Policy guidance

1. Recording and Publishing


Automatic recordings are set to record audio and screen output (normally slides) and they are controlled by the teaching schedule in the timetable system, CMIS. Only some teaching types are set to be automatically recorded, the main type is ‘Lecture’ which is coded LEC in CMIS. We advise you check before your teaching takes place whether your teaching is scheduled to be automatically recorded by referring to the CMIS categories that have been advised by the Academic Policy Committee:  list of teaching types to be recorded automatically

You will know if your session is being automatically recorded because the light indicator on the lectern will be green from the start of the formal session, which is normally on the hour to the hour.

You can press the light indicator to pause a recording, especially if you are not ready to start your session, or part-way through, if you start a discussion for instance that you feel is not suitable for recording. Remember to resume the recording by pressing the light indicator again.

Remember that recordings are not available to students until you choose to share them. If you do not feel a recording is suitable for sharing, or if you are not intending to publish any of the automatic recordings, you should talk to your Head of Department, as explained in clause 1.VII.

With the agreement of your Head of Department not to publish automatically recorded sessions, you will instead need to provide equivalent academic content (e.g. lecture slides and notes, readings and questions) and explain to your students that the recording won't be shared. Advice and guidance can be found under 1.VII.

If your teaching is not one of the listed CMIS categories, but you think that the use of Reflect would enhance learning and teaching, you can easily make a manual recording of your teaching session by starting Reflect (Panopto) on the computer at the front of the room. You can record video and/or audio, screen and the visualiser this way. You can also download the recorder onto your desktop machine or personal device to create materials to supplement learning.


All of these examples and many more teaching types will not be set to be recorded automatically. It depends on how your teaching sessions have been described in the timetable system (CMIS). (Lectures) LEC sessions, for instance, will be automatically recorded and you will be expected to publish the recording in Blackboard for your students to view, in accordance with the policy. Seminar (SEM) and tutorials (TUT) sessions will not be recorded automatically, and fall outside the policy guidance.

Please refer to the list of approved CMIS categories to check whether your teaching will be automatically recorded and the policy will need to be adhered to.

If your teaching is not due to be automatically recorded (e.g. seminars), you might choose to manually record the majority or part of your session. For example the start and the end of a seminar could be an effective way to bring the context of the session and the themes that were discussed together for reference and revision purposes.

With all recordings, you can use the in-built tool to edit out an entire section (audio and screen capture), or just remove what was on the screen – you have control of what you share.

In the three years leading up to this institution-wide roll-out, colleagues at Leicester who have been using lecture capture have found they do not spend much time editing. In a survey, only 48% of the respondents report that they edit their recordings and most of those (34% of the total) spend less than 15 minutes editing.

There is short online tutorial you can follow if you would like to learn more about the editing process, or come to one of the advertised training sessions.


Publishing the recorded content means making the recording available in Blackboard so that your students can view it. You need to act to make this happen, otherwise the recordings remain hidden from students. The recommended way to do this is to go into the Blackboard course associated with the module, and share the recording that you will find in the ‘Panopto video’ area of the Blackboard course site.

The institution-wide roll-out has been informed by a two-year pilot and one year limited service. A survey of colleagues using lecture capture during this period, showed 90% of respondents make their recordings available on Blackboard within 2 working days, with 64% making them available the same day.

At the start of your session/module/programme you can inform students what the publication timeframe will be to manage their expectations. The three-day turnaround is a maximum period of time, and is set to ensure a consistent and equitable student experience.

Recordings should be made available before the next time the cohort meets; otherwise your students will not be able to use them to prepare for the next session, or to facilitate guided independent study.

Recordings are particularly beneficial to those who do not have English as a first language, accessibility requirements, plus a revision and study aid for all of our students.


Recordings are made available via your Blackboard course site for the cohort of students you teach. You can however also share a recording with other Blackboard course sites. University staff can also download recordings and copy recordings, or publish them on other media, but students cannot. Before you download any recordings, you need to check the differences in copyright that might arise. If a cohort’s contributions have been recorded you will need consent from those involved before wider distribution.

If you do not have a Blackboard course site for your module you will need to request one from IT Services.


There is a consent form that you can use for visiting speakers and a separate one for students. Please be aware that guest speakers are responsible for third-party copyright.

You need to keep the signed consent forms



Members of staff will need to let their Head of Department know if they are not publishing a recording, so that the Head can evaluate their decision and the impact on students.

It could be that Reflect is not suitable for a whole programme and opt-out can be managed on that scale rather than on a case-by-case, session-by-session basis.

If you choose not to publish automatically recorded lectures you need to consider how you can provide an equitable experience, especially for those who might depend on the capture of tutor-led sessions.

What would equivalent academic content consist of? It is likely to be what you are already providing such as reading lists, notes and slides, but it does depend on the role that the session plays in the overall learning experience of your students. To help you to determine what equivalent academic content is suitable, consider the following questions before approaching your Head of Department and your students:

  • What students need to do with the material that is covered by that lecture.
  • Do your slides only provide a framework for understanding the material covered by the lecture?
  • Have you set some key questions to help students make sense of the readings you have indicated on the topic?
  • Where would they find these questions and suitable responses to the questions, or is this something that is brought into the seminars for group discussion?
  • What worksheets or activities from the lecture can be undertaken as self-guided study? Again, where would the students have opportunity to share their responses?
  • Is there a textbook chapter/research article that covers some of the material in as much depth as your lecture?
  • Where are the case studies that you introduced in the lecture set out in more detail?
  • Are there videos you can direct students to that explain the concepts/demonstrate the procedures etc. that you worked through in the lecture?
  • How have your responses to student questions in the lecture been circulated?
  • Where can students recap the notices that you have given out as part of the lecture?


The LLI have worked closely with the Students’ Union (SU) Education Officer to develop an animation that outlines the implications of the policy for students. Within that there is notification that Reflect has been installed in over 160+ rooms.

Information has been fed into the matriculation talks and the training of student course representatives, and the SU are disseminating information via their communication channels.

There will be notification on the digital signs in Reflect-equipped buildings and the SU video wall; alongside the posters and light indicators in Reflect-equipped rooms.

There is information for students on the Reflect website and resources such as an opt-out card to request staff pause the recording before they make their contribution. A verbal request would create the need to edit the recording before publication.

You can ask your students to print an opt-out card or display it on their mobile device. You could bring a supply of opt-out cards to your session for students to collect as they enter the room, or if they notify you of their wish to opt-out.

Students need to make you aware of their wish to opt-out and reciprocally you should draw their attention to when recordings are taking place. There are PowerPoint slides available from the Reflect website for you to use in your slide-packs and at the start of teaching sessions.

Departmental managers have been sent a list of staff and student resources, such as text for Blackboard course sites and inclusion in induction materials to provide a consistent message about Reflect.

There are information flyers that you can circulate to staff and students to raise awareness and sign-post the key things both audiences need to know.



The Policy provides assurance that any recordings will be used for teaching purposes only and any other use would require your explicit consent. Under the terms of the policy, your practices are not under scrutiny by anyone other than the students you teach and colleagues with whom you team teach.

You may find it very useful for your own continuous improvement to use the recordings for self-reflection, it is useful to take a step back and observe yourself and hear the phrases that you might overuse, or how quiet or loud you come across. You might also use the recording to inform a conversation with a colleague about teaching methods or techniques in your teaching, such as what questioning techniques achieve greater student response.


The Policy provides assurance that any recordings will be used for teaching purposes only.


Recording student presentations for assessment can be done using Reflect. In instances where the presentation is marked, students have to agree to be recorded unless they can claim exemption as stated.

If you and your students want advice on where alternative arrangements need to be put in place, and what constitutes equitable materials, please contact the Accessibility Centre.

2. Copyright, Intellectual Property, Performance Rights and Consent


Copyright is of particular relevance where lectures are being recorded. A variety of works are protected under copyright law, including text, film, sound recordings, photographs and diagrams. Extracts from such works can be used in recorded lectures under a variety of educational exceptions and licences, but it is the responsibility of each staff member, or visiting lecturer, not to infringe the intellectual property rights of third parties. The Copyright Service team are available to advise on any queries you may have and specific information on copyright and lecture capture is available.

3. Access


  • Visit the Rooms Directory to see whether the room you are teaching in is Reflect-equipped.
  • You can install Reflect on my University staff computer using the Program Installer.

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Need help with Reflect?

For urgent problems with Reflect please call teaching room support on 0116 252 2919. Make sure you have to hand the module code and start/end times of the teaching event.

For any technical problems with the Reflect software or equipment please contact the IT Service Desk.

Phone: 0116 252 2253
Email: ithelp@le.ac.uk

For general Reflect enquiries please email: lli@le.ac.uk