Lectures

Planning

Ensure necessary materials are available at least 48hrs in advance where possible. If advance publication is not possible, individual consideration may need to be given, for example audio file or CDs or print handouts. You may wish to record the lecture as it is given. 

Recording lectures allows all students to review content and can be very useful for clarification and revision for the majority of students. This can be done via the podium facility in a main lecture theatre in liaison with the LARTU, or by using Helius Presenter (previously known as PointeCast).

Make sure powerpoint slides meet the minimum format guidance re fonts and colours as described above. It is beneficial  to ensure that your introductory slide clearly outlines the structure of the lecture.

Consider the physical space in the light of any known disabilities amongst your student group. Where known, any physical constraints on rooming should have been notified to CETTS by the Faculty Academic Disability Contact and incorporated into the timetable in advance, but if access issues arise they need to be fed back to one of the Faculty Disability Contacts immediately.

If using video clips or images, make sure they are appropriately annotated. Video clips may require subtitling for those with hearing impairments or further audio description for those with visual impairment where the soundtrack does not adequately describe the action. This requires forward planning and may need the assistance of the Alternative Formats Unit in the Library.  If using images, ensure the image is titled and briefly described.

Delivery

Many students, including disabled and international students, use handheld recording devices. There is rarely any reason to discourage this, but you may wish to pre-empt any issues by publishing an ‘acceptable use ‘ policy in your course handbook – see Appendix 2: User agreement for audio recording of lectures on personal devices.

Things that are helpful to disabled and other students include: 

  • Remain fairly central when speaking – striding around impedes lip readers and those with hearing impairments.
  • When writing on the board, also speak/describe what is being written and verbally spell out key words (jargon or specialist terms).
  • Repeat questions from the audience.
  • Use microphones, particularly in large theatres, and remember to turn on the hearing loop if one is available.
  • Ensure your face is well lit and not silhouetted against a bright background.

It would be good practice in all cases to

  • Provide an outline of the lecture.
  • Pause frequently to allow for clarification of key points.
  • Allow short breaks for questions and reflection.
  • Provide a final summary of key points.

Appendices

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