Introduction

Recording class sessions is a powerful way to support diverse learning needs. By allowing students to revisit material at their own pace, you accommodate everything from processing differences to scheduling conflicts. When paired with captions or shared notes, recording ensures your course content is accessible, inclusive, and adaptable. In this page, you will be provided resources and helpful tips to create engaging content that is based on Universal Design for Learning (UDL) concepts.

What is Universal Design for Learning (UDL)

Universal Design for Learning (UDL) is a teaching framework based on the idea that there is no such thing as an "average" learner. Instead of designing a curriculum for the middle and then retrofitting it with accommodations for others, UDL encourages educators to provide flexible pathways from the start. By offering multiple ways for students to engage with material, perceive information, and demonstrate their knowledge, UDL proactively removes barriers to learning, ensuring that the educational environment is inclusive for students of all abilities, backgrounds, and learning styles.

The framework is organized into three core principles: Engagement, Representation, and Action and Expression. Engagement focuses on tapping into learners' interests and keeping them motivated. Representation involves presenting information in various formats—such as text, video, or hands-on activities—to ensure everyone can perceive the content. Finally, Action and Expression allow students to show what they have learned in ways that suit their strengths, whether through a traditional essay, a presentation, or a creative project. Ultimately, UDL shifts the focus from "fixing" the student to fixing the curriculum, creating a more equitable experience for everyone.

How does recording help support learners?

Recordings can be implemented in both face-to-face and online class formats. In face-to-face settings, recording lectures, demonstrations, or key instructional segments ensures that students who cannot attend in person still have access to the content. In online or hybrid courses, recordings are often built into the platform and can capture live sessions, presentations, or asynchronous instructional material. Regardless of the format, the same principles of accessibility, privacy, and community expectations should be followed.

Recording class sessions provides several benefits for students: 

• Makes content accessible to anyone who cannot attend in real time.

• Allows participants to rewatch important sections, clarify questions, and improve note-taking.

• Supports learners who need additional processing time or missed content due to illness, appointments, or personal responsibilities.

• Helps students with disabilities, parents, or caregivers who may face scheduling challenges.

• Offers flexibility with playback, including adjusting audio speed.

How Recording Supports Faculty and Instructors 

Faculty and instructors also benefit from class recordings:

• Students can review content independently or make up missed sessions, reducing repeated explanations.

• Recordings can be used for self-review and peer review purposes

• When paired with limited remote participation, recordings may help improve overall attendance and engagement.

Balancing Privacy and Accessibility

Recording classes can raise understandable concerns, particularly around sharing and classroom dynamics. Faculty should take steps to protect recordings through confidentiality agreements, password protection, or restricted access. Although some worry that recording may inhibit participation, evidence suggests that it generally does not reduce engagement. In fact, when expectations and boundaries are clear, recordings can encourage more thoughtful discussion and sharing among students. 

Common-Sense Guard Rails:

• Record by default, but share recordings only upon student request

• Use password protection and prevent downloads whenever possible.

• Set expiration dates for recordings no later than the end of the course term. Many faculty allow students 2–4 weeks to review recordings.

• Pause recordings during sensitive discussions.

Expectations with Students

It is the faculty’s responsibility to discuss the purpose and benefits of recording with students. This conversation helps students understand why recordings are important for accessibility, learning, and inclusion, and allows faculty to gain student support while addressing any concerns.  Include a clear statement about recording in your course syllabus. This ensures students understand in advance how recordings will be used, what portions of class may be recorded, and the expectations for privacy and personal use.

Key points to cover in this discussion include:

• Why recording is being implemented and how it supports learners who may need additional processing time, have scheduling conflicts, or celebrate cultural or religious holidays.

• Which portions of class will be recorded (e.g., instructional content vs. student discussions).

• Expectations for how recordings may be used, including that they are for personal study only.

• Consequences for unauthorized sharing or distribution of recordings, emphasizing the importance of confidentiality and protecting sensitive or personal information shared in class.

Engaging students in this discussion not only promotes transparency and trust but also helps create a learning environment that balances accessibility with privacy and community norms.

Sample Syllabus Description

We may record some portions of class sessions (key information and instructions) if permission is granted by the class community. Due to potential technical issues I cannot guarantee that a recording of every session will be available. Recordings are generally available approximately 24-hours after a class session. Students wishing to access a class recording should email the instructor. 

 Class recordings do not offer the interactive opportunities designed to facilitate much of your learning in this course, so they are not a substitute for synchronous participation. However if you need to miss class, they can help you keep up with key content and can also be a good tool for studying or reviewing content where questions may have come up. They are also aligned with a framework of promoting accessibility through Universal Design.

 By accessing a class recording, you are agreeing that it is for your own personal use. The recordings are for the sole use of students who are enrolled in this class this semester. Recordings may not be stored, shared or distributed to anyone else at any time.

 I take this very seriously because our classes are likely to include:

• Personal information about everyone who participates in the course

• De-identified but potentially sensitive case information both from students in the course, and from my own clinical practice experience

• Video content and other copyrighted resources that are not authorized to be shared 

Creating a space where students can honestly share questions and case information is exceptionally important. I often hear from students that personal anecdotes and examples from practice are extremely helpful in learning clinical skills. Thus, it is critical that everyone in the course abides by this agreement. Any violation of confidentiality by sharing class recordings, or any portion of these recordings, without permission will result in a forfeiture of participation points for the course (which may be up to 30 points).

Note that all recordings will be permanently deleted at the end of the semester. 

Technical Instructions