Transcript Context and Objectives
Interview with a professor about interacting with LMS and AV systems (Canvas, Zoom, Box, Panopto) used in SMU courses.
Purpose: understand real-world setup, routines, issues, and potential improvements for a new business model focused on student/customer interaction with learning technology.
The interview covers setup rituals, required vs optional tools, common failures, backup strategies, personal process adaptations, and suggestions for colleagues.
Context note: the interview is part of a class project on creating new business ideas around customer segments in education technology.
Technology Stack Used
Canvas (LMS) is the required system for each course; every course has a Canvas instance.
Zoom is integrated with Canvas and is the default in-class videoconferencing solution; in theory, Teams or Google Meet could be used, but Zoom is standard due to integration with Panopto.
Box is the default file sharing/storage system; used to pull and preload decks and presentations.
Panopto is the video platform where in-class recordings automatically upload after Zoom sessions; transcripts and slide views are available there.
Clicker (audience response) is used and must be checked for proper operation.
External and backup recording sources: a separate backup recording on the lecturer’s laptop is maintained in addition to the main Zoom recording.
Workflow tools used in sequence: Canvas → Zoom pages per section → auto-record → Panopto → student self-review transcripts and slides.
Local hardware involved: university laptop, external camera, and sometimes a second Zoom instance for backup audio/video checks.
Pre-Class Setup and Routine
Load workflow at the start of each term for each section: prebuild Zoom sessions for every course section.
On campus, open Zoom instance for the class, pause auto-record, run sound check and video check to ensure correct camera and framing.
If necessary, adjust classroom camera/video so all participants are in frame.
Set up external camera and a separate Zoom instance for backup audio/video checks.
Confirm all files and decks are loaded on the machine; download from Canvas to Box before class, then upload back to Box after verification.
Typical data flow: Canvas decks → Box (preload) → Box (download on campus) → Zoom (class session) → Panopto (auto-upload with transcript) → student self-review.
Verify the classroom tech: ensure the clicker works; confirm audio and video are functioning for the session.
Estimated daily preparation time for technology setup: 15-20 ext{ minutes} to ensure audio/video, Zoom instance, preloaded decks, and backup recording are ready.
In-Class and Post-Class Flow
In-class: start Zoom session(s) with prebuilt settings; ensure auto-record is enabled and functioning.
During class: manage presentation flow, student presentations, and use of the deck in Canvas/Box; ensure the slides display correctly.
Post-class: recordings automatically upload to Panopto; transcripts become viewable alongside slides for self-review by students.
Multiple systems are designed to work together: Canvas (lMS) integrates with Zoom and Panopto for seamless recording and review.
Self-review capability: students can view recordings and transcripts after class, typically within 2-3 ext{ hours} post-session.
System Requirements: What is Required vs Optional
Canvas is required for every course instance; instructors manage Canvas instances for each course or program.
Zoom is effectively the default due to its tight integration with Canvas and automatic Panopto upload; not strictly required, but the ecosystem favors Zoom.
Box is the default file sharing/storage system for loading and unloading course decks and student presentations.
Panopto is the primary platform for recorded sessions and transcripts; it is closely tied to Zoom through Canvas.
Optional/alternative tools could be Teams or Google Meet, but adoption remains low due to integration benefits of Zoom with Panopto/Canvas.
Common Issues and Troubleshooting
Most frequent issue: Zoom recording does not upload to Panopto; sometimes recordings appear in Zoom but not in Panopto.
Workaround: locate the recording in Zoom and manually upload it to Panopto.
In some cases, the recording simply never saves/records; there is no traceable file to upload.
Audio problems: recording exists, but audio is not captured or is garbled; requires re-recording if possible or reliance on backup.
Video problems: sometimes the camera does not capture the class correctly or footage is garbled.
-Camera tracking issue: a newer auto-tracker caused the camera to creepily follow students and zoom unpredictably; while not widespread, it did happen and was not a lasting improvement.General principle: if a recording is missing or failing, the professor uses a backup plan to ensure self-review is still possible.
Redundancy, Backups, and Reliability Practices
Primary practice: always have a backup recording on the instructor’s laptop in addition to the Zoom recording.
Rationale: students rely on recordings for self-review and learning; outages impede the learning process.
The professor notes that 95% of the time the system works as expected; the remaining 5% demands manual intervention or backup workflows.
The universal message: tech will fail at times; the instructor’s process accounts for this with upfront checks and backups to minimize disruption.
Satisfaction and Performance Evaluation
Overall satisfaction with Canvas and SMU’s AV system: approximately an 8 on a 10-point scale.
Rationale: system generally works well once routines are established; the team has a robust process for creating new Canvas instances and coordinating with adjunct instructors.
Acknowledges that history and experience matter: the process improved through trial-and-error learning over three-and-a-half years.
Ideal LMS Improvements and Design Reflections
If designing a perfect LMS in a hypothetical world, the professor would prefer a more streamlined flow where critical file downloads and setup happen automatically from a single place (e.g., a single Canvas login triggering all necessary files and sessions).
Current reality: the need to verify and preload multiple decks to prevent formatting or autorun issues requires manual checks upfront.
The professor distinguishes between a technical limitation and a business/process requirement: to avoid student frustration and to ensure consistent self-review, he maintains a hands-on approach to prep.
Conclusion: he would welcome a simpler one-click or one-login workflow but remains pragmatic about ensuring reliability given real-world formatting and deck behavior.
Practical Tips, Best Practices, and Routines
Arrive early to the class to verify tech readiness and to perform a final check on audio/video and camera framing.
Maintain backups for every session to ensure self-review is possible even if the primary recording fails.
Prebuild all course section Zoom sessions at the start of the term; this reduces on-site setup time.
Load and verify decks via Box before class to minimize last-minute file issues.
Use a two-instance Zoom approach: one for teaching, another for backup checks, to ensure continuous operation.
Run a sound check and video check before class and adjust as needed for classroom conditions.
Ensure clicker functionality and other in-class tech components are functioning before class starts.
Consider the potential but imperfect stability of automatic trackers and be ready to disable or revert if issues occur.
People, Interviews, and Networking Notes
Interview targets mentioned for further data collection: Jane Tan, Michael Cox, Dr. Gressel, Justin, Muku, Dr. Wendy Bradley.
Additional recommended contact: Helmut Ludwig, who is increasingly using AI in the classroom; potential insights on tech issues and AI-assisted teaching.
The interviewer expresses appreciation for the professor’s thorough process and notes such depth is valuable for the project.
Real-World Relevance and Implications
Practical implications: a reliable LMS/AV stack enables higher quality self-review, improved student learning, and more efficient teaching workflows.
Privacy and data handling: recordings (and transcripts) contain student and instructor materials; institutions must manage data storage, access controls, and retention policies (implicitly raised by reliance on Panopto and Box).
Equity considerations: students without reliable internet or devices may rely on recorded content; robust backups help mitigate access disparities.
Process vs. technology: the professor’s approach underscores that human processes (checklists, rehearsals, and manual monitoring) are essential even when technology is robust.
Ethical dimension: ensuring recordings are accessible to all students (transcripts, slide views) supports inclusive learning; transparent communication about when and how recordings are used matters.
Key Terms and Acronyms (Glossary)
LMS: Learning Management System (Canvas in this context).
AV system: Audio-Visual system used in classrooms (Microphones, cameras, projectors, clickers).
Zoom: Videoconferencing platform integrated with Canvas.
Panopto: Video platform that stores class recordings and provides transcripts.
Box: Cloud storage used for file sharing and deck management.
Clicker: In-class polling/participation tool.
Canvas instance: A course-specific space within the Canvas LMS that houses materials, assignments, and links to Zoom.
Numerical References and Formulas
Preparation time per class: 15-20 ext{ minutes}
Post-class turnaround for student self-review availability: 2-3 ext{ hours} after class
Reliability rating: 8/10 on a 10-point scale
Backups and redundancy emphasis: dual-record strategy (primary Zoom recording + backup on laptop)
Contextual note: “95% of the time” the system behaves as expected, indicating a small but nonzero failure rate; mathematically, this implies a failure rate of about 5 ext{ extpercent} under typical conditions.
Connections to Foundational Principles and Real-World Relevance
Redundancy and fault tolerance: explicit backbone of the teaching workflow (backup recording, multiple zoom instances) to ensure continuity of learning.
System integration: tight coupling among Canvas, Zoom, Box, and Panopto creates a streamlined path for content delivery and review; highlights the importance of ecosystem design in educational technologies.
User-centered design in practice: the instructor’s routine is tailored to minimize disruption for students during self-review and to maximize reliability, even if it requires more upfront manual checks.
Change management and iteration: three-and-a-half years of practice demonstrates learning curves and process maturation; issues like camera tracking show how hardware changes can necessitate process updates.
Ethical and practical implications: data governance (recordings, transcripts), accessibility (transcripts, slide views), and privacy considerations for student materials; emphasises the need for clear policies and adherence.