up to 300 participants. The Zoom session can be recorded for students who cannot attend. Zoom can also create an editable transcript of the recorded session. 

If you are teaching an online course that does NOT have a scheduled meeting time, do not use synchronous Zoom sessions as your only teaching method.


You can also use Google Meet for web conferencing. Google Hangouts Meet now has the ability to host a meeting with up to 250 participants, live stream for up to 100K viewers within the NC State domain (view only participation), and record meetings to Google Drive. To learn more, watch this YouTube tutorial (1 min 41 sec). Additional information is available on OIT’s website.

To access the following materials and recordings, you will need to use your NC State Google account. Please do not share the Zoom recordings outside of Poole College, since some recordings contain sensitive information.

Please visit this spreadsheet that contains links for each of our faculty forums, including:

  • Zoom recording links
  • Google Drive folders that contain associated materials
  • A list of all links shared during the sessions

To view the spring workshops on using Zoom for class and using Moodle quizzes, visit the Online Teaching Meetings Google doc for the recording links.

You will benefit from having:

  • Laptop or home computer
  • If not included in your laptop/computer, a separate webcam
    NOTE: External webcams usually have good microphones
  • If not included in your laptop/computer, a microphone
  • Reliable Internet access
  • A quiet spot to record videos or attend live class sessions

If you need to borrow a webcam, laptop, headset, or portable document camera email with the request. You can also borrow recording equipment and portable document cameras from the NC State libraries.

Here is some information from OIT Accessibility:

Please refer to the IT Accessibility Quick Guide and the Quick Course Content Checklist for information about making your course accessible for students with disabilities.


  • If you scan a document that has text, make sure the text is renderable. You may need to use Optical Character Recognition (OCR) in a program like Adobe Acrobat DC. [PCOM Note: The new printers in Nelson Hall’s print shop can do OCR scans.]
  • Provide captions and/or transcripts for videos. The NC State Captioning Grant provides funding and technical assistance.
  • Check document accessibility in Microsoft Word, PowerPoint and Excel using the built-in accessibility checker.
  • Check document accessibility in Google Docs, Slides and Sheets using Grackle Docs.
  • For assistance, contact the IT Accessibility Office.

The Disability Resource Office (DRO) is sending out guidance to faculty that have a student connected with their office. Use UDL principles (1 hour video) as proactively as possible and contact DRO if you have any questions – and (919) 515-7653.

The Association of College and University Educators (ACUE) has created a free Inclusive Teaching Practices toolkit to support instructors in creating inclusive learning environments. These practices are tailored for online teaching but are also relevant to the physical classroom.

You can use breakout rooms within Zoom and pre-assign students to the rooms. This can be a little tricky, so we have full instructions available.

Recording Videos FAQs

There are several options for recording course content:

  • Mediasite Desktop Recorder  – record lectures using your personal computer
  • Mediasite Studio – record lectures in the mini studio in Nelson Hall. View calendar. Contact Derek Welsh to reserve a time.
  • DELTA Classrooms, studios and ministudios – You can reserve a DELTA classroom or studio space to record your content. DELTA staff will be available to help with the recording. 
  • Mediasite classroom capture – All classrooms assigned for the fall semester will automatically record your classes unless you opt-out. You can share these recordings with your students. See the DELTA article, Changes to Classroom Capture for Fall 2020, for more information.
  • Zoom – web conferencing software that can also be used to record content for later viewing
  • Loom – video messaging software, this creates quick and easy videos. It is not supported by NC State (i.e., don’t contact us with questions!), but is allowable software.

Learn more about 

DELTA will email you a link to your capture library at the beginning of the semester. Additionally, your content will be available in the My Mediasite online interface as a “channel.”  You can then easily add it to Moodle. 

If you log into My Mediasite and don’t immediately find your course capture videos:

  1. Click the Channels heading. 
  2. In the upper right corner of the Channels section, change “Filter by” to Other Channels I can view.
  3. Next to your channel name, click Favorite. It will now show up as a Channel in your main Channel list.

NC State supports two tools that work within Moodle to add interactivity to your course videos, H5P and PlayPosit.

Email to request that access to a previous semester’s videos be shared with your current students. Make sure to give them the full course number, section, and semester (e.g., BUS 101 001 Fall 2019).

If another instructor taught a previous semester and you are both comfortable sharing those materials with the new course, then the original instructor should email and cc the current instructor on the email.

Communication and Engagement FAQs

The easiest ways to contact all students are to (1) post a message in your course’s Moodle Announcements forum (video instructions) or (2) use WolfWare Google Groups (overview and written instructions). 

Moodle Announcements are not active until your Moodle course is open to students.

You can use Remind. This app is often used in K12 to communicate between teachers and parents, but can be used between professors and students as well.

Remind App Tutorial (video)

Our faculty shared great advice in our faculty forum: Tips for Effectively & Efficiently Staying Connected with Students in an Online Environment.

It is challenging to get the same sense of connection without requiring synchronous communication, however, making yourself available during plenty of “open office hours” is an excellent alternative. There are several options to hold online conferencing. (You may already be holding Zoom sessions, but want a smaller “venue” to encourage discussion. Google Meetings is a good tool with fewer features and therefore less overhead and a shorter learning curve.) To make the most of your office hours, and to include those who can’t attend, you can do the following:

  • Invite your students or remind them of the session -through Moodle forums or email -15 minutes before you go “live”. Be sure to provide the link to connect so they don’t have to look it up.
  • Before the meeting, open up a text file and name it with the time and date of the meeting.
  • To share this text file during the session you can use the “present” option in Google Meetings, or alternatively, you could use a Google Doc that students could view live during the session as you edit it. (Just remember to share the address with them at the beginning of the session).
  • Take notes in this document during the session to record highlights, questions asked, and important discussion points.
  • Take a few minutes after the office hour to clean up the notes.
  • Post the notes to Moodle with a short announcement, to share with those who couldn’t attend.  (This is more realistic than expecting students to listen to a 45-minute recording).

Assessment and Exams FAQs

One way to give online exams is to use Moodle’s Quiz tool. (Note: In this context, we use “quiz” and “exam” interchangeably.)

PCOM Internal resources:

Moodle Quiz/Exam workshop recording (Zoom video, 1 hour 30 minutes)

Moodle Quiz/Exam help document (Google doc)

Other resources:

Here are a few best practices and techniques for supporting academic integrity in Moodle quizzes, adapted from Indiana University of Pennsylvania.

  • Use question sets to randomly generate exams for each student. Each student’s test is unique, making it difficult to collaborate with other students or pass on the question set who haven’t started the exam yet. It also helps with students whose Internet goes down – when you reset the quiz attempt, they start all over with new questions. Downside: it takes a while to create a variety of questions.
    How to:  
  • Shuffle the order of multiple choice answers and/or randomize the order of all questions on the exam.
  • Limit the duration of the quiz and deliver one question at a time, which makes it more difficult to copy/paste during the quiz time.
  • Limit the availability period of the exam.
  • Wait until the exam availability period ends before giving exam feedback.
  • Use open-ended or essay style questions, which require students to have a greater understanding of the material. (Downside: It requires manual grading.)
  • Make the weight of exams relative to the overall grade lower, while increasing the weight of project, assignments, and participant. The lower the stakes, the less students are inclined to cheat.
  • Use the calculated question type to create mathematical questions using random variables, so that each student is solving with different number inputs. (Downside: these questions can be difficult to set up.)
  • Insert a True/False question at the beginning of the exam requiring students to agree to the Pack Pledge, “I have neither given nor received unauthorized aid on this test or assignment.”
  • Make students aware of Moodle’s tracking and logging abilities. Did you know that you can view a record of student’s activity within the Moodle course? You can see whether they are reviewing old materials on the Moodle page, whether they took an exam at the exact same time as another student, etc. Let your students know, and they’re less likely to try these methods.
  • If you do not have exam proctoring, you should view your exam as open book / open notes / open Google.

You might consider converting paper exams into “take home” exams and adding them as assignments in Moodle.

If you have a Word document with typical exam questions (multiple choice, essay, etc.), you can use Respondus to convert it into Moodle quiz format.

Before turning to proctored exams, consider alternative assessment techniques, such as low stakes exams, authentic learning projects, and open-book/open-note exams. Learn more about alternative assessments in our recorded faculty forum.

However, NC State wishes to offer options to instructors for whom proctored exams are the only feasible way to assess student learning in their class. To learn more about using online proctoring with Moodle and McGraw-Hill Connect, view our recorded proctoring faculty forum.

Online proctoring, regardless of the platform, requires all students to have a webcam and a stable internet connection.

  • Moodle: Respondus Monitor and Lockdown Browser (NC State licensed)
    • Respondus Best Practices
    • DELTA would like to remind everyone that the AI-generated flags in Respondus Monitor, and the review priority value assigned by the software, do not determine whether a student has cheated or not. Rather, they are tools that may help identify suspicious activities, anomalies, or situations where the data are of too low a quality to analyze.  It is important that instructors review ALL of the student videos to ensure academic integrity.
  • McGraw-Hill Connect: Proctorio
  • Top Hat: Proctoring (NC State has licensed Top Hat, but does not provide direct support for the proctoring solution)

For printed paper exams, instructors may be able to directly observe students via the Zoom video communication tool.

For further information about exam options and alternatives see

Yes, you can require this if you put it in your syllabus. We also recommend letting students know in your first communications for them. Ask students to reach out to you if they cannot obtain a webcam. The NC State Libraries has some webcams available for students,

Poole College of Management does NOT require all students to have a webcam, as this has financial aid implications. However, some specific programs such as the Online MBA program and Online MAC program require that students have a webcam.

The NC State Office of Student Conduct has put together a short guide on Preventing Academic Misconduct.

Tricia Bertram Gallant, an internationally recognized expert on integrity and ethics in education and director of the University of California San Diego Academic Integrity Office offers these additional tips:

  • Create a class statement of values or a code of ethics. Sure, you could just tell them what the rules are, but it will help you build community and garner student buy-in if you do it with your students.
  • Make standards and expectations absolutely clear. For example, what does “open books/notes” for exams mean? For students, it likely means “open internet” and on the internet are sites and people who will do the work for the students.
  • Give timely integrity reminders. Don’t just talk about integrity at the beginning of the semester.

For expanded tips, visit the UC San Diego Academic Integrity website. Although UC San Diego uses Canvas as their learning management system, many of the recommended options are available in Moodle.

Here is some information you can post or email to your students before the test. 

We also highly recommend giving your students a practice exam so that they can make sure Respondus works for them before the stress of the real exam.

Moodle FAQs

You can add files to your Moodle space easily using Drag & Drop.

  1. Go to your Moodle course.
  2. Click the Tools icon (looks like a gear) and select “Turn editing on.”
  3. Open the folder on your computer that contains the file you want to share.
  4. Drag the file from your computer folder onto the Moodle page.

Video directions

Whether you record using the Mediasite desktop recorder or Mediasite classroom capture, your content will be available in the My Mediasite online interface. You can then easily add it to Moodle.

Don’t! You want to upload videos to streaming services, such as Mediasite or YouTube. Problems can occur when multiple students try to open video files from Moodle.

Step 1: Add videos to a streaming service

Pick whichever is easiest for you!

See this chart from DELTA on the features for recording and storing videos in My Mediasite, Zoom, and YouTube.

Step 2: Add link to your Moodle site

Turnitin promote academic integrity, streamline grading and feedback, deter plagiarism, and improve student outcomes. It is an add-in for Moodle assignments. Learn more about Turnitin. If you use Turnitin in your course, you must include this information in your syllabus.

Zoom FAQs

Start with Using Zoom for online meetings & teaching Google doc

For more advanced information, visit

We are hearing these questions a lot this week. It is important to log in to Zoom using your Unity ID before starting your Zoom session. This ensures that when you enter your Zoom session, you are the host of your meeting. Only hosts and co-hosts can run breakout rooms, polls, and record to the cloud.

You can log into your account by

  • opening your Zoom desktop client and selecting Sign In with SSO
  • visiting and clicking Shibboleth Login

Once you are logged in with your NC State account, you can start your session. You can do this from within the desktop client, from the webpage, or from calendar items.

If you added a Zoom session to your Moodle course, make sure you click Start Meeting, not use the Join link.

As many of you continue to use Zoom for coursework, meetings or simply to connect with colleagues and friends, we understand there have been incidents where inappropriate content has been shared with meeting attendees. These incidents, commonly referred to as “Zoombombing,” happen when uninvited users enter a Zoom meeting to cause disruption.

This is not just an issue at NC State and is not limited to Zoom – it’s happening at institutions across the country and with other web conferencing services. This behavior is contrary to our mission and values, and we want to assure you we are working to address it. In addition to several things below that you can consider doing to help prevent these incidents from happening in the future, NC State has resources for reporting and addressing these incidents if they do happen.

Make sure to update your device and software. If you have a university-managed device, OIT has pushed updates to help address security concerns. If you are using a personal computer to access Zoom, it’s important to make sure your device operating system is up-to-date, and that you are running the most current version of Zoom.Where do I download the latest version of Zoom?What version of Zoom am I running?Do not publish your Zoom meeting URL publicly. This reduces the risk that it may be shared or accessed by others via social media or other means.

Restrict your meeting to authenticated NC State users only. This ensures that only NC State-authenticated users can join.

Require a password when hosting meetings with both NC State and non-NC State attendees. When you enable password protection, the Meeting ID is not enough for users to enter the meeting. This provides an extra layer of security. Note that if you are allowing users to join via phone, you need to set a separate password for these users.

When possible, designate additional co-hostsCo-hosts are not meeting leaders, but are responsible for monitoring the chat, managing questions, and assessing the general health of the space. Co-hosts can mute or remove participants as necessary.

Clearly communicate guidelines for engaging the space upfront. Some standard guidelines might include:

  • Participants’ audio will be muted upon entering the space
  • Use the hand raise function to be acknowledged by the moderator
  • Private chat is disabled
  • We reserve the right to mute or remove disruptive participants or individuals who are not participating in ways that honor our community purpose

Lock the meeting. Meeting hosts can prevent others from joining by using this function once anticipated attendees have joined.

Enable a Waiting Room. Before joining the meeting, users will first go into a Waiting Room and the meeting host can let them in selectively or all at once.

Disable Join Before Host. By disabling this function, users cannot enter the meeting until the host arrives.

Use new Meeting IDs for recurring meetings. If you are setting up recurring meetings, consider using a fresh Meeting ID each time to prevent the URL from being widely shared.

For additional information on protecting your Zoom meetings and details on how to implement some of these suggestions, see Protecting Zoom Meetings From Unwanted Disruptions.

We remain committed to providing welcoming and inclusive learning and working spaces. If you experience an incident of “Zoombombing” or other interference within these platforms that is related to potential bias, please know we have resources to help address these situations. You can submit a Bias Impact Report to the Office for Institutional Equity and Diversity. While we hope these incidents don’t occur, we stand prepared to respond if they do.

We thank you for your patience and teamwork as we work to address these issues. If you have any concerns or experience an incident, please contact LearnTech – email or call 919.513.7094.

Other video conferencing solutions may have similar issues so please be sure to practice similar protections for those as well.

Yes, all students, faculty, and staff with active Unity IDs can log in and create Zoom sessions at They can also record their sessions to share with faculty or classmate.

Yes, Poole IT has purchased a Zoom Meeting user account for up to 500 participants. It is administered out of the Office of Undergraduate Programs Office.

Main Contact – Megan Grubb (PCOM Scheduling Officer)

Here are the key features of the Zoom Meeting user account.

Here are steps to request use of the account:

  1. Please send an email to with the desired time slot to reserve the Zoom account.  It is a regular Google generic account that has been linked to a large Zoom ‘meeting room’ for 500 users and will be scheduled using the Google calendar associated with the account.
  2. If the account is available, Megan will add your request and send a Google calendar appointment, with the appropriate scheduled Zoom link, back to you to include in your communication (email, chat, text, etc.) back to your students/user group.

Visit DELTA’s “Teaching with Zoom” site – Security settings to learn about security settings in Zoom.

Learn about Zoom’s recording options and sharing Zoom recordings in DELTA’s Zoom recording help article.

The easiest way for students to log into a Zoom meeting is to:

  1. Before attempting to join the meeting, students should visit
  2. Click Shibboleth Login.
  3. Log in with your Unity ID.
  4. Now the student can click the link to join the meeting.

How to login- video instructions

For students to participate in breakout rooms, they must be using the Zoom desktop app or the Chrome version of Zoom (not the “join via web browser” version). Additionally, if you want to pre-assign students to breakout rooms, they will need to log in via SSO with their Unity IDs. Here is information you can share with your students if you are using Zoom breakout rooms.

Social Distance Teaching FAQs

This chart will help you select the best technology to use when in your classroom. Be sure to visit the classroom and get comfortable with the technology prior to the first day of class.